Welcome to Otters Class!


My name is Mrs. Cheers and I teach Maths, English and Science with Year 3 and 4 each morning.  In the afternoons, I work with Years 4, 5 and 6, delivering RE and the non-core subjects.  I thoroughly enjoy working with Key Stage 2 pupils – I like watching them have fun in their learning and make progress, as they become increasingly more independent.

My Year 3 Learning Journey – Reading

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

EXS Autumn Spring Summer
Vocabulary knowledge in context
  • I understand how to use a root word to help me read unfamiliar words.
  • I know what prefixes and suffixes are.
  • I can begin to use a dictionary to check the meaning of words that I have read.
  • I can check that a text makes sense to me by explaining the meaning of the words in context.
  • I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
  • I know that unfamiliar words can be read by using knowledge of known similar words.
  • I question unfamiliar words and phrases.
  • I can use my knowledge of similar words to read unknown words.
  • I can discuss the meaning of the words I read and begin to explore words with similar and opposite meanings.
  • I can begin to read common exception words.
   
React & respond
  • I can ask questions about books and respond to the ideas of others.
  • I can take part in discussions about books that are read to me and also when reading to myself.
  • I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books are textbooks.
   

Question & retrieval

 

 

  • I ask and answer simple questions.
  • I can retrieve key facts from a simple text.
  • I can identify key words and phrases as evidence when talking about my ideas.
  • I can retrieve and record information from non-fiction.
  • I can identify the introduction, build-up, climax and resolution in stories.
   
Predict
  • I can make predictions based on stated details, giving reasons for my ideas.
  • I can predict what might happen from details stated and implied.
  • I can predict events accurately and then adapt my ideas as a gather more information.
   

Visualise

 

  • I recognise and understand that non-fiction books are structured in different ways.
  • I can use some of the features of non-fiction to help me to find information: contents, index, glossary etc.
  • I can recognise different poetry forms, such as free verse and narrative.
   
Summarise
  • I can talk about the main idea of a text.
  • I can identify the main idea within the paragraphs of a text.
  • I can summarise the works of a certain writer or poet I have studied.
   
Compare
  • I can compare different types of books: poetry, stories and non-fiction.
  • I can compare my personal response to a text with others.
  • I can compare the works of different writers.
   
Empathise
  • I can talk about how a character might be feeling.
  • I understand why a character acted or responded in a certain way.
  • I can talk about characters’ motives and behaviours.
   
Connect
  • I can make links between the different stories I have read.
  • I can use my own experiences and knowledge of the world to help understand a text.
  • I make connections with books with similar ideas or characters.
   
Analyse
  • I know that writers choose words and language to make the reader think and feel things.
  • I can discuss words and phrases that authors use to capture the reader’s interest and imagination.
  • I understand that authors use a variety of sentences for different reasons
   
INFER
  • I can use simple inference to discuss what has been said and done in a text.
  • I can draw inferences such as how characters are feeling.
  • I can justify inferences and deductions with evidence from the text.
   
 

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

 

Greater Depth Word Reading Comprehension Reading for Enjoyment
  • When reading aloud, I take full account of the punctuation in the text.
  • I make a note of any new word I come across in my reading with the intention of using them in my own writing.
  • I read ahead to determine the direction and meaning of a story.
  • I talk with confidence about the stories I have read and can ask and answer questions related to these texts.
  • I am confident in predicting what may happen next and use the text I have read so far to help me predict.
  • My predictions about what happens next are becoming more accurate.
  • I am an avid reader who finds every opportunity to read extra texts other than what has been provided for me.
  • I am beginning to develop a preference for certain types of texts and authors.
  • I am keen to find our more about a pot whose poetry I have enjoyed.
  • I note with increasing interest the way authors use a variety of techniques and strategies to develop characters and the relationship between them.
  • I am keen to find out more about the background setting of a text I am reading, for example the historical, social or cultural setting.
  • I recognise how authors can persuade and begin to use some of these skills in my own writing.
  • I seek unfamiliar texts in my reading so that I can explore new vocabulary.
  • I am beginning to recognise the characteristics of certain authors and add these to ideas in my own 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.
 

My Learning Journey – Reading

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

EXS Autumn Spring Summer
Vocabulary knowledge in context
  • I notice key words and phrases that show the passing of time to introduce paragraphs or chapters.
  • I can explore the meaning of new words, making use of a dictionary.
  • I can note examples of descriptive language and explain the mood created.
  • I can read further common exception words confidently.
  • I can identify how authors use precise vocabulary to meet the purpose of the text.
  • I can apply my knowledge of root words, prefixes and suffixes.
   
React & respond
  • I can express my personal likes and/or dislikes about the work of significant authors and poets.
  • I can listen to the opinions of others and adjust my own thinking.
  • I can discuss a range of fiction, non-fiction and poems.
  • I can explain similarities and differences with own experiences of reading different genres (plays, myths and legends).
   

Question & retrieval

 

 

  • I ask questions to make sure that I understand the text.
  • I recognise the introduction, build-up, climax or conflict and resolution in narrative.
  • I can retrieve key words and phrases as evidence when making a point.
  • I can record and retrieve information from non-fiction using contents and indexes.
  • I retrieve information from text where there is distracting information.
   
Predict
  • I can make predictions based on stated details, giving reasons for my ideas.
  • I can predict what might happen from details stated and implied.
  • I can predict on the basis of mood or atmosphere how a character will behave in a particular setting.
   

Visualise

 

  • I know that the organisation and layout of books vary depending on its purpose.
  • I can use the organisation and layout of a book to find specific information.
  • I can recognise and explain the structural conventions of common text types.
   
