Welcome to Year 3!
Your child’s teaching team are:
Mr. P. Howard - Class Teacher
Mrs. A. Shorrock - Teaching Assistant mornings
Mr. T. Molloy - Teaching Assistant
OneNote is having an off day so your homework is here:
In your CGP books, on page 27, I'd like you to do the first question only. We have been looking at length this week and I have included these additional pages for the children to complete:
Welcome to the Year 3 page!
I hope that your time in Year 3 is one where you can take with you exciting and interesting opportunities. My aim is to develop a life-long love of learning for all of you through interesting and challenging work, interactive opportunities and fun.
We will spend the year together exploring the wider world and local environment, studying history including the stone age and developing our knowledge, skills and understanding of English and maths.
In class, it is so important we think about and demonstrate our Christian Values of Truthfulness, Courage, Respect, Friendship, Thankfulness and Forgiveness. We look at these values through our work in PSHE, RE and in our class worships.
If you have any questions, catch me at the door, send me an email, or call me through the office.
Times Tables Rock Stars
Growth Mindset and Mindfulness
Throughout school, we are working hard on Growing Our Minds. We talk about not having a fixed mindset and are open to new ideas and challenges.
Here is a great website that parents can look at to find out more about Growth Mindset and how you can support your children at home.
Growth Mindset is from the work of Carol Dweck who was written many books on the topic and talks extensively including this TED talk about the Power of Yet.
Homework and Spellings:
- Homework is set every Friday and should be returned by the following Wednesday (unless a different date has been specified).
- Spellings will be available every Friday through Spelling Shed. Children should break a word down into syllables and try to spell each syllable separately by sounding them out. The spelling list is also available as a full pack for the year Year 3 spellings for the full year are available here. There is space for additional spellings on each sheet. You may choose to explore the rule and find other spellings that fit with this rule.
I cannot stress enough the importance of reading at home every night! I also think there is great value in parents/carers continuing to read to children even as they become confident and competent readers. Children can change their books whenever they need to. Children are listened to throughout the week by the adults in class. Mr Howard listens to children during guided reading sessions which take place every day and there are also opportunities each afternoon during our focused reading time.
We use Accelerated Reader in Year 3, further information can be found here: Accelerated Reader
Please ensure your child is wearing their PE kit on the day specified on the letter sent out in the first week of term, either Wednesday or Friday, when the weather is colder, ensure you wear your outdoor PE kit as lessons are often outside. Our lessons are taught by Mr Molloy who is an expert sports coach.
Home is where the heart is
The Brain Boggling Body
What are we learning?
Each half term we focus on a different area of the world in which we live. Some half terms, there will be lots of focus on science or art and design or history. Take a look at the long term plan to the left to see the types of things we will be doing each half term and take a closer look at our backpacks for more detail about the knowledge and skills that will be covered in the different subject areas.
An Overview of the Writing Skills Taught in Year 3:
Vocabulary, grammar and punctuation
· I can identify clauses in sentences
·I can explore and identify main and subordinate clauses in complex sentences.
· I can explore, identify and create complex sentences using a range of conjunctions: e.g. when, if because, although, while, since, until, before, after, so.While I was playing football, my friend was playing tennis.
·I can use the comma to separate clauses in complex sentences where the subordinate clause appears first, e.g. Although it was raining, we decided not to take our coats.
·I can identify, select, generate and effectively use prepositions for where: above, below, beneath, within, outside, beyond, e.g. The boy was playing outside.
·I can select, generate and effectively use adverbs: suddenly, silently, soon, next, eventually e.g.The girl suddenly stopped talking.
·I can use inverted commas to punctuate direct speech (speech marks):
“How are you?” Daisy asked.
·I can use perfect form of verbs using have and has to indicate a completed action e.g. He has gone out to play (present perfect) instead of he went out to play (simple past).
·I can use the determiner a or an thinking about whether the next word begins with a consonant or vowel, e.g. a rock, an open box.
·I can explore and collect word families
e.g. medical, medicine, medicinal, medic, paramedic, medically to extend vocabulary.
·I can explore and collect words with prefixes: super, anti, auto
I can plan my writing by:
· reading and analysing narrative, non-fiction and poetry to help me plan and write my own version.
· identifying and talk about the purpose, audience, language and structure of narrative, non-fiction and poetry.
·discussing and recording ideas for planning using a range of formats, e.g. chunking a plot, story maps, flow charts, boxing up.
I can draft and write by:
· creating and developing settings for narratives.
· creating and developing characters for narrative.
·Create and develop characters for narrative
·improvising, creating and writing dialogue.
·creating and developing a plot based on a model I have looked at.
·generating and making selections from word banks e.g. noun phrases, powerful verbs, technical language, synonyms for said and they are appropriate to the text type.
· using different sentence structures (see VGP).
· grouping material into paragraphs in my writing
·setting out my writing correctly on the page using headings and subheadings to organise information.
I can evaluate and edit by:
· Proofreading to check for errors in my spelling, grammar and punctuation in my own and others’ writing.
