Primary English Level 5 Year 3 - curriculum.gov.mt · Primary English – Level 5 – Year 3 Subject Focus: Listening and Speaking Learning Outcomes Indicators Students can: Below

Primary English – Level 5 – Year 3

Subject Focus: Listening and Speaking Learning Outcomes Indicators

Students can: Below Level 5

Level 5 Above Level 5

5.1

I can listen attentively to text read aloud and demonstrate understanding by responding to questions about the content of the text and by making some inferences.

1.1 Follow people speaking at a slow pace and answer simple questions non-verbally.

Modification for students in Year 3 who are working at a lower level.

1.2 Follow people speaking at a fairly normal speed and answer literal and inferential questions non-verbally and verbally.

Applies to students in Year 3 who are ready to start working at level 5.

1.3 Follow people speaking at a normal speed and answer inferential questions and give reasons to support my answers.

Modification for students in Year 3 who are able to work at a higher level.

5.2

I can understand audio-visual texts across a range of genres*, identifying the main idea and specific information.

2.1.1 2.1.2

Listen to and view a text, with repetition about a familiar topic, twice and choose a picture that matches the topic. Listen to and view a text, with repetition, about a familiar topic, twice and elicit similar or repeated words.


2.2.1 2.2.2

Listen to and view a text, with some repetition, about an age-appropriate topic, twice and suggest the main idea. Listen to and view a text, with some repetition, about an age-appropriate topic, twice and answer wh questions by selecting specific information.


2.3.1 2.3.2

Listen to and view a text, with little repetition, about an age-appropriate topic, two times and suggest the main idea and key words. Listen to and view a text, with little repetition, about an age-appropriate topic, twice and answer wh questions by selecting specific information.






5.3

I can, with support, begin to express myself clearly when narrating stories, performing poems/songs/chants and enacting roles in play scripts.

3.1.1 3.1.2 3.1.3

With support, participate in storytelling, with repetitive language, imitating the modelled tone of voice of a storyteller and repeating some words. With support, participate in reciting poems and singing songs and chants, with repetitive lines or refrains, copying modelled tone of voice and repeating some words. With support, participate in enacting play scripts, with repetitive utterances, copying modelled tone of voice and repeating some words.


3.2.1 3.2.2 3.2.3

With support, participate in storytelling, changing my tone of voice to express particular meanings and feelings and pronouncing most of the words clearly. With support, participate in performing poems, chants, and songs; show an awareness of rhythm with musical instruments, change their tone of voice to express meanings and feelings and pronounce most of the words clearly. With support, participate in enacting play scripts; use mime and gestures, change their tone of voice to express meanings and feelings and pronounce most of the words clearly.


3.3.1 3.3.2 3.3.3

With support, participate in narrating stories, using the correct emphasis, intonation and pronunciation. With support, participate in performing poems, using the correct emphasis, intonation and pronunciation. With support, participate in performing play scripts, using the correct emphasis, intonation and pronunciation.






5.4

I can, with support, suggest some ideas of my own in the same style as the original story, poem or song in a discussion.

4.1.1 4.1.2

Suggest some content and function words in the same style of a story with repetitive language, helped by picture prompts in a discussion. Suggest some content and function words in the same style as a short poem or song with refrains, helped by picture prompts in a discussion.


4.2.1 4.2.2

Suggest modifications to sentences in the same style as the original short story with the help of prompts in a discussion. Suggest modifications to words, phrases and lines in the same style as a poem or song with the help of prompts in a discussion.


4.3.1 4.3.2

Suggest modifications to parts of the narrative in the same style as the original story with the help of prompts in a discussion. Suggest modifications to a stanza or verse in a poem or song with the help of prompts in a discussion.


5.5

I can make use of modelled language to make relatively plausible predictions and describe characters, scenes, objects, and pictures, as well as respond to questions about an oral text.

5.1.1 5.1.2 5.1.3 5.1.4

Guess what will happen next in a story with the help of pictures or graphics. Answer Yes or No questions about characters, scenes, objects and pictures in an oral text. Guess what will happen next in a story, using two-word/very short utterances. Answer questions about scenes, objects and pictures, using two-word/very short utterances.


5.2.1 5.2.2

Make use of modelled simple sentences to guess what will happen next in an oral story. Answer wh questions about oral text and make use of modelled simple sentences to describe characters, scenes, objects and pictures.






5.5 (continued) 5.2.3 5.2.3

Make use of modelled compound sentences to guess what will happen next in an oral narrative text. Answer wh questions about oral text and make use of modelled compound sentences to describe characters, scenes, objects and pictures.

Applies to students in Year 3 who are able to carry out advanced work within the level.

5.3.1 5.3.2 5.3.3 5.3.4

Make use of simple and compound sentences to make predictions. Answer a range of questions, including open-ended questions, about oral text and make use of simple and compound sentences to describe vividly characters, scenes, objects and pictures. Make use of complex sentences to make predictions. Answer a range of questions, including open-ended questions, about oral text and make use of complex sentences to describe vividly characters, scenes, objects and pictures.


5.6 I can respond to a story or poem read aloud and comment on the characters and events.

6.1.1 6.1.2 6.1.3 6.1.4

Use pictures/graphics/drawings to respond non-verbally to a story read aloud. Use pictures/graphic/drawings to respond non-verbally to a poem read aloud. Say two-word/very short utterances about a character. Say two-word/very short utterances about an e


6.2.1 6.2.2 6.2.3 6.2.4

Express personal response to a story read aloud using simple sentences. Express personal response to a poem read aloud using compound sentences. Express facts and opinions about characters using sentence starters. Express facts and opinions about events using sentence starters.







5.6 (continued) 6.3.1 6.3.2 6.3.3 6.3.4

Express personal response to a story read aloud using simple and compound sentences. Express personal response to a poem read aloud using simple and compound sentences. Express opinions about characters and make use of complex sentences to back their ideas with facts. Express facts and opinions about events and make use of complex sentences to back their ideas with facts.


5.7

I can order my ideas and describe them effectively as I contribute to discussions supported by the teacher.

7.1.1 7.1.2

Contribute to class/group topic discussions by responding non-verbally and relevantly to the teacher’s questions. Contribute to class/group topic discussions by using two-word/short utterances when prompted by the teacher.


7.2.1 7.2.1

Contribute to class/group topic discussions by organising own ideas in a sequence that makes sense, making use of suitable sentence starters such as first, next, after that, finally, when responding to the teacher’s questions. Contribute to class/group topic discussions by describing own ideas clearly and adding some details when prompted by the teacher.



