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Elaboration (2) ACELT1637

taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work

Elaboration (2) ACELY1670

building on and using prior knowledge and vocabulary

Elaboration (2) ACELY1742

constructing questions to frame an analysis of differing representations on moral issues in texts, and including a critical analysis of a personal view in the overall analysis of the issue

Elaboration (2) ACELY1692

building and using prior knowledge and vocabulary

Elaboration (2) ACELY1739

reflecting on the notion that all texts build on a body of prior texts in a culture

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 (2) ACELY1649

attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge

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) ACELY1709

recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information

Elaboration (2) ACELT1622

analysing writers’ depictions of challenges in texts, for example those faced by Aboriginal and Torres Strait Islander people

Elaboration (2) ACELT1805

drawing on literature and life experiences to create a poem, for example ballad, series of haiku

Elaboration (2) ACELY1746

creating informative and argumentative texts with explanations, details and evidence

Elaboration (2) ACELT1640

creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list

Elaboration (2) ACELT1584

discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)

Elaboration (2) ACELT1590

drawing, writing and using digital technologies to capture and communicate favourite characters and events

Elaboration (2) ACELY1702

using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task

Elaboration (2) ACELY1810

ordering paragraphs to best support and sustain an argument and to organise and convey information clearly

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 ACELY1714

creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity

Elaboration (2) ACELY1669

using knowledge of sound–letter relationships and high frequency sight words when decoding text

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Cross Curriculum Priorities