Year 3 English Achievement Standard
14 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice.
They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns.
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 text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.
The 14 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories.
Content descriptorAC9E3LA01 Language
understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality
Elaborations (2)
- Elaboration recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding
- Elaboration understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking
Content descriptorAC9E3LE02 Literature
discuss connections between personal experiences and character experiences in literary texts and share personal preferences
Elaborations (2)
- Elaboration discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts
- Elaboration selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts
Content descriptorAC9E3LE05 Literature
create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
Elaborations (3)
- Elaboration drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts
- Elaboration adapting texts read, viewed and listened to by changing the setting or revising an ending
- Elaboration discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing
Content descriptorAC9E3LY02 Literacy
use interaction skills to contribute to conversations and discussions to share information and ideas
Elaborations (4)
- Elaboration building on and connecting ideas and opinions expressed by others
- Elaboration listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
- Elaboration learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter
- Elaboration using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends
Content descriptorAC9E3LY05 Literacy
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
Elaborations (6)
- Elaboration making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- Elaboration determining important ideas, events or details in texts
- Elaboration learning new content from reading and listening, and asking questions to expand understanding
- Elaboration comparing and contrasting how different texts present similar ideas or information
- Elaboration drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website
- Elaboration determining the relevance of a text for a particular task
Content descriptorAC9E3LY07 Literacy
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
Elaborations (4)
- Elaboration researching a topic to prepare an oral or multimodal presentation
- Elaboration planning the sequence of ideas and information using techniques such as storyboards
- Elaboration adjusting tone and pace to purpose and audience
- Elaboration explaining ideas to a peer when planning a presentation
They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts.
Content descriptorAC9E3LA02 Language
understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
Elaborations (3)
- Elaboration exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation
- Elaboration recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts
- Elaboration exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”
Content descriptorAC9E3LA07 Language
understand how verbs represent different processes for doing, feeling, thinking, saying and relating
Elaborations (4)
- Elaboration exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say
- Elaboration exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”
- Elaboration exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals
- Elaboration identifying different types of verbs and the way they control meaning in a clause
Content descriptorAC9E3LE01 Literature
discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Elaborations (4)
- Elaboration exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline
- Elaboration discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors
- Elaboration discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors
- Elaboration exploring the ways Australian settings are portrayed in stories
Content descriptorAC9E3LE02 Literature
discuss connections between personal experiences and character experiences in literary texts and share personal preferences
Elaborations (2)
- Elaboration discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts
- Elaboration selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts
Content descriptorAC9E3LE03 Literature
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
Elaborations (2)
- Elaboration identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”
- Elaboration discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”
Content descriptorAC9E3LE04 Literature
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
Elaborations (2)
- Elaboration discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems
- Elaboration generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?”
Content descriptorAC9E3LY02 Literacy
use interaction skills to contribute to conversations and discussions to share information and ideas
Elaborations (4)
- Elaboration building on and connecting ideas and opinions expressed by others
- Elaboration listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
- Elaboration learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter
- Elaboration using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends
Content descriptorAC9E3LY07 Literacy
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
Elaborations (4)
- Elaboration researching a topic to prepare an oral or multimodal presentation
- Elaboration planning the sequence of ideas and information using techniques such as storyboards
- Elaboration adjusting tone and pace to purpose and audience
- Elaboration explaining ideas to a peer when planning a presentation
They group, logically sequence and link ideas.
Content descriptorAC9E3LA03 Language
describe how texts across the curriculum use different language features and structures relevant to their purpose
Elaborations (2)
- Elaboration identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
- Elaboration describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
Content descriptorAC9E3LA04 Language
understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
Elaborations (3)
- Elaboration recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways
- Elaboration recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure
- Elaboration examining models of well-constructed paragraphs and identifying their features
Content descriptorAC9E3LE05 Literature
create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
Elaborations (3)
- Elaboration drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts
- Elaboration adapting texts read, viewed and listened to by changing the setting or revising an ending
- Elaboration discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing
Content descriptorAC9E3LY07 Literacy
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
Elaborations (4)
- Elaboration researching a topic to prepare an oral or multimodal presentation
- Elaboration planning the sequence of ideas and information using techniques such as storyboards
- Elaboration adjusting tone and pace to purpose and audience
- Elaboration explaining ideas to a peer when planning a presentation
They use language features including topic-specific vocabulary, and/or visual features and features of voice.
