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 (1) ACELA1507
knowing that a complex sentence typically consists of a main clause and a subordinate clause
Elaboration (1) | 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 (1) ACELA1511
identifying and comparing sequences of images revealed through different hyperlink choices
Elaboration (1) | ACELA1511 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1512
moving from general, ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’
Elaboration | ACELA1512 | 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 (1) ACELA1513
using knowledge of known words and base words to spell new words, for example the spelling and meaning connections between ‘vision’, ‘television’ and ‘revision’
Elaboration (1) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (2) ACELA1513
learning that many complex words were originally hyphenated but are now written without a hyphen, for example ‘uncommon, ‘renew’, ‘email’ and ‘refine’
Elaboration (2) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (3) ACELA1513
applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’
Elaboration (3) | 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) ACELA1514
understanding how some suffixes change the grammatical form of words, for example ‘tion’ and ‘ment’ can change verbs into nouns, ‘protect’ to ‘protection’, ‘develop’ to ‘development’
Elaboration (1) | ACELA1514 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1829
recognising and writing less familiar words that share common letter patterns but have different pronunciations, for example ‘journey’, ‘your’, ‘tour’ and ‘sour’
Elaboration | ACELA1829 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELT1608
describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs
Elaboration | ACELT1608 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELT1608
identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander …
Elaboration (1) | ACELT1608 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELT1609
posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm
Elaboration | ACELT1609 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELT1795
orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
Elaboration | ACELT1795 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELT1610
identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
Elaboration | ACELT1610 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELT1610
examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
Elaboration (1) | ACELT1610 | Content Descriptions | Year 5 | English | F-10 curriculum