7.3.1 7.3.2

Contribute to class/group discussions by asking wh questions to find out more about topic-related ideas suggested by others. Contribute to class/group discussions by asking wh questions to elicit reasons/explanations from others about topic-related ideas described by others.






5.8

I can use modelled language to communicate my own experiences, likes and dislikes fluently and accurately with some allowance to self-correct in the process.

8.1.1 8.1.2 8.1.3

Make use of modelled phrases and simple sentence patterns to talk about concrete experiences. Imitate modelled tone of voice, repeating words, phrases and simple sentences when corrected by the teacher. Produce some grammatically correct and some contextually relevant oral language when speaking about own likes and dislikes; and repeating words, phrases and simple sentences when corrected by the teacher.


8.2.1 8.2.2 8.2.3

Use modelled simple and compound sentence structures to express and illustrate concrete experiences. Speak with some confidence about concrete experiences, using clear diction and appropriate tone of voice; and modifying utterances when self-correcting. Produce mostly grammatically correct and contextually appropriate oral language when speaking about own likes and dislikes; and modifying word order in sentences and choice of words, as necessary, when self-correcting.


8.3.1 8.3.2 8.3.3

Use modelled complex sentence structures to express and illustrate concrete experiences. Speak confidently about concrete experiences, using clear diction and appropriate tone of voice; and modifying utterances to include more detail. Produce grammatically correct and contextually appropriate oral language when speaking about own likes and dislikes; and modifies sentence structures to include more detail.






5.9

I can, with support, use appropriate language and specific vocabulary fluently to suit different purposes when interacting with others.

9.1.1 9.1.2

Repeat modelled patterned simple sentences and questions and speak with some confidence in conversations about familiar topics and / or situations. With the help of prompts, use modelled language and acquired vocabulary to suit purpose (e.g. to share ideas, to describe objects, to describe people, to describe experiences, to express wishes, to share resources, to express feelings, to make suggestions, to lend and borrow objects, to play games) and topic-related words and phrases in conversations about familiar topics and / or situations.


9.2.1 9.2.2

Use modelled language and speak confidently in conversations about topics of interest to them. Use mostly appropriate and precise language, from their own developing repertoire of vocabulary, to suit purpose (e.g. to describe charcters, to describe events, to predict, to narrate, to make comparisons, to express preferences, to ask relevant questions, to request information, to give instructions, to give reasons for actions, to sustain relationships, to express ideas and views, to make decisions and explain choices, to express feelings and emotions) and begin to adapt what they say to the needs of their audience (e.g. peers, important adults) with the help of prompts in conversations about topics and / or situations of interest to them.







5.9 (continued) 9.3.1 9.3.2

Use a variety of sentence structures and speak with increasing confidence in conversations about important topics or events. Selects specific words and phrases, from their own extended repertoire of vocabulary, to suit a variety of purposes (e.g. to explain, to describe in greater detail, to clarify, to give reasons for opinions, to compare and contrast, to persuade, to speculate, to warn others) and adapt what they say to the needs of their audience (e.g. students from other classes, other adults within the school, visitors) in conversations about important topics or events.


5.10

I can listen to others, letting them put forward their point of view and take turns in a discussion and/or conversation.

10.1.1 10.1.2

Follow what others in a small group say about a topic and repeat words and phrases suggested by others in a follow-up class discussion. Expresses own ideas, using two-word/very short utterances, taking turns when prompted by the teacher in a discussion and/or conversation.


10.2.1 10.2.2

Follow points of view expressed by others in a small group discussion and talks about the shared points of view in a follow-up class discussion. Express and exchange ideas, taking turns in a discussion and/or conversation.


10.3.1 10.3.2

Follow points of view expressed by others in a small group discussion and shows appreciation of others’ opinions when giving follow-up feedback in class discussions. Express and exchange ideas clearly and confidently, taking turns in conversation and use accurate language to ask others to clarify where necessary.






5.11

I can, in my own words, retell a story, poem or song, ordering the main events in the correct order.

11.1.1 11.1.2

Participate in retelling a narrative text, after hearing the story, poem or song twice, by suggesting two-word phrases/short utterances and making use of picture prompts. Follow a simple narrative in a story, poem or song, heard twice, and choose pictures that match the main events and describe them using two-word phrases and short utterances.


11.2.1 11.2.2

Retell a narrative in a story, poem or song, rephrasing simple and compound sentences. Retell a narrative, describing the main events in some detail and putting them in the order presented in the original story, poem or song.



11.3.1 11.3.2

Retell a narrative in a story, poem or song, rephrasing simple, compound and complex sentences. Retell a narrative, describing the main events vividly and modifying the order in the original story, poem or song, for effect.


5.12 I can ask questions and make simple contributions in a discussion.

12.1.1 12.1.2

Follow a conversation and ask simple modelled questions about a text, a topic or an experience. Contribute own ideas in discussions about a text, a topic or an experience, using two-word/short utterances.


12.2.1 12.2.2

Follow with increased span of concentration others’ contributions in a discussion, asking wh questions about a text, a topic or an experience. Contribute own ideas in discussions about a text, a topic or an experience, using a combination of simple and compound sentences.






5.12 (continued) 12.3.1 12.3.2

Follow completely others’ contributions in a discussion and ask wh questions, including open-ended questions, about a variety of texts, topics or experiences with increased confidence. Follow completely others’ contributions and shares own ideas in discussions about a range of texts, topics or experiences, using a combination of simple, compound and complex sentences.


5.13 I can listen carefully and follow a sequence of simple instructions.

13.1 Follow two consecutive instructions and respond non-verbally when practising a task individually or as a member of a group.


13.2 Follow a range of more complex instructions given by the teacher and respond appropriately when carrying out a task individually or as a member of a group.


13.3 Follow accurately, precise instructions when engaging in a task individually or as a member of a group.


5.14 I can, with support, convey a simple message accurately and clearly.

14.1 With support, recall simple information and convey it to others such as a short list of shopping items.


14.2 With support, recall simple information and convey a simple message accurately and clearly to others such as a simple telephone message in role-play or communicate a simple message to another teacher.


14.3 Recall and convey a simple message containing time sequence and instructions accurately and clearly to others such as communicating message from organiser to children attending an afterschool club mentioning times and what they have to do.






5.15 I can, with support, understand spoken language at a level higher than my own.

15.1.1 15.1.2

With support, learn new words, phrases and expressions through meaningful contexts. With support, show understanding of new words by responding non-verbally or verbally, using two-word/short utterances.


15.2.1 15.2.2

With support, extend acquired bank of words, phrases and expressions. With support, show understanding by responding verbally to spoken language at a higher level, using simple and compound sentence to give the gist of spoken discourse.