Content descriptorAC9E3LA02 Language
understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
Elaborations (3)
- Elaboration exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation
- Elaboration recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts
- Elaboration exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”
Content descriptorAC9E3LA03 Language
describe how texts across the curriculum use different language features and structures relevant to their purpose
Elaborations (2)
- Elaboration identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
- Elaboration describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
Content descriptorAC9E3LA09 Language
identify how images extend the meaning of a text
Elaborations (2)
- Elaboration recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures
- Elaboration recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness
Content descriptorAC9E3LA10 Language
extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
Elaborations (4)
- Elaboration identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre”
- Elaboration identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting”
- Elaboration identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character”
- Elaboration extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference”
Content descriptorAC9E3LE05 Literature
create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
Elaborations (3)
- Elaboration drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts
- Elaboration adapting texts read, viewed and listened to by changing the setting or revising an ending
- Elaboration discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing
Content descriptorAC9E3LY07 Literacy
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
Elaborations (4)
- Elaboration researching a topic to prepare an oral or multimodal presentation
- Elaboration planning the sequence of ideas and information using techniques such as storyboards
- Elaboration adjusting tone and pace to purpose and audience
- Elaboration explaining ideas to a peer when planning a presentation
They read, view and comprehend texts, recognising their purpose and audience.
Content descriptorAC9E3LA03 Language
describe how texts across the curriculum use different language features and structures relevant to their purpose
Elaborations (2)
- Elaboration identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
- Elaboration describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
Content descriptorAC9E3LA04 Language
understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
Elaborations (3)
- Elaboration recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways
- Elaboration recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure
- Elaboration examining models of well-constructed paragraphs and identifying their features
Content descriptorAC9E3LA05 Language
identify the purpose of layout features in print and digital texts and the words used for navigation
Elaborations (3)
- Elaboration examining the words used as hyperlinks
- Elaboration discussing words used as headings and subheadings in digital and print information texts
- Elaboration discussing words used for chapter headings in narratives
Content descriptorAC9E3LA09 Language
identify how images extend the meaning of a text
Elaborations (2)
- Elaboration recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures
- Elaboration recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness
Content descriptorAC9E3LE01 Literature
discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Elaborations (4)
- Elaboration exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline
- Elaboration discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors
- Elaboration discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors
- Elaboration exploring the ways Australian settings are portrayed in stories
Content descriptorAC9E3LE03 Literature
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
Elaborations (2)
- Elaboration identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”
- Elaboration discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”
Content descriptorAC9E3LE04 Literature
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
Elaborations (2)
- Elaboration discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems
- Elaboration generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?”
Content descriptorAC9E3LY01 Literacy
recognise how texts can be created for similar purposes but different audiences
Elaborations (2)
- Elaboration identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road
- Elaboration identifying how the instructions for assembling and using toys vary according to the age of the user
Content descriptorAC9E3LY03 Literacy
identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
Elaborations (3)
- Elaboration identifying words, phrases and images intended to persuade listeners, viewers or readers
- Elaboration identifying features of advertisements that target children
- Elaboration identifying the purpose of an imaginative text; for example, identifying the purpose of a fable
Content descriptorAC9E3LY04 Literacy
read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
Elaborations (2)
- Elaboration using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words
- Elaboration reading a wider range of texts from different learning areas, including chapter books and informative texts
Content descriptorAC9E3LY05 Literacy
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
Elaborations (6)
- Elaboration making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- Elaboration determining important ideas, events or details in texts
- Elaboration learning new content from reading and listening, and asking questions to expand understanding
- Elaboration comparing and contrasting how different texts present similar ideas or information
- Elaboration drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website
- Elaboration determining the relevance of a text for a particular task
They identify literal meaning and explain inferred meaning.
