Year 3 English · AC9E3LY12
Students learn to recognise and know how to write most high-frequency words including some homophones. They identify the relevant language or text feature, point to…
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Students learn to recognise and know how to write most high-frequency words including some homophones. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include context.
Learning target: recognise and know how to write most high-frequency words including some homophones
In “unhelpful”, identify un- + help + -ful. Use the base and affixes to predict meaning, then check it in the sentence.
Connect related words such as help, helpful and helpless. The stable base helps students read, spell and understand the family.
When two spellings sound possible, use known grapheme patterns, morphemes and word origin where appropriate rather than guessing from sound alone.
Give an unfamiliar related word. Students break it into meaningful or sound-based parts, propose a spelling or meaning and verify it in context.
Meaning from word parts In “unhelpful”, identify un- + help + -ful. Use the base and affixes to predict meaning, then check it in the sentence.
Spelling family Connect related words such as help, helpful and helpless. The stable base helps students read, spell and understand the family.
Choose by meaning and pattern When two spellings sound possible, use known grapheme patterns, morphemes and word origin where appropriate rather than guessing from sound alone.
Transfer Give an unfamiliar related word. Students break it into meaningful or sound-based parts, propose a spelling or meaning and verify it in context.
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
Students learn to recognise and know how to write most high-frequency words including some homophones. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include context.
Learning target: recognise and know how to write most high-frequency words including some homophones
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