ENGLISH

ACHIEVEMENT STANDARD
Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images
and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently
Year Three read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views
and respond appropriately using interaction skills.
Productive modes (speaking, writing and creating) Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include
Term: 1 writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions,
asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of
letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write
using joined letters that are accurately formed and consistent in size.
LANGUAGE (Strand)
Language variation Language for interaction Text structure and organisation Expressing and developing ideas Phonics and word knowledge
and change (sub-strand) (sub-strand) (sub-strand) (sub-strand)
Content Descriptors
o Understand that o Understand that successful o Understand how different types of texts vary in o Understand that a clause is a unit of grammar usually containing a From Year 3 onwards, knowledge about phonological and phonemic
languages have cooperation with others use of language choices, depending on their subject and a verb and that these need to be in agreement awareness will continue to be applied when making connections
different written depends on shared use of social purpose and context (for example, tense and (ACELA1481) between the sounds (phonemes) in spoken words and the letters
and visual conventions, including turn- types of sentences) (ACELA1478) o Understand that verbs represent different processes, for (graphemes) in written words.
communication taking patterns, and forms of o Understand that paragraphs are a key example doing, thinking, saying, and relating and that these
systems, different address that vary according to organisational feature of written texts processes are anchored in time through tense (ACELA1482) o Understand how to use letter-sound relationships and less
oral traditions and the degree of formality in social (ACELA1479) o Identify the effect on audiences of techniques, for example shot common letter patterns to spell words. (ACELA1485)
different ways of situations (ACELA1476) o Know that word contractions are a feature of size, vertical camera angle and layout in picture books, o Understand how to apply knowledge of letter-sound relationships,
constructing o Examine how evaluative informal language and that apostrophes of advertisements and film segments (ACELA1483) syllables, and blending and segmenting to fluently read and write
meaning language can be varied to be contraction are used to signal missing letters o Learn extended and technical vocabulary and ways of expressing multisyllabic words with more complex letter patterns
(ACELA1475) more or less forceful (ACELA1480) opinion including modal verbs and adverbs (ACELA1484) (ACELA1826)
(ACELA1477) o dentify the features of online texts that enhance o Understand how to use letter relationships and less common o Recognise and know how to write most high frequency words
navigation (ACELA1790) letter patterns to spell words including some homophones. (ACELA1486)
o Know how to use common prefixes and suffixes, and
generalisations for adding a suffix to a base word (ACELA1827)
LITERATURE (Strand)
Literature and Context Responding to Literature (sub-strand) Examining Literature (sub-strand) Creating Literature (sub-strand)
Content Descriptors
Discuss texts in which characters, o Draw connections between personal experiences o Discuss how language is used to describe the settings in texts, and explore how the o Create imaginative texts based on characters, settings and events
events and settings are portrayed and the worlds of texts, and share responses with settings shape the events and influence the mood of the narrative (ACELT1599) from students’ own and other cultures using visual features, for
in different ways, and speculate on others (ACELT1596) o Discuss the nature and effects of some language devices used to enhance meaning and example perspective, distance and angle (ACELT1601)
the authors’ reasons (ACELT1594) o Develop criteria for establishing personal shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose o Create texts that adapt language features and patterns
preferences for literature (ACELT1598) (ACELT1600) encountered in literary texts, for example characterisation,
rhyme, rhythm, mood, music, sound effects and dialogue
(ACELT1791)
LITERACY (STRAND)