15.3.1 15.3.2

Increase acquired bank of words, phrases and expressions by listening to a range of oral texts. Show understanding by responding to spoken language at a competent level, using own knowledge of language to interpret spoken discourse and interact confidently and accurately.


5.16 I can, with support, give clear instructions to guide an activity.

16.1 With support, use modelled language to repeat simple instructions to guide a group to play a game.


16.2 With the help of prompts, give clear details, explanations and examples to guide a group to pursue an activity.


16.3 Express precise and clear instructions accurately and in a logical sequence to guide a group activity.



Subject Focus: Language Awareness and Production Learning Outcomes Indicators



5.1

I can continue simple and compound sentence patterns showing an awareness of language structure.

1.1.1 1.1.2 1.1.3

With support, begin to recognise simple sentence types (Statements - Noun + Verb, e.g. Kelly walked. / Noun phrase + Verb, e.g. The girls and boys played. // Minor sentences – e.g. Hello. / Goodbye. / Response to questions, requests and commands – Yes. / OK. // Commands, e.g. Stop. / Wait. / Don’t go. // Exclamations, e.g. What a surprise! // Polar questions, anticipating Yes or No answers.). With support, match sentence parts to form a simple sentence. With support, complete verbally and in writing simple sentences.


1.2.1 1.2.2 1.2.3

Recognise short and expanded simple sentence types (Statements - Noun phrase + Verb phrase, e.g. The girl walked fast. / The tall girl walked as fast as she could. Sentences with an object complement, e.g. Kim’s friends thought her idea brilliant. // Wh questions // Exclamations // Commands) Complete verbally and in writing simple sentences. (e.g. The older girls and boys played a ball game.) Complete verbally and in writing compound sentences, using conjunctions such as and, or, but, so, because to join clauses. (e.g. He ate the sandwich and drank the water.)


1.3.1 1.3.2 1.3.3

Recognise a range of sentence types. (Statements - Sentences with adverbial phrases that explain when, where, why or how such as She has placed an advertisement in the local newspaper. (where) / I was going to open the door to let the cat in. (why) // Tag questions, e.g. You aren’t coming, are you?) Create, express verbally and write simple and compound sentences, using conjunctions such as and, or, but, so, because to join clauses. (e.g. They chose to sit under the tree because they wanted to sit in the shade.) Create, express verbally and write complex sentences, using conjunctions such as if, although, after, as, before, even if, since,


unless, whenever, whether, and while to link clauses. (e.g. The dog barked whenever she knocked at the door.)

5.2 I can use the correct word order when writing and speaking.

2.1.1 2.1.2

Recognise that words can combine to make sentences. Adopt the correct word order saying and writing simple noun phrases to describe and specify (e.g. the blue coat, the girl in the shop).


2.2.1 2.2.2

Recognise the functions and relationships of words and phrases in simple and compound sentences Adopt the correct word order when constructing statements and questions with expanded noun phrases (by adding adjectives, nouns and prepositions – e.g. the footballer becomes the tall English footballer with the red gear.)


2.3.1 2.3.2

Recognise the functions and relationships of words and phrases in complex sentences. Use their knowledge of the function of words and phrases in sentence structure to vary the order of words in context purposefully (for instance, use of fronted adverbials for emphasis – Shivers running down my spine, I watched the terrible car crash against the wall.)






5.3

I can write and speak about present and past events adopting simple linguistic forms e.g. using simple present and past tenses, using simple and compound sentences.

3.1.1 3.1.2 3.1.3

With support, talk about a happening as if it is happening now, e.g. He takes the picture. With support, use the past simple to recount experiences, e.g. I was swimming. With support, use modelled simple sentences in speaking and writing activities.


3.2.1 3.2.2 3.2.3

Use the present simple when expressing likes and dislikes, e.g. I love the seaside! and stating facts, e.g They live next door. Use the past simple tense when retelling or writing stories. Use simple and compound sentences flexibly when writing and speaking about present and past events.


3.3.1 3.3.2 3.3.3

Use the present simple and continuous to describe what usually happens (e.g. They walk to school every morning.) and what is happening today (e.g. Today is a holiday so they are walking to the garden.) Use the past simple and continuous to describe what happened yesterday and actions that were happening at the same time, e.g. She was reading a book when someone knocked at the door. Use simple, compound and complex sentences flexibly when writing and speaking about present, past and future events.






5.4 I can write for a stated purpose, using grammar and sentence starters to suit my needs.

4.1.1 4.1.2

With the support of topic-related or story-related word banks, complete simple sentences for a stated purpose (e.g. to write short description as a caption or to write a short narrative suggested by a picture). With the support of modelled sentence patterns, complete simple sentences for a stated purpose (e.g. to write about routine (I eat breakfast. / I played a game.); to write about facts (We have a boat. / The boat is new.)).


4.2.1 4.2.2

Use word banks to select suitable vocabulary when writing sentences or a short text, including time markers (e.g. Yesterday, Last Year), sentence openers (e.g. In a land far away, Suddenly, Unfortunately, Finally,), connectives, conjunctions, linking words (e.g. and, but, yet, because, when, also). Begin to write grammatically correct sentences to communicate effectively when writing for a stated purpose, making good use of verb-tense consistency, applying subject-verb agreement, including correct use of content words (nouns, adjectives, verbs, adverbs) and function words (pronouns, prepositions, conjunctions, determiners) in context.


4.3.1 4.3.2

Use dictionary and thesaurus to select precise vocabulary when writing a short or long text. Write grammatically correct sentences to communicate effectively when writing for a stated purpose, making good use of verb-tense consistency, including the future tense, applying subject-verb agreement, including correct use of content words (nouns, adjectives, verbs, adverbs) and function words (pronouns, prepositions, conjunctions, determiners)in context.






5.5 I can write and speak effectively for a range of purposes.

5.1.1 5.1.2 5.1.3 5.1.4

With support, participate in language games by responding verbally using modelled short utterances and simple sentences. With support, complete simple sentences to describe a picture verbally and in writing. With support, participate in dialogues and conversations by using modelled short utterances or simple sentences. With support, complete simple sentences to speak and write about an everyday experience, and to retell or write a simple story verbally and in writing.


5.2.1 5.2.2

Participate in language games by responding verbally. Complete sentences to describe a picture, verbally and in writing, including language that describes scenes, objects, people and actions.


5.2.3 5.2.3

Participate in structured dialogues and conversations, communicating meaningfully by using a variety of oral responses. Complete sentences to speak and write about daily events, and to narrate or compose a story, including the use of appropriate choice of words and phrases.


5.3.1 5.3.2

Initiating dialogues and conversations, using language effectively to ask for information and share ideas. Speak and write in more detail to explain, to describe, to persuade, and to socialise, using an increasing repertoire of vocabulary and a variety of sentence structures.