Content descriptorAC9E3LA09 Language
identify how images extend the meaning of a text
Elaborations (2)
- Elaboration recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures
- Elaboration recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness
Content descriptorAC9E3LE01 Literature
discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Elaborations (4)
- Elaboration exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline
- Elaboration discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors
- Elaboration discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors
- Elaboration exploring the ways Australian settings are portrayed in stories
Content descriptorAC9E3LY05 Literacy
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
Elaborations (6)
- Elaboration making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- Elaboration determining important ideas, events or details in texts
- Elaboration learning new content from reading and listening, and asking questions to expand understanding
- Elaboration comparing and contrasting how different texts present similar ideas or information
- Elaboration drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website
- Elaboration determining the relevance of a text for a particular task
They describe how stories are developed through characters and/or events.
Content descriptorAC9E3LA09 Language
identify how images extend the meaning of a text
Elaborations (2)
- Elaboration recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures
- Elaboration recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness
Content descriptorAC9E3LE03 Literature
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
Elaborations (2)
- Elaboration identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”
- Elaboration discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”
Content descriptorAC9E3LY01 Literacy
recognise how texts can be created for similar purposes but different audiences
Elaborations (2)
- Elaboration identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road
- Elaboration identifying how the instructions for assembling and using toys vary according to the age of the user
Content descriptorAC9E3LY03 Literacy
identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
Elaborations (3)
- Elaboration identifying words, phrases and images intended to persuade listeners, viewers or readers
- Elaboration identifying features of advertisements that target children
- Elaboration identifying the purpose of an imaginative text; for example, identifying the purpose of a fable
They describe how texts are structured and presented.
Content descriptorAC9E3LA03 Language
describe how texts across the curriculum use different language features and structures relevant to their purpose
Elaborations (2)
- Elaboration identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
- Elaboration describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
Content descriptorAC9E3LA04 Language
understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
Elaborations (3)
- Elaboration recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways
- Elaboration recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure
- Elaboration examining models of well-constructed paragraphs and identifying their features
Content descriptorAC9E3LA05 Language
identify the purpose of layout features in print and digital texts and the words used for navigation
Elaborations (3)
- Elaboration examining the words used as hyperlinks
- Elaboration discussing words used as headings and subheadings in digital and print information texts
- Elaboration discussing words used for chapter headings in narratives
Content descriptorAC9E3LY01 Literacy
recognise how texts can be created for similar purposes but different audiences
Elaborations (2)
- Elaboration identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road
- Elaboration identifying how the instructions for assembling and using toys vary according to the age of the user
Content descriptorAC9E3LY05 Literacy
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
Elaborations (6)
- Elaboration making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- Elaboration determining important ideas, events or details in texts
- Elaboration learning new content from reading and listening, and asking questions to expand understanding
- Elaboration comparing and contrasting how different texts present similar ideas or information
- Elaboration drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website
- Elaboration determining the relevance of a text for a particular task
They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning.
Content descriptorAC9E3LA02 Language
understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
Elaborations (3)
- Elaboration exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation
- Elaboration recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts
- Elaboration exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”
Content descriptorAC9E3LA03 Language
describe how texts across the curriculum use different language features and structures relevant to their purpose
Elaborations (2)
- Elaboration identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
- Elaboration describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
Content descriptorAC9E3LA06 Language
understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
Elaborations (2)
- Elaboration identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.”
- Elaboration identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.”
Content descriptorAC9E3LA07 Language
understand how verbs represent different processes for doing, feeling, thinking, saying and relating
Elaborations (4)
- Elaboration exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say
- Elaboration exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”
- Elaboration exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals
- Elaboration identifying different types of verbs and the way they control meaning in a clause
Content descriptorAC9E3LA08 Language
understand that verbs are anchored in time through tense
Elaborations (2)
- Elaboration learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.”
- Elaboration learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.”
