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Lessons in English K–10, Year 3

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English K–10 · Year 3

71 lessons in this selection

Learning Map for English K–10 · Year 3 71 concepts · 12 topics · builds on 44 concepts from earlier years

  1. Stage 2 · Years 3–4

    1. Reading comprehension:
      9 of 9 concepts with lesson material
    2. Reading fluency:
      4 of 4 concepts with lesson material
    3. Understanding and responding to literature:
      8 of 8 concepts with lesson material
    4. Vocabulary:
      5 of 5 concepts with lesson material
    5. Handwriting and digital transcription:
      2 of 2 concepts with lesson material
    6. Paragraph craft and cohesion:
      5 of 5 concepts with lesson material
    7. Sentence-level grammar and punctuation:
      8 of 8 concepts with lesson material
    8. Spelling:
      4 of 4 concepts with lesson material
    9. Writing for imaginative, informative and persuasive purposes:
      9 of 9 concepts with lesson material
    10. Interacting:
      5 of 5 concepts with lesson material
    11. Listening for understanding:
      6 of 6 concepts with lesson material
    12. Presenting:
      6 of 6 concepts with lesson material

Each concept of English K–10 · Year 3, and what it builds on, is drawn in the map above.

Sequence: NSW syllabus, as used on the learning platform for English K–10. For NSW, read each concept beside your state or territory’s official curriculum.

Reading comprehensionReading and viewing

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Reads dialogue, quoted speech and reported speechStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Infers meaning by linking clues across a textStructure
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Identifies the main idea and supporting detailsStructure
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Notices and repairs breakdowns in comprehensionStructure
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Reads widely for different purposes and connects textsStructure
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Builds topic knowledge and locates information in a textStructure
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Identifies how structure, features and design achieve a text's purposeStructure
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Explains how word choices shape a text's meaningStructure
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Uses morphemes and new information to build meaning while readingStructure
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Reading fluencyReading and viewing

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Reflects on and sets goals for own reading fluencyStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Reads aloud with expression, tone and punctuationStructure
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Reads multisyllabic words and whole texts at a suitable rateStructure
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Sustains reading of extended print and digital textsStructure
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Understanding and responding to literatureReading and viewing

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Recognises argument, authorship and authorityStructure
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Describes how characters are built and why they matterStructure
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Groups texts by genre and notices genre blendsStructure
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Recognises imagery, symbol and figurative language in literatureStructure
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Connects narratives to lived experience and cultural narrativesStructure
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Describes how plot, character and setting work togetherStructure
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Sees how perspective and context shape literatureStructure
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Tells themes apart from topicsStructure
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VocabularyReading and viewing

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Traces where words come fromStructure
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Names figurative language and wordplayStructure
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Uses synonyms, antonyms and a thesaurusStructure
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Builds vocabulary using morphemes and word associationsStructure
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Reads words that carry more than their dictionary meaningStructure
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Handwriting and digital transcriptionWriting and representing

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Joins letters legibly and consistently to build handwriting fluencyStructure
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  4. Worked examples
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Types accurately and uses software functions to draft, revise and illustrate textsStructure
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Paragraph craft and cohesionWriting and representing

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Holds tense, referencing, agreement, articles and connectives steady across a textStructure
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  4. Worked examples
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Proofreads, revises and edits written texts against criteria and feedbackStructure
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Creates imagery and humour with simile, personification, idiom and punStructure
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Selects multimodal features and digital tools that add meaningStructure
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Plans a text by researching, summarising and drawing on experienceStructure
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Sentence-level grammar and punctuationWriting and representing

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Adds information with adjectival clauses and adverbial phrasesStructure
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Writes complex sentences with subordinating conjunctions and varies sentence lengthStructure
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Uses capitals, commas, bullet points and apostrophes accuratelyStructure
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Uses quoted and reported speech in own writingStructure
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Uses declarative, imperative, exclamatory and interrogative sentences for purposeStructure
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Selects precise verbs and verb groups and writes cause-and-effect statementsStructure
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Chooses topic-specific vocabulary, adjectives and synonyms for precisionStructure
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Uses word order, repetition and personal pronouns for rhetorical effectStructure
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SpellingWriting and representing

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Spells irregular plurals and taught homophones correctly in own writingStructure
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Adds inflected and derivational suffixes and prefixes to base wordsStructure
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Applies position and etymology rules for graphemes and proofreads spellingStructure
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Segments multisyllabic words and uses stress and the schwa when spellingStructure
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Writing for imaginative, informative and persuasive purposesWriting and representing

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Writes and punctuates dialogue inside a narrativeStructure
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Writes an information report with headings, topic sentences and a conclusionStructure
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Uses modality to strengthen or soften an argumentStructure
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Writes a narrative with an orientation, complication and resolutionStructure
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Chooses first, second or third person narrative voice for effectStructure
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Writes a persuasive text with a stated position, sequenced arguments and a conclusionStructure
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Writes poems in stanzas, using punctuation innovatively for effectStructure
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Writes procedures and explanations in ordered stepsStructure
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Writes factual and historical accounts with an introduction, events and conclusionStructure
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InteractingSpeaking and listening

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Identifies cultural practices and protocols Aboriginal and Torres Strait Islander Peoples use to interactStructure
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Contributes ideas and builds on others' ideas in class discussionStructure
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Poses and responds to open-ended questions about literatureStructure
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Adjusts language for different social and learning contextsStructure
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Follows agreed protocols and assigned roles for classroom interactions, in person and onlineStructure
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Listening for understandingSpeaking and listening

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Listens actively, makes notes, paraphrases and asks follow-up questionsStructure
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Identifies connective vocabulary that holds a spoken text togetherStructure
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Identifies how tone, pace, pitch, volume, gesture and posture change meaningStructure
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Understands that rhetorical questions are used for intentional effectStructure
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Identifies the evidence a speaker gives for a point of viewStructure
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Identifies language features in spoken texts such as idioms, puns and colloquialismsStructure
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PresentingSpeaking and listening

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Includes multimodal features in a planned presentationStructure
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Uses prepositional, adverbial and adjectival phrases to extend a planned presentationStructure
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Plans and delivers a spoken presentation suited to purpose and audienceStructure
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Adjusts volume, pace and intonation when presenting and recitingStructure
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States a reasoned argument in a presentation about learning-area contentStructure
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Reflects on and monitors own presentations against given criteriaStructure
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Curriculum details for English K–10

NSW school sequence.

Stage 2 in the NSW source sequence · Years 3–4.

The English K–10 collection follows its named source sequence. For New South Wales, read each concept beside your state or territory’s official curriculum.

In English K–10, some source stages span two years and share lessons; choose a topic within the selected year level and revisit its foundation explanations when needed.

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