Year 3 Monitoring map — Literacy
Grammar knowledge
vi.
Use words and word groups in sentences, including:
 consistent subject–verb agreement
 common, proper and abstract nouns that suggest
probability
v.
Use familiar learning area vocabulary to:
 add detail
 build a relationship with the listener
 express opinions
vii.
viii.
Text knowledge
Text knowledge
Grammar knowledge
Use interaction and communication skills to
contribute to group and class discussions by:
 using appropriate forms of address
 using the appropriate degree of formality in
responses
 following agreed protocols
vi.
vii.
Word knowledge
Contribute and respond to spoken texts, considering
how spoken language features and non-verbal cues
affect the meaning of words
In Year 3, students:
Writing and Creating (WC 3)
Word knowledge
v.
iv.
View and read for personal and learning purposes.
Develop and explain criteria for personal selection
View and read written, visual and multimodal
learning area texts that:
 use page and screen layout, diagrams,
alphabetical order and menu bars to aid text
navigation
 contain shared or familiar content
 contain characteristic features
Use text-processing strategies when viewing and
reading, including:
 predicting and confirming to monitor meaning
 using knowledge of word order in compound and
complex sentences
 questioning and crosschecking the text for
meaning
 describing visualisation of key information and
concepts to enhance understanding
 drawing conclusions using literal and inferred
information
 making connections between language and
visual features
Independently view and read and demonstrate
understanding of learning area texts by:
 using prior knowledge to interpret and draw
conclusions
 identifying and summarising main ideas,
information and supporting details at a literal
level
 making connections between literal and inferred
information
 evaluating and discussing language features
Identify and describe words and word groups that:
 represent different processes, including
understanding that verbs are anchored in time
through tense
 represent ideas and relationships, including
pronouns and the nouns they refer to, adjectives
and adverbs that intensify meaning
 link ideas in sentences, including connectives
and conjunctions that add information or
compare two ideas
Independently read with fluency:
 an increasing range of high-frequency sight
words with automaticity
 familiar learning area vocabulary
Predict and confirm the meaning of unfamiliar words
and decode them using and combining:
 semantic cues, including morphemes (units of
meaning), prefixes, suffixes, base words and
phrases
 grammatical cues, including word order,
language patterns and punctuation
 phonic cues, including long vowels, syllables,
words within words, and chunks of sound
Explain how visual features represent people,
characters, places, events, issues and ideas in
similar and different ways, e.g. shot size, vertical
camera angle
T1 T2 T3 T4
Visual knowledge
iv.
Communicate to:
 identify a viewpoint or main idea, supporting
details and express a personal point of view
 clarify meaning by asking questions
 make inferences from literal information and the
formality of words selected
 connect to prior experiences and knowledge
 identify and interpret language
 paraphrase and summarise information
 retrieve literal information
ii.
iii.
Word knowledge
Comprehension
iii.
Plan, rehearse and deliver spoken presentations
specific to learning areas by:
 gathering notes using modelled structures and
following a logical sequence
 trialling resources and changing ideas,
information and language choices
 incorporating visual features
i.
Grammar knowledge
ii.
Identify the purpose, content and context for listening
and speaking in familiar and unfamiliar situations and
discuss language choices
In Year 3, students:
Viewing and Reading (VR 3)
Visual
knowledge
Text knowledge
i.
T1 T2 T3 T4
Comprehension
In Year 3, students:
Listening and Speaking (LS 3)
i.
Identify the purpose, content, context and text structure
when writing and creating learning area texts
ii.
Write and create to describe, recount, instruct, respond,
reflect, plan, report, narrate, explain, pose questions and
draw conclusions
Plan, draft and publish texts using strategies including:
 posing questions, gathering information,
brainstorming, testing possibilities and recording
ideas
 using prior knowledge, learning experiences and
researched information
 organising key information and supporting details
using storyboards and sequence charts
 determining relevance of information
 editing texts for meaning, language and visual
choices
iii.
iv.
Write paragraphs using modelled structures that
sequence main ideas, events and supporting details
v.
Build meaning within paragraphs by using conjunctions,
repeated words, connectives and descriptive language
to signify relationships between ideas across the text
vi.
Use words and word groups including descriptive and
evaluative language, extended noun and verb groups
and phrases
vii.
Write simple and compound sentences. Begin to use
complex sentences with correct structure and subject
agreement
viii.
Communicate intended meaning using punctuation,
including:
 experimenting with quoted (direct) and reported
(indirect) speech
 commas in lists
 apostrophes of contraction to signal missing letters
ix.
Proofread and edit writing for spelling and punctuation,
using guidelines developed by teacher and peers
x.
Select learning area vocabulary to elaborate and extend
ideas and express opinions
xi.
Confirm spellings, word meanings or word choice using
knowledge about:
 high-frequency sight words, familiar words and topic
vocabulary
 word structures including compound words
 word meanings including prefixes and suffixes
 spelling generalisations and rules
 authoritative print sources, e.g. dictionaries
Use visual features, including illustrations, labelled
drawings, familiar symbols and emblems
xii.
T1 T2 T3 T4