Year 3 Writer’s Toolkit

Child’s Name: .

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 Year 3 Writer’s Toolkit

Contents
2 Word Classes 11 Punctuation

3 Adjectives 12 Co-ordinating Conjunctions

4 Adverbs 13 Subordinating Conjunctions

5 Nouns 14 Describing Characters’ Appearances

6 Verbs 18 Describing Characters’ Personalities

7 Said Synonyms 19 High Frequency Spellings

8 Creating Expanded Noun Phrases 20 Y3/Y4 Spellings

9 Sentence Openers 21 Editing Mats

10 Non-Fiction Openers 24 Writing Target Checklists

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Word Classes Year 3 Writer’s Toolkit

Conjunctions Conjunctions Present Perfect Past Tense Present Progressive

(to express time and cause)

after, before, once,

when, if, because, I have walked to my I walked to my I am walking to my
whenever, because,
although friend’s house. friend’s house. friend’s house.
since, as

Inverted Commas Pronouns Adverbs Fronted Adverbial Past Progressive

(to express time and cause)

“Hello little kitten,” The day after tomorrow,

I shouted. I, you, they, we, me, always, daily, often, I’m visiting my uncle. I was walking to my
I asked, “Are you him, her, they repeatedly, now, soon Excitedly, the kittens friend’s house.
sleeping?” played.

Possessive Prepositions
Present Tense Determiners
Apostrophes (to express time and cause)

The kitten’s toys

(singular, one kitten) the, a few, all, another,
I walk to my before, after, during,
The kittens’ toys any, both, each, either,
friend’s house. in, because of
(plural, more than enough
one kitten)

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Adjectives Year 3 Writer’s Toolkit

Adjectives

People Objects Good Feelings Bad Feelings Size Time

adorable bright brave angry big ancient
adventurous clear calm annoyed colossal
brief
aggressive distinct cheerful anxious enormous
annoying comfortable ashamed gigantic early
drab
beautiful courageous awful great
elegant fast
caring determined bewildered huge
filthy
clumsy eager bored immense late
confident gleaming elated confused large
modern
considerate grotesque encouraged defeated little
excitable long energetic defiant long old
glamorous magnificent enthusiastic depressed mammoth
quick
grumpy precious excited disgusted massive
happy exuberant disturbed meagre rapid
sparkling
helpful fantastic dizzy mighty
spotless short
important fine embarrassed mini
strange slow
intimidating healthy envious minuscule
unsightly
obnoxious joyful frightened petite swift
odd unusual pleasant hungry puny
talented valuable relieved lonely short young

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Adverbs Year 3 Writer’s Toolkit

Adverbs

How? When? How Often? Where? How Much? More Useful

Adverbs
angrily afterwards always above
almost
anxiously additionally
again annually around
cautiously
beforehand constantly away
cheerfully completely
insufficiently
courageously early daily
below
crossly lately hourly
down entirely
cruelly hence
never monthly
defiantly downstairs
doubtfully now never little
everywhere consequently
elegantly often occasionally
here
enthusiastically punctually often much fittingly
foolishly inside
recently once
frantically
outside rather appropriately
gently soon regularly
gladly there
then repeatedly
gracefully up totally suitably
today sometimes
happily
tomorrow usually upstairs
hungrily however
very
loudly yesterday yearly wherever

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Nouns Year 3 Writer’s Toolkit

Nouns

Abstract Collective Concrete Compound Pronoun Proper

confusion bunch banana armchair he Australia

despair book childhood her December

collection

excitement chimney haircut him Friday

family

fear cloud headphones his Jane

group
hate door hockey stick I London
herd
imagination friend iceberg it Mount Kilimanjaro
pack
leadership plane output ours Mr Smith

pile
longing snow suntan she Romeo and Juliet

swarm
love table toothpaste them Taj Mahal

peace team teacher underground they Titanic

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Verbs Year 3 Writer’s Toolkit

Verbs

Movement Voice Objects Emotion Sense Thought More Useful

bounce run Verbs
giggle bend admire caress comprehend
carry shake break bawl change
conceive
hum eat
collapse skip
burn blubber contemplate collect
crawl sneak laugh
control cry feel
dance spin daydream
rap design
fold despair
dash split hear dream
scream melt frown focus
drive stroll evaluate
lick
hit stumble mend grin
shout lament identify
hop tap mould laugh listen
sigh meditate
hurry throw open love locate
observe
jump trudge ponder
sing repair sigh
leap turn reflect plan
smell
sob smash smile
live walk speculate
snap smirk sniff search
pull wander talk
stretch tremble think
push wave taste select
whisper
throw weep visualise
roll wind
yawn twist wince touch wonder suggest
rotate zoom