5.6 I can use basic punctuation appropriately, when writing and reading.

6.1.1 6.1.2 6.1.3

Recognise words in print and separate words with spaces in writing. Recognise the use of capital letters (for names and for the personal pronoun), full stops, question marks and exclamation marks in reading and use very basic punctuation to demarcate simple sentences in writing. Recognise and use commas to separate items in a list.


6.2.1 6.2.2 6.2.3

Recognise and use capital letters, full stops, question marks and exclamation marks in reading and use basic punctuation to demarcate sentences, including simple and compound sentences, and questions in writing. Recognise and use, in reading and writing dialogues, speech marks to punctuate direct speech. Recognise and use, in reading and writing sentences and questions, apostrophes to mark contracted forms in spelling and to mark singular and plural possession (e.g. the boy’s name, the girls’ room).



6.3.1 6.3.2 6.3.3

Recognise and use, in reading and writing, commas after adverbials at the start of a sentence (e.g. Later that day, we visited our grandparents.) Recognise and use brackets, dashes or commas to show parenthesis, in reading and writing. Recognise and use commas to clarify meaning or avoid ambiguity in reading and writing.






5.7

I can describe persons and objects adopting simple linguistic forms e.g. using simple present and past tenses, using simple and compound sentences.

7.1.1 7.1.2

With support, use the simple present to describe routines (e.g. They usually wear green uniforms.) With support, use the simple present continuous to describe actions that are happening now (e.g. They are wearing black today.)


7.2.1 7.2.2 7.2.3 7.2.4

Use the simple present in direct speech. Use the simple past tense to describe actions that happened in the past (e.g. We played a game at our house.) Use the simple tenses to narrate events and to tell or write a story. Use simple and compound sentences flexibly when describing persons and objects and when narrating events.



7.3.1 7.3.2 7.3.3 7.3.4

Use going to when speaking and writing about future plans and intentions (e.g. Tomorrow, I am going to visit a friend.); and will to speak and write about future events (e.g. I will see you next week. Use the present perfect tense (e.g. Have you ever made a cake? / I have had piano lessons since I was five.) Use the passive (e.g. They were greeted by people in costumes.) Use simple, compound and complex sentences flexibly and purposefully.






5.8

I can, at an elementary level, use the language necessary to show time, place and movement in a sentence e.g. prepositions of time, place and movement.

8.1.1 8.1.2 8.1.3

Use some words to show time in a modelled sentence, e.g. first, next, then; at, on, in. Use some words to show place in a modelled sentence, e.g. on, in, under. Use some words to show movement in a modelled sentence, e.g. off, into, onto.


8.2.1 8.2.2 8.2.3

Use a range of words to show time in a sentence, e.g. after, first, before, finally, next, now, then; at, on, in, after, before, by, from, on, past, to; today, yesterday, later, early, now , last year, tomorrow, twice, sometimes, often, once, again; last week, in the afternoon, at night, the next day. Use a range of words to show place in a sentence, e.g. where; above, behind, below, beside, between, by, in, inside, outside, near, on, over, in front of, against, under; there, here. Use a range of words to show movement in a sentence, e.g. over, past, around, into, across, off, against, along, down, from, on, onto, out of, towards, up, upon; quickly, slowly


8.3.1 8.3.2 8.3.3

Use a wide range of words and phrases to show time in a sentence, e.g. at first, as soon as, meanwhile, when, while, until, during, since, upon, at once, now that, throughout; lately, daily, monthly, never, always, sometimes, ago, already, soon, afterwards, punctually, occasionally, constantly, around, suddenly, gradually, usually, very often, almost, repeatedly, recently. Use a wide range of words and phrases to show location in a sentence, e.g. wherever; through, against, beneath, underneath, next to, nearby, by the side of; away, down, everywhere, somewhere, away from. Use a wide range of words and phrases to show movement in a sentence, e.g. through, beyond; out of; rapidly, swiftly, steadily.



Subject Focus: Reading Learning Outcomes Indicators



5.1

I can, at my own reading level, read aloud clearly and with some confidence and express clear diction.

1.

1.1.1 1.1.2 1.1.3

Read aloud with some confidence and fluency; and, with support, begin to articulate words, phrases and short sentences clearly accurately. With support, place emphasis on appropriate words when reading text with short sentences. With support, change voice pitch to reflect the punctuation in the text, e.g raising tone of voice at the end of a question.


1.2.1 1.2.2 1.2.3

Read aloud with increasing confidence and articulate words, phrases and sentences clearly. Use appropriate tone of voice to show the character’s feelings and emotions, e.g. excitement, happiness, fear, when reading narrative text with dialogue. Use the punctuation in text appropriately, e.g. pausing at the end of phrase demarcated by a comma.


1.3.1 1.3.2 1.3.3

Read aloud skilfully, showing confidence and clear articulation of words, phrases and sentences. Render an expressive interpretation of the text, recognising the writer’s voice. Use syntax, the arrangement of words and phrase in a sentence, to pause appropriately when reading text with a variety of sentence structures, e.g. pausing after prepositional phrases, subject-verb divisions and conjunctions.


5.2

I can, at my own reading level, read silently on my own and demonstrate understanding e.g. by answering comprehension questions.

2.1.1 Read silently, use syntax and context to build their vocabulary and answer literal questions about a text.






5.2 (continued) 2.2.1 2.2.2 2.2.3

Read silently and answer literal and inferential questions about a text, including inferring characters’ feelings, and consequences in logical explanations. Read silently and, with support, explore how words, including words and expressions with similar meanings, are used and define words used in a text. Begin to use knowledge of word structures and origins to develop their understanding of word meanings.


2.3.1 2.3.2 2.3.3 2.3.4

Read silently and support answers to inferential questions with detailed evidence from text, including writer’s perspectives from what is written or implied. Read silently and use context cues to define and explain words and expressions used in a text. Begin to explore how word meanings change when used in different contexts. Distinguish between everyday use of words and subject-specific use.


5.3

I can, at my own reading level, read and understand a wide range of age-appropriate texts across genres, independently and in groups.

3.1.1 3.1.2

With support, join in reading a shared story, poem or information text and show understanding by making links to other experiences, expressing ideas by making simple observations. With support, join in reading a shared narrative story or poem and show understanding by interpreting what is happening and predicting what is about to happen.


3.2.1 3.2.2

Read a story, poem or information text, independently or in groups, and show understanding by making connections to prior knowledge or experiences and contributing relevant ideas in discussions. Draw on own experience of literary language to predict possible outcomes while reading a narrative independently or in groups.






