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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.')

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 (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 ACELA1524

observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books

Elaboration (1) ACELA1524

observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons

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 ACELA1526

using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell words. For example, the Greek roots: ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number five, and ‘dec’ meaning the number ten, …

Elaboration (1) ACELA1526

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘vacuum’, ‘yacht’, ‘ratio’ and ‘synthesis’

Elaboration (2) ACELA1526

expanding knowledge of prefixes and suffixes and exploring meaning relationships between words for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’

Elaboration (3) ACELA1526

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’ ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, …

Elaboration (4) ACELA1526

spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’

Elaboration (5) ACELA1526

learning about words from other languages, for example ‘umbrella’ comes from the Italian word ombrello, and the word for ‘yabby’ is derived from the Aboriginal word ‘yabij’

Elaboration ACELA1830

using phonic generalisations to read and write complex words with uncommon letter patterns, for example ‘pneumonia’, ‘resuscitate’ and ‘vegetation’

Elaboration ACELT1613

recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events

Elaboration ACELT1614

exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style …

Elaboration ACELT1615

noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s …

Elaboration ACELT1616

exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures …

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