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Elaboration (1) ACELA1439

identifying patterns of alliteration in spoken words, for example 'helpful Henry'

Elaboration ACELA1819

identifying and manipulating sounds (phonemes) in spoken words, for example ‘c-a-n’

Elaboration (1) ACELY1784

learning to ask questions and provide answers that are more than one or two words

Elaboration ACELA1452

talking about effective words that describe a place, person or event

Elaboration ACELA1778

writing one-syllable words containing known blends, for example 'bl' and 'st'

Elaboration (2) ACELY1663

writing words legibly using unjoined print script of consistent size

Elaboration (1) ACELA1464

mapping examples of word associations in texts, for example words that refer to the main character

Elaboration ACELA1470

interpreting new terminology drawing on prior knowledge, analogies and connections with known words

Elaboration (1) ACELA1487

identifying commonly used words derived from other cultures

Elaboration (4) ACELA1526

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

Elaboration (1) ACELA1561

identifying examples of acronyms, abbreviations and proprietary words which are used creatively in texts

Elaboration ACELA1786

talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

Elaboration (2) ACELA1438

breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’

building a knowledge base about words of evaluation, including words to express emotional responses to texts, judgement of characters and their actions, and appreciation of the aesthetic qualities of text

Elaboration ACELA1431

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Elaboration ACELA1820

listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example ‘kat’ for ‘cat’

Elaboration ACELA1512

moving from general, ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’

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 (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 (2) ACELA1563

understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

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Cross Curriculum Priorities