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Yearly Literacy Objectives Year 3 and Year 4
Literacy Objectives Year 3-4
 
Word Reading
  • apply their growing knowledge of root words, prefixes and suffixes, 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
 
 
         Reading 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 (e.g. 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
 
 
 
 
 
 
Spell;
  • use further prefixes and suffixes and understand how to add them
  • spell further homophones
  • spell words that are often misspelt
  • 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 and punctuation taught so far.
 
Handwriting
  • use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters
 
Handwriting
  • increase the legibility, consistency and quality of their handwriting
 
Composition
  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas
  • draft and write by:
  • composing and rehearsing sentences orally (including dialogue),
  • organising paragraphs around a theme
  • in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices such as headings and sub-headings
  • evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing and suggesting improvements
  • proof-read for spelling and punctuation errors
  • read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
 
  • extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
  • using the perfect form of verbs to mark relationships of time and cause
  • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
  • using conjunctions, adverbs and prepositions to express time and cause
  • using fronted adverbials
  • using commas after fronted adverbials
  • indicating possession by using the possessive apostrophe with singular and plural nouns
  • using and punctuating direct speech
 
 
 
 
 
 
 
 
 
 
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