Text in Context Interacting With Others (sub-strand)
 Identify the point  Listen to and contribute to conversations and
of view in a text discussions to share information and ideas and
and suggest negotiate in collaborative situations (ACELY1676)
alternative points  Use interaction skills, including active listening
of view behaviours and communicate in a clear, coherent
(ACELY1675) manner using a variety of everyday and learned
vocabulary and appropriate tone, pace, pitch and
volume (ACELY1792)
 Plan and deliver short presentations, providing some
Interpreting, Analysing, Evaluating (sub-strand)
Content Descriptors
 Identify the audience and purpose of imaginative, informative and
persuasive texts (ACELY1678)
 Read an increasing range of different types of texts by combining
contextual, semantic, grammatical and phonic knowledge, using text
processing strategies, for example monitoring, predicting, confirming,
rereading, reading on and self-correcting (ACELY1679)
 Use comprehension strategies to build literal and inferred meaning and
begin to evaluate texts by drawing on a growing knowledge of context,
text structures and language features (ACELY1680)
Creating Texts (sub-strand)
 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing
control over text structures and language features and selecting print, and multimodal elements
appropriate to the audience and purpose (ACELY1682)
 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
(ACELY1683)
 Write using joined letters that are clearly formed and consistent in size (ACELY1684)
 Use software including word processing programs with growing speed and efficiency to
construct and edit texts featuring visual, print and audio elements (ACELY1685)
 key details in logical sequence (ACELY1677)

3 MODELLED / SHARED READING GUIDED REAIDNG GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: Recess Queen https://www.youtube.com/watch?v=Mp3bKxYtnMM Accuracy & Comprehension: Guided Reading Homophones:
Fluency: Reader’s Theatre  sew and so
Monday – Comprehension focus Expanding vocabulary: Vocabulary Pop
Summarising: View the Teach Starter Sumarising PPT. Accuracy: Spellodrome WTW spelling sorts:
Use the Somebody, Wanted, But, So, Then template to write a summary for the text as a class  Koalas: Yellow 13
Students write their own summary using a given template. Red: Summarising  Wombats: Yellow 25
Green: Summarising  Echidnas: Green 1
Tuesday – Vocabulary focus Blue: Compare and Contrast  Sharks: Green 29
thundered, tangled, amused, snarkled, whizzed Yellow: Compare and Contrast
Discuss meaning, synonyms and antonyms for each word using the PPT. Students write sentences for the
words on their whiteboards and share with peers.

Wednesday – Accuracy:
Watch the syllables video: https://www.youtube.com/watch?v=9S7DY2lgJlU
Use the rules of syllabification to identify the number of syllables in the weekly words.

Thursday – Grammar:
Brainstorm adjectives to describe Mean Jean at the beginning of the book vs the end of the book. Discuss
her character development.

4 MODELLED/SHARED READING GUIDED READING GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: The Dog Who Cried Wolf https://www.youtube.com/watch? Accuracy & Comprehension: Guided Reading Homophones:
v=e_NwOBAA-5w Fluency: Reader’s Theatre  where, wear and we’re
Expanding vocabulary: Vocabulary Pop
Monday – Comprehension focus Accuracy: Spellodrome WTW spelling sorts:
Summarising: Use the Somebody, Wanted, But, So, Then template to write a summary for the text as a  Koalas: Yellow 14
class Red: Summarising  Wombats: Yellow 26
Green: Summarising  Echidnas: Green 2
Tuesday – Vocabulary focus: Interesting vocabulary Blue: Compare and Contrast  Sharks: Green 30
failure, howl, miserable, gaze, yelp, pant Yellow: Compare and Contrast
Discuss meaning, synonyms and antonyms for each word using the PPT. Students write sentences for the
words on their whiteboards and share with peers.

Wednesday – Accuracy:
Watch video about open and closed syllables: https://www.youtube.com/watch?v=epk-hnVC10k
Use the rules of syllabification to identify the number of syllables in the weekly words.

Thursday – Literature Response:

 Watch the video: Similies in Pop Culture: https://www.youtube.com/watch?v=4GLSsX7Rg2sDisplay
Identify similies in the text. Braistorm these on the whiteboard.

5 MODELLED/ SHARED READING GUIDED READING GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: The Relatives Came https://www.youtube.com/watch?v=5_ky-qzb4qs Accuracy & Comprehension: Guided Reading Homophones:
Fluency: Reader’s Theatre  thew and through
Monday – Comprehension focus: Expanding vocabulary: Vocabulary Pop
Making Connections: View Teach Starter Making Connections PPT. Accuracy: Spellodrome WTW spelling sorts:
As a class, make text-to-self connections, text-to-text corrections and text-to-world connections in a table  Koalas: Yellow 15
on the board. Red: Making Connections  Wombats: Yellow 27
Green: Making Connections  Echidnas: Green 3
Tuesday – Vocabulary focus: Blue: Compare and Contrast  Sharks: Green 31
Particular, tend, loaded, disappear, travelled, wrinkled Yellow: Compare and Contrast
Discuss meaning, synonyms and antonyms for each word using the PPT. Students write sentences for the
words on their whiteboards and share with peers.