Content descriptorAC9E3LA09 Language
identify how images extend the meaning of a text
Elaborations (2)
- Elaboration recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures
- Elaboration recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness
Content descriptorAC9E3LA10 Language
extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
Elaborations (4)
- Elaboration identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre”
- Elaboration identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting”
- Elaboration identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character”
- Elaboration extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference”
Content descriptorAC9E3LA11 Language
understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
Elaborations (3)
- Elaboration using apostrophes to create contractions; for example, “do not” – “don't”, “will not” – “won’t” and “o’clock – of the clock”
- Elaboration using apostrophes to show singular possession; for example, “my friend’s book” and “the princess’s shoe”
- Elaboration using apostrophes to show plural possession; for example, “the bees’ hive” and the “princesses’ shoes”
Content descriptorAC9E3LE01 Literature
discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Elaborations (4)
- Elaboration exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline
- Elaboration discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors
- Elaboration discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors
- Elaboration exploring the ways Australian settings are portrayed in stories
Content descriptorAC9E3LE03 Literature
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
Elaborations (2)
- Elaboration identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”
- Elaboration discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”
Content descriptorAC9E3LE04 Literature
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
Elaborations (2)
- Elaboration discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems
- Elaboration generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?”
Content descriptorAC9E3LY01 Literacy
recognise how texts can be created for similar purposes but different audiences
Elaborations (2)
- Elaboration identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road
- Elaboration identifying how the instructions for assembling and using toys vary according to the age of the user
Content descriptorAC9E3LY03 Literacy
identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
Elaborations (3)
- Elaboration identifying words, phrases and images intended to persuade listeners, viewers or readers
- Elaboration identifying features of advertisements that target children
- Elaboration identifying the purpose of an imaginative text; for example, identifying the purpose of a fable
They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns.
Content descriptorAC9E3LY04 Literacy
read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
Elaborations (2)
- Elaboration using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words
- Elaboration reading a wider range of texts from different learning areas, including chapter books and informative texts
Content descriptorAC9E3LY09 Literacy
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
Elaborations (2)
- Elaboration reading and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket”
- Elaboration reading and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school”
Content descriptorAC9E3LY10 Literacy
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
Elaborations (2)
- Elaboration understanding how to use knowledge of prefixes to change the meaning of a base word; for example, “undone”, “remove” and “misunderstand”
- Elaboration using generalisations for adding a suffix to a base word to form a plural or past tense; for example, to make a word plural when it ends in “ss”, “sh”, “ch” or “z”, add “es”
Content descriptorAC9E3LY11 Literacy
use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
Elaborations (2)
- Elaboration using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge”
- Elaboration using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip”
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.
Content descriptorAC9E3LE02 Literature
discuss connections between personal experiences and character experiences in literary texts and share personal preferences
Elaborations (2)
- Elaboration discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts
- Elaboration selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts
Content descriptorAC9E3LE05 Literature
create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
Elaborations (3)
- Elaboration drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts
- Elaboration adapting texts read, viewed and listened to by changing the setting or revising an ending
- Elaboration discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing
Content descriptorAC9E3LY06 Literacy
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
Elaborations (7)
- Elaboration gathering information and ideas about a topic in preparation for writing, which may include online and digital sources
- Elaboration selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience
- Elaboration using appropriate simple and compound sentences to express and combine ideas
- Elaboration using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose
- Elaboration using digital tools to plan, sequence, compose and edit texts
- Elaboration using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”
- Elaboration checking for correct use of apostrophes for contractions and to indicate possession
They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features.
Content descriptorAC9E3LA02 Language
understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
Elaborations (3)
- Elaboration exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation
- Elaboration recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts
- Elaboration exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”
Content descriptorAC9E3LA03 Language
describe how texts across the curriculum use different language features and structures relevant to their purpose
Elaborations (2)
- Elaboration identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
- Elaboration describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
Content descriptorAC9E3LA04 Language
understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
Elaborations (3)
- Elaboration recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways
- Elaboration recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure
- Elaboration examining models of well-constructed paragraphs and identifying their features
Content descriptorAC9E3LA05 Language
identify the purpose of layout features in print and digital texts and the words used for navigation
Elaborations (3)
- Elaboration examining the words used as hyperlinks
- Elaboration discussing words used as headings and subheadings in digital and print information texts
- Elaboration discussing words used for chapter headings in narratives
Content descriptorAC9E3LA06 Language
understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
Elaborations (2)
- Elaboration identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.”
