Year 3 Home Learning Statements

Term Two

Writing

In term two students have been revising their knowledge of narrative and persuasive writing –focusing on engaging and entertaining their reader through descriptive language and persuasive devices. For the remainder of term two, Year 3 students will be exploring an integrated writing approach. We will focus on script writing and storyboards. This will culminate in a Claymation film based on the life cycle of a plant or animal. This will involve students collaborating in small groups to research and note-take information, create settings and Claymation figures, record their script and produce and direct their movie.

 

How can you support this at home?

  • Share comic strips and discuss how the story is told in panels.
  • Look together on the web for Claymation or Stopmotion e.g. Wallace and Gromit, Shaun the Sheep, Boxtrolls.
  • Ask how your child might adapt a picture book as a play. What stage directions would be needed? Who would be the characters? What scenery would you have?
  • Support your child to read scripts and/or comics, focusing on pace, expression, and noticing and using punctuation as a reader.
  • Discuss the features of scripts and/or comics that make them different to other stories you have read.

 

Mathematics

In term two, students have been consolidating their understanding of subtraction. They have been revising their place value knowledge by using the split strategy to solve subtraction equations.

E.g. 345 – 32 can be broken down to 345 – 30 = 315, 315 – 2 = 313.

Students have also been applying their addition and subtraction knowledge through solving worded problems and in this way revising written and mental addition and subtraction strategies.

 

Students will also explore multiplication, where they will use arrays to solve amounts of equal groups and their total. Students will explore strategies for mental recall of multiplication facts (e.g. double for 2s, double add one more group for 3s, double double for 4s, x10 and half for 5s). They will also work on written strategies for solving multiplication problems of larger numbers.

As part of multiplication students will also explore related division facts, i.e. 3 x 5 = 15 therefore 15 ÷ 5 = 3.

 

How can you support this at home?

  • Students can roll two dice, draw a matching array, and solve the multiplication problem.
  • You can make flash cards to revise multiplication recall.
  • You can access Fuse, a Department of Education website, and explore multiplication games.

Term One

Reading 
In Year 3 we have been setting up the reading workshop. Students have been looking at choosing ‘Just Right’ books using the iPick strategy. We have been looking at what independent reading is; what it looks like, sounds like, feels like. We have been establishing with the students how to monitor their own comprehension and listen to their inner conversation while reading. Students have been using sticky-notes or their reading journals to show their thinking.

 

We will be continuing to work through reading strategies, such as questioning, connecting, visualising, with students to re-inforce the inner conversation necessary for independent comprehension.

 

Take home readers have been made available for all students within the Year 3 classrooms. These are to be borrowed and returned regularly and independently.

 

At home you can:

  • Encourage your child to read regularly from a reader or their own iPick book.  Can they explain why it is a ‘just right’ book?
  • Have casual conversations about what they have read.
    • Explain how to track your thinking while reading.
    • Who is the main character?
    • What do you think might happen next?
    • If you could change something, what would it be?
    • Do you have any questions about the text?
  • ReadingEggspress passwords will be sent home, we encourage you to explore this website with your child before allowing them independent learning time.

 

Mathematics
In Year 3 we have been revising and extending students’ understandings of the value of place in numbers, from 0 to 10,000.  In maths, every digit in a number has a place valuePlace value can be defined as the value represented by a digit in a number on the basis of its position in the number.

 

We are working with students to develop a flexible understanding numbers and how they can read. E.g. 258 may be written as it is or as 25 ten 8 ones. Students have been given opportunities to be self-motivated learners through open-ended learning tasks where they can challenge themselves. They will be using their place value knowledge to assist in addition and subtraction calculations, and when exploring number patterns resulting from addition or subtraction.

 

In measurement we have been exploring length and how to use formal units of length, including centimetres and metres. Time is being introduced with a focus on revising analogue time to o’clock and half past. We will extend this to the closest minute as students show readiness for this more challenging concept.

 

At home you can:

  • Ask your child to teach you some of the maths games they have enjoyed in class (such as, 5 moves to 100, Greedy Pig, Mastermind).
  • Rename numbers.
  • Play games using addition and subtraction e.g. War
  • Use tape measures inside and outside.
  • Discuss patterns seen in your environment (e.g. odd and even numbers in streets, tile patterns in kitchens, etc.), have casual conversations about maths you notice at home.
  • Practise reading time using and analogue clock.