Wednesday – Grammar:
Listen to the adjectives song on YouTube: https://www.youtube.com/watch?v=HWB8rTg0jzQ
Identify adjectives used in the text to create description. Brainstorm these on the whiteboard.

6 READING GUIDED READING GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: The Problem with Litter - What’s Buzzing Teach Starter Magazine Accuracy & Comprehension: Guided Reading Homophones:
Fluency: Reader’s Theatre  hear and here
Monday – Comprehension focus Expanding vocabulary: Vocabulary Pop
Determining Importance: Display and talk about the Determining Importance poster. As a class, fill in the Accuracy: Spellodrome WTW spelling sorts:
table ‘important or interesting’.  Koalas: Yellow 16
Red: Making Connections  Wombats: Yellow 28
Tuesday – Vocabulary focus: Green: Making Connections  Echidnas: Green 4
Litter, resources, recycled, disposed, processed, conserve, abandoned, rummage Blue: Making Inferences  Sharks: Green 32
Discuss meaning, synonyms and antonyms for each word using the PPT. Students write sentences for the Yellow: Making Inferences
words on their whiteboards and share with peers.

Wednesday – Grammar
Identify conjunctions used in the text to make compound sentences. Students make compound sentences
on their whiteboard using FANBOYS.

7 READING GUIDED READING GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: Suddenly by Colin McNaughton https://www.youtube.com/watch? Accuracy & Comprehension: Guided Reading Homophones:
v=BsBysz4A_W0 Fluency: Reader’s Theatre  steal and steel
Expanding vocabulary: Vocabulary Pop
Monday – Comprehension focus Accuracy: Spellodrome WTW spelling sorts:
 Predicting: Discuss the strategy using the Teach Starter PPT. Invite students to make predictions as the  Koalas: Yellow 17
text is read. Red: Making Connections  Wombats: Yellow 29
Green: Making Connections  Echidnas: Green 5
Tuesday – Vocabulary focus Blue: Making Inferences  Sharks: Green 33
suddenly, strangest, shoved, dashed, enormous. Discuss meaning, synonyms and antonyms for each word Yellow: Making Inferences
using the PPT. Students write sentences for the words on their whiteboards and share with peers.

Wednesday – Grammar
Act out verbs used in the text. Sort them into three groups; past, present and future.

Thursday – Literature Response

Listen to the onomatopoeia song on YouTube: https://www.youtube.com/watch?v=FBQCgjo1QTU
Find onomatopoeia in the book. Brainstorm these on the whiteboard.

8 READING GUIDED READING GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: Owl Moon by Jane Yolen https://www.youtube.com/watch? Accuracy & Comprehension: Guided Reading Homophones:
v=IXQefRzVkIM Fluency: Reader’s Theatre  creak and creek
Expanding vocabulary: Vocabulary Pop
Monday – Comprehension focus: Accuracy: Spellodrome WTW spelling sorts:
Visualising: Discuss the strategy using the Teach Starter PPT.  Koalas: Yellow 18
Read the text to students and after reading, ask them to draw what they think the setting of the book Red: Determining Importance  Wombats: Yellow 30
looks like. Afterwards, show them the pictures in the book. Green: Determining Importance  Echidnas: Green 6
Blue: Making Inferences  Sharks: Green 34
Tuesday – Vocabulary focus: Yellow: Making Inferences
Discuss meaning, synonyms and antonyms for each word using the PPT. Students write sentences for the
words on their whiteboards and share with peers.

Wednesday – Grammar:
Listen to the adjectives song on Youtube: https://www.youtube.com/watch?v=HWB8rTg0jzQ
Identify adjectives used in the text to create description. Brainstorm these on the whiteboard.

