All123 complete national meanings

All123 retained national meanings

One level description, three strands, twelve sub-strands,28 content descriptions,78 optional illustrative elaborations and one achievement standard. Illustrative elaborations are optional examples, not assessed requirements. Codes AC9E3L11A_E1/E2/E3 keep their source spelling and actual LA11 relationship. The current QCAA alignment anomaly AC9EFLY11 remains flagged; actual national Year3 code AC9E3LY11 is used.

acara-v9:learning_areas:ENGENGY3

Type: level_description; retained source row 375.

The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 3, students use spoken, written or visual communication to interact with familiar audiences for a purpose. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. In Year 3, students engage with a range of texts that support and extend them as independent readers. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Year 3 students create imaginative, informative and persuasive types of texts, which may include narratives, procedures, performances, reports, reviews, poetry and argument for particular purposes and audiences.

acara-v9:learning_areas:ENGENGY3_1LANG

Type: strand; retained source row 376.

Language

acara-v9:learning_areas:ENGENGY3LANG_1

Type: sub_strand; retained source row 377.

Language for interacting with others

acara-v9:learning_areas:AC9E3LA01

Type: content_description; retained source row 378.

understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

acara-v9:learning_areas:AC9E3LA01_E1

Type: illustrative_elaboration; retained source row 379.

recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding

acara-v9:learning_areas:AC9E3LA01_E2

Type: illustrative_elaboration; retained source row 380.

understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking

acara-v9:learning_areas:AC9E3LA02

Type: content_description; retained source row 381.

understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

acara-v9:learning_areas:AC9E3LA02_E1

Type: illustrative_elaboration; retained source row 382.

exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation

acara-v9:learning_areas:AC9E3LA02_E2

Type: illustrative_elaboration; retained source row 383.

recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts

acara-v9:learning_areas:AC9E3LA02_E3

Type: illustrative_elaboration; retained source row 384.

exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”

acara-v9:learning_areas:ENGENGY3LANG_2

Type: sub_strand; retained source row 385.

Text structure and organisation

acara-v9:learning_areas:AC9E3LA03

Type: content_description; retained source row 386.

describe how texts across the curriculum use different language features and structures relevant to their purpose

acara-v9:learning_areas:AC9E3LA03_E1

Type: illustrative_elaboration; retained source row 387.

identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion

acara-v9:learning_areas:AC9E3LA03_E2

Type: illustrative_elaboration; retained source row 388.

describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes

acara-v9:learning_areas:AC9E3LA04

Type: content_description; retained source row 389.

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

acara-v9:learning_areas:AC9E3LA04_E1

Type: illustrative_elaboration; retained source row 390.

recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways

acara-v9:learning_areas:AC9E3LA04_E2

Type: illustrative_elaboration; retained source row 391.

recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure

acara-v9:learning_areas:AC9E3LA04_E3

Type: illustrative_elaboration; retained source row 392.

examining models of well-constructed paragraphs and identifying their features

acara-v9:learning_areas:AC9E3LA05

Type: content_description; retained source row 393.

identify the purpose of layout features in print and digital texts and the words used for navigation

acara-v9:learning_areas:AC9E3LA05_E1

Type: illustrative_elaboration; retained source row 394.

examining the words used as hyperlinks

acara-v9:learning_areas:AC9E3LA05_E2

Type: illustrative_elaboration; retained source row 395.

discussing words used as headings and subheadings in digital and print information texts

acara-v9:learning_areas:AC9E3LA05_E3

Type: illustrative_elaboration; retained source row 396.

discussing words used for chapter headings in narratives

acara-v9:learning_areas:ENGENGY3LANG_3

Type: sub_strand; retained source row 397.

Language for expressing and developing ideas

acara-v9:learning_areas:AC9E3LA06

Type: content_description; retained source row 398.

understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree

acara-v9:learning_areas:AC9E3LA06_E1

Type: illustrative_elaboration; retained source row 399.

identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.”

acara-v9:learning_areas:AC9E3LA06_E2

Type: illustrative_elaboration; retained source row 400.

identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.”

acara-v9:learning_areas:AC9E3LA07

Type: content_description; retained source row 401.

understand how verbs represent different processes for doing, feeling, thinking, saying and relating

acara-v9:learning_areas:AC9E3LA07_E1

Type: illustrative_elaboration; retained source row 402.

exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say

acara-v9:learning_areas:AC9E3LA07_E2

Type: illustrative_elaboration; retained source row 403.

exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”

acara-v9:learning_areas:AC9E3LA07_E3

Type: illustrative_elaboration; retained source row 404.

exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals

acara-v9:learning_areas:AC9E3LA07_E4

Type: illustrative_elaboration; retained source row 405.

identifying different types of verbs and the way they control meaning in a clause

acara-v9:learning_areas:AC9E3LA08

Type: content_description; retained source row 406.

understand that verbs are anchored in time through tense

acara-v9:learning_areas:AC9E3LA08_E1

Type: illustrative_elaboration; retained source row 407.

learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.”

acara-v9:learning_areas:AC9E3LA08_E2

Type: illustrative_elaboration; retained source row 408.

learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.”

acara-v9:learning_areas:AC9E3LA09

Type: content_description; retained source row 409.

identify how images extend the meaning of a text

acara-v9:learning_areas:AC9E3LA09_E1

Type: illustrative_elaboration; retained source row 410.

recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures

acara-v9:learning_areas:AC9E3LA09_E2

Type: illustrative_elaboration; retained source row 411.

recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness

acara-v9:learning_areas:AC9E3LA10

Type: content_description; retained source row 412.

extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

acara-v9:learning_areas:AC9E3LA10_E1

Type: illustrative_elaboration; retained source row 413.

identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre”

acara-v9:learning_areas:AC9E3LA10_E2

Type: illustrative_elaboration; retained source row 414.

identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting”

acara-v9:learning_areas:AC9E3LA10_E3

Type: illustrative_elaboration; retained source row 415.

identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character”

acara-v9:learning_areas:AC9E3LA10_E4

Type: illustrative_elaboration; retained source row 416.

extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference”

acara-v9:learning_areas:AC9E3LA11

Type: content_description; retained source row 417.

understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession

acara-v9:learning_areas:AC9E3L11A_E1

Type: illustrative_elaboration; retained source row 418.

using apostrophes to create contractions; for example, “do not” – “don't”, “will not” – “won’t” and “o’clock – of the clock”

acara-v9:learning_areas:AC9E3L11A_E2

Type: illustrative_elaboration; retained source row 419.

using apostrophes to show singular possession; for example, “my friend’s book” and “the princess’s shoe”

acara-v9:learning_areas:AC9E3L11A_E3

Type: illustrative_elaboration; retained source row 420.

using apostrophes to show plural possession; for example, “the bees’ hive” and the “princesses’ shoes”

acara-v9:learning_areas:ENGENGY3_2LIT

Type: strand; retained source row 421.

Literature

acara-v9:learning_areas:ENGENGY3LIT_1

Type: sub_strand; retained source row 422.

Literature and contexts

acara-v9:learning_areas:AC9E3LE01

Type: content_description; retained source row 423.

discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

acara-v9:learning_areas:AC9E3LE01_E1

Type: illustrative_elaboration; retained source row 424.

exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline

acara-v9:learning_areas:AC9E3LE01_E2

Type: illustrative_elaboration; retained source row 425.

discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors

acara-v9:learning_areas:AC9E3LE01_E3

Type: illustrative_elaboration; retained source row 426.

discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors

acara-v9:learning_areas:AC9E3LE01_E4

Type: illustrative_elaboration; retained source row 427.

exploring the ways Australian settings are portrayed in stories

acara-v9:learning_areas:ENGENGY3LIT_2

Type: sub_strand; retained source row 428.

Engaging with and responding to literature

acara-v9:learning_areas:AC9E3LE02

Type: content_description; retained source row 429.

discuss connections between personal experiences and character experiences in literary texts and share personal preferences

acara-v9:learning_areas:AC9E3LE02_E1

Type: illustrative_elaboration; retained source row 430.

discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts

acara-v9:learning_areas:AC9E3LE02_E2

Type: illustrative_elaboration; retained source row 431.

selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts

acara-v9:learning_areas:ENGENGY3LIT_3

Type: sub_strand; retained source row 432.

