Year 3 Past Present Future Tense Unit | Worksheets, Games & Assessment

Year 3 Past Present Future Tense Unit | Worksheets, Games & Assessment

$4.99
Skip to product information
Year 3 Past Present Future Tense Unit | Worksheets, Games & Assessment
  • Year 3 Past Present Future Tense Unit | Worksheets, Games & Assessment
Year 3 Past Present Future Tense Unit | Worksheets, Games & Assessment

Year 3 Past Present Future Tense Unit | Worksheets, Games & Assessment

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E3LA08 understand that verbs are anchored in time through tense
Australian Curriculum v8.4
ACELA1482 Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense
Victorian Curriculum 2.0
VC2E3LA08 understand that verbs are anchored in time through tense
New South Wales
EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
Western Australia
WA3ELALA3 Understand that verbs are anchored in time through tense
New Zealand
NZ-Y3-ENG-OL-VG-V-1 use precise nouns, verbs, and adjectives relating to content-area learning (e.g., reproduce, aggressive, nocturnal) adapt vocabulary for the audience and purpose
NZ-Y3-ENG-R-WR-D-1 decode words with less-common spellings, using their phonics knowledge
NZ-Y4-ENG-OL-VG-V-1 Possible descriptor 1: consider the words and phrasing they use to express their ideas and how this supports the purpose of their talk (e.g., to persuade or entertain) Possible descriptor 2: communicate in complete sentences, incorporating a range of conjunctions and connectives, and varying sentence structure and length to create effect and support meaning
United Kingdom
UK-LKS2-ENG-W-V Pupils should be taught to: develop their understanding of the concepts set out in English appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4 in [English appendix 2]/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf) indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using and punctuating direct speech use and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading
UK-LKS2-ENG-R-C Pupils should be taught to: develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
US Common Core (CCSS)
CCSS.ELA-LITERACY.L.3.1.d Form and use regular and irregular verbs.
CCSS.ELA-LITERACY.L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-LITERACY.L.3.3.a Choose words and phrases for effect.*
CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Texas (TEKS)
TEKS-ELAR-G3-11D edit drafts using standard English conventions, including:
TEKS-ELAR-G3-1C speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
TEKS-ELAR-G3-10D describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
Ontario
CAN-G3-LANG-B3.1 identify and construct various sentence types and forms, including simple sentences, compound sentences, and complex sentences containing adverbial clauses
CAN-G3-LANG-B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including possessive nouns, linking verbs and the progressive tense, interrogative adjectives and adverbs, and prepositions and interjections, and use this knowledge to support comprehension and communicate meaning clearly
CAN-G3-LANG-B1.5 use appropriate word choice, including new vocabulary, grammar, and cohesive sentences when speaking and communicating ideas in various contexts, to support audience comprehension

Modifications

Something Easier

There isn’t a close match for the year below yet.

Something Harder

Explore a related unit from the year above.

Verb Tense — Year 4 Unit of Work

$4.99

Help Year 3 students identify, change and use past, present and future tense with this ready-to-teach English grammar unit. Students practise time clues, regular verb endings, spelling changes, irregular verbs, sentence rewrites and tense consistency in short paragraphs.

This Australian Curriculum-aligned unit supports explicit grammar lessons, writing groups, literacy centres, independent practice, revision and assessment.

What's Included

  • An editable PowerPoint presentation for explicit instruction
  • An editable 10-question quiz
  • A colour Tense Time Travel Toolkit classroom display
  • Two colour games and activities: Time Zone Verb Sort and Tense Trek
  • Six black-and-white student worksheets
  • Matching answer and suggested-answer pages
  • The School Garden Tense Challenge assessment and answer/model page
  • A marking rubric
  • A final unit plan PDF

Learning Focus

  • Identify past, present and future tense
  • Use time clues and regular verb endings
  • Apply spelling changes and irregular verb forms
  • Rewrite sentences in different tenses
  • Maintain tense consistency in short paragraphs

Classroom Use

Use the presentation for explicit instruction, the display for classroom reference, the games for partner or centre practice, the worksheets for consolidation, and the assessment and rubric to collect evidence of students' control of tense in words, sentences and short writing.

This is a digital resource licensed for single-classroom use. No physical product will be shipped.

You may also like