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Elaboration (3) ACLMGC139

reflecting on the experience of learning and using Greek, comparing what they can and cannot do, for example, Ξέρω να γράφω, να μιλώ, να μετρώ μέχρι τα 100

Elaboration (1) ACLASFU177

analysing samples of particular types of text, noticing choices signers have made in the production of their text, for example the amount of CA they have used

Elaboration (3) ACLCHU173

reading samples of formal texts, such as news articles, official letters and informative reports, and identifying how the language use compares to their own everyday speech

Elaboration (4) ACLCHU206

reading samples of formal texts such as news articles, official letters and informative reports, and identifying how language use compares to their own everyday speech

Elaboration (2) ACLARC103

describing self, family, friends and aspects of school, for example,أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة

Elaboration (2) ACLARC104

following instructions such as ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك for a variety of language games

Elaboration (2) ACLARC105

asking and responding to questions, for example,متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي

participating in shared reading of print and digital texts such as stories in Big Books and other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information

Elaboration (2) ACLARC107

contributing aspects of personal information to a class digital photo story, for example, writing or reading aloud captions to own photosهذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ صورة أميرة كانت على حقيبتي؛ هاني …

Elaboration (2) ACLARC108

responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement

Elaboration (2) ACLARC109

creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon

Elaboration (2) ACLARC110

playing matching games with Arabic and English words from Big Books and picture books

Elaboration (2) ACLARC111

creating a bilingual personal profile containing information relating to self, family and friends

Elaboration (2) ACLARC112

sharing with peers how it feels to use Arabic, for example, when singing a song in class, speaking Arabic with friends or family members, and using gestures, such as nodding the head slightly when saying نعم أو لا

Elaboration (2) ACLARC113

creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language

Elaboration (2) ACLARU114

recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such asص؛ ض؛ ط؛ ظ؛ ح؛ خ

Elaboration (2) ACLARU115

identifying different parts of speech, for example,الاسم؛ الفعل؛ الصفة؛ الحرف

Elaboration (2) ACLARU116

comparing similar texts in Arabic and English and noticing how they are the same or different, for example, a counting song, street sign, labels at a supermarket, or a cover of a picture book

Elaboration (2) ACLARU117

explaining how their spoken language at home may vary from the spoken language in class, and understanding similarities and differences between various dialects represented within the classroom

Elaboration (2) ACLARU118

exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

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Cross Curriculum Priorities