Year 3 English Content Descriptions - Literacy
Texts in context
Recognise how texts can be created for similar purposes but different audiences
WA3ELYT1
For example:
- identifying how texts, such as advertisements or infographics, can be created differently for adults and children
Interacting with others
Use interaction skills to contribute to conversations and discussions to share information and ideas, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
WA3ELYI1
Analysing, interpreting and evaluating
Identify the purpose and audience of some language features and/or images in imaginative, informative and persuasive texts
WA3ELYA1
For example:
- explaining why a text includes a table or diagram
- considering authors’ choices in relation to the target audience, such as why the creator of an advertisement used bright colours and a catchy jingle
Read a range of texts combining phonic, semantic and grammatical knowledge to read accurately and fluently, re‑reading and self‑correcting when required
WA3ELYA2
For example:
- combining phonic and grammatical knowledge to know when a word doesn’t make sense and to self‑correct, such as The man rode on a house (horse).
- combining phonic and topic knowledge to decode and monitor meaning in informative texts
- applying morphemic knowledge to find base words and affixes to decode and understand words
- using syllabification as a strategy to decode multisyllabic words
- using grammatical knowledge, such as tense, to monitor meaning and self-correct as needed
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
WA3ELYA3
For example:
- making connections to other texts to help make inferences or support literal understanding
- making predictions about text structures and information in informative texts and evaluating if they suit a purpose, such as answering questions about a topic
- asking questions to clarify information when reading a text
- drawing on key words to help summarise the text
- creating a mental image of a character or setting from explicit and implied information
- choosing books for independent reading based on prior knowledge of genres
Creating texts
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic‑specific vocabulary and correct spelling of most high‑frequency and phonetically regular words
WA3ELYC1
Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic‑specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
WA3ELYC2
Use features of digital tools to create or add to texts for a purpose
WA3ELYC4
For example:
- using a text processing application to create texts, such as a simple flowchart to add to an informative text
- selecting and adding music to a multimodal text to build mood