Examining literature

acara-v9:learning_areas:AC9E3LE03

Type: content_description; retained source row 433.

discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative

acara-v9:learning_areas:AC9E3LE03_E1

Type: illustrative_elaboration; retained source row 434.

identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”

acara-v9:learning_areas:AC9E3LE03_E2

Type: illustrative_elaboration; retained source row 435.

discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”

acara-v9:learning_areas:AC9E3LE04

Type: content_description; retained source row 436.

discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

acara-v9:learning_areas:AC9E3LE04_E1

Type: illustrative_elaboration; retained source row 437.

discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems

acara-v9:learning_areas:AC9E3LE04_E2

Type: illustrative_elaboration; retained source row 438.

generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?”

acara-v9:learning_areas:ENGENGY3LIT_4

Type: sub_strand; retained source row 439.

Creating literature

acara-v9:learning_areas:AC9E3LE05

Type: content_description; retained source row 440.

create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts

acara-v9:learning_areas:AC9E3LE05_E1

Type: illustrative_elaboration; retained source row 441.

drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts

acara-v9:learning_areas:AC9E3LE05_E2

Type: illustrative_elaboration; retained source row 442.

adapting texts read, viewed and listened to by changing the setting or revising an ending

acara-v9:learning_areas:AC9E3LE05_E3

Type: illustrative_elaboration; retained source row 443.

discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing

acara-v9:learning_areas:ENGENGY3_3LITCY

Type: strand; retained source row 444.

Literacy

acara-v9:learning_areas:ENGENGY3LITCY_1

Type: sub_strand; retained source row 445.

Texts in context

acara-v9:learning_areas:AC9E3LY01

Type: content_description; retained source row 446.

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

acara-v9:learning_areas:AC9E3LY01_E1

Type: illustrative_elaboration; retained source row 447.

identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road

acara-v9:learning_areas:AC9E3LY01_E2

Type: illustrative_elaboration; retained source row 448.

identifying how the instructions for assembling and using toys vary according to the age of the user

acara-v9:learning_areas:ENGENGY3LITCY_2

Type: sub_strand; retained source row 449.

Interacting with others

acara-v9:learning_areas:AC9E3LY02

Type: content_description; retained source row 450.

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

acara-v9:learning_areas:AC9E3LY02_E1

Type: illustrative_elaboration; retained source row 451.

building on and connecting ideas and opinions expressed by others

acara-v9:learning_areas:AC9E3LY02_E2

Type: illustrative_elaboration; retained source row 452.

listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

acara-v9:learning_areas:AC9E3LY02_E3

Type: illustrative_elaboration; retained source row 453.

learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter

acara-v9:learning_areas:AC9E3LY02_E4

Type: illustrative_elaboration; retained source row 454.

using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends

acara-v9:learning_areas:ENGENGY3LITCY_3

Type: sub_strand; retained source row 455.

Analysing, interpreting and evaluating

acara-v9:learning_areas:AC9E3LY03

Type: content_description; retained source row 456.

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

acara-v9:learning_areas:AC9E3LY03_E1

Type: illustrative_elaboration; retained source row 457.

identifying words, phrases and images intended to persuade listeners, viewers or readers

acara-v9:learning_areas:AC9E3LY03_E2

Type: illustrative_elaboration; retained source row 458.

identifying features of advertisements that target children

acara-v9:learning_areas:AC9E3LY03_E3

Type: illustrative_elaboration; retained source row 459.

identifying the purpose of an imaginative text; for example, identifying the purpose of a fable

acara-v9:learning_areas:AC9E3LY04

Type: content_description; retained source row 460.

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

acara-v9:learning_areas:AC9E3LY04_E1

Type: illustrative_elaboration; retained source row 461.

using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words

acara-v9:learning_areas:AC9E3LY04_E2

Type: illustrative_elaboration; retained source row 462.

reading a wider range of texts from different learning areas, including chapter books and informative texts

acara-v9:learning_areas:AC9E3LY05

Type: content_description; retained source row 463.

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

acara-v9:learning_areas:AC9E3LY05_E1

Type: illustrative_elaboration; retained source row 464.

making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic

acara-v9:learning_areas:AC9E3LY05_E2

Type: illustrative_elaboration; retained source row 465.

determining important ideas, events or details in texts

acara-v9:learning_areas:AC9E3LY05_E3

Type: illustrative_elaboration; retained source row 466.

learning new content from reading and listening, and asking questions to expand understanding

acara-v9:learning_areas:AC9E3LY05_E4

Type: illustrative_elaboration; retained source row 467.

comparing and contrasting how different texts present similar ideas or information

acara-v9:learning_areas:AC9E3LY05_E5

Type: illustrative_elaboration; retained source row 468.

drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website

acara-v9:learning_areas:AC9E3LY05_E6

Type: illustrative_elaboration; retained source row 469.

determining the relevance of a text for a particular task

acara-v9:learning_areas:ENGENGY3LITCY_4

Type: sub_strand; retained source row 470.

