iPRIMARY ENGLISH YEAR 3 9

YEAR 3
SPOKEN LANGUAGE

RECEPTIVE LANGUAGE
Reference Objective Guidance
The student is able to follow instructions such as ‘Put your book in your bag, put your bag
SL3.1A Follow 3-step instructions, when these are given slowly and clearly.
on your peg and then sit down.’
Follow information during three to five minutes of listening to teacher-talk The student is able to follow and understand, for example, simple descriptions related to
SL3.1B
supported by pictures. a curriculum topic, using prior knowledge to assist with comprehension.

EXPRESSIVE LANGUAGE
Reference Objective Guidance
The student is able to say, for example, ‘It is big and grey and it has a long nose. It is
SL3.2A Give brief descriptions using two or more linked sentences.
an elephant.’
SL3.2B Ask for repetition and clarification when a word is not understood. The student is able to interject by saying, for example, ‘Excuse me. I don’t know that word.’
The student is able to listen to the teacher and other children discussing, for example,
SL3.2C Participate in discussions when invited to do so by the teacher.
animals, and to add appropriately to a description of an animal when prompted.
With some guidance, take on the role of a character, from a play or other text, The student is able to respond appropriately when the teacher says, for example, ‘Imagine
SL3.2D
using some knowledge of conventions. you are Cinderella. How do you feel about your step-sisters?’
When asked by the teacher to explain an answer, the student is able to present his or her
SL3.2E Present information to the class when prompted.
thoughts clearly and audibly to the class.

READING

READING: WORD READING and PHONICS

Reference Objective Guidance
Blend to read and segment to spell words containing alternative sounds for The student is able to recognise a wide range of alternative sounds for graphemes and
R3.1A
graphemes (see Appendix A). can use these to explore possible pronunciations of unfamiliar words.

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READING: WORD READING and ACCURACY

Reference Objective Guidance
The student is able to read simple text (including sentences that may be joined with ‘and’ or
R3.2A Read aloud an unfamiliar text of 10–12 basic sentences (about 100 words).
‘but’) with an error rate of less than 10%.
The student may pause at an unfamiliar longer word but is able to blend the word sound by
R3.2B Decode unfamiliar two-syllable words, using a range of strategies.
sound or syllable by syllable.
The student is able to recognise familiar conjugated verbs in simple sentence patterns,
R3.2C Recognise on sight high-frequency verbs with the endings ‘-ed’, ‘-ing’ and ‘-s’.
for example, ‘She likes maths’, ‘He played the piano’ and ‘I am reading a book.’
Organise words into alphabetical order by their first two letters and use The student is able to order a list of, for example, kinds of food that have the same initial
R3.2D
alphabetical order to find words in dictionaries and glossaries. letter, for example, ‘banana, beef, bread’, and efficiently locate these words in a dictionary.

READING: LITERAL COMPREHENSION

Reference Objective Guidance
Answer simple questions about a character, event or piece of information about The student is able, for example, to name and describe the main character from a fiction
R3.3A
which they have read. text or to find requested information in a paragraph from a non-fiction text.
Having read a text, the student is able to say, for example, that Cinderella was given chores
by her step-sisters and then married the prince or that lava came out of the volcano and
R3.3B Retell two events from a story or sequence in the correct order.
then rolled down its sides. Events or information from instructions or other non-fiction texts
may also be ordered.

READING: INFERENTIAL COMPREHENSION

Reference Objective Guidance
When a text says, for example, ‘Rina dropped the plate and it smashed’, the student is able
R3.4A Use context to infer the meaning of unfamiliar words.
to infer that ‘smashed’ means ‘broke’.
In answer to a specific question, the student is able to infer, for example, that a character
R3.4B With support, infer a character’s feelings from information given in a text.
who has been left out of a game might feel sad.
Use knowledge of other books or films to predict what might happen at the end of The student understands, for example, that villains are usually punished in stories and so
R3.4C
a short story or other text. is able to predict that the villain will be punished at the end of the story.
The student is able to enjoy and respond positively to, for example, a fairy tale that has
R3.4D Listen and respond to stories of a level beyond that of independent reading.
been read to the group but that he or she could not yet read.

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READING: TEXT STRUCTURE and PURPOSE

Reference Objective Guidance
Use contents pages and online menus to locate relevant pages and find requested When asked to find out, for example, which mammals live in deserts, the student is able to
R3.5A
information. use a contents page to find a chapter about deserts.
The student is able to look up, for example, ‘Moon’ in an index and locate the relevant
R3.5B Use a simple contents page and index to locate information.
page(s) in order to find information about the Moon.
Read simple reports and alphabetically organised texts, identifying key text The student is able to read an illustrated text about, for example, deserts, using the
R3.5C
features and beginning to distinguish between fact and opinion. alphabetical index and glossary to aid comprehension.

