Year 3 Year level description Content descriptions

The English curriculum is built around the three interrelated strands of language, literature and
literacy. Teaching and learning programs should balance and integrate all three strands.
Language Literature Literacy
Together, the strands focus on developing students knowledge, understanding and skills in
Language variation and change Literature and context Texts in context
listening, reading, viewing, speaking, writing and creating. Learning in English builds on
concepts, skills and processes developed in earlier years, and teachers will revisit and Understand that languages have different written and Discuss texts in which characters, events and Identify the point of view in a text and
strengthen these as needed. visual communication systems, different oral traditions and settings are portrayed in different ways, and suggest alternative points of view
different ways of constructing meaning (ACELA1475) speculate on the authors reasons (ACELY1675)
In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that (ACELT1594)
relate to study in other areas of the curriculum. They interact with peers and teachers from Language for interaction Interacting with others
other classes and schools in a range of face-to-face and online/virtual environments. Understand that successful cooperation with others Responding to literature Listen to and contribute to conversations
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret depends on shared use of social conventions, including Draw connections between personal and discussions to share information and
spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as turn-taking patterns, and forms of address that vary experiences and the worlds of texts, and share ideas and negotiate in collaborative
texts designed to inform and persuade. These encompass traditional oral texts including according to the degree of formality in social situations responses with others (ACELT1596) situations (ACELY1676)
Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, (ACELA1476)
Develop criteria for establishing personal Plan and deliver short presentations,
rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts
Examine how evaluative language can be varied to be more preferences for literature (ACELT1598) providing some key details in logical
used by students as models for constructing their own work.
or less forceful (ACELA1477) sequence (ACELY1677)
The range of literary texts for Foundation to Year 10 comprises Australian literature, including Examining literature
the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the Text structure and organisation Discuss how language is used to describe the Use interaction skills, including active
contemporary literature of these two cultural groups, and classic and contemporary world Understand how different types of texts vary in use of settings in texts, and explore how the settings listening behaviours and communicate in a
literature, including texts from and about Asia. language choices, depending on their purpose and context shape the events and influence the mood of clear, coherent manner using a variety of
Literary texts that support and extend students in Years 3 and 4 as independent readers (for example, tense and types of sentences) (ACELA1478) the narrative (ACELT1599) everyday and learned vocabulary and
describe complex sequences of events that extend over several pages and involve unusual appropriate tone, pace, pitch and volume
Understand that paragraphs are a key organisational Discuss the nature and effects of some (ACELY1792)
happenings within a framework of familiar experiences. Informative texts include content of feature of written texts (ACELA1479) language devices used to enhance meaning
increasing complexity and technicality about topics of interest and topics being studied in and shape the readers reaction, including Interpreting, analysing, evaluating
other areas of the curriculum. These texts use complex language features, including varied Know that word contractions are a feature of informal rhythm and onomatopoeia in poetry and prose Identify the audience and purpose of
sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight language and that apostrophes of contraction are used to (ACELT1600) imaginative, informative and persuasive
words and words that need to be decoded phonically, and a variety of punctuation signal missing letters (ACELA1480) texts (ACELY1678)
conventions, as well as illustrations and diagrams that support and extend the printed text. Creating literature
Identify the features of online texts that enhance navigation Read an increasing range of different types
Students create a range of imaginative, informative and persuasive types of texts including Create imaginative texts based on characters,
(ACELA1790) of texts by combining contextual, semantic,
narratives, procedures, performances, reports, reviews, poetry and expositions. settings and events from students own and
Expressing and developing ideas other cultures using visual features, for grammatical and phonic knowledge, using
Achievement standard example perspective, distance and angle text processing strategies, for example
Understand that a clause is a unit of grammar usually
containing a subject and a verb and that these need to be in (ACELT1601) monitoring, predicting, confirming,
Receptive modes (listening, reading and viewing) agreement (ACELA1481) rereading, reading on and self-correcting
Create texts that adapt language features and (ACELY1679)
By the end of Year 3, students understand how content can be organised using Understand that verbs represent different processes, for patterns encountered in literary texts, for
Use comprehension strategies to build
Line of sight document developed from

different text structures depending on the purpose of the text. They understand how example doing, thinking, saying, and relating and that these example characterisation, rhyme, rhythm,
processes are anchored in time through tense (ACELA1482) mood, music, sound effects and dialogue literal and inferred meaning and begin to
language features, images and vocabulary choices are used for different effects.
the Australian Curriculum English