3.3.1 3.3.2

Read and react to a range of genres, independently or in groups, interpreting and showing that they fully understand texts through analysing and comparing texts and by explaining ideas and sharing opinions in discussions. Make evaluations and hypothesis while reading a text independently or in groups.


5.4

I can, at my own reading level, read and understand age-appropriate texts online across genres as well as understand the different parts of the text e.g. headings and subheadings, and the way hyperlinks work.

4.1.1

Read and comprehend fiction, poetry or non-fiction texts online and find the different parts of the text.


4.2.1 4.2.2

Read and comprehend fiction, poetry or non-fiction texts online and understand the purpose of the different parts of the text. Read and comprehend fiction, poetry or non-fiction texts online and use the different parts of the text to locate information efficiently.



4.3.1

Read and comprehend fiction, poetry or non-fiction texts online and browse the Internet for age-appropriate and topic-related texts.






5.5

I can read text at my own reading level and use a range of strategies to aid comprehension and find the required information in the text.

5.1.1 5.1.2 5.1.3 5.1.4 5.1.5

With support, begin to use illustrations to help make out the meaning of a shared fiction, poetry or non-fiction text. With support, begin to give examples by using prior knowledge and making connections to show understanding of a shared fiction, poetry or non-fiction text. With support, begin to construct mental images to maintain understanding of a shared fiction, poetry or non-fiction text. With support, begin to skim a shared fiction, poetry or non-fiction text to find out what a text is about, identifying the main events and characters in stories and finding specific information in simple texts. With support, begin to scan a shared fiction, poetry or non-fiction text to find information.


5.1.6 With support, begin to interpret question words and a shared fiction, poetry or non-fiction text to write answers to literal questions.

5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.2.6

Give examples by using prior knowledge and making connections to show understanding of a fiction, poetry or non-fiction text. Construct mental images to maintain understanding of a fiction, poetry or non-fiction text. Scan a fiction, poetry or non-fiction text to locate specific information. Interpret question words and a fiction, poetry or non-fiction text to write answers to literal questions. Skim a fiction, poetry or non-fiction text for main idea, identifying and noting the main points of text. Infer from a fiction, poetry or non-fiction text to write answers to inferential questions.







5.3.1 5.3.2 5.3.3 5.2.4 5.2.5

Refer to previous reading experiences, comparing and contrasting texts. Identify and use the appropriate strategy to use to aid comprehension. Justifying inferences by returning purposefully to the text, using evidence from across a text to explain events and ideas. Construct relevant responses by locating the required information in the text. Support own views by reference to some details in the text when answering evaluative questions about text.


5.6

I can use modelled language to express my opinions about a story at my own reading level, giving clear reasons why I like or dislike the text.

6.1.1 6.1.2

With support, begin to make text to self, text to text and text to world connections. With support, begin to talk about text and illustrations, sharing what they like or don’t like.


6.2.1 6.2.2

Think, talk about and respond to text and illustrations in a discussion after reading a story, using modelled language and making connections to past experiences and / or previous reading. Use modelled language to express their own ideas about a story and give clear reasons why they like or don’t like it.


6.3.1 6.3.2

Use extended language to generate ideas about a story and discuss and compare themes and images in narrative texts, reflecting on initial impressions of their reading to justify their opinions with reference to details in the text. Challenge and question the values embedded in texts and share views about the authors’ intentions, e.g. to persuade, to inform, to entertain, to teach a lesson, considering the structure of the texts and how authors use language to achieve their effects.






5.7 I can, with support, make informed assumptions about a book from its title.

7.1.1

With support, predict what a book is about from its title, suggesting words, phrases and simple sentences to describe what they think the book is about.

Modification for

students in Year 3 who are working at a lower level.

7.2.1

Make predictions about a book from its title, sharing and explaining their ideas about the content of the book.


7.3.1 Use prior knowledge to hypothesise about a text by reading and interpreting its title and drawing on information in the blurb, the introduction or the first chapter.


5.8

I can read across genres, at my own reading level, for different purpose e.g. to find out new information, for enjoyment, to learn new things.

8.1.1 8.1.2

With support, read information texts at own reading level and look for topic-related information. With support, explore preferences when talking about fiction and poetry.


8.2.1 8.2.2

Devise questions that will enable them to select and use appropriate information sources and reference books from a library. Practise reading across genres for enjoyment and enrichment.


8.3.1 8.3.2

Evaluate the usefulness of a text and use search reading techniques, contents lists and indexes, to gather information when pursuing a line of enquiry. Explain preferences when talking and writing about a range of stories and poems.






5.9 I can understand the basics of text organisation.

9.1.1 9.1.2 9.1.3

With support, talk about text organisation, e.g. layout, captions, bullet points. With support, begin to understand and use headings, photographs and graphics in non-fiction texts. With support, begin to show knowledge of the alphabet in using word books and simple dictionaries.


9.2.1 9.2.2 9.2.3

Identify specific features in a text and locate a specific portion of a book to find information effectively, e.g. reference texts, magazines and leaflets. Compare and identify the structure of narrative and information texts. Use knowledge of the alphabet to locate the meaning of words in a junior’s English dictionary.


9.3.1 9.3.2 9.3.3

Use organisational devices, e.g. chapter titles, sub-headings, typefaces, and symbol keys, to find answers to their own questions Understand how writers use different structures to create coherence and impact. Use a juniors’ English thesauruses to find synonyms and antonyms.



Subject Focus: Literature Learning Outcomes Indicators



5.1 I can learn and recite simple poems with the help of prompts.

1.1.1 1.1.2 1.1.3 1.1.4

Join in reciting a rhyme by recognising and supplying the rhyming words to complete each couplet. Join in reciting a rhyme, action song or chant by associating language and actions and repeating words, phrases and lines. Join in reciting simple poems by recognising and saying repeated words, phrase and lines. Join in reciting simple poems by recognising the rhythm and language patterns and repeating the lines.


1.2.1 1.2.2 1.2.3

Participate in reciting a poem, using images or objects as prompts to say the lines. Participate in reciting a poem, using line openers as prompts to say the lines. Participate in reciting and taking turns in interactive chants, rhymes or singing games.


1.3.1 1.3.2 1.3.3

Participate in reciting a rap, recognising stress, rhythm and intonation patterns in English by clapping the rhythm and saying the lines. Participate in reciting a poem, recognising repeated sounds such as alliteration and onomatopoeia and saying the lines. Participate in reciting a poem, recognising cohesive devices, linking ideas to previous ones and saying the stanzas.


5.2

I can read literary text, including poetry, prose and drama, and listen to literary texts being performed or read aloud. I can show my understanding of these texts by answering simple questions about some aspects e.g. events and character behaviour.

