Year Three end of year expectations:

Transcription

1 YEAR THREE O TRACK ASSESSMENT OBJECTIVES ENGLISH & MATHS Year Three end of year expectations: WRITING - Handwriting: I use the diagonal and horizontal strokes that are needed to join letters. I understand which letters, when adjacent to one another, are best left unjoined. I have increased the legibility, consistency and quality of my handwriting. WRITING COMPOSITION: I can plan using different genre models and know the structure of that writing. I can plan my writing by discussing and recording ideas. I can compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures. I can draft and write in narratives, creating settings, characters and plot. I can draft and write in non-narrative form, using simple organisational devices [for example, headings and sub-headings]. I can evaluate and edit by assessing the effectiveness of my own and others' writing and suggesting improvements. I can evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences. I can proof-read for spelling and punctuation errors. I can read aloud my own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. I can extend sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. I can choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. I can use fronted adverbials. I can express time, place and cause using conjunctions [for example, when, before, after, while, so, because.] I can express time, place and cause using adverbs [for example, then, next, soon, therefore.] I can use paragraphs as a way to group related material.

2 SPAG - Vocabulary, Grammar and punctuation: I can express time, place and cause using prepositions [for example, before, after, during, in, because of.] I can use the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play.] I can use the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box.] I can understand what a main clause and a subordinate clause is. I can understand what a vowel and a consonant is. I can indicate possession by using the possessive apostrophe with plural nouns. I can use and punctuate direct speech including understanding the term inverted commas. SPaG Spelling: I know how to double consonants when adding a suffix. I know when the i sound is spelt y. I know how to add prefixes - un, dis, re and in. I know how to add prefixes - il, im, ir, re, sub, inter, super, anti, auto. I know how to add suffix - ation. I know how to add suffix - ly including y to i. I know how to spell words ending in - sure, sion, ous, tion, ssion, cian. I can spell words with ch sound k, sound sh - scheme, chorus, echo, chef, chalet, machine. I can spell words ending in gue and que - league, tongue, antique. I can spell words sc sound s - science, scene. I can spell ei and ey with sound ei - vein, weight, they, obey. I can spell further homophones - accept/except, grate/great, brake/break. I can spell words that are often misspelt (English Appendix 1 - word list Y3 and 4.) I can use the first two or three letters of a word to check its spelling in a dictionary. I can write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. READING - word reading: I can apply my growing knowledge of root words and prefixes, both to read aloud and to understand the meaning of unfamiliar words. I can read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. I can apply my knowledge of root words and suffixes to read aloud and to understand the meaning of unfamiliar words.

3 I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. READING - comprehension: increasing my familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally. identifying themes and conventions in a wide range of books. preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. discussing words and phrases that capture the readers interest and imagination. recognising some different forms of poetry [for example, free verse, narrative poetry.] I understand what I read, in books I can read independently, by: checking that the text makes sense, discussing my understanding. I understand what I read, in books I can read independently, by: explaining the meaning of words in context. I understand what I read, in books I can read independently, by: asking questions to improve my understanding of a text. I understand what I read; in books I can read independently, by: drawing inferences such as inferring characters' feelings, thoughts and motives from their actions. I understand what I read, in books I can read independently, by: justifying inferences with evidence. I understand what I read, in books I can read independently, by: predicting what might happen from details stated and implied. I understand what I read, in books I can read independently, by: identifying main ideas drawn from more than one paragraph and summarising these. I understand what I read, in books I can read independently, by: identifying how language, structure, and presentation contribute to meaning. I can retrieve and record information from non-fiction. I participate in discussion about books that are read to me and those I can read for myself, taking turns and listening to what others say. SPEAKING & LISTENING: I can ask relevant questions to extend my understanding and knowledge. I can use relevant strategies to build my vocabulary.

4 I can articulate and justify answers, arguments and opinions. I can give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. I can maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. I can use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. I can speak audibly and fluently with an increasing command of Standard English. I can participate in discussions, presentations, performances, role play, improvisations and debates. I can gain, maintain and monitor the interest of the listener(s.) I can consider and evaluate different viewpoints, attending to and building on the contributions of others. I can select and use appropriate registers for effective communication. MATHS Geometry: I can draw 2-D shapes and describe them. I can create 3-D shapes using modelling materials and recognise 3-D shapes in different orientations and describe them. I can recognise angles as a property of shape or a description of a turn. I can identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines. MATHS Measurement: I can measure and compare: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). I can add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). I can measure the perimeter of simple 2-D shapes. I can add and subtract amounts of money to give change, using both and p in practical contexts. I can tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks. I can estimate and read time with increasing accuracy to the nearest minute. I can record and compare time in terms of seconds, minutes and hours.

5 I can use vocabulary such as o'clock, a.m./p.m., morning, afternoon, noon and midnight. I know the number of seconds in a minute and the number of days in each month, year and leap year. I can compare durations of events [for example to calculate the time taken by particular events or tasks.] I can measure and compare: mass (kg/g) I can measure and compare: volume/capacity (l/ml). MATHS addition & subtraction: I can add numbers mentally, including: a three-digit number and ones. I can subtract numbers mentally, including: a three-digit number and ones. I can add numbers mentally, including: a three-digit number and tens. I can subtract numbers mentally, including: a three-digit number and tens. I can add numbers mentally, including: a three-digit number and hundreds. I can subtract numbers mentally, including: a three-digit number and hundreds. I can subtract numbers with up to three digits, using formal written methods of column subtraction. I can add numbers with up to three digits, using formal written methods of columnar addition. I can estimate the answer to a calculation and use inverse operations to check answers. I can solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. MATHS fractions, decimals & percentages: I can count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10. I can recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators. I can recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators. I can recognise and show, using diagrams, equivalent fractions with small denominators. I can add and subtract fractions with the same denominator within one whole [for

6 example, 5/7 + 1/7 = 6/7.] I can compare and order unit fractions, and fractions with the same denominators. I can solve problems that involve all of the fractions statements for Year 3. MATHS multiplication & division: I can recall and use multiplication and division facts for the 3 multiplication tables. I can recall and use multiplication and division facts for the 4 multiplication tables. I can recall and use multiplication and division facts for the 8 multiplication tables. I can write and calculate mathematical statements for division using the multiplication tables that I know, including two-digit numbers times one-digit numbers, using mental and progressing to formal written methods. I can write and calculate mathematical statements for multiplication using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods. I can solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects. MATHS number and place value: I can count from 0 in multiples of 4. I can count from 0 in multiples of 8. I can count from 0 in multiples of 50. I can count from 0 in multiples of 100. I can find 10 or 100 more or less than a given number. I can compare and order numbers up to I can identify, represent and estimate numbers using different representations. I can read and write numbers up to 1000 in numerals and in words.

7 MATHS statistics: I can interpret and present data using bar charts, pictograms and tables. I can solve one-step questions [for example, How many more? and How many fewer?] using information presented in scaled bar charts and pictograms and tables. I can solve two-step questions [for example, How many more? and How many fewer?] using information presented in scaled bar charts and pictograms and tables.