Year 3 Spelling

04 July 2014

Following on from last week, this week’s spellings all contain the suffix ible. Can you think of anymore?

27 June 2014

This week’s spellings are all words with the suffix able.

Words with the suffix able are often incorrectly spelt with the suffix ible. A key to distinguishing between these two endings is that dropping able usually leaves a generally recognisable word, eg agreeable; dropping ible usually leaves a stem word, eg possible.

20 June 2014

This week’s spellings are all words with the suffix ful.

Ful means ‘full of’. Notice how when full is added on to the end it loses one of its ls. For example, wish and full becomes wishful.

13 June 2014

We’ve been learning a lot of cycling and geography vocabulary in our lessons this week. The spellings this week are some of these words.

Also, we have a word of the week: treacherous. Can you use it correctly over the weekend? Fuzzies will be awarded if you have!

6 June 2014

As we are learning about the Tour de France this half-term, the spellings are all words which the children will come across during the topic.

16 May 2014

The spellings this week are a little different. There are only two words but these two words have been making me groan when marking the children’s books recently!  The words are not hard to spell but children are getting them mixed up in sentences.

The words are:

1. are

2. our

Children should be read a sentence containing are or our and have to decide which word is correct. This is how they’ll be tested next week as well.

eg It is ___ turn to go swimming. Should it be our or are?

02 May 2014

The spellings this week all contain the ending sion. You’ll notice that this ending makes the same ‘shun’ sound as last week’s spellings.

Can you also spot the words which have a double up for a short vowel sound?

25 April 2014

The spellings this week are all contain the letter string tion, making a ‘shun‘ sound. Can you think of any more words which contain this letter string?

It’s the Easter holidays…

…so we have no set homework or spellings, in line with our Homework Policy.

That doesn’t mean we expect your child not to be developing their skills in reading, writing and maths!

Your child should be reading daily – this could be fiction, factual books, a comic or newspaper, and could include being read to at bedtime, too.

It would be good to practise basic skills in writing by writing a letter or email to a relative, perhaps recounting a day-trip or reviewing a film your child watched.

We’re finding quite a few children are ‘squashing their sentences’ such as I went to Leeds City Museum it was really interesting which is wrong.  It would be much better with punctuation to separate or a word to join:

• I went to Leeds City Museum. It was really interesting. (A comma isn’t strong enough to separate two sentences.)
• I went to Leeds City Museum – it was really interesting.
• I went to Leeds City Museum; it was really interesting.
• I went to Leeds City Museum and it was really interesting.
• I went to Leeds City Museum which was really interesting.

Finally, to improve calculation skills, please keep practising mental number facts which your child must know:

• number bonds (two numbers which add up to 10, 20 and 100 eg 3+7, 13+7, 30+70) – these facts should be known by children in Y1 – Y2
• times tables (up to 12×12) and the division facts with your child – children in Y2 should have rapid recall of x2, x 5 and x 10 at least

We know we mention these ‘basics’ a lot, but that’s because they involve practice, practice and more practice – we practise a lot at school, but your child will need to practise at home, too, if they are to truly succeed.

Learn more about current expectations for reading, writing and maths.  However, do be aware that a new National Curriculum comes into effect from September, meaning these expectations have been raised and so many aspects of learning now feature in younger age groups.

28 March 2014

This is the fifth (and final) spelling week about verbs. This time, all the verbs have irregular past tense changes. For example,

• I am going to sleep.
• He sleeps.
• I slept.
• I am sleeping / I was sleeping.
  

The past tense version (slept) is irregular as it doesn’t follow the normal pattern of adding ed (we don’t say ‘sleeped’).