2.1.1 2.1.2 2.1.3

Follow rhymes, songs and chants performed or read aloud and show understanding by responding non-verbally and verbally to questions about the content, e.g. objects and places. Follow stories read aloud and show understanding by responding non-verbally and verbally to questions about the setting, the events and the characters, using modelled responses. Follow play scripts performed or read aloud and show understanding by responding non-verbally and verbally to questions about the scenes, events and characters, using modelled responses.






5.2 (continued) 2.2.1 2.2.2 2.2.3

Follow poems performed or read aloud and show understanding by answering wh questions, including inferential questions, about the content, e.g. events and characters, orally and in writing. Follow stories read aloud and show understanding by giving constructed responses to literal and inferential questions, about the setting, the events, the characters, orally and in writing. Follow play scripts performed or read aloud and show understanding by responding to questions about scenes, events and characters, orally and in writing.


2.3.1 2.2.2 2.3.3

Follow poems performed or read aloud and show understanding by answering open-ended questions, including evaluative responses and constructed responses about the content and language, e.g. topic, choice of words. Follow stories read aloud and show understanding by answering open-ended questions, including evaluative responses and constructed responses about story features, e.g. imagery, choice of words, problem and resolution. Follow play scripts performed or read aloud and show understanding by answering open-ended questions, including evaluative responses and constructed responses about aspects of plays, e.g. scenes, stage directions, the roles played, and the theme.






5.3

I can, with support, respond to simple poems, stories and drama by speaking and writing briefly about how I feel about the literary texts and about the events and characters in these texts.

3.1.1 3.1.2 3.1.3

Draw and write words, phrases or simple sentences to express own feelings to simple poems. Draw and write words, phrases or simple sentences to express own feelings about events and characters in simple stories with repetitive text. Draw and write words, phrases or simple sentences to express own feelings about events and characters in a play script.


3.2.1 3.2.2 3.2.3

Use words banks and modelled sentences to express orally and in writing how they feel about a narrative poem and the events and characters in it. Use word banks and modelled sentences to express orally and in writing how they feel about a story and the events and characters in it. Use word banks and modelled sentences to express orally and in writing how they feel about a play script or a scene from a play script and the events and characters in it.


3.3.1 3.3.2 3.3.3

Use dictionary and thesaurus and own repertoire of vocabulary to respond to a poem, orally and in writing, by stating how they feel about the poem and what they think about the events, characters or theme. Use dictionary and thesaurus and own repertoire of vocabulary to respond to a story, orally and in writing, by stating how they feel about the story and what they think about the events, characters and theme. Use dictionary and thesaurus and own repertoire of vocabulary to respond to a play script, orally and in writing, by stating how they feel about the poem and what they think about the events, character or theme.






5.4

I can, with support, identify the use of simple literary devices e.g. stanzas, similes, onomatopoeia and rhyming words

4.1.1 4.1.2 4.1.3 4.1.4

With support, recognise a rhyme, song, chant from its rhythm. With support, find rhyming words in a simple poem. With support, find words with similar sounds in a simple poem. With support, recognise the form of a shape poem.


4.2.1 4.2.2 4.2.3 4.2.4

With support, find a group of lines in a poem that speak about an idea. With support, find phrases that compare two things by using the words ‘like’ or ‘as’. With support, find words that imitate the sound they are describing. With support, suggest words that rhyme in a poem.


4.3.1 4.3.2 4.3.3 4.3.4

Find and explain similes used in a text. Find onomatopoeic words - words that sound like the things they describe, e.g. water – plops, splish-splash. Find the same beginning consonant sound in a line, e.g. flags flutter and flap. Find examples of personification – when the poet gives human qualities and human characteristics to nonhuman things, animals or idea, e.g. The rain wept down the window pane.






5.5

I can participate in simple activities e.g. role-play and dialogue based on poems and stories I have read or listened to.

5.1.1 5.1.2

With support, participate in drama activities (e.g. dialogue, mime) to practise modelled speech and enhance understanding. With support, participate in drama activities (e.g. role-play, freeze-frame – freezing the action for dramatic effect) to enact picture stories.


5.2.1 5.2.2

Participate in drama activities (e.g. dynamic duos – i.e. playing role in pairs, detached voices – one student speaks and the other mimes actions) to practise particular forms of speech in imaginary situations and listening with understanding. Participate in drama activities (e.g. reader in role) to practise reading with expression from familiar poems and stories, changing the mode of speaking for a change of character.


5.3.1 5.3.2

Participate in drama activities (e.g. role play, hot seating) to practise asking and answering questions based on a familiar poems and stories, expressing an idea or opinion in role and understanding that people can have different perspectives on the same event. Participate in drama activities (e.g. guided imagery, guided imagery) to visualise before a discussion or improvisation, inventing alternative endings to the ones in the original text.






5.6

I can, at an elementary level, show my personal response to the literary text I encounter e.g. by drawing or using crafts inspired by the text, and keeping a simple journal with my thoughts.

6.1.1 6.1.2 6.1.3 6.1.4

With support, select preferred texts and justify selections. With support, visualise and comment on events, characters and ideas, making imaginative links to their own experiences. With support, engage with text exploring and enacting interpretations. Use drawing / crafts to show their reactions to texts.


6.2.1 6.2.2 6.2.3 6.2.4 6.2.5

Exploring feelings and moods by drawing or using crafts inspired by a literary text. Share and compare text preferences. Empathise with characters, discussing moral dilemmas in text. Identify features writers use to make readers react. Write their thoughts on why and how writers write.



6.3.1 6.3.2 6.3.3

Respond imaginatively, exploring the meaning of texts. Use different techniques – visualisation, prediction, empathy – to make the text come alive. Write their thoughts, comparing how a common theme is presented in poetry and prose.






5.7

I can respond to a play by participating in its performance and understand the meaning of dramatic devices e.g. scenes and stage directions.

7.1.1 7.1.2 7.1.3

With support, perform actions of a character. With support, listen to each other in role and begin to respond appropriately. With support, use puppets to perform a short dialogue.


7.2.1 7.2.2 7.2.3

Follow the dialogue and stage directions from a play script in preparing to enact a short play or a scene from a play. Project voice and represent a character in a play script to the class and respond to others in role. Use props and sound effects to create mood and atmosphere while enacting a short play or a scene from a play.


7.3.1 7.3.2 7.3.3

Participate in the performance of a short play by interpreting the role of a character, using facial expression to portray emotions effectively. Participate in the performance of an improvised dialogue, wearing masks, using gestures and movement appropriately. Participate in the performance of a scene, selecting suitable props and sound effects and using them to grab the audience’s attention.



