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Victorian Curriculum and Assessment Authority

English

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  1. 3

Level 3

Level 3 Description

In Levels 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...

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Level 3 Content Descriptions

Writing

Language Elaborations
Text structure and organisation
  1. Understand that paragraphs are a key organisational feature of written texts (VCELA259)
    1. noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways
  2. Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (VCELA260)
    1. recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements
Expressing and developing ideas
  1. Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (VCELA261)
    1. knowing that a clause is basically a group of words that contains a verb
    2. knowing that, in terms of meaning, a basic clause represents: what is happening; who or what is participating, and the surrounding circumstances
  2. Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (VCELA262)
    1. identifying different types of verbs and the way they add meaning to a sentence
    2. exploring action and saying verbs in narrative texts to show how they give information about what characters do and say
    3. exploring the use of sensing verbs and how they allow readers to know what characters think and feel
    4. exploring the use of relating verbs in constructing definitions and descriptions
    5. learning how time is represented through the tense of a verb and other structural, language and visual features
Phonics and word knowledge
  1. Understand how to use letter–sound relationships and less common letter combinations to spell words (VCELA263)
    1. using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single-syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single-syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'); and using knowledge of how different letters and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing
Literature Elaborations
Creating literature
  1. Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264)
    1. drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
    2. innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
  2. Create texts that adapt language features and patterns encountered in literary texts (VCELT265)
    1. creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
    2. creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
Literacy Elaborations
Creating texts
  1. 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 (VCELY266)
    1. using print and digital resources to gather information about a topic
    2. selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
    3. using appropriate simple, compound and complex sentences to express and combine ideas
    4. using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
  2. Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267)
    1. using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
  3. Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268)
    1. practising how to join letters to construct a fluent handwriting style
  4. Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269)
    1. using features of relevant technologies to plan, sequence, compose and edit multimodal texts

Level 3 Achievement Standard

Reading and Viewing

By the end of Level 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 apply appropriate text processing strategies when decoding and monitoring meaning in texts, and use knowledge of letter-sound relationships, and blending and segmenting to read more complex words. They can 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

Students' 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 letter–sound relationships and high-frequency words to spell words accurately, and can write words with complex consonant and vowel clusters. They reread 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.

Speaking and Listening

Students listen to others’ views and respond appropriately using interaction skills. 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.

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