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Year 3 · English · Literacy

AC9E3LY02

use interaction skills to contribute to conversations and discussions to share information and ideas

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Literacy in Year 3.

AC9E3LY01

recognise how texts can be created for similar purposes but different audiences

AC9E3LY03

identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

AC9E3LY04

read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required

AC9E3LY05

use comprehension strategies when listening 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

AC9E3LY06

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

AC9E3LY07

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

AC9E3LY08

write words using joined letters that are clearly formed and consistent in size

AC9E3LY09

understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

AC9E3LY10

understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words

AC9E3LY11

use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words

AC9E3LY12

recognise and know how to write most high-frequency words including some homophones

The same idea, year by year

Where AC9E3LY02 comes from and where it goes, for a student working below or above Year 3.

  1. Year 2AC9E2LY01identify how similar topics and information are presented in different types of texts
  2. Year 2AC9E2LY02use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
  3. Year 2AC9E2LY03identify the purpose and audience of imaginative, informative and persuasive texts
  4. Year 2AC9E2LY04read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
  5. Year 2AC9E2LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
  6. Year 2AC9E2LY06create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
  7. Year 2AC9E2LY07create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace
  8. Year 2AC9E2LY08write words legibly and with growing fluency using unjoined upper-case and lower-case letters
  9. Year 2AC9E2LY09manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words
  10. Year 2AC9E2LY10use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words
  11. Year 2AC9E2LY11use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
  12. Year 2AC9E2LY12build morphemic word families using knowledge of prefixes and suffixes
  13. Year 4AC9E4LY01compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events
  14. Year 4AC9E4LY02listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
  15. Year 4AC9E4LY03identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
  16. Year 4AC9E4LY04read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
  17. Year 4AC9E4LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
  18. Year 4AC9E4LY06plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
  19. Year 4AC9E4LY07plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
  20. Year 4AC9E4LY08write words using clearly formed joined letters, with developing fluency and automaticity
  21. Year 4AC9E4LY09understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes
  22. Year 4AC9E4LY10understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words
  23. Year 4AC9E4LY11read and write high-frequency words including homophones and know how to use context to identify correct spelling

Planning against AC9E3LY02?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.