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Said Synonyms Year 3 Writer’s Toolkit

shouted called whispered mentioned announced

mumbled uttered whined argued

chanted moaned yelled grumbled exclaimed

retorted murmured screeched responded

cried chattered chuckled giggled wailed

explained demanded complained babbled

bellowed asked replied answered roared

replied lied pleaded stated

cackled yawned boasted gasped stammered

stormed voiced sobbed screamed

observed howled pestered queried recited

sighed groaned grunted shrieked

ranted thundered reported uttered remarked

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Creating Expanded Noun Phrases Year 3 Writer’s Toolkit

A noun is a thing, person or idea. An expanded noun phrase provides extra information about the noun. You can use adjectives
within your expanded noun phrase to describe and specify details about the noun.

Use the boxes below to plan out and construct an expanded noun phrase, such as: the fierce, ugly troll beneath the bridge.

Noun Phrase Colour Size Condition Age

my mum red orange small huge tatty new ancient young

the lady blue purple tiny massive dirty shabby newborn old

the house
green white teeny gigantic clean rusty prehistoric
a boy
yellow black little enormous dusty spotless middle-aged
a dress
pink brown medium-sized pristine tidy six-year-old
two dogs
Personality Texture Feeling Appearance
an elephant
loving helpful shiny soft worried sad muscly blue-eyed
my friend
healthy kind smooth silky confused happy skinny cute
the spider
grumpy nasty rough fluffy cheerful tired petite ugly
our car

the witch generous cheeky winkly hard terrified excited beautiful fat

my bedroom mischievous mean prickly bumpy miserable angry handsome tall

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Sentence Openers Year 3 Writer’s Toolkit

Time Order Where To Add Information Comparisons

One day
In the middle of the...
At first However
One morning Again
Under the bridge...
One evening

After that First Yet

Over the bridge...
After a while Also
In the distance...
Before long Second Despite
Afterwards
Far away...
As soon as Another
Third Still
In a far off land...
At last

A moment later
Inside of...
Then Unlike
In the meantime Along with...
At the end of...
Later on

Meanwhile Last Even though

On top of the...
Soon For example...
Next to the...
During Finally Although
Now
Nearby...
Next week As well as
Next Rather than
Opposite the...
All of a sudden

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Non-Fiction Openers Year 3 Writer’s Toolkit

Information Autobiographies Persuasive Non-Chronological

Instructions Letters Recounts
Texts /Diaries Writing Reports
Last week...
Even though... First/ly... As a child... I am writing to
This article will...
tell you...
Why not...? First...
Despite the fact
During...
that... Secondly... Next...
There are...
I wish to...
Although... I feel... Then...
After...
Although... After...
Now you can...
For example... I think...
Thank you for... After that...
After that...
Another interesting
I believe... Even though... When...
fact is...
Then...
I hope that... Suddenly...
The following
I’m...
information... You will...
Despite... Soon...
Next...
I must tell you
In addition... I would be Then...
about...
grateful if...
Sometimes...
When... The best thing Meanwhile...
In conclusion...
about...
I believe that... Later on...
I look forward
Finally... The worst thing Often... to...
Finally...
about... Eventually...

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Punctuation Year 3 Writer’s Toolkit

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Co-ordinating Conjunctions Year 3 Writer’s Toolkit

There are seven co-ordinating conjunctions.

They give equal importance to the words or sentences they connect.

o r b u t o r
d n ye
a n t
N B O
A Y
r

so
fo

S
F

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Subordinating Conjunctions Year 3 Writer’s Toolkit

Try to remember these important subordinating conjunctions.

If Since As When Although

While After Before Until Because

Use subordinating conjunctions in different positions within your sentences.

Although he made me jump, I was thrilled to see a wabub behind the tree.
I am going on a wabub hunt after I have eaten my dinner.

I SAW A WABUB!

