Elaboration ACELT1599
identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
Elaboration | ACELT1599 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (1) ACELT1599
discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’
Elaboration (1) | ACELT1599 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (4) ACELY1680
determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification
Elaboration (4) | ACELY1680 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration ACELA1780
using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’
Elaboration | ACELA1780 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACELA1506
learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents' car’
Elaboration | ACELA1506 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELA1506
learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ …
Elaboration (1) | ACELA1506 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1507
knowing that complex sentences make connections between ideas, such as: to provide a reason, for example 'He jumped up because the bell rang.'; to state a purpose, for example 'She raced home to confront her brother.'; to express a condition, for example …
Elaboration | ACELA1507 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1508
learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
Elaboration | ACELA1508 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELA1508
observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phr …
Elaboration (1) | ACELA1508 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1511
interpreting narrative texts told as wordless picture books
Elaboration | ACELA1511 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1513
talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example 'policewoman' or 'salesperson'
Elaboration | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1514
Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’
Elaboration | ACELA1514 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELA1520
recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
Elaboration (1) | ACELA1520 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELA1523
knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')
Elaboration | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (1) ACELA1523
knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat fam …
Elaboration (1) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELA1523
knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')
Elaboration (2) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (3) ACELA1523
knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) …
Elaboration (3) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (4) ACELA1523
knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as …
Elaboration (4) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELA1525
identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
Elaboration | ACELA1525 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELY1709
recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
Elaboration (2) | ACELY1709 | Content Descriptions | Year 6 | English | F-10 curriculum