Year 3 Procedural Texts Unit | Worksheets, Games & Assessment

Year 3 Procedural Texts Unit | Worksheets, Games & Assessment

$4.99
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Year 3 Procedural Texts Unit | Worksheets, Games & Assessment
  • Year 3 Procedural Texts Unit | Worksheets, Games & Assessment
Year 3 Procedural Texts Unit | Worksheets, Games & Assessment

Year 3 Procedural Texts 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
AC9E3LA03 describe how texts across the curriculum use different language features and structures relevant to their purpose
AC9E3LY03 identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
AC9E3LY06 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
Australian Curriculum v8.4
ACELA1478 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)
ACELY1678 Identify the audience and purpose of imaginative, informative and persuasive texts
ACELY1682 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose
ACELY1683 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
ACELY1685 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
Victorian Curriculum 2.0
VC2E3LA03 describe how different types of texts across the curriculum have different language features and structures depending on purposes
VC2E3LY09 identify the purpose and audience of different types of texts through the use of language features and/or images in the texts
VC2E3LY11 create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
VC2E3LY12 re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
New South Wales
EN2-OLC-01 EN2-RECOM-01 EN2-UARL-01 EN2-VOCAB-01 EN2-CWT-01 EN2-CWT-02 EN2-CWT-03 EN2-SPELL-01 EN2-HANDW-02
Western Australia
WA3ELAT1 Describe how texts across learning areas are organised into stages and use language features relevant to their purpose
WA3ELYA1 Identify the purpose and audience of some language features and/or images in imaginative, informative and persuasive texts
WA3ELYC1 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
WA3ELYC4 Use features of digital tools to create or add to texts for a purpose
New Zealand
NZ-Y3-ENG-OL-CII-VR-1 NZ-Y3-ENG-OL-CII-VR-2 NZ-Y3-ENG-OL-CII-VR-3 NZ-Y3-ENG-OL-CII-PTO-1 NZ-Y4-ENG-OL-CII-VR-1 NZ-Y3-ENG-R-C-TFG-1 NZ-Y3-ENG-R-C-TSSF-1 NZ-Y3-ENG-W-C-WTE-1 NZ-Y3-ENG-W-C-WTI-1 NZ-Y3-ENG-W-C-WTP-1 NZ-Y3-ENG-W-WC-WC-1 NZ-Y4-ENG-W-C-WTE-1 NZ-Y4-ENG-W-C-WTI-1 NZ-Y4-ENG-W-C-WTP-1 NZ-Y4-ENG-W-WC-WC-1
United Kingdom
UK-LKS2-ENG-W-C Pupils should be taught to: plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2 organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences proofread for spelling and punctuation errors read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
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
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
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.3.5 CCSS.ELA-LITERACY.RI.3.8 CCSS.ELA-LITERACY.RI.3.9 CCSS.ELA-LITERACY.RL.3.5 CCSS.ELA-LITERACY.RL.3.9 CCSS.ELA-LITERACY.L.3.3.b CCSS.ELA-LITERACY.RF.3.4.a CCSS.ELA-LITERACY.RF.3.4.b CCSS.ELA-LITERACY.RI.3.10 CCSS.ELA-LITERACY.RL.3.10 CCSS.ELA-LITERACY.SL.3.2 CCSS.ELA-LITERACY.SL.3.3 CCSS.ELA-LITERACY.W.3.1.a CCSS.ELA-LITERACY.W.3.1.b CCSS.ELA-LITERACY.W.3.1.c CCSS.ELA-LITERACY.W.3.1.d CCSS.ELA-LITERACY.W.3.2.b CCSS.ELA-LITERACY.W.3.2.c CCSS.ELA-LITERACY.W.3.2.d CCSS.ELA-LITERACY.W.3.3.a CCSS.ELA-LITERACY.W.3.3.c CCSS.ELA-LITERACY.W.3.3.d CCSS.ELA-LITERACY.W.3.4 CCSS.ELA-LITERACY.W.3.10 CCSS.ELA-LITERACY.RI.3.1 CCSS.ELA-LITERACY.RI.3.6 CCSS.ELA-LITERACY.RL.3.1 CCSS.ELA-LITERACY.RL.3.6 CCSS.ELA-LITERACY.W.3.7 CCSS.ELA-LITERACY.W.3.8 CCSS.ELA-LITERACY.W.3.3 CCSS.ELA-LITERACY.W.3.5 CCSS.ELA-LITERACY.W.3.6 CCSS.ELA-LITERACY.RL.3.3 CCSS.ELA-LITERACY.W.3.1 CCSS.ELA-LITERACY.W.3.2 CCSS.ELA-LITERACY.L.3.2 CCSS.ELA-LITERACY.L.3.2.a CCSS.ELA-LITERACY.L.3.2.b CCSS.ELA-LITERACY.L.3.2.g CCSS.ELA-LITERACY.L.3.3.a CCSS.ELA-LITERACY.L.3.4 CCSS.ELA-LITERACY.L.3.4.d CCSS.ELA-LITERACY.W.3.2.a
Texas (TEKS)
TEKS-ELAR-G3-10B TEKS-ELAR-G3-9D TEKS-ELAR-G3-9E TEKS-ELAR-G3-6A TEKS-ELAR-G3-10A TEKS-ELAR-G3-10C TEKS-ELAR-G3-10E TEKS-ELAR-G3-10F TEKS-ELAR-G3-12A TEKS-ELAR-G3-7B TEKS-ELAR-G3-11 TEKS-ELAR-G3-11A TEKS-ELAR-G3-11B TEKS-ELAR-G3-11C TEKS-ELAR-G3-11D TEKS-ELAR-G3-11E TEKS-ELAR-G3-12 TEKS-ELAR-G3-12B TEKS-ELAR-G3-12C TEKS-ELAR-G3-12D TEKS-ELAR-G3-13 TEKS-ELAR-G3-13A TEKS-ELAR-G3-13B TEKS-ELAR-G3-13C TEKS-ELAR-G3-13D TEKS-ELAR-G3-13E TEKS-ELAR-G3-13F TEKS-ELAR-G3-13G
Ontario
CAN-G3-LANG-C1.2 CAN-G3-LANG-C1.3 CAN-G3-LANG-C1.5 CAN-G3-LANG-C1.6 CAN-G3-LANG-C2.2 CAN-G3-LANG-C3.3 CAN-G3-LANG-C3.8 CAN-G3-LANG-D2.1 CAN-G3-LANG-D2.2 CAN-G3-LANG-D2.3 CAN-G3-LANG-D2.4 CAN-G3-LANG-D2.5 CAN-G3-LANG-D2.6 CAN-G3-LANG-D3.1 CAN-G3-LANG-D3.2 CAN-G3-LANG-D3.3 CAN-G3-LANG-D1.1 CAN-G3-LANG-D1.2 CAN-G3-LANG-D1.3 CAN-G3-LANG-D1.4 CAN-G3-LANG-D1.5

