Bourne Avenue, Ranton, Stafford,
Staffordshire. ST18 9JU

Telephone: 01785 282228

office@allsaints-ranton.staffs.sch.uk

Year 3 Learning Journey - Writing

                             My Year 3 Learning Journey – Writing

I can write for a range of purpose and audiences, making use of:

WTS / EXS Autumn Spring Summer
Composition
  • Headings and sub-headings in non-narrative.
  • Opening, build-up, problem, resolution and ending when writing narrative.
  • Paragraphs to organise information around a theme – supported by planning.
  • Writing demonstrates an awareness of purpose and audience.
  • Pictures, diagrams and jottings to plan what they wish to write.
  • Discussion and recording ideas gained from wider reading and modelling.
  • Greater detail and clear structure in the opening, build-up, problem, resolution and ending in writing narrative.
  • Improvements to writing through assessing with peers and through self-assessment.
  • Sentences using a wider range of structures linked to grammar.
  • Paragraphs to organise information around a theme – showing independence.
   
Grammar
  • A wider range of conjunctions – when, if, because, although
  • Determiners (articles) ‘a’, ‘an’ and ‘the’ appropriately.
  • A range of sentence openings.
  • Make consistent use of the present and past tense.
  • Use simple and compound sentences.
  • Conjunctions, adverbs and prepositions to express both time and cause
  • First and third person consistently throughout a piece of writing.
  • Perfect form of verbs instead of the simple past.
  • Adventurous word choices to add detail.
  • Adventurous and carefully selected word choices to add detail and engage the reader.
  • Technical language, where appropriate, to make writing convincing and useful.
   
Punctuation
  • Inverted commas to punctuate some direct speech.
  • Commas for items within a list
  • Full stops
  • Capital letters (consistently for proper nouns)
  • Question marks
  • Exclamation marks
  • Apostrophe for possession, including plural nouns.
  • Inverted commas to punctuate direct speech.
  • Commas for clauses and phrases.
 
Spelling
  • A dictionary to check the spelling of a word using the first 2 or 3 letters.
Spell the following accurately:
  • wh and w words
  • Common contractions
  • Short vowel – double consonant
  • ay using alternatives
  • suffixes ing, er, en, ed (U1)
  • u spelt ou
  • I sound elsewhere in words (U2)
  • Prefixes un, dis, mis, re, pre
  • Word family spellings.

Spell the following accurately:

  • Prefixes and suffixes added to root words (super, anti, auto)
  • Adding the suffix –ly (U3)
  • End sound ‘sure’ (U4)
  • End sound ‘ture’ (U5)
  • End sound ‘sion’ (1) (U6)

Spell the following accurately:
  • End sound ‘sion’ (2) (U7)
  • End sound ‘tion’ (U8)
  • End sound ‘ssion’ (U9)
  • Grapheme ‘ch’ pronounced ‘k’ (U10)
  • Grapheme ‘ch’ pronounced ‘sh’ (U11)
  • Additional homophones (he’ll, heel, heal)
  • Commonly misspelt words from the Y3 and 4 word list.
Transcription
  • Good quality consistent handwriting.
  • Diagonal and horizontal strokes that are needed to join letters.
  • A joined style of handwriting.
  • A consistent joined style of handwriting.
   
I can write for a range of purpose and audiences, making use of:
Greater Depth Autumn Spring Summer
Composition
  • Purpose and audience that is established and sustained throughout the text.
  • Proof reading to check for inaccuracies in spelling, grammar and punctuation.
  • Headings and sub-headings in non-narrative writing are selected independently to guide the reader.
  • Independent planning.
  • Confident improvements and changes following discussion and reflection.
   
Grammar
  • Simple, compound and complex sentences accurately and confidently to add to the flow of the writing.
  • Effective and varied sentence openings.
  • Conjunctions, adverbs and prepositions to sequence and to express place and cause confidently.
  • Vocabulary deliberately chosen to create effects, including accurate use of technical or specific words.
  • Adverbials and other added detail to build a picture for the reader.
   
Punctuation
  • Inverted commas consistently used to punctuate direct speech.
  • Commas to mark phrases and clauses.
  • Commas to mark phrases and clauses consistently accurate throughout text.
   
Spelling
  • Spelling rules and patterns from Year 3 and 4 accurately used, including exceptions to rules.
  • Spelling rules and patterns from Year 3 and 4 accurately, including exceptions to rules.
 
Transcription
  • Diagonal and horizontal strokes to join letters appropriately.
  • Diagonal and horizontal strokes consistently used to join letters appropriately.
 
         

Read 35 times

 

 

"We are committed to creating a safe, welcoming, stimulating and challenging environment in which all the children develop a love of learning and strive to reach their full potential within a Christian caring community where individuals are respected and valued."

Contact Us

Contact the office on

Connect with us

We're on Social Networks. Follow us & get in touch.

 
 
 

SEND

pdf download

SEND Information Report

View & Download