Subject Focus: Writing Learning Outcomes Indicators



5.1

I can participate in writing for a range of purposes and write in some genres.

1.1.1 1.1.2 1.1.3 1.1.4

With support, entertain by describing someone, some place, some object or living thing, e.g. labelling pictures and diagrams, writing captions, writing about a topic, making innovations to a poem, using words, phrases and simple sentences. With support, entertain by narrating, e.g. writing a very simple story, writing a short poem, using words, phrases and simple sentences. With support, inform by giving examples, details and illustrations, e.g. writing a list, complete tables or charts, writing a very simple recount, a very simple message, writing very simple menus, writing very simple instructions, using words, phrases and simple sentences. With support, persuade by encouraging other, e.g. writing a simple message, designing a simple poster, using words, phrases and simple sentences.


1.2.1 1.2.2 1.2.3

Participate in writing to entertain by describing someone, some place, some object or living thing, e.g. completing an identity kit, writing captions, writing about a topic, making innovations to a text, completing a dialogue, using words, phrases, simple and compound sentences, a stanza and a paragraph. Participate in writing to entertain by narrating, e.g. writing a simple story, completing a short poem, completing a play script, using words, phrases, simple and compound sentences, a stanza or a paragraph. Participate in writing to inform by giving examples, details and illustrations, e.g. complete tables or charts, writing a simple recount, a simple message, writing simple instructions, designing and writing invitation cards, writing a notice, writing simple menus, writing short and simple recipes, using words, phrases, simple and compound sentences, and a paragraph.

Applies to stuk dents in Year 3 who are ready to start working at level 5.





5.1 (continued) 1.2.4

Participate in writing to persuade by encouraging other, e.g. writing a simple message, designing a poster, designing and writing an advertisement, using words, phrases, simple and compound sentences, and a paragraph.

1.3.1 1.3.2 1.3.3 1.3.4

Write, independently or collaboratively, to entertain by describing someone, some place, some object or living thing, e.g. designing and writing an identity kit, writing captions, writing about a topic, making innovations to a text, completing a dialogue, using words, phrases, simple, compound and complex sentences, stanza/s and paragraph/s. Write, independently or collaboratively, to entertain by narrating and describing, e.g. writing a story using narrative and descriptive writing, writing a poem, writing a play script, using words, phrases, simple, compound and complex sentences, stanza/s or a paragraph/s. Write, independently or collaboratively, to inform by giving examples, details, explanations and illustrations, e.g. completing tables or charts, producing a write-up of an event, writing a brief report on various situations, writing an article, writing a note or a message, writing an informal letter, writing instructions, writing directions, explaining the steps of a procedure, designing and writing invitation cards, writing a notice, using words, phrases, simple, compound and complex sentences, and paragraph/s. Write, independently or collaboratively, to persuade by encouraging other, e.g. writing a message, designing and writing an advertisement, using words, phrases, simple, compound and complex sentences, and paragraph/s.






5.2 I can use resources to help me plan my written work and present it accurately.

2.1.1 2.1.2 2.1.3

With support, use simple graphic organisers to plan for writing. With support, use exemplar texts to gather information about a topic and generate ideas. With support, use prompts to write simple notes to plan written work.


2.2.1 2.2.2 2.2.3

Use graphic organizers to plan for writing Use exemplar texts to research a topic and generate ideas Begin to write detailed, relevant and organised plans


2.3.1 2.3.2 2.3.3

Design and use organisers to plan for writing. Use a wide range of texts to research a topic and generate ideas. Write detailed, relevant and organised plans.


5.3

I can, at an elementary level, use appropriate format and features of presentation to convey the purpose of a text.

3.1.1 3.1.2

With support, begin to match and use format and features to purpose of text With support, begin to use very simple writing frames, including picture/s, word bank, layout, to present own writings


3.2.1 3.2.2

Match and use format and features to purpose of text. Use simple writing frames, picture/s, descriptions, examples, word bank, layout, to present own writings.


3.3.1 3.3.2

Use format and features of presentation efficiently to write for a purpose. Use writing detailed frames, including elaborate descriptions, word sets in groups, directions, structure, sentence starters, flexibly to present own writings, modifying or adding examples, vocabulary and expressions to suit needs.






5.4 I can write simple sentences in response to a range of texts.

4.1.1

With support, understand familiar texts and respond to prompts by writing words, phrases and simple sentences


4.2.1 4.2.2

Interpret a variety of texts, including fiction, poetry and non-fiction, and respond to prompts by writing words, phrases, simple and compound sentences. Interpret a variety of texts, including fiction, poetry and non-fiction, and respond to prompts by combing simple and compound sentences in a paragraph.



4.3.1

Interpret a wide variety of texts, including fiction, poetry and non-fiction, and respond to prompts by combining simple, compound and complex sentences in a paragraph or paragraphs.


5.5 I can, with support, express my opinions in writing on a range of topics.

5.1.1

With support, generate ideas on familiar topics, using words, phrases and simple sentences to express personal opinions in writing.

Modification for


5.2.1 5.2.2

With support, generate and write ideas on a variety of topics, using words, phrases, simple and compound sentences to express personal opinions. With support, generate and write ideas on a variety of topics, combining simple and compound sentences in a paragraph to express personal opinions.

Applies to students

in Year 3 who are ready to start working at level 5.






5.5 (continued) 5.3.1 5.3.2

Generate and write ideas on a wide variety of topics, combining simple, compound and complex sentences in a paragraph to express personal opinions in writing. Generate and write ideas on a wide variety of topics, combining simple, compound and complex sentences in paragraphs to express and justify personal opinions about topics.


5.6 I can write simple instructions to explain the steps of a process e.g. how to make a cold drink.

6.1.1

With support, complete the steps of a simple process.


6.2.1

Write simple instructions to explain the steps of a process, ordering the steps and explaining briefly the behaviour or function.


6.3.1

Write simple instructions to explain the steps of a process, ordering the steps and explaining briefly the behaviour or function and giving supporting reasons.






5.7 I can write a paragraph appropriately for an audience and with a purpose.

7.1.1

With support, follow given prompts to write sentences for an audience, e.g. peers, familiar adults, and with a purpose, e.g. to describe, to narrate, to inform.

Modification for


7.2.1 7.2.2

Follow given prompts to write sentences for an audience, e.g. peers, familiar adults, and with a purpose, e.g. to describe, to narrate, to inform. Follow given prompts to write a paragraph for an audience, e.g. peers, familiar adults, and with a purpose, e.g. to describe, to narrate, to inform, to explain, to persuade.



7.3.1

Adapt paragraph writing to address different audiences, e.g. new friends, important adults, and purposes, e.g. to describe, to narrate, to inform, to explain, to persuade.






