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AC9E3LY11: Year 3 English Content Descriptor – Phonic and word knowledge
AC9E3LY11 Year 3 English

AC9E3LY11 – Year 3 English: Phonic and word knowledge

Strand
Literacy
Substrand
Phonic and word knowledge

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 phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words

Elaborations

  • • using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge”
  • • using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip”

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.