Reading

The skills demonstrated in reading at a particular Year level are dependent on the complexity and accessibility of the text. Texts typically increase in difficulty from Year 3 to Year 9.

Year 3

In Year 3, reading texts tend to have predictable text and sentence structures. Words that may be unfamiliar are explained in the writing or through the accompanying illustrations. Typically, these texts use familiar, everyday language.

At the minimum standard, Year 3 students generally make some meaning from short texts, such as stories and simple reports, which have some visual support. They make connections between directly stated information and between text and pictures.

For example, when reading simple imaginative texts,
students can:

• find directly stated information
• connect ideas across sentences and paragraphs
• interpret ideas, including some expressed in complex sentences
• identify a sequence of events
• infer the writer’s feelings.

For example, when reading simple information texts,
students can:

• find directly stated information
• connect an illustration with ideas in the text
• locate a detail in the text
• identify the meaning of a word in context
• connect ideas within a sentence and across the text
• identify the purpose of the text
• identify conventions such as lists and those conventions used in a letter.