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Australian Curriculum: English (Year 3)
Sub-strands Content DescriptionsAchievement Standard
(organised by reading and viewing, writing, speaking and listening)
Lang
uage
Language variation and change Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) 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
additional information. 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.
Writing
Their texts include writing and images to express and
develop in some detail experiences, events, information,
ideas and characters. They demonstrate understanding
of grammar and choose vocabulary and punctuation
appropriate to the purpose and context of their writing.
They use knowledge of sounds and high frequency
words to spell words accurately, checking their work for
meaning. They legibly write using consistently sized
joined letters
Speaking and listening
Students listen to others’ views and respond
appropriately. They 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. They 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.
Language for interaction
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Text structure and organisation
Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences (ACELA1478)
Understand that paragraphs are a key organisational feature of written texts (ACELA1479) Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480) Identify the features of online texts that enhance navigation (ACELA1790)
Expressing and developing ideas
Understand that a clause is a unit of meaning usually containing a subject and a verb and that these need to be in agreement (ACELA1481) Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482) Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for
example ‘tion’ (ACELA1485) Recognise high frequency sight words (ACELA1486)
Lite
racy
Texts in context Identify the point of view in a text and suggest alternative points of view (ACELY1675)
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate
tone, pace, pitch and volume (ACELY1792)
Interpreting, analysing and evaluating
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 growing knowledge of context, text structures and language
features (ACELY1680)
Creating texts 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)
Lite
ratu
re
Literature and context Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Develop criteria for establishing personal preferences for literature (ACELT1598)
Examining literature
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
(ACELT1600)
Creating literature Create imaginative texts based on characters, settings and events from a students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
General CapabilitiesLiteracy Numeracy Information and communication technology (ICT) capability
Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding
Cross Curriculum PrioritiesAboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Year 3 Level DescriptionThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts including picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.
Australian Curriculum: English (Year 3)
Sub-strands Content DescriptionsAchievement Standard
(organised by reading and viewing, writing, speaking and listening)
Year 3 English: review for balance and coverage of content descriptions
Language 1 2 3 4
Language variation and changeUnderstand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)
✓
Language for interactionUnderstand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
✓ ✓
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
✓ ✓
Text structure and organisationUnderstand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense and types of sentences (ACELA1478)
✓
Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
✓ ✓
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters(ACELA1480)
✓ ✓
Identify the features of online texts that enhance navigation (ACELA1790)
Expressing and developing ideasUnderstand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
✓ ✓
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
Language 1 2 3 4
Expressing and developing ideasLearn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’(ACELA1485)
✓ ✓
Recognise high frequency sight words(ACELA1486)
✓ ✓
Literature 1 2 3 4
Literature and contextDiscuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
✓ ✓
Responding to literatureDraw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
✓ ✓
Develop criteria for establishing personal preferences for literature (ACELT1598)
Examining literatureDiscuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
✓
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Creating literatureCreate imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
✓ ✓
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
Literacy 1 2 3 4
Texts in contextIdentify the point of view in a text and suggest alternative points of view (ACELY1675)
✓ ✓
Interacting with othersListen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
✓ ✓
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
✓ ✓
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
✓
Interpreting, analysing, evaluatingIdentify 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 textsPlan, 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)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.
denotes links to Aboriginal and Torres Strait Islander histories and cultures
WKREADING SKILLS FOCUS
GR: Guided Reading / FT: Focus Text Comprehension / CB: Comprehension BooksWORD STUDY/GRAMMAR / VOCABULARY
WRITING SKILLS FOCUS Modelled, shared, independent
1Focus Text: Whole Class Work – Thurs & Fri only this week. Phonics Focus
Soundwaves Unit 15 ‘ee’ as
in beepage 34 & 35
Review from Term 1:
Nouns, Proper nouns, Noun Plurals, pronouns, Adjectives, Verbs. Review all week this week and on Friday give Teacher Designed test to check for learning of these concepts.
