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Descriptors›English›Year 3›Literacy›Analysing, interpreting and evaluating›AC9E3LY05
AC9E3LY05: Year 3 English Content Descriptor – Analysing, interpreting and evaluating
AC9E3LY05 Year 3 English

AC9E3LY05 – Year 3 English: Analysing, interpreting and evaluating

Strand
Literacy
Substrand
Analysing, interpreting and evaluating

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

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

  • • making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • • determining important ideas, events or details in texts
  • • learning new content from reading and listening, and asking questions to expand understanding
  • • comparing and contrasting how different texts present similar ideas or information
  • • 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
  • • determining the relevance of a text for a particular task

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.