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Describing Characters’ Appearances Year 3 Writer’s Toolkit

Cheeks Chin/Jaw Ears Hair

bald
blushing angular
hairy braided

dimpled chiselled curly

dishevelled
glowing defined greasy
jug-like
knotted
hollow hairy messy
neat
pale protruding large ragged
receding
pallid round
untidy
pierced tidy
plump smooth
wavy
rosy soft wiry
wispy
protruding
ruddy square ruffled
shoulder-length
sunken strong spiky
small straight
tear-stained unshaven
tangled

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Describing Characters’ Appearances Year 3 Writer’s Toolkit

Eyes Nose Mouth Teeth

beady bent cavernous black
bloodshot crooked buck
delicate
blue elegant chattering
bright freckled downturned clenched
brown frostbitten crooked
frothing
bulging hooked dagger-like
clear gaping dazzling
impish
dark ferocious
neat puckered
dead gleaming
oversized
frightened slobbering gnashing
piggy
gentle smiling goofy
pointed
green grinding
prominent sulking
grey jagged
regal
little thin large
luminous runny perfect
sharp toothless
shining protruding
stony squashed wide razor-like
sunken twisted sharp
wrinkled
thin upturned shining
wide wrinkled yawning ugly

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Describing Characters’ Appearances Year 3 Writer’s Toolkit

Face Chest Arms Fingers

blood-stained battle-scarred awkward bony
contorted bony
dimpled bulging
broad long
downcast frail
feeble
expressionless
hairy gangly short
familiar
heaving
fierce hairy
puny stubby
flushed
tattooed lifeless
freckled
withered
fresh well-defined long
friendly
Stomach motionless Fingernails
frightened
honest bulging muscular
bitten
menacing
distended outstretched
pale
broken
pretty firm powerful
ruddy
flabby restless claw-like
sallow
smiling flat rigid
dirty
square strong
lean
swollen
protruding weary painted
weather-beaten

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Describing Characters’ Appearances Year 3 Writer’s Toolkit

Overall Appearance Build/Figure Feet Legs

athletic pallid athletic bare bandy
beautiful pasty burly
big
blotchy plump chubby bowed
brawny puny compact cold
gangly graceful
bronzed rangy dainty
burly scarred gaunt
flat hairy
heavyset
frail scrawny
lanky grubby
fragile skeletal long
lithe
gangly slender sandalled
muscular muscular
gaunt slight
petite slippered
gawky statuesque
scrawny rickety
haggard stocky small
skinny
herculean strapping sore shivering
slender
hideous trim
slight stinky short
lanky voluptuous solid
lifeless weak stubby
statuesque slender
lithe willowy stocky swollen
muscular wiry strapping spindly
unsightly
overweight wrinkled thin
weary thread-like
pasty willowy

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Describing Characters’ Personalities Year 3 Writer’s Toolkit

Character Traits Word List

respectful clever flexible forgetful shy anxious unintelligent weak

friendly honest fearless lazy daring dramatic unfriendly foolish

optimistic dependable focused coward adventurous serious rude impatient

confident loyal trustworthy mean calm giving selfish disrespectful

considerate leader brave impolite clumsy imaginative immature demanding

cooperative patient kind proud athletic charming thoughtless spoiled

talented eager fair jealous hyper energetic devious disloyal

funny humble ambitious aggressive fiery loving cruel stubborn

intelligent encouraging moody sneaky social persistent obnoxious thoughtless

calm courageous pessimistic gloomy strict empathetic conceited greedy

creative cheerful irresponsible tricky sensitive inspirational grouchy arrogant

polite hard-working hopeless annoying humorous bossy dishonest

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High Frequency Spellings Year 3 Writer’s Toolkit

200 High Frequency Words

across better dragon found head lived new right take under
after birds duck fox home long next river tea us
again boat each friends horse looking night room tell use
air book eat fun hot looks one round than want
along box eggs garden how lots only run that’s wanted
am boy end gave I’ll magic or sat there’s water
animals can’t even giant I’ve man other say these way
another car ever girl inside many our school thing well
any cat every going its may over sea things we’re
around clothes everyone gone jumped miss park shouted think where
away cold eyes good keep more place sleep thought which
baby coming fast gran key morning plants small three white
bad couldn’t feet grandad king most play snow through who
bear cried fell great know mother please something told why
because dark find green last mouse pulled soon took wind
bed did first grow laughed much queen still top window
been didn’t fish hard let must rabbit stop town wish
before different floppy has let’s narrator ran stopped tree work
began dog fly hat liked need really suddenly trees would
best door food he’s live never red sun two yes

