The 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 studentsâ 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 experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact 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 aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, 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 include content of increasing complexity and technicality 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 variety of punctuation conventions, as well as illustrations and diagrams that 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. (source: www.australiancurriculum.edu.au) 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 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 othersâ views and respond appropriately using interaction skills. 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 writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. (source: www.australiancurriculum.edu.au)Achievement Standard
Receptive modes (listening, reading and viewing)
Productive modes (speaking, writing and creating)
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.
Expand verb vocabulary with this open-ended task.
Interpret dialogue by determining which style of speaking best describes the written phrase.
Develop skilled writers with expansive vocabularies by experimenting with descriptive dialogue words.
Review nouns, verbs, adjectives and adverbs with this 44-slide interactive parts of speech PowerPoint lesson.
3 worksheets teaching students how to link ideas when writing narrative paragraphs.
A template for students to use when planning the plot structure of a narrative text.
A checklist for students to use when proofreading and editing their narrative writing.
50 activities in one booklet which all revolve around learning grammar in the classroom.
An interactive PowerPoint to re-awaken listening skills after the holiday break.
Add a prefix to the beginning of a base word and use the new words in sentences.
A listening comprehension exercise and art activity rolled into one.
A board game to practise making contractions using apostrophes.
A prompt for students to use when orally discussing books.
A survey for students to complete to gain greater understanding of the types of texts they like to read.
A fun book report template for students to review their favourite book.
A fun fox book report template for your students to use when giving their opinion of a book.
A writing template for students to use when learning about onomatopoeia.
A worksheet to practice identifying the mood of a piece of text.
A scaffolded writing task for students to complete when learning about the explanation text type.
A scaffolded writing task for students to complete when learning about the explanation text type.
A scaffolded writing task for students to complete when learning about the explanation text type.
A scaffolded writing task for students to complete when learning about the explanation text type.
A scaffolded writing task for students to complete when learning about the explanation text type.
Part of a series of inference scenario worksheets to use when teaching your students how to infer information from images.
A set of 10 task cards to practice making predictions.
A set of four colouring pages to be used as speaking and listening activities.