Year 3 Spellings

2014 Curriculum

2014 Curriculum

2014 Curriculum

Support for Spelling: Objectives Teaching focuses Term 1Unit 1 To consolidate knowledge of adding suffixes and to investigate the conventions related to the spelling pattern -le Unit 2 To spell regular verb endings and to learn irregular tense changes. For example, carry and carries, and carried, go and went.

On going work Extend the knowledge of spelling strategies and apply to high-frequency and cross- curricular words. Term 2Unit 1 To know what happens to the spelling of nouns when -s is added. For example, army and armies, and ash and ashes. Unit 2 To understand how words change when suffixes are added. For example, homeless and reliable.

On going work Extend the knowledge of spelling strategies and apply to high-frequency and cross- curricular words. Term 3Unit 1 To embed the correct use and spelling of pronouns. For example, my, your, and his. Unit 2 To develop knowledge of prefixes to generate new words from root words. For example, sense and nonsense, and cook and precook.

Memory strategies Strategy Explanations Syllables To learn a word I can listen to how many syllables there are so I can break it into smaller bits to remember fan-tas-tic, pa-per Base Words To learn a word I can find its base word hoping = hope+ing Analogy To learn a word I can use words that I already know to help me could, would, should Mnemonics To learn my word I could make up a sentence to help me remember it o u lucky duck , there is a rat in separate, 1 collar 2 sleeves

Visualising vocabulary