TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›English›Year 3›Language›Text structure and organisation›AC9E3LA03
AC9E3LA03: Year 3 English Content Descriptor – Text structure and organisation
AC9E3LA03 Year 3 English

AC9E3LA03 – Year 3 English: Text structure and organisation

Strand
Language
Substrand
Text structure and organisation

This Content Descriptor from Year 3 English provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

describe how texts across the curriculum use different language features and structures relevant to their purpose

Elaborations

  • • identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
  • • 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASENGY3
Year 3 English Achievement Standard
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.