Monday & Tuesday = Pupil Free days
Wednesday = ANZAC DAY (Holiday)
Thursday: ANZAC acrostic Poem
Friday: ANZAC DAY – writing about coming home
HANDWRITING
NONEREADING CIRCLES COMPREHENSION GUIDED READING
2
Focus Text: The Greak Kapok Tree Phonics Focus
Soundwaves Unit 16 ‘m’ as
in moonpage 36 & 37
Review concepts from last term based on test results in week 1. Supplement Grammar learning with Jolly Phonics Grammar Handbooks & use the NGFL interactive whiteboard resources to teach concepts not cemented yet: http://www.ngfl-cymru.org.uk
Monday: Recount = On the Weekend
Tuesday: Non-fiction – ‘What is a Rainforest?’
Wednesday: Recount from the Story
Thursday: Persuasive Writing: People should be banned from entering the Rainforest.
Friday: Language Arts activity (see arts program)
HANDWRITING
A C
READING CIRCLES COMPREHENSION GUIDED READING
Kapok Tree – non fiction reading. Students read the fact sheet then answer the questions in their writing books (non-fiction)
The Great Kapok Tree – teacher designed worksheet (focus on adjectives and comprehension).
Students are split into 4 ability levelled groups. One group remains with the teacher for guided reading (books chosen based on group needs), another completes Reading Circles, another a Comprehension Worksheet based on the focus text and the last group completes levelled Reading Comprehension activities online.
3
Focus Text: The Umbrella by Jan Brett Phonics Focus
Soundwaves Unit 17 ‘i_e’ as in ice-creampage 38 & 39
Adverbs: What is an adverb? Write sentences on the board and ask students to (i) identify the adverb (ii) insert and adverb into the sentence.
Everyday Grammar Book: Page 28 (unit 11)Additional Resources: Good Grammar pgs:Grammar with a Grin pgs:
Monday: Recount = On the Weekend
Tuesday: Non-fiction – ‘What is a Kapok Tree?’ REPORT
Wednesday: Recount from the Story
Thursday: Four Layers of the Rainforest Report
Friday: Language Arts activity (see arts program)
HANDWRITING
D E
READING CIRCLES COMPREHENSION GUIDED READING
Kinkajou worksheet. Students read fact sheet then answer in their writing books (non-fiction)
The Umbrella – Teacher designed worksheet. Focus on adjectives / subject & predicate parts of a sentence
TBA based on group needs. Books chosen on a weekly basis.
4
Focus Text: Verdi by Janelle Cannon Phonics Focus
Soundwaves Unit 18 ‘n’ as in
netpage 40
Conjunctions: What is a conjuction? Write sentences on the board and ask students to (i) identify the conjuction (ii) split students into groups with a sheet of paper that has a conjunction on it, ask the to list all the alternative conjuctions they could use in 1 minute. Everyday Grammar Book: Page 30 (unit 12)Additional Resources: Good Grammar pgs:Grammar with a Grin pgs:
Monday: Recount = On the Weekend
Tuesday: Non-fiction – Report: Kinkajou (BLM template)
Wednesday: Recount from the Story
Thursday: Persuasive Writing: Books or TV – which is better?
Friday: Language Arts activity (see arts program)
HANDWRITING
G Q
READING CIRCLES COMPREHENSION GUIDED READING
Green Tree Python vs Anaconda worksheet. Students read fact sheet then answer the comparative questions in their writing books – venn diagram (non-fiction)
Verdi - Teacher designed worksheet. Focus on consequences of character’s actions.
Linking History into the Curriculum. All guided reading groups read: “Noongar Names for Kings Park” by Len Collard & Anne Mountford. Discuss “ Who lived here first and how do we know?” & “How has our community changed? What features have been lost and what features have been retained?”
