Key stage 2 English, year 3 and 4 New Curriculum

Everything you need to know for Key Stage 2 English in year 3 and year 4.

Key stage 2 English, year 3 and 4 New Curriculum

October 25, 2017 admin

READING Words:

  • You should use your knowledge of root words, prefixes and suffixes shown Here, both to read aloud and to understand the meaning of new words you meet.

E.g.

  • Read more ‘exception’ words, which don’t follow the usual link between spelling and sound, and where these occur in the word.

READING Comprehension:

You should:

  • listen to and talk about a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • read books that are structured in different ways and read for a range of purposes
  • use dictionaries to check the meaning of words that you have read
  • increase your familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these yourself orally
  • notice themes and conventions in a wide range of books
  • prepare poems and plays to read aloud and to perform, showing your understanding through intonation, tone, volume and action
  • discuss words and phrases that capture your interest and imagination
  • recognise some different forms of poetry (e.g. free verse, narrative poetry)

 

e.g. 1
 

e.g.2
 

Pupils should be taught to use the skills they have learnt earlier and continue to apply these skills to read for different reasons, including for pleasure, or to find out information and the meaning of new words. 

Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they build on what was taught previously.

In this way, they also meet books and authors that they might not choose themselves.

Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words.

These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension.

 

Understand what you read in books by:

  • checking that the text makes sense to you, discuss your understanding and explain the meaning of words in context
  • asking questions to improve your understanding of a text
  • making connections between what a character does and their feelings, thoughts and motives, and justifying these with evidence, predicting what might happen
  • noticing main ideas drawn from more than one paragraph and summarising these
  • noticing how language, structure, and presentation contribute to meaning

 

e.g.
 

  • Retrieve and record information from non-fiction
  • Take part in discussion about books that are read to you and those you can read for yourself, taking turns and listening to what others say.

WRITING Transcription

You should know how to:

  • use prefixes and suffixes and understand how to add them
  • spell homophones (Words that sound alike but with different meanings and spellings like been and bean)
  • 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, spoken by your teacher, that include words and punctuation taught so far.

e.g.

WRITING Handwriting

  • Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when next to one another, are best left unjoined

e.g.

WRITING Composition

Plan your writing by:

  • talking about similar writing, so you can understand and learn from its structure, grammar and vocabulary
  • discussing and recording ideas

Draft and write by:

  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See grammar )
  • organising paragraphs around a theme
  • in stories, create 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 your own and others’ writing and suggesting improvements
  • proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
  • proof-read for spelling and punctuation errors
  • read your own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

e.g.

WRITING Vocabulary, Grammar, Punctuation

Develop your understanding of the concepts in grammar by:

  • 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
  • choosing nouns or pronouns appropriately within a sentence to avoid ambiguity and repetition
  • using conjunctions, adverbs and prepositions to express time and cause
  • using fronted adverbials
  • learning the grammar of word structure in grammar

 

e.g.

Grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in Grammar, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read. 

At this stage, pupils should start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt, for example, in writing dialogue for characters. 

 

Indicate grammatical and other features by:

  • using commas after fronted adverbials
  • indicating possession by using the possessive apostrophe with singular and plural nouns
  • using and punctuating direct speech

 

Use and understand the grammatical terminology in grammar accurately and appropriately when discussing their writing and reading.

Maths Made Easy © Complete Tuition Ltd 2017