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Your search for "high frequency words" returned 18 result(s)
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Elaboration ACLARU115

identifying and using high-frequency words and expressions related to home and school environments in interactions, for example,بيت؛ عائلة؛ أب؛ إخوة؛ معلمة؛ مدرسة؛ حصة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ أيام الأسبوع

Elaboration | ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Foundation to Year 2 Arabic

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC110

translating and interpreting particular words and expressions and simple texts such as songs for friends and family

Elaboration (1) | ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC110

Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions[Key concepts: meaning, expression; Key processes: noticing, matching, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARC106

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration | ACLARC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC110

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

Elaboration (2) | ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU114

recognising that Arabic words are written from right to left, numbers from left to right

Elaboration (1) | ACLARU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (12) ACLARU115

beginning to use simple conjunctions to link words and expressions, such as و؛ أو؛ أيضا

Elaboration (12) | ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU118

Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another[Key concepts: place, word-borrowing; Key processes: noticing, selecting]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU118

recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’

Elaboration (1) | ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC106

identifying letters, words and phrases in written Arabic, for example, titles, labels and captions, by labelling, matching, clicking and dragging, miming and using actions

Elaboration (1) | ACLARC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC109

Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression[Key concepts: performance, expression; Key processes: experimenting, drawing, captioning, …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU114

Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words[Key concepts: phonic awareness, script, directionality (writing right to left); Key processes: recognising, distinguishing, …

literacy critical-creative Elaborations ScOT Terms

ACLARU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU115

Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple …

literacy numeracy critical-creative Elaborations ScOT Terms

ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC113

eliciting and giving information that signals identity in different contexts, such as home, school and community, for example, compiling a personal profile consisting of their name, age, and dialect spoken at home, using simple words and modelled sen …

Elaboration (3) | ACLARC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU114

recognising that making Arabic words requires most letters to be joined, for exampleطار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام

Elaboration (3) | ACLARU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARU114

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,أكلت الطعام كله؟

Elaboration (4) | ACLARU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

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