Achievement Standard English Year 3

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 …

Achievement Standard | Achievement Standards | Year 3 | English | F-10 curriculum

ACELT1594

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

Elaborations ScOT Terms

ACELT1594 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELT1601

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle

Elaborations ScOT Terms

ACELT1601 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACELA1477

distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts

Elaboration (1) | ACELA1477 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACELA1482

exploring 'doing' and 'saying' verbs in narrative texts to show how they give information about what characters do and say

Elaboration (1) | ACELA1482 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (2) ACELA1482

exploring the use of sensing verbs and how they allow readers to know what characters think and feel

Elaboration (2) | ACELA1482 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration ACELA1483

noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking …

Elaboration | ACELA1483 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration ACELA1484

exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgements about characters or events, acknowledging that language and judgements might differ depending on the cultural context

Elaboration | ACELA1484 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration ACELT1594

reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities

Elaboration | ACELT1594 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACELT1599

discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

Elaboration (1) | ACELT1599 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration ACELY1675

discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel

Elaboration | ACELY1675 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (2) ACELY1675

speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)

Elaboration (2) | ACELY1675 | Content Descriptions | Year 3 | English | F-10 curriculum