- Elaboration identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.”
Content descriptorAC9E3LA07 Language
understand how verbs represent different processes for doing, feeling, thinking, saying and relating
Elaborations (4)
- Elaboration exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say
- Elaboration exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”
- Elaboration exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals
- Elaboration identifying different types of verbs and the way they control meaning in a clause
Content descriptorAC9E3LA08 Language
understand that verbs are anchored in time through tense
Elaborations (2)
- Elaboration learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.”
- Elaboration learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.”
Content descriptorAC9E3LA09 Language
identify how images extend the meaning of a text
Elaborations (2)
- Elaboration recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures
- Elaboration recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness
Content descriptorAC9E3LA10 Language
extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
Elaborations (4)
- Elaboration identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre”
- Elaboration identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting”
- Elaboration identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character”
- Elaboration extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference”
Content descriptorAC9E3LA11 Language
understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
Elaborations (3)
- Elaboration using apostrophes to create contractions; for example, “do not” – “don't”, “will not” – “won’t” and “o’clock – of the clock”
- Elaboration using apostrophes to show singular possession; for example, “my friend’s book” and “the princess’s shoe”
- Elaboration using apostrophes to show plural possession; for example, “the bees’ hive” and the “princesses’ shoes”
Content descriptorAC9E3LE05 Literature
create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
Elaborations (3)
- Elaboration drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts
- Elaboration adapting texts read, viewed and listened to by changing the setting or revising an ending
- Elaboration discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing
Content descriptorAC9E3LY06 Literacy
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
Elaborations (7)
- Elaboration gathering information and ideas about a topic in preparation for writing, which may include online and digital sources
- Elaboration selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience
- Elaboration using appropriate simple and compound sentences to express and combine ideas
- Elaboration using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose
- Elaboration using digital tools to plan, sequence, compose and edit texts
- Elaboration using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”
- Elaboration checking for correct use of apostrophes for contractions and to indicate possession
They write texts using letters that are accurately formed and consistent in size.
Content descriptorAC9E3LY08 Literacy
write words using joined letters that are clearly formed and consistent in size
They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.
Content descriptorAC9E3LY06 Literacy
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
Elaborations (7)
- Elaboration gathering information and ideas about a topic in preparation for writing, which may include online and digital sources
- Elaboration selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience
- Elaboration using appropriate simple and compound sentences to express and combine ideas
- Elaboration using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose
- Elaboration using digital tools to plan, sequence, compose and edit texts
- Elaboration using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”
- Elaboration checking for correct use of apostrophes for contractions and to indicate possession
Content descriptorAC9E3LY09 Literacy
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
Elaborations (2)
- Elaboration reading and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket”
- Elaboration reading and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school”
Content descriptorAC9E3LY11 Literacy
use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
Elaborations (2)
- Elaboration using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge”
- Elaboration using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip”
Content descriptorAC9E3LY12 Literacy
recognise and know how to write most high-frequency words including some homophones
Elaborations (1)
- Elaboration using context and syntactic knowledge to spell homophones; for example, “break” or “brake” and “ate” or “eight”
This achievement standard describes the expected learning for Year 3 English. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Language | Language for interacting with others | 2 | 5 |
| Language | Text structure and organisation | 3 | 8 |
| Language | Language for expressing and developing ideas | 6 | 17 |
| Literature | Literature and contexts | 1 | 4 |
| Literature | Engaging with and responding to literature | 1 | 2 |
| Literature | Examining literature | 2 | 4 |
| Literature | Creating literature | 1 | 3 |
| Literacy | Texts in context | 1 | 2 |
| Literacy | Interacting with others | 1 | 4 |
| Literacy | Analysing, interpreting and evaluating | 3 | 11 |
| Literacy | Creating texts | 3 | 11 |
| Literacy | Phonic and word knowledge | 4 | 7 |
| Total | 28 | 78 | |