·Talking about the changes with a partner and in small groups.
· Improve my own writing because of this.
I can perform by:
· I can perform by own compositions by using appropriate intonation, tone and volume to a group or the class.
· Use further prefixes dis_, mis_, re_, and suffixes _ly, _ous, and understand how to add them.
· Add suffixes beginning with vowel letters to words of more than one syllable.
· Spell homophones and near homophones.
· Spell words containing the /ʌ/ sound spelt ou, e.g. young, touch, double
· Spell words with endings sounding like /ʒə/ e.g. treasure, enclosure, pleasure.
· Spell words with endings sounding like or /tʃə/, e.g. creature, furniture, adventure.
· Spell words with the /eɪ/ sound spelt ei, eigh, or ey, e.g. vein, weigh, eight, neighbour, they, obey
· Identify and spell irregular past tense verbs, e.g. send /sent, hear / heard, think/ thought
· Identify and spell irregular plurals, e.g goose/ geese, woman/women, potato /es
·Use the first two letters of a word to check its spelling in a dictionary.
· Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
·Spell words from the Year 3 list (selected from the statutory Year 3/4 word list) - see below
· I can form and use the four basic handwriting joins.
· I can write legibly so that others can read my writing.
An Overview of the Maths Taught in Year 3:
Number – number and place value
Number – addition and subtraction
Number – multiplication and division
§ I can count from 0 in multiples of 4, 8, 50 and 100.
§ I can count up and down in tenths.
§ I can read and write numbers up to 1000 in numerals and in words.
§ I can read and write numbers with one decimal place.
§ I can identify, represent and estimate numbers using different representations (including the number line).
§ I can recognise the place value of each digit in a three-digit number (hundreds, tens, ones).
§ I can identify the value of each digit to one decimal place.
§ I can partition numbers in different ways (e.g. 146 = 100+ 40+6 and 146 = 130+16).
§ I can compare and order numbers up to 1000.
§ I can compare and order numbers with one decimal place.
§ I can find 1, 10 or 100 more or less than a given number.
§ I can round numbers to at least 1000 to the nearest 10 or 100.
§ I can find the effect of multiplying a one- or two-digit number by 10 and 100, identify the value of the digits in the answer.
§ I can describe and extend number sequences involving counting on or back in different steps.
§ I can read Roman numerals from I to XII.
§ I can solve number problems and practical problems involving these ideas.
§ I can choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method).
§ I can select a mental strategy appropriate for the numbers involved in the calculation.
§ I can understand and use take away and difference for subtraction, deciding on the most efficient method for the numbers involved, irrespective of context.
§ I can recall/use addition/subtraction facts for 100 (multiples of 5 and 10).
§ I can derive and use addition and subtraction facts for 100.
§ I can derive and use addition and subtraction facts for multiples of 100 totalling 1000.
§ I can add and subtract numbers mentally, including:
- a three-digit number and ones.
- a three-digit number and tens.
- a three-digit number and hundreds.
§ I can add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.
§ 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.
§ I can choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)
§ I can understand that division is the inverse of multiplication and vice versa.
§ I can understand how multiplication and division statements can be represented using arrays
§ I can understand division as sharing and grouping and use each
§ I can recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
§ I can derive and use doubles of all numbers to 100 and corresponding halves.
§ I can derive and use doubles of all multiples of 50 to 500.
§ I can write and calculate mathematical statements for multiplication and division 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 use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.
§ I can solve problems, including missing number problems, involving multiplication and division (and interpreting remainders), including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.
Number – fractions
Geometry – properties of shapes
§ I can show practically or pictorially that a fraction is one whole number divided by another (e.g. can be interpreted as 3 ÷ 4).
§ I can understand that finding a fraction of an amount relates to division.
§ I can recognise that tenths arise from dividing objects 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 example, + = ].
§ I can compare and order unit fractions, and fractions with the same denominators (including on a number line).
§ I can count on and back in steps of , and .
§ I can solve problems that involve all of the above.
§ I can draw 2-D shapes and make 3-D shapes using modelling materials; 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.
§ I can measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).
§ I can continue to estimate and measure temperature to the nearest degree (°C) using thermometers.
§ I can understand perimeter is a measure of distance around the boundary of a shape.
§ I can measure the perimeter of simple 2-D shapes.
§ 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/read time with increasing accuracy to the nearest minute.
§ I can record/compare time in terms of seconds, minutes, hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon, midnight.
§ I can 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 continue to recognise and use the symbols for pounds (£) and pence (p) and understand that the decimal point separates pounds/pence.
§ I can recognise that ten 10p coins equal £1 and that each coin is of £1.
§ I can add and subtract amounts of money to give change, using both £ and p in practical contexts.
§ I can solve problems involving money and measures and simple problems involving passage of time.
Geometry – position and direction
§ I can describe positions on a square grid labelled with letters and numbers.
§ I can use sorting diagrams to compare and sort objects, numbers and common 2-D and 3-D shapes and everyday objects.
§ I can interpret and present data using bar charts, pictograms and tables.
§ I can solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.