5
Focus Text: The Lorax by Dr Suess Phonics Focus Soundwaves
Unit 18 ng’ as in ring
page 41
Prepositions: What is a preposition? Write sentences on the board and ask students to (i) identify the preposotion (ii) Using IWB ask students to fill in the missing Preposition. Everyday Grammar Book: Page 34 (unit 14)Additional Resources: Good Grammar pgs:Grammar with a Grin pgs:
Monday: Recount = On the Weekend
Tuesday: Non-fiction – Report: Anaconda
Wednesday: Recount from the Story
Thursday: Persuasive Writing: Write a letter to the Oncler convincing him to stop chopping down Truffla Trees.
Friday: Language Arts activity (see arts program)
HANDWRITING
P H
READING CIRCLES COMPREHENSION GUIDED READING
PLANTS – Students read non-fiction fact sheet on plants in general, what are their uses, etc… and answer in full sentences in their writing books
The Lorax – teacher designed worksheet: Comprehension questions – fact vs opinion
TBA based on group needs. Books chosen on a weekly basis.
WKREADING FOCUS
GR = guided reading – FT = focus text (big book)WORD STUDY/GRAMMAR / VOCABULARY
WRITING FOCUS Modelled, shared, independent
6
Focus Text: Where the Forest Meets the Sea by Jeannie Baker Phonics Focus
Soundwaves Unit 19 ‘oa’ as
in boatpage 42 & 43
Phrases: What does a phrase look like / consist of? Ask students to (i) write some phrases on the board with a given noun (ii) split students into groups with a sheet of paper ask them to write as many phrase to do with school as they can in 1 minute. Everyday Grammar Book: Page 36 (unit 15)Additional Resources: Good Grammar pgs:Grammar with a Grin pgs:
Monday: Recount = On the Weekend
Tuesday: Non-fiction – Report: Sloths
Wednesday: Recount from the Story
Thursday: Persuasive Writing: Book Review
Friday: Language Arts activity (see arts program)
HANDWRITING
M N
READING CIRCLES COMPREHENSION GUIDED READINGDEATH TRAPS (plants) Students read non-fiction fact sheet and answer in full sentences in their writing books
teacher designed worksheet: Comprehension questions (Author’s purpose)
TBA based on group needs. Books chosen on a weekly basis.
7
Focus Text: Jaguar by Helen Cowcher Phonics Focus
Soundwaves Unit 20 ‘p’ as in
pigpage 44
Antonyms: What are antonyms? (i) play “buzz” with the IWB – say a word and get students to buzz in, with the antonym (
Everyday Grammar Book: Page 38 (unit 16)Additional Resources: Good Grammar pgs:Grammar with a Grin pgs:
Monday: Recount = On the Weekend
Tuesday: Non-fiction – Rafflesia Report
Wednesday: Recount from the Story
Thursday: Persuasive Writing: It is
important to remember things from our past
Friday: Language Arts activity (see arts program)
HANDWRITING
T R
READING CIRCLES COMPREHENSION GUIDED READING
Big Cats of the Rainforest Students read non-fiction fact sheet on plants and answer in full sentences in their writing books
Jaguar by Helen Cowcher Teacher designed worksheet: Comprehension questions (Author’s purpose)
Linking History to the Australian Curriculum. All guided reading groups read “Yongkarin” - How and why do people choose to remember significant events of the past?
8
Focus Text: IWB Projectable Book – Tommy in the Jungle (Raz Kids / Reading A to Z) Phonics Focus
Soundwaves Unit 20 ‘r’ as in
robotpage 45
Synonyms: What are synonyms? (i) play “buzz” with the IWB – say a word and get students to buzz in, with the antonym
Everyday Grammar Book: Page 40 (unit 17)Additional Resources: Good Grammar pgs:Grammar with a Grin pgs:
Monday: Recount = On the Weekend
Tuesday: Non-fiction – Poison Dart Frog
Wednesday: Recount from the Story
Thursday: Persuasive Writing: Book Review of your favourite book we’ve read this term
Friday: Language Arts activity (see arts program)
HANDWRITING
Z X
READING CIRCLES COMPREHENSION GUIDED READING
SLOTHS (non-fiction) Students read non-fiction fact sheet and answer in full sentences in their writing books
Tommy in the Jungle. Teacher designed worksheet: based on Raz – kids questions (comprehension)
TBA based on group needs. Books chosen on a weekly basis.
