Year 3 English — AC v9
All 28 content descriptions for Year 3 English in the Australian Curriculum Version 9, grouped by strand — each one links to its own page, and TeachKoala can turn any of them into a complete lesson (your first is free).
Achievement standard (what coverage means)
- •They write texts using letters that are accurately formed and consistent in size.
- •They group, logically sequence and link ideas.
- •They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features.
- •By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories.
- •They create written and/or multimodal texts including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts.
- •They use language features including topic-specific vocabulary, and/or visual features and features of voice.
- •They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts.
- •They read, view and comprehend texts, recognising their purpose and audience.
- •They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning.
- •They describe how texts are structured and presented.
- •They describe how stories are developed through characters and/or events.
- •They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns.
- •They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.
- •They identify literal meaning and explain inferred meaning.
- AC9E3LA01understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality
- AC9E3LA02understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
- AC9E3LA03describe how texts across the curriculum use different language features and structures relevant to their purpose
- AC9E3LA04understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
- AC9E3LA05identify the purpose of layout features in print and digital texts and the words used for navigation
- AC9E3LA06understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
- AC9E3LA07understand how verbs represent different processes for doing, feeling, thinking, saying and relating
- AC9E3LA08understand that verbs are anchored in time through tense
- AC9E3LA09identify how images extend the meaning of a text
- AC9E3LA10extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
- AC9E3LA11understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
- AC9E3LE01discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
- AC9E3LE02discuss connections between personal experiences and character experiences in literary texts and share personal preferences
- AC9E3LE03discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
- AC9E3LE04discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
- AC9E3LE05create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
- AC9E3LY01recognise how texts can be created for similar purposes but different audiences
- AC9E3LY02use interaction skills to contribute to conversations and discussions to share information and ideas
- AC9E3LY03identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
- AC9E3LY04read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
- AC9E3LY05use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
- AC9E3LY06plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
- AC9E3LY07plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
- AC9E3LY08write words using joined letters that are clearly formed and consistent in size
- AC9E3LY09understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns
- AC9E3LY10understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words
- AC9E3LY11use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
- AC9E3LY12recognise and know how to write most high-frequency words including some homophones
Free download
The Year 3 English planning scaffold
A one-page planning sheet with the official achievement standard, every content description grouped by strand, and space for your assessment and week-by-week sequence. Print it and plan on paper, or use it as the skeleton for a unit.
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Content descriptions and achievement standard © ACARA, Australian Curriculum Version 9, used under CC BY 4.0. TeachKoala is not affiliated with or endorsed by ACARA.