Phase 2 (Year 3 and 4)

Children will be taught to:

Speaking and listening

• Listen and respond appropriately to adults and their peers
• Ask relevant questions to extend their understanding and knowledge
• Use relevant strategies to build their vocabulary
• Give reasons for their answers, arguments  and express their opinions
• Describe things with more detail including feelings
• Begin to give simple explanations
• Be active listeners and respond to others’ contributions and collaborate
• Use talk partners to explore ideas and make predictions
• Speak clearly and fluently
• Participate in discussions, presentations,  performances and role play
• Engage other listeners and interpret their responses
• Use different tones of voice depending on the audience

Reading

• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet
• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Comprehension

• develop positive attitudes to reading and understanding of what they read by:
• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are structured in different ways and 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 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 reader’s interest and imagination
• recognising some different forms of poetry [for example, free verse, narrative poetry]
• understand what they read, in books they can read independently, by:
• checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• asking questions to improve their understanding of a text
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• predicting what might happen from details stated and implied
• identifying main ideas drawn from more than one paragraph and summarising these
• identifying how language, structure, and presentation contribute to meaning
• retrieve and record information from non-fiction.
• participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Handwriting

• Use strokes that are needed to join letters
• Increase the consistency and quality of handwriting
• Use fluent, joined handwriting consistently

Spelling

• Spell and use rules in Year 3 spelling appendix
• Spell words from the Year 3 word list correctly and use them consistently in their writing.
• Use the possessive apostrophe
• Use a dictionary to check spellings (using first 2 -3 letters)
• Spell and use rules in Year 4 spelling appendix
• Spell words from the Year 4 word list correctly and use them consistently in their writing

Composition

• Use some sentence variations in their writing
• Using compound and complex sentences – use because (begin to use if,  when, although)
• Beginning to use paragraphs/ section their ideas
• Create settings, characters and plot in narratives - comment on the characters thoughts and feelings.
• Use simple organisational features in non – narrative writing
• To be able to write for a sustained period of time.
• Awareness of time for each story part (don’t rush the ending)
• Use some sentence variations in their writing
• Narrative writing includes a problem and resolution while sequencing their ideas.

 
Vocabulary Grammar and Punctuation

• Use full stops, capital letters, exclamation marks and question marks. Mostly accurate use of commas used in lists; and commas (comma splicing evident) accurately.
• Some use of inverted commas.
• Use and punctuate direct speech accurately
• Begin to use other punctuation when reporting speech
• A concise piece of writing with correct punctuation, grammar and spelling.
• Use the correct determiner for a noun
• Use a range of prefixes (super- anti- auto)
• Expressing time, place and cause using conjunctions (when-before-after-while-so-because-then-next-soon-therefore-before-after-during-in-because of)
• Use paragraphs and sub headings.
• Use paragraphs organised around a theme
• Use simple, compound and complex sentences with some subordinate connectives eg also, as well, but
• Use present perfect form of verbs in contrast to the past tense
• To know the difference between the possessive s and plural s
• Use powerful verbs and adverbs for effect.
• Use technical/subject-specific vocabulary
• Use expanded noun phrases with modifying adjectives.
• Use frontal adverbials and use a comma after them
• Appropriate use of nouns and pronouns throughout a piece of work

Terminology
Preposition, conjunction, word family, prefix, clause subordinate clause, direct speech, consonant, consonant letter vowel, vowel, vowel letter, inverted commas, speech marks. Determiner, pronoun, possessive pronoun and adverbial

Spelling