Mill Hill Primary School English Curriculum Overview Years 3 and 4

Transcription

1 Mill Hill Primary School Curriculum Overview Years 3 4 Spoken Language Word Reading Comprehension Writing- Transcription Hwriting Writing - Composition Writing, Grammar & Punctuation listen respond appropriately to adults their peers ask relevant questions to extend their understin g knowledge use relevant strategies to build their vocabulary articulate justify answers, arguments opinions give wellstructured descriptions, explanations apply their growing knowledge of root words, prefixes suffixes (etymology morphology) as listed in Appendix 1, both to read aloud to underst the meaning of new words they meet read further exception words, noting the unusual corresponden ces between spelling develop positive attitudes to reading understing of what they read by: listening to discussing a wide range of fiction, poetry, plays, nonfiction reference books or textbooks reading books that are structured in different ways reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including Spelling (see Appendix 1) use further prefixes suffixes underst how to add them ( Appendix 1) spell further homophones spell words that are often misspelt ( Appendix 1) place the possessive apostrophe accurately in words with regular plurals [for example, use the diagonal horizontal strokes that are needed to join letters underst which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency quality of their hwriting [for example, by ensuring that the downstrokes of letters are plan their writing by: discussing writing similar to that which they are planning to write in order to underst learn from its structure, vocabulary grammar discussing recording ideas draft write by: composing rehearsing sentences orally (including dialogue), progressively building a varied rich vocabulary an increasing range of develop their understing of the concepts set out in Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity cohesion to avoid repetition

2 narratives for different purposes, including for expressing feelings maintain attention participate actively in collaborative conversation s, staying on topic initiating responding to comments use spoken language to develop understin g through speculating, hypothesising, imagining exploring ideas speak audibly fluently with an sound, where these occur in the word. fairy stories, myths legends, retelling some of these orally identifying themes conventions in a wide range of books preparing poems play scripts to read aloud to perform, showing understing through intonation, tone, volume action discussing words phrases that capture the reader s interest imagination recognising some different forms of poetry [for example, free verse, narrative poetry] underst what they read, in books they can read independently, by: girls, boys ] in words with irregular plurals [for example, children s] use the first two or three letters of a word to check its spelling in a dictionary write from memory simple sentences, dictated by the teacher, that include words punctuation taught so far. parallel equidistant; that lines of writing are spaced sufficiently so that the ascenders descenders of letters do not touch]. sentence structures ( Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters plot in non-narrative material, using simple organisational devices [for example, headings sub-headings] evaluate edit by: assessing the effectiveness of their own others writing suggesting improvements proposing changes to grammar vocabulary to improve using conjunctions, adverbs prepositions to express time cause using fronted adverbials learning the grammar for years 3 4 in Appendix 2 indicate grammatical other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using punctuating direct speech use underst the grammatical terminology in Appendix 2 accurately

3 increasing comm of Stard participate in discussions, presentations, performances, role play, improvisation s debates gain, maintain monitor the interest of the listener(s) consider evaluate different viewpoints, attending to building on the contributions of others select use appropriate registers for checking that the text makes sense to them, discussing their understing explaining the meaning of words in context asking questions to improve their understing of a text drawing inferences such as inferring characters feelings, thoughts motives from their actions, justifying inferences with evidence predicting what might happen from details stated implied identifying main ideas drawn from more than one paragraph summarising consistency, including the accurate use of pronouns in sentences proof-read for spelling punctuation errors read aloud their own writing, to a group or the whole class, using appropriate intonation controlling the tone volume so that the meaning is clear. appropriately when discussing their writing reading.

4 effective communicati on. these identifying how language, structure, presentation contribute to meaning retrieve record information from nonfiction participate in discussion about both books that are read to them those they can read for themselves, taking turns listening to what others say.

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