During this period of school closure, please find additional learning links on our curriculum pages
to Year 3R's class page!
During this time of school absence, please log onto the RM Portico site for all of your home learning tasks. These will be uploaded daily. Your login can be found in the front of your home learning book.
If you need further help, please email, 'Year3Riley@gmail.com'. I will check this account once a day and will reply ASAP.
Please keep cosy and comfortable at home and I look forward to seeing you soon!
Here you will be able to see what we have been learning about, the adventures we've had and the achievements we've made. We try our best to improve each day and to make the world a happier place to be.
This term, we are learning to understand, recite and perform the poem, 'Slowly' by James Reeves.
Slowly the tide creeps up the sand,
Slowly the shadows cross the land.
Slowly the carthorse pulls his mile,
Slowly the old man mounts the stile.
Slowly the hands move round the clock,
Slowly the dew dries on the dock.
Slow is the snail – but slowest of all
the green moss spreads on the old brick wall.
We have now mastered our decoding skills and are able to read. We are readers, who do read. Reading is central to our learning, across the curriculum, and therefore we give it the utmost importance that it deserves. Children in Year 3R are expected to read with an adult every day and also practice the common exception words.
Within class, we are enjoying and exploring a range of texts:
Last year, our class author was Roald Dahl. The children really enjoyed Dahl’s humour and the depth of the characters he writes about. Therefore, we started the year by exploring one of his more complex texts, ‘Charlie and the Chocolate Factory’ during our book talk sessions. The children are making deep connections with the characters, plot and key themes across the text.
The children are developing their ability to: succinctly summarise a text; make predictions and justify these based on what has been done or said; clarify new words and phrases by reading around the word, building on what they already know, using a dictionary and through discussion; and also refining their questioning to understand the motives/emotions of characters, making connections across the text and the author’s choices at the point of planning and writing the text.
During our reading comprehension lessons, we are exploring the Carrie Weston book, ‘The Little Match Girl', which is rich in language and emotions.
We also have a variety of fiction and non-fiction texts that we use to develop our reading skills, in our daily guided reading sessions.
Our year group author is Andy Stanton. The children have begun to explore his books, in particular his Mr Gum series. They take on a different structure and are strangely humorous.
The children love to become immersed in a book and enjoy using our well-stocked class, school and local libraries.
Whilst reading, the children are identifying new words (Words of the Week) to learn and phrases they enjoy (Magpie Moments), that they can then use in their own writing.
Our new words that we have learnt so far are:
Nouns - (A noun is a word that gives the name of an object) - entrance.
Adjectives (An adjective is a word that describes a noun) - frantic, glum, courageous, plumpest, delicate, keen and murky.
Verbs (A verb is a word that tells us what is being done) - approach, abandon, receive, reply, plump, lurk, create, console, devastate, jeer, quiver and accuse.
Adverbs (An adverb is a word that describes how the verb is taking place or modifies an adjective) - franticly, incredibly and tenderly,
Our Magpie Moments are:
wild with rage, scent of danger, quivering with fear, panting for breath
Our writing purpose has grown organically from the text, ‘The Stone Age Boy’, which builds upon our first history topic.
The children received letters and pictures to engage with the text, before receiving the book. During this time, they began to understand the characters, writing replies and also predicting the story line by sequencing pictures from the text and writing their own story. They have used their skills of reading to understand the text, make comparisons, and write alternative versions.
Writing is structured using a range of sentence structures: simple, compound, complex, question, exclamation, statement and command. We have revisited all of the year 2 grammar features, which the children are using consistently in their writing and we are now focusing on the expectations within year 3.
In our art lessons, the children investigated the artist, Paul Klee.
They explored the use of tints and shades and planned their own piece of art, influenced by Klee and cave paintings, which they learnt about in their history topic.
Peruse our journey towards our finished pieces…
Our Art Gallery