Year 3 Expectations

Reading Targets

A Year 3 Reader

Word Reading
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I can read further exception words, noting the unusual correspondences between spelling and sound.
I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
I read a range of fiction, poetry, plays, and non-fiction texts.
I can discuss the texts that I read.
I can read aloud and independently, taking turns and listening to others.
I can explain how non-fiction books are structured in different ways and can use them effectively.
I can describe some of the different types of fiction books.
I can ask relevant questions to get a better understanding of a text.
I can predict what might happen based on the details I have read.
I can draw inferences, such as inferring a characters’ feelings, thoughts and motives from their actions.
I can use a dictionary to check the meaning of unfamiliar words.
I can identify the main point of a text.
I can explain how structure and presentation contribute to the meaning of texts.
I can use non-fiction texts to retrieve information.
I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.

Reading Targets

Year 3: Reading at Greater Depth

I am an avid reader who finds every opportunity to read additional material other than what is provided for me.
I am beginning to develop a preference for certain types of texts and authors.
I talk with confidence about stories I have read and can ask and answer questions related to the story.
I am confident in predicting what may happen next and use the text I have read so far to help me predict.
I can make a picture in my head about the characters and settings I read about.
I note with increasing interest the way authors use a variety of techniques and strategies to develop characters and the relationship between them.
When reading aloud, I take account of the punctuation in the text.
I am keen to find out more about the background setting of the book I am reading, ie, historical time or another country.
I can work out how authors can persuade and begin to use some of these skills myself.
I am keen to find out more about a poet whose poetry I have read.

Writing Targets - A Year 3 Writer

I can spell words with additional prefixes and suffixes and understand how to add them to root words.
I recognise and spell homophones.
I can use the first two or three letters of a word to check its spelling in a dictionary.
I can spell words which are in a family correctly.
I can spell the commonly mis-spelt words from the Y3/4 word list.
I can identify the root in longer words.
I use the diagonal and horizontal strokes that are needed to join letters.
I understand which letters should be left unjoined.
I can discuss models of writing, noting its structure, grammatical features and use of vocabulary.
I can compose sentences using a wider range of structures.
I can write a narrative with a clear structure, setting, characters and plot.
I can produce non-narrative writing using simple organisational devices such as headings and sub-headings.
I can suggest improvements to my own writing and that of others.
I can make improvements to grammar, vocabulary and punctuation.
I use a range of sentences with more than one clause by using a range of conjunctions.
I use the perfect form of verbs to mark the relationship of time and cause.
I can proof-read to check for errors in spelling and punctuation.
Grammar and punctuation
Sentence structure
I can express time, place and cause by using conjunctions, adverbs and prepositions.
Text structure
I am starting to use paragraphs.
I can use headings and sub headings.
I can use the present perfect form of verbs instead of the simple past.
I can use inverted commas to punctuate direct speech.

Writing Targets

Year 3: Writing at Greater Depth

I use adjectives and adverbs with confidence and attempt to think of different ones to use in different situations.
I give careful thought to the planning of writing and re-read it as a matter of course.
I ensure that my descriptions have just enough detail to help the reader gain a better understanding about the way the story is unfolding.
I use words that have not been used before when describing events, characters and feelings.
My writing is edited; changes are made to create greater impact on the reader and proof-read for accuracy.
I vary sentences, adding phrases to make the meaning more precise.
I include descriptions of events and characters in a variety of styles and my writing sometimes contains humour.
I describe characters  and include feelings and emotions when needed.
I can choose the most appropriate style of writing to suit the needs of the situations, eg: poems, lists, letters, reports.
I check punctuation and use speech marks and apostrophes accurately.

Targets in Spoken Language

A Year 3 Speaker

I can sequence and communicate ideas in an organised and logical way, always using complete sentences.
I vary the amount of detail and choice of vocabulary, depending on the purpose and the audience.
I take a full part in paired and group discussions.
I show that I know when Standard English is required and use it (beginning).
I can retell a story using narrative language and add relevant detail.
I can show that I have listened carefully because I make relevant comments.
I can present ideas or information to an audience.
I recognise that meaning can be expressed in different ways, depending on the context.
I can perform poems from memory adapting expression and tone as appropriate.

Targets in Spoken Language

Exceeding Year 3 Expectations

I can speak with good diction so that those at the rear of the audience can hear clearly what I am saying.
I can talk about my personal feelings in relation to the way a story starts and ends.
I can ensure that my persuasive talk provokes a strong response.
I can listen to others responsively in discussion and link ideas clearly to what others have said, even when my point of view is different.
I can make use of what is learnt from a discussion, presentation or broadcast
I can ensure the language and structure I use when giving instructions are appropriate for the task.
I can give instructions with clear diction, so that everything can be heard and understood.
I can adapt instructions to suit different audiences, for example, for adults or younger children.
I am happy to attempt different roles/responsibilities according to what is needed.
I am happy to look at a different viewpoint to influence my feelings about a character or situation

Mathematics Targets - A Year 3 Mathematician

I can compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words.
I can count from 0 in multiples of 4, 8, 50 and 100.
I can recognise the value of each digit in a 3-digit number.
I understand and can count in tenths, and find the fractional value of a given set.
I can add and subtract fractions with a common denominator.
I can derive and recall multiplication facts for 3, 4 and 8x tables.
I can add and subtract mentally combinations of 1-digit and 2-digit numbers.
I can add and subtract numbers with up to 3-digits using formal written methods.
I can write and calculate mathematical statements for multiplication and vision using the 2x, 3x, 4x, 5x, 8x and 10x tables.
I can calculate 2-digit x 1-digit.
I can solve number problems using one and two step problems .
Measurement and geometry
I can identify right angles and can compare other angles stating whether they are greater or smaller than a right angle.
I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
I can tell the time to the nearest minute and use specific vocabulary, including seconds, am & pm.
I can measure, compare, add and subtract using common metric measures.
I can solve one and two step problems using information presented in scaled bar charts, pictograms and tables.

Mathematics Targets

Year 3: Mathematics at Greater Depth

I am very confident and consistent when dealing with all the Year 3 objectives.
I can return to a mathematical operation after a break and still feel confident about coping with the problem.
I can explain to my peers how I have reached an answer with the problems I have been given.
I know when to apply my mathematical knowledge and skills to different problems in other subject areas.
I apply my knowledge related to number to solve problems related to money and measures.
I deal very effectively with reasoning problems even if they take a long time.
I show good resilience when the problems are proving very difficult and require me to think very deeply.
I am able to measure, compare, add and subtract more complex problems using common metric measures set out in m/cm/mm; kg/g; l/ml etc.
I can instantaneously recall all multiplication number facts up to 10 x 10.
I know which mathematical operation may be required when setting out statistical evidence.

Ofsted Outstanding 3D

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