Teaching to the Australian Curriculum does not need to be stressful! With our easy to use and implement Writing Unit your students will be writing interesting Persuasive arguments aligned with the Year 3 curriculum in no time!
– understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together AC9E3LA04
– identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images AC9E3LY03
– 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 AC9E3LY06
– 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 AC9E3LY07
– write words using joined letters that are clearly formed and consistent in size AC9E3LY08
– 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 AC9E3LY09
– 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 AC9E3LY10
– use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words AC9E3LY11
– recognise and know how to write most high-frequency words including some homophones AC9E3LY12
Please feel free to contact me with any questions.
Thank you so much,
While careful consideration has been made in the design of this Unit Plan it is a guide only. Teachers should use their own discretion when implementing. Some questions have been given to help guide student thinking but more specific questions should be added to develop conversation and deeper learning. Students should be encouraged to ask questions themselves as well.