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Year 4 · English · Literacy

AC9E4LY01

compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events

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 4.

AC9E4LY02

listen 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

AC9E4LY03

identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

AC9E4LY04

read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed

AC9E4LY05

use 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

AC9E4LY06

plan, 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

AC9E4LY07

plan, 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

AC9E4LY08

write words using clearly formed joined letters, with developing fluency and automaticity

AC9E4LY09

understand 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

AC9E4LY10

understand 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

AC9E4LY11

read and write high-frequency words including homophones and know how to use context to identify correct spelling

The same idea, year by year

Where AC9E4LY01 comes from and where it goes, for a student working below or above Year 4.

  1. Year 3AC9E3LY01recognise how texts can be created for similar purposes but different audiences
  2. Year 3AC9E3LY02use interaction skills to contribute to conversations and discussions to share information and ideas
  3. Year 3AC9E3LY03identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
  4. Year 3AC9E3LY04read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
  5. Year 3AC9E3LY05use 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
  6. Year 3AC9E3LY06plan, 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
  7. Year 3AC9E3LY07plan, 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
  8. Year 3AC9E3LY08write words using joined letters that are clearly formed and consistent in size
  9. Year 3AC9E3LY09understand 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
  10. Year 3AC9E3LY10understand 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
  11. Year 3AC9E3LY11use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
  12. Year 3AC9E3LY12recognise and know how to write most high-frequency words including some homophones
  13. Year 5AC9E5LY01describe the ways in which a text reflects the time and place in which it was created
  14. Year 5AC9E5LY02use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
  15. Year 5AC9E5LY03explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
  16. Year 5AC9E5LY04navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
  17. Year 5AC9E5LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
  18. Year 5AC9E5LY06plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
  19. Year 5AC9E5LY07plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
  20. Year 5AC9E5LY08use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations
  21. Year 5AC9E5LY09build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations
  22. Year 5AC9E5LY10explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word

Planning against AC9E4LY01?

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.