READING: GRAMMAR for READING

Reference Objective Guidance
Point out the conjunctions ‘and’, ‘but’ and ‘because’ and explain how they join The student is able to identify the conjunction in, for example, ‘She is sad because it is
R3.6A
sentences. raining’, and explain that it means one fact made the other happen.
R3.6B Identify adjectives in expanded noun phrases and use the term ‘adjective’. The student is able to locate and name the adjective in, for example, ‘the blue flower’.
The student is able to read, for example, ‘walked’, ‘started’ and ‘played’ and know that the
R3.6C Recognise that the past tense of verbs is often indicated by the suffix ‘-ed’.
verbs are in the past tense.
Identify subject and object pronouns and link them to the head noun phrase The student is able, for example, to point to the pronoun ‘they’ or ‘them’ and know that it
R3.6D
they replace. refers to ‘the noisy children’ in the previous sentence.
The student is able to talk about the difference in meaning between, for example, ‘Put all
R3.6E Identify a range of quantifiers as determiners.
beans in the bowl’ and ‘Put some beans in the bowl’.

WRITING

WRITING: TRANSCRIPTION and PHONICS

Reference Objective Guidance
Make the correct spelling choices for vowels and consonants (as shown The student is able to spell words using different spellings for the same vowel sound,
W3.1A
in Appendix A). for example, ‘wait’, ‘cake’, ‘play’ and ‘eight’.
The student is able to spell words with less-common letter patterns, for example, ‘friend’,
W3.1B Spell another 50 everyday words in the context of teacher-led dictation.
‘school’ and ‘could’.
Add the suffixes ‘-s’, ‘-ed’, ‘-ing’, ‘-er’ and ‘-est’ and the prefix ‘un-’ to words where The student is able to form, for example, the words ‘played’, ‘playing’ and ‘player’ from the
W3.1C
the root word does not change. root word ‘play’ and ‘unfair’ from the root word ‘fair’.

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WRITING: VOCABULARY
Reference Objective Guidance
Use a range of adjectives (around 20, in addition to colour and size) to add The student is able to use appropriate adjectives to create, for example, a detailed noun
W3.2A
description. phrase such as ‘He had a fast, new bike.’

WRITING: COMPOSITION
Reference Objective Guidance
The student is able to write a sequence of sentences such as ‘I have a cat. His name is
W3.3A Compose and write a sequence of three or more simple or compound sentences.
Sam. We take Sam to play in the garden.’
The student is able to sequence, for example, images of the ragged Cinderella, Cinderella
Sequence three pictures and write two or three sentences about each one to tell a being transformed and Cinderella with the prince and write two or three sentences that
W3.3B
story. describe each one, giving details such as ‘She is very sad. She has been given lots of jobs
and cannot go to the ball.’
W3.3C Select pictures and write simple report texts of up to 100 words. The student is able to write a report detailing, for example, facts about monkeys.
The student is able to reread a sequence of sentences he or she has just written, checking
W3.3D Reread own writing, improving it at sentence level. punctuation at the end of sentences and improving meaning by, for example, adding an
adjective to a simple sentence.

WRITING: HANDWRITING and WORD PROCESSING

Reference Objective Guidance
W3.4A Use correct letter formation in own writing. The student is able to write a sequence of sentences without copying letter form.
W3.4B Use a QWERTY keyboard to write short texts. The student is able to type a sequence of sentences without copying.

GRAMMAR for WRITING

Reference Objective Guidance
Say and then write compound sentences using the coordinating conjunctions ‘and’ The student is able to make correct choices about whether ‘and’ or ‘but’ is appropriate,
W3.5A
and ‘but’. when joining two simple sentences such as ‘It is winter and/but it is warm’.
W3.5B Use a range of quantifiers as determiners in writing. The student is able to use quantifiers such as ‘some’, ‘many’, ‘every’ and ‘all’.
The student is able to choose and write, for example, ‘walk(s)’ / ‘walked’ or ‘start(s)’ /
W3.5C Use present- and past-tense forms of regular verbs in writing.
‘started’, understanding which verbs are in the past tense.
The student is able to use a variety of adjectives to form noun phrases in sequences of
Use adjectives in expanded noun phrases, in own writing of three or more simple
W3.5D sentences such as ‘The red car is fast. The big, yellow car is faster. The fastest car is the
or compound sentences.
bright blue car.’
The student is able to write, for example, ‘The children had a balloon. It flew away from
W3.5E Use subject and object pronouns instead of nouns/noun phrases.
them’ rather than ‘The children had a balloon. The balloon flew away from the children’.
Write simple sentences showing grammatical agreement of regular verbs with
W3.5F The student is able to write, for example, ‘He plays. They play.’
singular and plural nouns/pronouns.

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 iPRIMARY ENGLISH YEAR 3 13

PUNCTUATION
Reference Objective Guidance
With support, use upper-case letters and end punctuation correctly when The student is able to write, from exaggerated and explained dictation, for example,
W3.6A
writing dictated sentences. ‘Oh no! How can we go out if it is raining?’
W3.6B Use apostrophes in common contractions. The student is able to write, for example, ‘I’m hot’ and ‘I can’t see’.
W3.6C Put inverted commas around spoken words. The student is able to add the inverted commas to, for example, ‘Ashan said ‘‘Yes’’ ’.
The student is able to write, for example, ‘Dad grew beans, cabbages, carrots and
W3.6D Use commas to separate items in lists of nouns.
potatoes.’

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