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. |
| Comprehension |
| 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
| Transcription |
| Spelling |
| 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. |
| Handwriting |
| I use the diagonal and horizontal strokes that are needed to join letters. |
| I understand which letters should be left unjoined. |
| Composition |
| 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. |
| Punctuation |
| 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
| Number |
| 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. |