Creating texts

acara-v9:learning_areas:AC9E3LY06

Type: content_description; retained source row 471.

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

acara-v9:learning_areas:AC9E3LY06_E1

Type: illustrative_elaboration; retained source row 472.

gathering information and ideas about a topic in preparation for writing, which may include online and digital sources

acara-v9:learning_areas:AC9E3LY06_E2

Type: illustrative_elaboration; retained source row 473.

selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience

acara-v9:learning_areas:AC9E3LY06_E3

Type: illustrative_elaboration; retained source row 474.

using appropriate simple and compound sentences to express and combine ideas

acara-v9:learning_areas:AC9E3LY06_E4

Type: illustrative_elaboration; retained source row 475.

using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose

acara-v9:learning_areas:AC9E3LY06_E5

Type: illustrative_elaboration; retained source row 476.

using digital tools to plan, sequence, compose and edit texts

acara-v9:learning_areas:AC9E3LY06_E6

Type: illustrative_elaboration; retained source row 477.

using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”

acara-v9:learning_areas:AC9E3LY06_E7

Type: illustrative_elaboration; retained source row 478.

checking for correct use of apostrophes for contractions and to indicate possession

acara-v9:learning_areas:AC9E3LY07

Type: content_description; retained source row 479.

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

acara-v9:learning_areas:AC9E3LY07_E1

Type: illustrative_elaboration; retained source row 480.

researching a topic to prepare an oral or multimodal presentation

acara-v9:learning_areas:AC9E3LY07_E2

Type: illustrative_elaboration; retained source row 481.

planning the sequence of ideas and information using techniques such as storyboards

acara-v9:learning_areas:AC9E3LY07_E3

Type: illustrative_elaboration; retained source row 482.

adjusting tone and pace to purpose and audience

acara-v9:learning_areas:AC9E3LY07_E4

Type: illustrative_elaboration; retained source row 483.

explaining ideas to a peer when planning a presentation

acara-v9:learning_areas:AC9E3LY08

Type: content_description; retained source row 484.

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

acara-v9:learning_areas:ENGENGY3LITCY_5

Type: sub_strand; retained source row 485.

Phonic and word knowledge

acara-v9:learning_areas:AC9E3LY09

Type: content_description; retained source row 486.

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

acara-v9:learning_areas:AC9E3LY09_E1

Type: illustrative_elaboration; retained source row 487.

reading and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket”

acara-v9:learning_areas:AC9E3LY09_E2

Type: illustrative_elaboration; retained source row 488.

reading and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school”

acara-v9:learning_areas:AC9E3LY10

Type: content_description; retained source row 489.

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

acara-v9:learning_areas:AC9E3LY10_E1

Type: illustrative_elaboration; retained source row 490.

understanding how to use knowledge of prefixes to change the meaning of a base word; for example, “undone”, “remove” and “misunderstand”

acara-v9:learning_areas:AC9E3LY10_E2

Type: illustrative_elaboration; retained source row 491.

using generalisations for adding a suffix to a base word to form a plural or past tense; for example, to make a word plural when it ends in “ss”, “sh”, “ch” or “z”, add “es”

acara-v9:learning_areas:AC9E3LY11

Type: content_description; retained source row 492.

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

acara-v9:learning_areas:AC9E3LY11_E1

Type: illustrative_elaboration; retained source row 493.

using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge”

acara-v9:learning_areas:AC9E3LY11_E2

Type: illustrative_elaboration; retained source row 494.

using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip”

acara-v9:learning_areas:AC9E3LY12

Type: content_description; retained source row 495.

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

acara-v9:learning_areas:AC9E3LY12_E1

Type: illustrative_elaboration; retained source row 496.

using context and syntactic knowledge to spell homophones; for example, “break” or “brake” and “ate” or “eight”

acara-v9:achievement_standards:8d3e51d8631fb94f

Type: achievement_standard; retained source row 34.

By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice. They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns. They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.