Year 3 Spelling

18 March 2016

Posted on Friday 18 March 2016 by

This week, your child has been given a copy of the Year 3/4 spelling list. They must pick 10 spellings that follow the rule double up for a short vowel sound. Words that follow this rule include comma (compare the sound of the ‘o’ with coma, where there is no double up), hopping (compared with hoping) and funny. Why not ask your child to identify the short vowel sound in each of these words. image

11 March 2016

Posted on Friday 11 March 2016 by

This week’s spellings all contain negative prefixes. Negative prefixes change the meaning of the root word to the opposite. Your child will need to be able to spell all the root words below and know which negative prefix can be applied (for example, misappear will count as an incorrect answer in Friday’s test). Your child only has the root words in their learning list but if they get stuck identifying which negative prefix to apply, they are as follows:


04 March 2016

Posted on Friday 04 March 2016 by

imageThis week’s selling all have a negative prefix. This makes the new word mean the opposite of the root word (so untidy means messy, the opposite of tidy).

As well as the eight below, your child needs to find two more words with a negative prefix which they will be tested on on Friday.

  • disappoint
  • disagree
  • disobey
  • misbehave
  • mislead
  • misspell
  • inactive
  • incorrect


26 February 2016

Posted on Friday 26 February 2016 by

This week’s spellings are all adverbs. Adverbs describe how a verb (an action) is being done.

sad sadly
usual usually
final finally
comic comically
happy happily
angry angrily
gently gently
simply simply
frantic frantically
dramatic dramatically

These spellings have all been formed by adding the suffix -ly or -ally to a root word. The meaning of the root word helps us to understand the meaning of the adverb. Take “running comically”. The root word of comically is comic, which means to be funny, so running comically would be running in a funny way.

Why not try spelling pyramids to help practise this week?


05 February 2016

Posted on Friday 05 February 2016 by

The week’s spellings are all singular and plural possessives. We’ve been looking at the role of apostrophes in the contracted form (can’t…don’t…won’t) and are now focussing on how they are used to mark possession (the cat’s pyjamas are the pyjamas that belong to the cat).

For this spelling task we’re focussing on using ‘s for singular nouns (one cat’s pyjamas) and s’ for plural nouns (two cats’ pyjamas).

Your child needs to find five interesting nouns that link to our Life topic.  A noun’s job is to name things, people or places. Once they have chosen five spellings, they must work out the singular and plural possessives for their nouns. Usually, adding an -s to the end of a noun will make it plural and all that is required is an apostrophe after that s to mark possession. However, some nouns have irregular plurals which must be learnt. For example, if a noun ends in a y you have to drop the y for an i and add es (like ‘ladies’ from last week’s list). Additionally, some nouns have even more unusual spelling rules for the plural (one sheep, two sheep; one cactus, two cacti). The best way to check this is to go onto the internet and search for your nouns plural e.g. cactus plural, sheep plural.

29 January 2016

Posted on Friday 29 January 2016 by

The week’s spellings are all singular and plural possessives. We’ve been looking at the role of apostrophes in the contracted form (can’t…don’t…won’t) and have started to look at how they are used to mark possession (the cat’s pyjamas are the pyjamas that belong to the cat).

For this spelling list we’re focussing on using ‘s for singular nouns (one cat’s pyjamas) and s’ for plural nouns (two cats’ pyjamas).

one girl’s (…house – the house lived in by one girl)
two girls’ (…house – the house lived in by the two girls)

one boy’s
two boys’

one owl’s
two owls’

one ferret’s
two ferrets’

one lady’s
two ladies’

22 January 2016

Posted on Friday 22 January 2016 by

This week, we are our continuing our spelling focus on homophones. Why not try illustrating this week’s homophones to make them more memorable? See below for some ideas.


fair: treating people equally
fare: the money paid on public transport

great: above average
grate: to shred food

groan: a sound of despair
grown: to have increased in size

main: the most important
mane: the long neck hair of some animals

meat: the flesh of an animal (which some people choose to eat)
meet: to be in the same place as someone else at the same time (in the word, the two e letters meet up)

15 January 2016

Posted on Friday 15 January 2016 by

This week’s spelling are all homophones. Homophones are words that sound the same but have different meanings and spellings e.g. new and knew. I’ve included some rough definitions as a guide. You might want to chat about other meanings with your child. For example, the word brake could be used as a noun (the brake of a car) and as a verb (I’m driving too fast so I’m going to brake).

accept: to agree to receive something
except: not including
affect: this has changed something
effect: this will change something
not: changes the meaning to negative
knot: usually string or rope tangled together
berry: a round juicy fruit
bury: to put or hide underground
break: to damage something
brake: something that stops a car or bike

08 January 2016

Posted on Friday 08 January 2016 by Mrs Valentine

This week, the spellings are all contractions.

An apostrophe represents missing letters in a contraction, which is when a word or words are shortened by omitting letters. There are about 100 common contractions! Be sure that your child knows the contracted and the expanded version:

  • it is – it’s
  • cannot – can’t
  • do not – don’t
  • will not – won’t
  • could not – couldn’t
  • would not – wouldn’t
  • should not – shouldn’t
  • I have – I’ve
  • you are – you’re
  • I am – I’m

It’s Christmas…

Posted on Thursday 17 December 2015 by Mr Roundtree

There are no homework tasks or spellings during the holiday period.

Instead, support your child in other ways. Make sure they take part in family events, encourage them to relax and catch up on some reading at home, encourage them to send thank you notes (emails are fine, too!) – all these things will help their English skills of speaking and listening, reading and writing.

Plenty of maths skills can be practised, too – planning some top telly and considering times and durations of programmes, working out what half price is when the sales start… could your child even help with some cooking to use various measures?

Whatever they do, make sure your child, and you, have a happy and healthy Christmas break.