9
Focus Text: Whole Class work Phonics Focus
Use list words from units 15 –
20 to design spelling test.
Review of adverbs, antonyms & Synonyms throughout the week. Finish with teacher designed test. TBA
HANDWRITING
J K
READING CIRCLES COMPREHENSION GUIDED READING
TBA TBA TBA
10Focus Text: Whole Class Work Phonics Focus
Review and assess
Review of Phrase, Conjunctions and Prepositions throughout the week. Finish with teacher designed test.
TBAHANDWRITING
S Y
GROUP 1 GROUP 2 &3 GROUP 4
TBA TBA TBA
ENGLISH LITERACY - WRITING 1/2 YEAR THREE, MS TANIA JAMES
Semester 1Semester 2
KEY
M – MASTEREDC – CONSOLIDATINGD – DEVELOPING✓ demonstrated
✗ not demonstrated
CREATING TEXTS
follows criteria for writing a report, including using appropriate language
CREATING TEXTS
follows criteria for writing a recount, including using appropriate language
CREATING TEXTS
follows criteria for writing a persuasive writing piece, including using appropriate language
CREATING TEXTS 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
CREATING TEXTS
shows evidence of proof reading their own work (report), including checking spelling and grammar choices.
CREATING TEXTS
shows evidence of proof reading their own work (recount), including checking spelling and grammar choices.
CREATING TEXTSshows evidence of proof reading their own work (persausive), including checking spelling and grammar choices.
CREATING TEXTS Reread and edittexts for meaning, appropriate structure, grammatical choices and punctuation
1. SURNAME FIRST NAME2.
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ENGLISH LANGUAGE – WRITING 2/2 YEAR THREE, MS TANIA JAMES
Semester 1Semester 2
KEY
M – MASTEREDC – CONSOLIDATINGD – DEVELOPING✓ demonstrated
✗ not demonstrated
TEXT STRUCTURE & ORGANISATION
Creates & uses paragraphs correctly in writing pieces
TEXT STRUCTURE & ORGANISATION
Creates & uses paragraphs correctly in writing pieces
TEXT STRUCTURE & ORGANISATION
Understand that paragraphs are a key organisational feature ofwritten texts
TEXT STRUCTURE & ORGANISATION
Identifies & uses contractions correctly in writing pieces
TEXT STRUCTURE & ORGANISATION Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters
EXPRESSING &
DEVELOPING IDEASUses
Recognise high frequency sight words (spelt)
EXPRESSING &
DEVELOPING IDEASUses
appropriate verbs & tense in
writing pieces
EXPRESSING & DEVELOPING IDEASUnderstand that verbsrepresent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense
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ENGLISH LITERATURE – READING 1/2 YEAR THREE, MS TANIA JAMES
Semester 1Semester 2
KEY
M – MASTEREDC – CONSOLIDATINGD – DEVELOPING✓ demonstrated
✗ not demonstrated
LITERATURE & CONTEXTResponds appropriately to fact vs opinion questions
LITERATURE & CONTEXTResponds appropriately to author’s purpose questions
LITERATURE & CONTEXTResponds appropriately to character’s actions questions
LITERATURE & CONTEXT Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on theauthors’ reasons
RESPONDING TO LITERATUREgives a reasonable opinion about a consequence resulting from a character’s actions.
RESPONDING TO LITERATUREgives a reasonable opinion in response to a statement made about a text.
