# Complete national meanings and curriculum opportunities This ten-day supplement is not a complete Year3 course or achievement certificate. National records come from the exact retained29September2026 workbook/canonical pair. No fresh national workbook download is claimed. Current QCAA indexed readings are dated12October2026, not binary/layout certification. # AC9E3LA01 · conditional understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality ## This source opportunity and limit Optional willing-reader turns on Day40; varied formalities and actual interaction still need taught opportunities. # AC9E3LA02 · open understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful ## This source opportunity and limit No complete modal/evaluation-force teaching is claimed in these guide jobs. # AC9E3LA03 · partial describe how texts across the curriculum use different language features and structures relevant to their purpose ## This source opportunity and limit Day32/37,C13/C14 and C-family full guide-purpose/audience language comparisons. # AC9E3LA04 · partial understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together ## This source opportunity and limit Day34/39,C07/C08,A4,C2 and guide composition group related written information. # AC9E3LA05 · partial identify the purpose of layout features in print and digital texts and the words used for navigation ## This source opportunity and limit Day36,C11/C12,C1/C4 actual contents/headings and complete destinations; actual digital navigation later. # AC9E3LA06 · partial understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree ## This source opportunity and limit Day33/39,C05/C17,A2/D2 clauses with whole subject–verb comparisons. # AC9E3LA07 · conditional understand how verbs represent different processes for doing, feeling, thinking, saying and relating ## This source opportunity and limit Story thought versus action in Day35 and C09; a broader doing/feeling/thinking/saying/relating teaching sequence remains needed. # AC9E3LA08 · partial understand that verbs are anchored in time through tense ## This source opportunity and limit Day33,C06,A3 supplied yesterday/today descriptions and future plans; no complete tense programme. # AC9E3LA09 · conditional identify how images extend the meaning of a text ## This source opportunity and limit Day32 arrows and complete future visual/text relationships; actual assets must be built/inspected, not fulfilled by this proposal. # AC9E3LA10 · partial extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts ## This source opportunity and limit Precise badge/token/guide vocabulary and optional mark noun/verb example; broader technical and context-dependent vocabulary remains open. # AC9E3LA11 · open understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession ## This source opportunity and limit Contractions and singular/plural possession are not comprehensively taught by these resources. # AC9E3LE01 · open discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators ## This source opportunity and limit Small original fictional stories do not supply the required First Nations Australian and wide-ranging Australian/world author/illustrator literature programme. # AC9E3LE02 · conditional discuss connections between personal experiences and character experiences in literary texts and share personal preferences ## This source opportunity and limit Optional chosen story preference; no forced personal disclosure, and wider personal/character connection opportunities remain needed. # AC9E3LE03 · partial 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 ## This source opportunity and limit Day35,C09 and B1/B2 full original character/event/setting/language mood discussion; full wider-author programme and produced illustration discussion remain open. # AC9E3LE04 · partial 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 ## This source opportunity and limit C10 and B4 rhythm/repeated onomatopoeia reader-effect discussion in original poetry/prose; no required voice or uniform reaction. # AC9E3LE05 · partial create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts ## This source opportunity and limit Day35/39,B3 full openings and new labelled endings/verse with deliberate composing choices. # AC9E3LY01 · partial recognise how texts can be created for similar purposes but different audiences ## This source opportunity and limit Day37,C13/C14,C3 complete same-purpose/different-audience guide pairs. # AC9E3LY02 · conditional use interaction skills to contribute to conversations and discussions to share information and ideas ## This source opportunity and limit Day40 and willing-reader projects offer actual usual-mode exchanges; plans, scripted questions and invented exchanges do not establish performance. # AC9E3LY03 · partial identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images ## This source opportunity and limit Day32/37,C-family recognises guide reader/purpose and B-family imaginative purpose; persuasive breadth remains open. # AC9E3LY04 · open read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required ## This source opportunity and limit Adult-read rich sources support meaning access; independent accurate/fluent range of taught reading needs actual school programme and observation. # AC9E3LY05 · partial 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 ## This source opportunity and limit Full C20,A/B/C/D source banks support literal/inferred/source-limited meaning through listening/viewing. # AC9E3LY06 · partial 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 ## This source opportunity and limit Day34/35/39/40,D-family guide/story planning, grouping/editing; spelling, whole persuasive breadth and actual publishing each need their own opportunity/evidence. # AC9E3LY07 · conditional 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 ## This source opportunity and limit Optional private usual-mode planned/rehearsed/delivered short guide message; planning does not establish delivered presentation or voice features. # AC9E3LY08 · open write words using joined letters that are clearly formed and consistent in size ## This source opportunity and limit Joined-letter formation/size require school instruction and an actual independently attempted sample; scribed/typed answers are not handwriting evidence. # AC9E3LY09 · conditional 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 ## This source opportunity and limit Daily taught-point offers only when actual correspondences/syllable/blending prerequisites taught; no whole multisyllabic reading/writing claim. # AC9E3LY10 · conditional 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 ## This source opportunity and limit Daily mark/re-mark/marking,show/showed,fold/folded,tap/tapped offers tied to actual taught point; final-p doubling explicitly taught when ready, no entire suffix/generalisation programme. # AC9E3LY11 · open use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words ## This source opportunity and limit Independent spelling/less-common patterns need actual taught school opportunities; QCAA alignment AC9EFLY11 anomaly is retained separately, actual national AC9E3LY11 used. # AC9E3LY12 · open recognise and know how to write most high-frequency words including some homophones ## This source opportunity and limit High-frequency words/homophones are not comprehensively taught or assessed by these guide tasks. # Whole achievement expectation 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. Actual source/help/mode/date and school folios matter. Local32 criteria are original instructional observations, not QCAA A–E bands. No scribed answer demonstrates independent reading, spelling or handwriting. Actual delivery, voice, interaction, broader literature, persuasion, digital composition and publishing need separate evidence.