Modifications

Something Easier

Explore a related unit from the year below.

Procedural Texts Year 2 Unit

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Something Harder

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Year 4 Procedural Texts Unit | Worksheets, Games, Quiz and Assessment

$4.99

Teach Year 3 students how procedural texts work with a practical, classroom-ready English unit. Students explore how clear goals, materials or equipment, ordered method steps and precise language help a reader do or make something successfully.

The editable teaching presentation, activities, worksheets, quiz and assessment support explicit instruction, literacy rotations, writing groups, independent practice, revision and evidence collection.

What’s Included

  • Editable PowerPoint teaching presentation
  • Editable 10-question PowerPoint quiz
  • Procedural Text Toolkit colour classroom display
  • Procedure Feature Sort hands-on activity
  • Procedure Pathways board game
  • Six black-and-white student worksheets
  • Matching answer and suggested-answer pages
  • Mini Greenhouse Procedure Challenge assessment
  • Five-level marking rubric

Learning Focus

  • Identifying the goal, materials and ordered method steps in a procedure
  • Using action verbs, adverbs, time connectives and present tense
  • Selecting topic-specific nouns and helpful visual features
  • Analysing, planning, drafting, editing and publishing procedural texts

Classroom Use

Use the presentation for explicit teaching, the display for classroom reference, the activity and game for partner practice, the worksheets for consolidation, and the assessment and rubric to collect evidence of student learning.

Format

Digital resource supplied as PDF and editable PowerPoint files. Answer pages are included for all six worksheets, together with an assessment model page.

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