RESPONDING TO LITERATUREDraw connections between personal experiences and the worlds of texts, and share responses with others
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ENGLISH LITERACY – READING 2/2 YEAR THREE, MS TANIA JAMES
Semester 1Semester 2
KEY
M – MASTEREDC – CONSOLIDATINGD – DEVELOPING✓ demonstrated
✗ not demonstrated
INTERPRETING, ANALYSING & EVALUATING Identify the audience and
purpose of imaginative,
informative and
persuasive texts
INTERPRETING, ANALYSING & EVALUATING
Answers inferential questions about texts in reasonable ways and justifies with an explanation
INTERPRETING, ANALYSING & EVALUATINGAnswers inferential & evaluative questions about texts based on prior knowledge
INTERPRETING, ANALYSING & EVALUATING
Use comprehension strategies to build literal and inferred meaning and begin to evaluatetexts by drawing on a growing knowledge of context, text structures and language features
INTERPRETING, ANALYSING & EVALUATING
Makes predictions during guided reading sessions
INTERPRETING, ANALYSING & EVALUATING
Rereads to find answers or confirm answers in texts
INTERPRETING, ANALYSING & EVALUATING
Self corrects when reading aloud especially when words are misplaced in context
INTERPRETING, ANALYSING & EVALUATING
Read an increasing range of different types of texts by combining contextual, semantic, grammatical andphonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
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ENGLISH LANGUAGE – SPEAKING & LISTENING YEAR THREE, MS TANIA JAMES
Semester 1Semester 2
KEY
M – MASTEREDC – CONSOLIDATINGD – DEVELOPING✓ demonstrated
✗ not demonstrated
LANGUAGE FOR INTERACTION
Uses persuasive language when writing letters / book reports
LANGUAGE FOR INTERACTION
Uses persuasive language when persuasive pieces
LANGUAGE FOR INTERACTION
Examine how evaluative language can be varied to be more or less forceful
LANGUAGE, VARIATION & CHANGE
observes punctuation marks in text when reading aloud.
LANGUAGE, VARIATION & CHANGE
uses storybook language when writing narratives
LANGUAGE, VARIATION & CHANGE
Changes voice and tone to suit audience
LANGUAGE, VARIATION & CHANGE
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning
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RAINFOREST LITERACY WEBLINKS
THE GREAT KAPOK TREE
http://www.homeschoolshare.com/great_kapok_tree.php
http://www.brighthubeducation.com/lesson-plans-grades-1-2/65109-a-rainforest-lesson-using-the-great-kapok-tree-by-lynne-cherry/
http://www.webenglishteacher.com/cherry.html#kapok
http://www.lynnecherry.com/the_great_kapok_tree__a_tale_of_the_amazon_rain_forest_19411.htm
http://atozteacherstuff.com/pages/337.shtml
WHERE THE FOREST MEETS THE SEA (by Jeannie Baker)
http://childrens-literature.wikispaces.com/RESOURCES
http://www.det.nt.gov.au/__data/assets/pdf_file/0017/5273/where_the_forest_meets_the_sea.pdf
http://www.tes.co.uk/teaching-resource/Where-The-Forest-Meets-The-Sea-6055807/ (This site requires a log in. It is free to subscribe).
THE LORAX (by Dr. Suess)
http://www.seussville.com/Educators/lorax_classroom/educatorlorax_discuss.php
http://www.classroomfreebies.com/2012/04/earth-day-lorax-craftivity-freebie.html
http://www.fun-in-first.blogspot.com.au/2012/03/spelling-supplement-and-lorax.html
http://www.activityvillage.co.uk/the_lorax_activities_for_kids.htm
THE UMBRELLA (by Jan Brett)
http://www.scholastic.com/teachers/lesson-plan/umbrella-lesson-plan
http://www.homeschoolshare.com/umbrella.php
http://janbrett.com/activities_pages_artwork.htm
http://www.makinglearningfun.com/themepages/TheUmbrella.htm
VERDI (by Janelle Cannon)
http://www.saskschools.ca/curr_content/rbtboxes/rforest/unit/rainforest.pdf
http://sites.google.com/site/acelangarts/verdi
http://teachingwithpicturebooks.blogspot.com.au/2009/06/[email protected] |9