(ACELT1791) evaluate texts by drawing on a growing

They read texts that contain varied sentence structures, a range of punctuation Identify the effect on audiences of techniques, for example knowledge of context, text structures and
Version 8.0 November 2015

conventions, and images that provide extra information. They use phonics and word shot size, vertical camera angle and layout in picture books, language features (ACELY1680)
knowledge to fluently read more complex words. They identify literal and implied advertisements and film segments (ACELA1483)
Creating texts
meaning connecting ideas in different parts of a text. They select information, ideas Learn extended and technical vocabulary and ways of Plan, draft and publish imaginative,
and events in texts that relate to their own lives and to other texts. They listen to expressing opinion including modal verbs and adverbs informative and persuasive texts
others views and respond appropriately using interaction skills. (ACELA1484) demonstrating increasing control over text
Productive modes (speaking, writing and creating) structures and language features and
Phonics and word knowledge
selecting print,and multimodal elements
Students understand how language features are used to link and sequence ideas. Understand how to use letter-sound relationships and less appropriate to the audience and purpose
common letter patterns to spell words (ACELA1485)
They understand how language can be used to express feelings and opinions on (ACELY1682)
topics. Their texts include writing and images to express and develop, in some detail, Recognise and know how to write most high frequency Re-read and edit texts for meaning,
experiences, events, information, ideas and characters. words including some homophones (ACELA1486) appropriate structure, grammatical choices
Students create a range of texts for familiar and unfamiliar audiences. They contribute and punctuation (ACELY1683)
Understand how to apply knowledge of letter-sound
actively to class and group discussions, asking questions, providing useful feedback relationships, syllables, and blending and segmenting to
and making presentations. They demonstrate understanding of grammar and choose Write using joined letters that are clearly
fluently read and write multisyllabic words with more formed and consistent in size (ACELY1684)
vocabulary and punctuation appropriate to the purpose and context of their writing. complex letter patterns (ACELA1826)
They use knowledge of letter-sound relationships including consonant and vowel Use software including word processing
clusters and high-frequency words to spell words accurately. They re-read and edit Know how to use common prefixes and suffixes, and programs with growing speed and
generalisations for adding a suffix to a base word efficiency to construct and edit texts
their writing, checking their work for appropriate vocabulary, structure and meaning.
(ACELA1827) featuring visual, print and audio elements
They write using joined letters that are accurately formed and consistent in size.
(ACELY1685)
Learning Differentiation

Regan- Mon, Tues, Thurs, Fri 15mins with S/O magic 100 words. 15mins with S/O multilit reading (spelling- thrass unknown words, verbal comprehension). Modified workload, assistive technology,
scribe
Estelle, Ben- Teacher instructed writing group/scribe.
Lochie- Brain breaks between sessions
Sophie- FM system, seated near front, repeated instruction if necessary