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Y3/Y4 Spellings Year 3 Writer’s Toolkit

Year 3 and 4 Statutory Spellings

accident calendar eight guide mention possession straight

accidentally caught eighth heard minute possible strange

actual centre enough heart natural potatoes strength

actually century exercise height naughty pressure suppose

address certain experience history notice probably surprise

although circle experiment imagine occasion promise therefore

answer complete extreme increase occasionally purpose though

appear consider famous important often quarter thought

arrive continue favourite interest opposite question through

believe decide February island ordinary recent various

bicycle describe forward knowledge particular regular weight

breath different forwards learn peculiar reign woman

breathe difficult fruit length perhaps remember women

build disappear grammar library popular sentence

busy early group material position separate

business earth guard medicine possess special

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Editing Mats Year 3 Writer’s Toolkit

Working Towards Super Spellings… I need to know most of these: Suffixes stick onto the
end of a word:
after class floor most pretty
-ed -er
Try to use conjunctions… again climb gold move prove

F for any clothes grass Mr should dropped sadder

A and bath cold great Mrs steak copied happier

N nor beautiful could half old sugar watched nicer

B but because door hold only sure -est -ly

O or behind even hour parents told

fastest gladly
both every improve pass water
Y yet biggest angrily
break everybody kind past who
S so prettiest carefully
busy eye last path whole
-ful -ness
Punctuation Power! child fast many people wild
Capital letters for the start of colourful brightness
children father mind plant would
A sentences, names and places.
Christmas find money poor playful happiness
A full stop at the end of a
. sentence. Notice that some words have capital letters plentiful loneliness

Exclamation marks for

! exclamations or surprise. Can you write using paragraphs? Paragraphs are a few sentences joined Have you included some fabulous
together all linked to the same theme. noun phrases?
? Question marks for questions.

Apostrophes for showing Can you squeeze in some Using ‘a’ or ‘an’... the terrifying
something belongs to someone a colourful parrot
subordinating conjuctions? dragon
’ and to mark missing letters in an a
contracted words, e.g. didn’t. when if
before a word before a word that a strange, a sweet, juicy
Commas to separate items that starts with a does not start with
, on a list. that because vowel: an apple a vowel: a banana
wooden box pineapple

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Editing Mats Year 3 Writer’s Toolkit

Fantastic Ways to Show Time,

Expected accident
Super Spellings… I need to know most of these:
centre experience important ordinary reign
Place and Cause in Your Sentences
Subordinating Conjunctions
accidentally century experiment interest particular remember
Try to use conjunctions… when before because
actual certain extreme island peculiar sentence
F for after while
actually circle famous knowledge perhaps separate
A and Prepositions
address complete favourite learn popular special
N nor in during because of
although consider February length position straight
over near until
B but
answer continue forwards library possess strange above behind
O or appear decide fruit material possession strength Adverbs
Y yet arrive describe grammar medicine possible suppose next soon then
S so believe different group mention potatoes surprise therefore
bicycle difficult guard minute pressure therefore
Punctuation Power! Which Is Witch?
breath disappear guide natural probably though Don’t Muddle Your Homophones
Capital letters for the start of
A sentences, names and places.
breathe early heard naughty promise thought there/their/they’re
build earth heart notice purpose through our/are
A full stop at the end of a
. sentence. busy eight height occasion quarter various two/too/to
Exclamation marks for business eighth history occasionally question weight your/you’re
! exclamations or surprise.
calendar enough imagine often recent woman here/hear
? Question marks for questions.
caught exercise increase opposite regular women
Apostrophes for showing
something belongs to someone Know Your Prefixes
’ and to mark missing letters in Don’t forget to organise your
contracted words, e.g. didn’t. un- means not sub- means under
writing into paragraphs.
Commas to separate items pre- means before inter- means between
, on a list. mis- means wrong anti- means against
Each one needs a few sentences
linked to the same theme.
Inverted commas to show direct super- means above auto- means self
“” speech. re- means again im/ir/in/il- means not

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Editing Mats Year 3 Writer’s Toolkit