5.8 I can, with support, organise my ideas into a clear, cohesive and coherent paragraph.

8.1.1

With support, write sentences about a topic, using simple vocabulary to express ideas.


8.2.1 8.2.2

Compose a topic sentence and construct supporting topic sentences, using a range of vocabulary to express ideas. Assemble sentences in a short paragraph about one main subject, main sentence, supporting sentences and a concluding sentence, using appropriate vocabulary to express ideas, some linking words and phrases to connect ideas, and sequencing ideas in a logical order.



8.3.1 8.3.2

Assemble sentences in a series of paragraphs about one main subject, each having a main sentence, supporting sentences and a concluding sentence, using precise vocabulary to express ideas, a variety of linking words and phrases to connect ideas, and sequencing ideas in a logical order. Construct correct paragraphing to ensure unity in a piece of writing and adapt paragraph writing to address different audiences and purposes.


5.9 I can make up a story and write it down in a way that it sustains the reader’s attention.

9.1.1 With support, use prompts and word banks to make up a simple story with a beginning, middle and end.


9.2.1 Make up a story by creating a setting, describing characters and events, defining the complication and showing how the problem was resolved, using simple and compound sentences and a variety of words and phrases to express, order and connect ideas.






5.9 (continued) 9.3.1

Make up a story by creating a setting, describing characters and events, defining the complication and showing how the problem was resolved, using a combination of simple, compound and complex sentences effectively and a variety of words and idiomatic phrases and expressions to convey meaning, connect ideas and present them in a logical sequence.


5.10

2. I can, with support, use words to achieve particular effects in my writing. I can make use of some vocabulary that sets specific moods and depicts particular scenes.

10.1.1 10.1.2 10.1.3

With support, begin to use nouns and verbs in writing. With support, begin to select words from word banks to show how a character is feeling. With support, begin to select words from word banks to describe scenes.


10.2.1 10.2.2 10.2.3 10.2.4

With support, use strong verbs and noun phrases effectively in writing. With support, choose precise adjectives and adverbs carefully to create vivid descriptions. With support set specific moods by using words and phrases that influence what the reader feels and help the reader experience the story as the character does when reading a particular scene in a narrative. With support, choose words and phrases carefully to complement particular scenes by thinking on how a character is feeling.



10.3.1 10.3.2 10.3.3

Choose specific details that help set the mood, matching what the character observes to his/her personality. Use similes to convey mood, comparing one thing to another to suggest feeling and give the reader a vivid picture of how the character is feeling or interpreting the scene. Choose precise words to manipulate how they want the reader to feel about a scene.






5.11 I can, with support, edit and revise my written work.

11.1.1 11.1.2 11.1.3

With support, begin to check use of punctuation in their sentence writing, correct punctuation mistakes and add missing punctuation. With support, begin to check spelling of words in their writing by referring to a word bank and correct spelling mistakes by using learnt spelling strategies. With support, begin to check their writing by matching sentences to modelled sentence patterns and correct mistakes in grammar and syntax.


11.2.1 11.2.2 11.2.3 11.2.4

With support, check their writing for punctuation and correct punctuation mistakes and omissions. With support, check writing for spelling by referring to word banks and dictionary, and correct spelling mistakes by using a range of spelling strategies. With support, check sentence structures and correct mistakes in grammar and syntax by insert missing words, modifying forms and rearranging word order. With support, revise and redraft own writing in discussion with the teacher or peers to ensure meaning and clarity, and correct and consistent use of tenses and pronouns, and choose precise words and phrases to convey meaning.


11.3.1 11.3.2

Demonstrate in their writing that they have understood the use of sentence punctuation and modify punctuation where necessary to create effect. Revise and redraft own writing independently after participating in a discussion on the organisation of their writing with the teacher or peers, to ensure meaning and clarity, and adapt sentence beginnings and choose variations in vocabulary to suit purpose, topic and audience.






5.12 I can add detail and interest to basic sentence structures in a variety of ways.

12.1.1 12.1.2

With support, modify basic sentence by using word banks to add information, e.g. a colour, a number. With support, modify basic sentence by using word banks to change information, e.g. names, action words, objects.


12.2.1 12.2.2 12.2.3 12.2.4 12.2.5

Modify basic sentences by adding information, e.g. adjectives, adverbs, verbs; clauses. Modify basic sentences by changing statements to questions. Modify basic sentences by adding punctuation, e.g. producing an exclamatory sentence. Modify basic sentences by joining sentences with a conjunction. Modify basic sentences by starting with a participle.


12.3.1 12.3.2

Modify sentences by using a range of subordinating clauses. Distinguish between speech and writing, adding direct speech to enhance narrative writing.






5.13

I can, with support, make a text more interesting or more relevant to me by changing the vocabulary.

13.1.1

With support, begin to modify a short text using some content and function words. With support, begin to select words from a word bank to enhance meaning.


13.2.1 13.2.2

With support, modify a text by using a range of content and function words, e.g. suitable nouns, strong verbs, interesting adjectives and adverbs, varied prepositional phrases, etc. With support, modify a text by using a range of sentence connectives, e.g. but, when, after, so, because, etc.



13.3.1 13.3.2

Modify a text, independently, using a wide range of content and function words, e.g. prepositional phrases, powerful verbs, amazing adjectives, varied adverbs to show ‘how’, ‘when’, ‘how often’, ‘where’, etc. Modify a text, independently, using a wide range of subordinating conjunctions, e.g. since, although, whenever, while, etc. Use figures of speech to create effect, e.g. alliteration, onomatopoeia, etc.






5.14 I can, with support, use various strategies to spell correctly.

14.1.1

With support, spell correctly simple, monosyllabic words which observe common patterns and begin to use strategies to spell correctly, e.g. sounding out of phonemes, onset and rime, syllabification, identifying little words in long words, identifying features about letters in a word, using blends, using knowledge of letter patterns, recalling graphic representation of a word in the context of their own writing.


14.2.1

With support, use a range of strategies to spell correctly, e.g. sounding out of phonemes, onset and rime, syllabification, identifying little words in long words, identifying features about letters in a word, using blends, using knowledge of letter patterns, recalling graphic representation of a word in the context of their own writing.


14.3.1 Use a range of strategies to spell correctly, including the spelling of words with common prefixes and suffixes, e.g. un-, in-, -able, -ness, -ful, etc, and words with inflections, e.g. yell-s, yell-ed, yell-ing in the context of their own writing.


Documents

Primary English Level 5 Year 3 - curriculum.gov.mt · Primary English – Level 5 – Year 3 Subject Focus: Listening and Speaking Learning Outcomes Indicators Students can: Below