Thursday – Literature Response:

Watch personification song: https://www.youtube.com/watch?v=VqBZMR83wCg
Identify when personification was used in the text and what effect it had.

9 READING GUIDED READING GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: The Three Little Pigs Accuracy & Comprehension: Guided Reading Homophones:
Fluency: Reader’s Theatre  rode and road
Monday – Comprehension focus: Expanding vocabulary: Vocabulary Pop
Compare and Contrast: Watch the Three Little Pigs. Compare story to Suddenly read a few weeks ago. Accuracy: Spellodrome WTW spelling sorts:
Compare stories in a Venn Diagram, identifying similarities and differences.  Koalas: Yellow 19
 Red: Making Connections  Wombats: Yellow 31
Tuesday – Vocabulary focus: Green: Making Connections  Echidnas: Green 7
Discuss meaning, synonyms and antonyms for each word using the PPT. Students write sentences for the Blue: Making Inferences  Sharks: Green 35
words on their whiteboards and share with peers. Yellow: Making Inferences

Wednesday – Grammar:
Identify adverbs used in the text and brainstorm these on the board.
Identify adverbs used in the text and brainstorm these on the whiteboard.

10 READING GUIDED READING GROUPS WORD WORK / SPELLING

Modelled / Shared Reading Text: Two Bad Ants https://www.youtube.com/watch?v=Vrbo50SRi2Q Accuracy & Comprehension: Guided Reading Homophones:
Fluency: Reader’s Theatre  groan and grown
Monday – Comprehension focus: Expanding vocabulary: Vocabulary Pop
Inferring: Discuss the strategy using the Teach Starter PPT. Accuracy: Spellodrome WTW spelling sorts:
Make inferences about the text as it is read. Record inferences and evidence in a table on the  Koalas: Yellow 20
whiteboard. Red: Making Connections  Wombats: Yellow 32
Green: Making Connections  Echidnas: Green 8
Tuesday – Vocabulary focus: Blue: Making Inferences  Sharks: Green 36
vanished, unaware, plunged, gasping, unbearably, feverish, comforting Yellow: Making Inferences
Discuss meaning, synonyms and antonyms for each word using the PPT. Students write sentences for the
words on their whiteboards and share with peers.

Wednesday – Grammar:
Apostrophes of contraction to signal missing letters
Identify apostrophes of contraction used in the text and brainstorm these on the whiteboard.

Thursday – Literature Response:

Watch metaphor video: https://www.youtube.com/watch?v=D3a-Dzx9yts
Identify metaphors in the text. Brainstorm these on the whiteboard.
 READING
Red Green Blue Yellow
Monday Guided reading 7 minutes independent reading 7 minutes independent reading 7 minutes independent reading

Comprehension strategy Fluency: Reader’s theatre OR Accuracy: sight word booklet OR Vocabulary: Vocab pop OR vocab
worksheet intonation strips Spellodrome spinner

Tuesday 7 minutes independent reading Guided reading 7 minutes independent reading 7 minutes independent reading

Vocabulary: Vocab pop OR Comprehension strategy Fluency: Reader’s theatre OR Accuracy: Spellodrome
popplet concept map worksheet intonation strips

Wednesday 7 minutes independent reading 7 minutes independent reading Guided reading 7 minutes independent reading

Accuracy: Spellodrome Vocabulary: Vocab pop OR Comprehension strategy Fluency: Reader’s theatre OR
popplet concept map worksheet fluency cards

Thursday 7 minutes independent reading 7 minutes independent reading 7 minutes independent reading Guided reading

Fluency: Reader’s theatre OR Accuracy: Spellodrome Vocabulary: Vocab pop OR Comprehension strategy
fluency cards popplet concept map worksheet

SPELLING

MONDAY TUESDAY WEDNESDAY FRIDAY

Koalas New Words Magnetic Letters Seesaw Sort Spelling Board Game

Wombats Spelling Board Game New Words Magnetic Letters Seesaw Sort

Echidnas Seesaw Sort Spelling Board Game New Words Magnetic letters

Sharks Magnetic Letters Seesaw Sort Spelling Board Game New Words