Fantastic Ways to Show Time,

Greater Depth accident
Super Spellings… I need to know most of these:
centre experience important ordinary reign
Place and Cause in Your Sentences
Subordinating Conjunctions
accidentally century experiment interest particular remember
Punctuation Power! when before because
actual certain extreme island peculiar sentence
after while
Capital letters for the start of actually circle famous knowledge perhaps separate
Prepositions
A sentences, names and places. address complete favourite learn popular special
in during because of
although consider February length position straight
over near until
A full stop at the end of a
. sentence.
answer continue forwards library possess strange above behind
appear decide fruit material possession strength Adverbs
Exclamation marks for arrive describe grammar medicine possible suppose
! exclamations or surprise.
next soon then
believe different group mention potatoes surprise therefore
? Question marks for questions. bicycle difficult guard minute pressure therefore
breath disappear guide natural probably though Does It All Agree?
Apostrophes for showing
something belongs to someone breathe early heard naughty promise thought Check through your work for:
’ and to mark missing letters in build earth heart notice purpose through
contracted words, e.g. didn’t. was/were is/are
busy eight height occasion quarter various
Commas to separate items business eighth history occasionally question weight Is your writing in the correct tense?
, on a list.
calendar enough imagine often recent woman
Mix Up Your Sentences!
caught exercise increase opposite regular women
Inverted commas to show direct
“” speech. Use some longer complex sentences
Which Is Witch? Don’t Muddle Your Homophones and some short, snappy ones!

there/their/they’re our/are
Place the model in a cool, dry place
You need to be organising your until the paint is completely dry.
two/too/to here/hear
writing into paragraphs as much
as possible. Just make sure each your/you’re accept/except
one is about the same theme. His heart skipped a beat.
whether/weather

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Writing Target Checklists Year 3 Writer’s Toolkit

Am I working at the expected standard? Have you met all the standards from the previous level? If so, can you...

Begin to use your own ideas? Proofread to check for errors?

Can you begin to use ideas from your own reading (and Can you proofread yours and others’ work to check for errors,
modelled examples) to plan your writing? with increasing accuracy, and make improvements?

E.g. writing an adventure story with a similar plot to a school E.g. spotting and correcting mistakes when working with
reading book. a partner.

Understand purpose and audience? Make ambitious word choices?

Can you show an increasing understanding of purpose and Can you make deliberate ambitious word choices to add detail?
audience?
E.g. The timid, miniscule mouse trembled with fear.
E.g. adapting your writing to make it more interesting for a
reader.

Use a wider range of structures? Begin to use paragraphs?

Can you begin to use the structure of a wider range of text Can you begin to organise your writing into paragraphs around
types, including the use of simple layout devices in non-fiction? a theme?
E.g. using appropriate sub-headings, diagrams and captions in E.g. grouping ideas according to a subject in a non-fiction report
an information text about frogs. and ensuring one subject is discussed per paragraph.

Begin to create settings? Maintain the correct tense?

Can you begin to create settings, characters and plot in Can you maintain the correct tense, including the present perfect
narratives? tense, throughout a piece of writing?

E.g. designing your own character for an adventure story. E.g. “I have sold the last one,” said the baker.

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Writing Target Checklists Year 3 Writer’s Toolkit

Am I working at the expected standard? Have you met all the standards from the previous level? If so, can you...

Use the full range of punctuation? Use ‘a’ or ‘an’ correctly?

Can you use the full range of punctuation from previous year Can you use ‘a’ or ‘an’ correctly most of the time?
groups, including: E.g. I ate an orange, an apple and a packet of crisps.
Full stops, e.g. Gary went upstairs.
Capital letters, e.g. Jim Jones lived on Fir Tree Lane.
Question marks, e.g. How can you be so tired?
Exclamation marks, e.g. What a fool I was! Spell many words with prefixes?
Commas within lists, e.g. He wore his hat, coat, gloves and scarf. Can you spell many words with prefixes correctly?
Apostrophes to show possession, e.g. Kyle’s book was tattered and torn.
Apostrophes to show contracted forms, e.g. It doesn’t matter if you don’t get it finished.
E.g. Mum was disappointed when I misbehaved.

The supermarket was shut for redecorating.

Use inverted commas?
Can you use inverted commas in direct speech? Spell many words with suffixes?
Can you spell many words with suffixes correctly?
E.g. “Stop talking so loudly,” demanded Mrs Riaz.
E.g. I was curious so I asked for more information.

Sanjiv frantically searched for the venomous snake.

Use subordinate clauses? Spell homophones correctly?

Can you use subordinate clauses? Can you begin to spell homophones correctly?

E.g. Louise had been running when she slipped in a puddle. E.g. I had a piece of cake as I enjoyed the peace and quiet.

