Year 3 Literacy
Text Structure & Composition
Reading Comprehension
Word Structure / Language
Sentence Construction
Punctuation
Terminology
Consolidate year 2 objectives
Consolidate year 2 objectives
Consolidate year 2 objectives
Consolidate year 2 objectives
Consolidate from year 2:
WALT plan our writing.

WALT identify and understand
how different types of writing are
structured.

WALT identify and understand
the vocabulary used in different
types of writing.

WALT identify and understand
the grammar used in different types
of writing.

WALT use texts as models for
our own writing.

WALT discuss and record our
ideas for writing.
WALT draft our writing.

WALT compose sentences by
rehearsing them out loud.

WALT build a varied and
interesting vocabulary and use this
in our writing.

WALT include a range of
sentence structures in our writing.
(See Appendix 2)

WALT organise our writing into
paragraphs with different themes.
WALT write effective, engaging
and imaginative stories.

WALT use a range of planning
tools for story writing, e.g. story
map, ‘boxing-up’, story mountain,
story grids.

WALT understand the 5 story
parts and use these to structure and
plan stories: Introduction, Build-up,
Problem/Dilemma, Resolution,
Ending.

WALT plan and write an
effective story opening using
character and setting.

WALT create effective and
interesting settings for stories.

WALT create interesting
characters for stories.

WALT create clear and
Children should
develop positive attitudes to
reading and understanding of
what they read by listening to and
discussing a wide range of
fiction, poetry, plays, non-fiction
and reference books or
textbooks. Also by increasing
their familiarity with a wide range
of books, including fairy stories,
myths and legends.
WALT express time, place and
cause in our sentences.

WALT use the conjunctions:
when, before, after, while, so,
because and understand their
function.

WALT use the adverbs: then,
next, soon, therefore and
understand their function.

WALT use prepositions:
before, after, during, in, because of,
through, throughout, next to, by the
side of, in front of, and understand
their function.
WALT use of the present perfect
form of verbs instead of the simple
past (e.g. He has gone out to play
contrasted with He went out to play).
WALT demarcate sentences using
capital letters, full stops,
exclamation marks, question marks.
Consolidate
year 2
terminology

WALT use powerful verbs to
give specific meaning or create an
effect, e.g. stare, tremble, slither.
WALT to add detail and interest
(embellish) to simple sentences.

WALT read for different
purposes.

WALT understand how texts
are structured in different ways for
different purposes.

WALT use dictionaries to check
the meaning of words we have read.

WALT re-tell stories orally.

WALT identify themes and
conventions in books.

WALT prepare poems and play
scripts to read aloud and to perform,
showing understanding through
intonation, tone, volume and action.

WALT identify and discuss
words and phrases that capture the
reader’s interest and imagination.

WALT recognise some different
forms of poetry (e.g. free verse,
narrative poetry)

WALT discuss our
understanding of a text and explain
the meaning of words in context.

WALT ask questions to improve
our understanding of a text.

WALT draw inferences such as
inferring characters' feelings,
thoughts and motives from their
actions, and justifying inferences
with evidence.

WALT predict what might
happen from details stated and
WALT use powerful speech verbs
when writing dialogue, e.g.
whispered, mumbled, groaned.

WALT use exaggerated
language to create an effect, e.g.
magnificent, unbelievable, exciting!

WALT use more specific or
technical vocabulary to add detail,
e.g. A few dragons of this variety
can breathe on any creature and
turn it to stone immediately. Drops
of rain pounded on the corrugated,
tin roof.

WALT recognise how nouns
can be formed from prefixes, e.g.
auto-, super-, anti-.

WALT recognise and generate
word families and use this to aid
spelling, e.g. beauty – beautiful.

WALT use determiners ‘a’ or
WALT use commas in a list.
WALT vary long and short
sentences.
WALT use long sentences to add
description or information.
WALT use short sentences for
emphasis, to build tension or to
make key points.
WALT use prepositional phrases to
place the action. E.g. on the mat; in
the air; behind the tree.
WALT use commas after adverb
starters.
WALT use apostrophes to mark
contracted forms in spelling.
WALT use apostrophes to mark
singular possession.
Introduce in year 3:
WALT use inverted commas to
punctuate direct speech.
WALT use colons before a list.
WALT start sentences in different
ways:
WALT use an ellipsis to keep the
reader hanging on.
WALT use adverb starters to add
detail, e.g. Carefully, she crawled
along the floor of the cave…
Amazingly, small insects can…
WALT use commas after fronted
adverbials, e.g. Later that day, I
heard the bad news.
WALT use fronted adverbials
(where, when, how) to start
sentences. E.g. A few days ago, we
discovered a hidden box.
At the back of the eye, is the retina.
In a strange way, he looked at me.
WALT write compound sentences
using the connectives and, or, but,
so, for, nor, yet and understanding
the effect on meaning.
WALT develop our use of
complex sentences.
adverb,
preposition
conjunction
word family,
prefix
clause,
subordinate
clause
direct
speech
consonant,
consonant
letter vowel,
vowel letter
inverted
commas (or
‘speech
marks’),
sentence
structure,
verb,
present
perfect,
determiner,
contraction,
apostrophe,
ellipsis,
fronted
adverbials,
drop-in
clause
imaginative plots for stories.
WALT write purposeful and
effective non-fiction texts.

WALT use simple organisation
devices, e.g. headings, subheadings.

WALT use a range of planning
tools, e.g. ‘boxing-up, writing
frames, text map, skeletons.

WALT hook the reader into our
writing through an effective
introduction.

WALT group related ideas and
facts into paragraphs.

WALT use headings and subheadings to introduce sections and
paragraphs.

WALT use lists and bullet
points in non-fiction texts.

WALT use diagrams to support
our writing of non-fiction texts.

WALT write an effective ending
for a non-fiction text.
WALT evaluate, edit and improve
our writing.

WALT assess how effective our
own and other people’s writing is.

WALT suggest improvements
to a piece of writing.

WALT suggest changes to the
vocabulary and grammar of a piece
of writing to improve consistency,
e.g. the accurate use of pronouns in
sentences.

WALT proof-read for spelling
and punctuation errors.

WALT read aloud our own
writing, to a group or the whole
class, using appropriate intonation
and controlling the tone and volume
so that the meaning is clear.
WALT plan, draft and write
different forms of poems.
implied.

WALT identify main ideas
drawn from more than one
paragraph and summarise these.

WALT identify how language,
structure, and presentation
contribute to meaning.

WALT retrieve and record
information from non-fiction texts.

WALT participate in discussion
about texts, taking turns and
listening to what others say.
‘an’ according to whether the next
word begins with a vowel.
WALT use ‘drop-in’ clauses using
the connectives who, whom, which,
whiose, that, e.g. The girl, whom I
remember, had black hair.
The boy, whose name is George,
thinks he is brave.
The bridge, which was finished
recently, is becoming a tourist
attraction.
WALT use ‘ing’ words as starters
e.g. Sighing, the boy finished his
homework. Grunting, the pig walked
away.
WALT use ‘sentence of 3’ for
description. E.g. The cottage was
almost invisible, hiding under a thick
layer of snow and glistening in the
sunlight.
WALT use ‘pattern of 3’ for
persuasion, e.g. Visit, Swim, Enjoy!
WALT use topic sentences to
introduce non-fiction paragraphs,
e.g. Dragons are found across the
world.