Learning Intentions
Read and create information texts that include taking notes and using learned vocabulary, in particular, technical
words, present tense, third person, paragraphs, accurate punctuation and varying sentence openers.
Listen to/discuss literary devices in poetry including rhythm and onomatopoeia
Create poems using the literary devices rhythm and onomatopoeia
Listen to an oral reading of Willy Wonka and the Glass Elevator/The Indian in the Cupboard and participate in
discussions about how characters, events and settings are portrayed in different ways, and speculate on the
authors reasons.
View the movie of the Indian in the Cupboard and discuss differences between the novel and movie and speculate
on reasons for these differences.
Form an opinion on their preference for the Indian in the Cupboard novel and after viewing and deconstructing
book reviews, write their own book review for other Year 3 students recommending whether or not they should
read the Indian in the Cupboard.
Edit their text creations for meaning and punctuation.
Plan and present a short oral to an audience (the class) on a Space Adventure and answer questions from the
audience.
Use a range of comprehension strategies including making connections, inferring, summarizing , synthesizing, self-
monitoring, predicting, confirming, rereading, reading on and self-correcting to make meaning from texts.
Revise and use Modern Cursive handwriting that contains entries and exits.
Use Thrass strategies to explore the spelling conventions of unfamiliar and new vocabulary words.

WEEK Handwriti Writing Comprehension Grammar Speaking

ng Text
Information report/Poetry

1. Recount - Holidays Synthesising Nouns

A Frogs Lifecycle
Information Text- Examine structure and deconstruct A New w/s
Planet Information text.

Record the structure of an informative text

2. p. 40-41 Information Text-Whole class (joint) note taking skills from Synthesising Adjectives Introduce
supplied text. My Super
The Rainforest- Space
Poetry: Create poetry folder and introduce poetry devices descriptive Adventure
sentences w/s task bags.

3. p. 42-43 Information Text- Joint whole class construction of an Skimming and scanning Prefixes and Three
Information text using notes from previous week. Suffixes students
present their
oral on their
super space
 Grammar adventure
Conventions Unit to the class
21 (as per class
roster).
4. p. 44-45 Information Text Finish joint whole class construction of an Skimming and scanning Verb groups Three
Information text. students
Grammar present their
Poetry: Analysis of a Concrete Poem structure, joint Conventions Unit oral on their
construction and individual construction. 24 super space
adventure
to the class
(as per class
roster).

5. p. 46-47 Information Report - Revise structure, language features. Self-monitoring Apostrophes of Three
Students to begin taking their own notes using a scaffolded contraction students
note taking sheet on a country of their choice studied in present their
history. oral on their
super space
Poetry: Analysis of Haiku poem structure, joint class adventure
construction of a Haiku poem and individual construction of a to the class
Haiku poem. (as per class
roster).

6. p. 48-49 Information Report students continue note taking on their Self-monitoring Compound Three
chosen country and begin drafting their Information Report. words students
present their
Poetry: Introduce students to Alliteration using tongue oral on their
twisters and alliteration games. Jointly construct a poem super space
using alliteration and then individual construction of a poem adventure
using alliteration. to the class
(as per class
roster).

7. p. 50-51 Information Text - students continue drafting their Making connections Three
Information report and begin conferencing with teacher students
about their writing / begin publishing (using Word). present their
oral on their
Poetry: Introduce students to Onomatopoeia. Jointly construct super space
a poem using onomatopoeia and then individual construction adventure
of a poem using onomatopoeia. to the class
(as per class
roster).

8. p. 52-53 Information Report - students finish drafting their Making connections Three
information report and editing with the teacher about their students
writing / complete publishing (using word). present their
oral on their
Poetry: Revise the poetic devices introduced so far and super space
introduce acrostic poems. Jointly construct an acrostic poem adventure
and then students to individually draft and publish an acrostic to the class
poem on the moon using as many learned poetic devices as (as per class
they can. roster).

Book Reviews: Discuss the purpose of a book review and

view/discuss example book reviews at
http://www.spaghettibookclub.org/
9. p. 54-55 Book Reviews: Jointly construct a book review on known Building vocabulary Three
picture book Possum Magic. Students draft their own book students
review on Indian in the Cupboard for a Year 3 audience. present their
oral on their
super space
adventure
to the class
(as per class
roster).

Students view the movie

Indian in the Cupboard and
discuss the differences
between the book and movie,
why these differences may
exist and whether they prefer
the book or movie.