She was out of breath although she hadn’t gone far. I think that it is great to grate cheese.

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Writing Target Checklists Year 3 Writer’s Toolkit

Am I working at the expected standard? Have you met all the standards from the previous level? If so, can you...

Spell some Y3 and Y4 spelling words correctly?

Can you spell some of the year 3 and 4 statutory spelling words
correctly?

E.g. The men and women who experiment with new medicine
believe that they may find a cure to various diseases.

Use neat, joined handwriting?

Can you use a neat, joined handwriting style with increasing
accuracy?

E.g. My writing is always neat and joined.

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Writing Target Checklists Year 3 Writer’s Toolkit

Am I working at greater depth within the expected standard? Have you met all the standards from the previous level? If so, can you...

Understand purpose and audience? Use several text type structures?

Can you plan and write with an understanding of purpose and Can you use the structures of several text types, including the
audience? use of simple layout devices in non-fiction?

E.g. planning to use technical words that a certain audience will E.g. using appropriate sub-headings, diagrams and captions in
understand. an information text about India.

Proofread to check for errors? Use paragraphs?

Can you proofread yours and others’ work to check for errors,
and to suggest and make improvements?
E.g. giving a partner advice on how to make their writing better,
i.e. by uplevelling their adjectives.
Can you organise your writing into paragraphs around a theme?
E.g. independently ensure that only one topic is covered in each
paragraph.

Make ambitious word choices? Maintain the correct tense?

Can you make deliberate ambitious word choices to add detail,
effect and engage the reader?
E.g. The mirror suddenly smashed and a dark, shadowy figure
appeared.
Can you maintain the correct tense, including the present perfect
tense, throughout a piece of writing, with accurate subject-verb
agreement?
E.g. The dogs have barked all night.

Create settings, characters and plots? Punctuate direct speech accurately?

Can you create settings, characters and plot in narratives? Can you punctuate direct speech accurately including the use of
inverted commas?
E.g. creating your own traditional tale based upon your own
plotline. E.g. “Linda, where have you been?” asked Mrs Hurst.

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Writing Target Checklists Year 3 Writer’s Toolkit

Am I working at greater depth within the expected standard? Have you met all the standards from the previous level? If so, can you...

Use the full range of punctuation? Use ‘a’ or ‘an’ correctly?

Can you use the full range of punctuation from previous year Can you use ‘a’ or ‘an’ correctly throughout a piece of writing?
groups, including: E.g. You’ll need an egg and a bag of flour to make a cake.
Full stops, e.g. Zoe took a photograph.
Capital letters, e.g. Mr Patel was walking his dog, Jett. Spell most words with prefixes?
Question marks, e.g. What is wrong with me?
Can you spell most words with prefixes correctly?
Exclamation marks, e.g. How silly that girl was!
Commas within lists, e.g. Frogs are green, slimy and cold. E.g. You cannot misspell the word or it will be incorrect.
Apostrophes to show possession, e.g. The girl’s boat slammed into the rocks.
Apostrophes to show contracted forms, e.g. You can’t do that or you’ll get hurt.
“You are being irresponsible and immature!”

Spell homophones correctly?

Use subordinate clauses?
Can you spell homophones correctly?
Can you use subordinate clauses, sometimes in varied positions?
E.g. Afeef sighed as he was left behind. E.g. The seats on the plane were quite plain.
Mason did not smile although he was excited. “He’ll dig in his heels,” said Jane.

Use conjunctions, adverbs and prepositions?

Spell most words with suffixes?
Can you use a range of conjunctions, adverbs and prepositions to
Can you spell most words with suffixes correctly?
show time, place and cause?
E.g. Jack interviewed the politician live on the television.
E.g. The cockerel began to crow early in the morning.
The witches cast a spell in their grotto. The expansion of the black hole made the scientists

The class got changed after PE. frantically panic.

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Writing Target Checklists Year 3 Writer’s Toolkit

Am I working at greater depth within the expected standard? Have you met all the standards from the previous level? If so, can you...

Spell many Y3 and Y4 words correctly?

Can you spell many of the year 3 and 4 statutory spelling words
correctly?

E.g. February was an extremely busy month on the island

as the fruit could be difficult to harvest.

Use neat, joined handwriting?

Can you use a neat, joined handwriting style with increasing
accuracy and speed?

E.g. My writing is speedy, neat and joined.

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