AC9LRF4U02 Year 3 Languages

AC9LRF4U02 – Year 3 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 3 Languages 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

recognise [Language] language conventions, grammatical structures and basic syntax, in familiar texts and contexts

Elaborations

• noticing patterns in languages, such as free and fixed word order and tenses in verbs, and making sentences without verbs
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adding a suffix to a verb to describe the number of people doing the action in simple sentences, for example, creating and completing a table to show variation in suffixes for verbs in [Language], such as I sing, you sing, they sing, we sing or equivalent as appropriate in [Language]
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using pronouns and possessives, for example, he/his, she/her or you/your or equivalent as appropriate in [Language]
• recognising collective nouns for family members to describe kinship and documenting in a word chart
• adjusting words using prefixes and suffixes
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using repetition to express adverbs, intensifying meaning, or to express plurality, for example, saying sick twice can mean you are very sick
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recognising temporal expressions, before, after, soon or equivalent as appropriate in [Language] and completing a quiz to practise

Show 4 more elaborations

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using modelled expressions of frequency, for example, often, always, once, briefly or equivalent as appropriate in [Language] to complete an information-gap activity
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recognising and using modelled locational cases such as in, at, near, besides, to, from or equivalent as appropriate in [Language], for example, giving directions or labelling a picture in a mapping activity or treasure hunt
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recognising and using imperatives in games, instructions and procedures, for example, listening to and following classroom instructions in [Language] or playing games such as saying, Take your turn in [Language]
• using simple conjunctions to join 2 sentences in [Language], for example, introducing themselves and adding the name of the clan group to which they belong or their totem, if appropriate

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANFALLRY34

Year 3 Languages Achievement Standard

By the end of Year 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. Students reproduce sound combinations and rhythms of spoken [Language]. They demonstrate understanding that [Language] has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in [Language] and make comparisons between [Language] and English. They understand that the [Language] language is passed down from generation to generation by its Custodians and connected with culture and identity. They identify how this is reflected in their own language(s), culture(s) and identity.