10. p. 56-57 Catch-up / consolidation Building vocabulary Consolidation / Three

assessment students
present their
oral on their
super space
adventure
to the class
(as per class
roster).

Success Criteria
At Standard Above Standard
Information Texts:

- Entitles text with a relevant title reflecting the text

content.
- Organises information in paragraphs including a:
- Classification paragraph stating the subject
of the report.
- At least three description paragraphs
containing accurate and relevant facts about
the planets size, appearance, and 3 interesting
facts; and
- a concluding paragraph with a final
comment.
- Includes compound and complex sentences within
their text that have been edited to include appropriate
spelling of the majority of high frequency words and
some technical words, full stops, capitals (for sentence
 beginnings and proper nouns) and some commas to
mark a clause.
- Uses some factual language and technical words
appropriate to their chosen planet e.g. sphere shape.
- Writes in present tense and third person.
- Writes in joined letters that are clearly formed and
consistent in size.
Poetry:

- Attempts to employ poetic devices of alliteration,

onomatopoeia, rhythm and rhyme in short poems
following a haiku, concrete and acrostic structure.
Book review:

- Applies some strategies to effectively engage the

interest of the audience.
- Provides a relatively succinct recount of the main
events in the text without giving away the ending.
- Constructs a simple argument about why the reader
should or should not read the book.
- Generally uses conjunctions in complex sentences
throughout.
- Generally applies appropriate subject matter
vocabulary including some technical terms and
modal verbs.
- Generally employs accurate spelling of frequently
used words and some technical words of more than
one syllable.
- Proofreads and edits own writing for meaning and
use of full stops, capital letters, question marks and
exclamation marks and sometimes appropriately
utilises commas to mark a clause.
- Uses joined letters that are clearly formed and
consistent in size.

Term Three News Talks Success Criteria

Task: Students were given a My Super Space Adventure bag containing a rocket, moon rock, stardust and a book to
record their Super Space Adventures. Students then had to present their Super Space Adventure to the class.
Learning Area Focus: English- Literacy
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned
vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Very High High Sound Below Well Below

Comprehensive Thorough Satisfactory Variable Limited

knowledge and knowledge and knowledge and knowledge and knowledge and
Organisation of

understanding understanding understanding understanding understanding

Knowledge and of the topic. of the topic. of the topic. about the of the topic.
Understanding topic. Needs a lot
of support to
Talk

share
information
with class.
Very well Organised for Planned Planned Needs lots of
organised for presentation- presentation presentation. prompts to
presentation- planned and in advance. Maintained maintain
planned and delivered
Required topic but topic
delivered information
information clearly and prompting to needed plenty
 clearly and logically deliver of assistance
logically with few information and prompting
without prompts to share
prompts information
Maintains eye Maintains eye Maintains eye Requires Needs
contact with contact with contact with reminders to constant
audience at audience most audience, but maintain eye reminders to
Constructing all times of the time looks at contact. look at
props mostly audience
Texts for guidance

Appropriate Appropriate Appropriate

voice level voice level voice level Voice is
Difficult to
and and and difficult to
hear and
articulation articulation articulation hear/
understand at

Speaking
so whole so whole with some understand.
times, needs
class can class can reminders Needs
reminders to
hear and hear most of constant
increase
understand at the time reminders to
volume and
all times increase/
speak clearly
decrease
volume and
Uses Needs some speak clearly
Uses appropriate reminders to Needs
appropriate stance, use constant Some use of
stance, gestures and appropriate reminders to inappropriate
gestures and facial stance, use / distracting
facial expressions gestures and appropriate gestures,
expressions most of the facial stance, facial
at all times time expressions gestures and expressions
facial and stance
expressions
Very Appropriate Appropriate Some No props
Visual

appropriate and use of props prompting included in

Props

and meaningful required to presentation

meaningful use of props refer to
use of props props within
presentation