That cooperation with others depends on shared understanding of social...
understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality
Year 3 English
Choose a unit below. Every green Live label marks a complete learning path with the same eight questions used in Worksheet, Practice and Test.
Elaborations are curriculum teaching examples. Coverage points show how many curriculum ideas guide the unit.
understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality
understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
describe how texts across the curriculum use different language features and structures relevant to their purpose
understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
identify the purpose of layout features in print and digital texts and the words used for navigation
understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
understand how verbs represent different processes for doing, feeling, thinking, saying and relating
understand that verbs are anchored in time through tense
identify how images extend the meaning of a text
extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
discuss connections between personal experiences and character experiences in literary texts and share personal preferences
discuss 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
discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
recognise how texts can be created for similar purposes but different audiences
use interaction skills to contribute to conversations and discussions to share information and ideas
identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
use 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
plan, 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
plan, 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
write words using joined letters that are clearly formed and consistent in size
understand 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
understand 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
use phoneme-grapheme (sound-letter) relationships and less common letter patterns to spell words
recognise and know how to write most high-frequency words including some homophones