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Elaboration ACLJAU194

further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration ACLJAU032

further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration (7) ACLMGU183

continuing to build a metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

Elaboration (1) ACLSPC116

using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration (3) ACLTUC004

collecting information from texts such as charts, calendars, posters, timetables or tuckshop menus to create their own resources, such as lists of favourite lessons, colours, animals or food

Elaboration (4) ACLGEU012

learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words

Elaboration (1) ACLHIU067

applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words such as वाक्यविन्यास

Elaboration (4) ACLKOU031

using spacing and spelling rules in reading and writing, recognising their differences to English, for example, 소라가 방에 있어요 versus 소라 가방에 있어요

Elaboration ACLSPU030

recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió

Elaboration (4) ACLTUU029

understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as alır mısın? alıyor musun?

Elaboration ACELA1823

using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘sometimes’, ‘something’ and ‘anything’

Elaboration (1) ACELA1823

using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘one’, ‘once’, ‘only’ and ‘lone’

Elaboration ACELY1683

using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign

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) 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 (1) ACLASFU052

creating lists of fingerspelled words which have become lexicalised, for example, HOW, BUT, ABOUT, FOR, and looking at how this process has changed the form of words over time

Elaboration (1) ACLASFU178

creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time

Elaboration (4) ACLCHC036

selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

Elaboration (3) ACLCHC197

selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression

Elaboration ACLFWC009

creating bilingual/multilingual word lists, wall charts, picture dictionaries, using vocabulary encountered in texts such as school signs and notices, songs and storybooks

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