Summarise
  • I know that the main idea of a text can be summaries in a sentence.
  • I can identify the main idea in paragraphs in a text.
  • I can explain my opinion on the ending of longer stories.
   
Compare
  • I can compare characters (what they say and what they do).
  • I can compare texts with similar themes.
  • I can compare my personal response to a text with others.
  • I can compare the works of different writers across some different genres.
 
Empathise
  • I can show empathy towards characters and the situations they are in.
  • I understand why a character acted or responded in a certain way.
  • I can make deductions about characters’ motives and behaviours.
   
Connect
  • I know that a reader needs to interact with a text to understand it fully.
  • I can use my own experiences and knowledge of the world to help understand a text.
  • I make connections with books with similar themes.
   
Analyse
  • I know that writers choose words and language to show atmosphere, mood or feelings.
  • I understand that authors use a variety of sentences for different reasons.
  • I explain the decisions that the author has made in setting up problems for the characters and deciding how to resolve them.
   
INFER
  • I can identify techniques used by authors to persuade the reader to feel dislike or sympathy.
  • I can explore alternative outcomes to an issue.
  • I can draw inferences from characters feelings, thoughts and motives that justifies their actions and use evidence to support my ideas.
  • I can use inference and deduction to identify key characteristics of more than one character in a story, using evidence to support my views.
   
 

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

Greater Depth Word Reading Comprehension Reading for Enjoyment
  • I skim, scan and organise non-fiction information under different headings.
  • When reading aloud, I show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace to entertain and maintain interest.
  • I locate and use information from a range of sources, both fiction and non-fiction.
  • I appreciate that there can be bias in persuasive writing, including with articles and advertisements.
  • I use inference and deduction to work out the characteristics of different people from a story.
  • I refer to the text to support my predictions and opinions.
  • I talk about why I prefer certain authors and get immersed in reading their books.
  • I have established a preference for a specific genre of texts and can explain why this is the case.
  • I talk widely about different authors, giving some information about their backgrounds and the type of literature they produce.
  • I can compare fictional accounts in historical novels with the factual account.
  • I am confident of my ability to read between the lines as well as my ability to read beyond the lines.
  • I am confident enough to ask questions related to the text I am reading and to offer opinions about the way the story may begin to unfold.
  • I know that if I met the author of a book that I have read, I would have several questions to ask them.
  • I am regularly using ideas I picked up from my reading in my own writing.
   

 

My Year 4 Learning Journey – Writing

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

WTS / EXS Autumn Spring Summer
Composition
  • clear sentences that include words and punctuation taught.
  • a clear structure (more than a basic beginning, middle and an ending).
  • a story with a clear structure, setting, characters and plot.
  • key vocabulary and grammar choices that link to the style of writing (e.g. scientific / topic words).
  • paragraphs that open with topic sentences and that are organised around a theme.
  • Endings / conclusions that draw ideas and/or events together.
  • some sub-headings, bullet points to guide the reader.
   
Grammar
  • a range of sentences with more than one clause, using conjunctions.
  • the correct article ‘a’ or ‘an’.
  • sentences that are often opened in different ways to create different effects.
  • appropriate nouns or pronouns within and across sentences to link ideas and avoid repeated words.
  • use fronted adverbials of place, time and manner, including the use of a comma.
  • use Standard English, instead of spoken forms (We were, instead of we was).
  • expanded noun phrases with modifying adjectives (‘The strict teacher with curly hair.’)
  • adverbs and prepositions to express time, place and cause.
  • paragraphs that are clear and linked using: controlled use of tenses; subordinating and coordinating conjunctions.
   

Punctuation

 

 

  • correct sentence punctuation all through my writing (CL and FS).
  • apostrophe for omission
  • inverted commas for direct speech.
  • commas after the reporting clauses in direct speech.
  • apostrophe for possession
  • commas for fronted adverbials.
   
Spelling
  • the first two or three letters of a word to check its spelling in a dictionary.
Spell the following accurately:
  • words with ou
  • prefixes: dis- / in- / mis- / un –
  • words with -gue

Spell the following accurately:

  • words with ei, eigh, ey
  • adding im- to root words with m / p
  • prefixes: re- / sub- / inter- / super- / anti - / auto-
  • adding –ation to verbs to form nouns
  •  

 

Spell the following accurately:
  • suffixes: -ous / -ian
  • words with ‘s’ spelt ‘sc’
  • possessive apostrophe with plural words
  • homophones
Transcription
  • diagonal and horizontal strokes that are needed to join letters.
  • understand which letters are best left unjoined.
  • increased quality of my handwriting: down strokes of letters are parallel; lines of writing are spaced clearly so ascenders and descenders are clear and do not touch.
  • handwriting of increased legibility, consistency and quality.
  • present written work formally for different purposes.
   
 

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

 

Greater Depth Autumn Spring Summer
Composition
  • characters that are developed through their actions, speech and reactions.
  • non-narrative texts that inform the reader well and give them lots of extra details and information.
  • paragraphs that are well-structured, links ideas and guide the reader through the text.
   
Grammar
  • a range of sentence types confidently depending on the type of text I am writing and who for.
  • a range of different sentence openings to create effects, including the positioning of clauses and the use of fronted adverbials.
  • careful use of pronouns to avoid repetition and to help the flow of my writing.
  • add carefully thought-out detail with noun phrases, which are expanded before and after the noun with adjectives, prepositional phrases and adverbial phrases.
  • careful and deliberate word choices, including specific and technical vocabulary.
   
Punctuation
  • inverted commas accurately for direct speech, including the comma for the reporting clause.
  • all punctuation taught so far is securely used in all forms of writing.
   
Transcription
  • clear and consistent handwriting.
  •  
  • handwriting that is joined and beginning to develop own style.
 

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