Comprehension
Free NZ teacher resources
Year 3 Reading Practice Statement trackers
A simple tracker for your class. Practice Statements down the left, ten student-name spaces across the top, and blank cells to use your way.
Choose a strand below. Write in the names, then add your own ticks, dates, codes or notes. For a class of 25, print three copies of the tracker.
Choose a tracker by strand
Each preview shows the first page of that PDF. Longer strands continue over several pages, with space for the same ten names on every page.
Prefer to work online? Choose Copy to Google Sheets to make your own editable copy in your Google account. The original is view-only. Add student names and notes to your own copy, and add more student columns if needed.
Practice Statements included
These trackers cover all 18 stored Year 3 Reading Practice Statements, organised into their curriculum strands and skill groups.
Comprehension
Comprehension strategies
- Monitoring their understanding of a range of texts and repairing meaning by adjusting reading speed to accommodate complexity, rereading, visualising, checking, decoding, and asking and answering open-ended questions of the text
- Making use of stated and implied information or ideas in a text to make connections with their own knowledge, make predictions, and build understanding
- Retelling the key details from a text in sequence, beginning to use paragraphs as a structural guide to identify the main ideas
- Using information from different parts of the text to make a statement about the text's key meanings or messages
Sentence structure
- Reading and holding meaning within longer sentences and across sentences
Text form, structure, style, and features
- Identifying and discussing across a variety of different texts and text forms how texts are structured, the use of text features, how language is used, and how language and text features are used to influence feelings, thoughts, and actions
Vocabulary
- Using the context and knowledge of prefixes and root words to understand new vocabulary in texts
Critical Analysis
Interpretations and connections
- Explaining their response to the ideas in texts by making connections to their own experiences, other texts, and their knowledge of the world, and discussing different ways texts can be viewed or understood
Word Recognition and Reading Enrichment
Conventions of print
- Identifying and explaining the purpose of punctuation features (e.g. speech marks, commas, exclamation marks, question marks, parentheses)
- Identifying and explaining print features (e.g. bold print and italics)
Decoding
- Decoding words with less-common graphemes or grapheme–phoneme correspondences in connected text, using their phonics knowledge
- Decoding words with a wide range of prefixes (in–, dis–) and suffixes (–less, –ful), using their phonics and morpheme knowledge
- Decoding multi-syllable words, including words with unstressed syllables, using their syllable, morpheme, and word knowledge
- Using their phonics and morpheme knowledge to decode and read words that are not entirely regular, including high-frequency words
- Decoding and reading kupu Māori correctly in Year 3 level texts
- Adjusting their decoding attempts by applying the variety of phonemes that graphemes can represent, including the schwa sound in unstressed syllables, and confirming with oral vocabulary
Fluency
- Reading Year 3 level text, accurately, with expression, and at oral-reading fluency rates appropriate for Year 3 students
Phonemic awareness and phonics knowledge
- Pronouncing the correct phoneme for less common grapheme–phoneme correspondences
More class trackers
More Reading trackers: Year 1 Year 2 Year 4 Year 5 Year 6 Year 7 Year 8
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