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Elaboration (4) ACELY1669

using grammar and meaning to read aloud with fluency and intonation

Elaboration ACELY1670

making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic

Elaboration (1) ACELY1670

making connections between information in print and images

Elaboration (2) ACELY1670

building on and using prior knowledge and vocabulary

Elaboration (3) ACELY1670

making valid inferences using information in a text and students’ own prior knowledge

Elaboration (4) ACELY1670

predicting, asking and answering questions as they read, and summarising and reviewing meaning

Elaboration ACELY1671

learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

Elaboration (1) ACELY1671

sequencing content according to text structure

Elaboration (2) ACELY1671

using appropriate simple and compound sentence to express and combine ideas

Elaboration (3) ACELY1671

using vocabulary, including technical vocabulary, appropriate to text type and purpose

Elaboration ACELY1672

reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

Elaboration (1) ACELY1672

checking spelling using a dictionary

Elaboration (2) ACELY1672

checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks

Elaboration (3) ACELY1672

making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

Elaboration ACELY1673

using correct pencil grip and posture

Elaboration (1) ACELY1673

writing sentences legibly and fluently using unjoined print script of consistent size

Elaboration ACELY1674

experimenting with and combining elements of software programs to create texts

learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

Elaboration ACELA1476

identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful …

Elaboration ACELA1477

exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of probability or obligation

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