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Elaboration ACLINC026

preparing descriptions in both Indonesian and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher

Elaboration (5) ACLITC081

using dictionaries effectively and accessing reference materials such as word lists and grammar references in print and online resources to assist and refine understanding of content

Elaboration (1) ACLITC104

making and using glossary lists for different purposes and people , for example children, international students, visitors, and learning how to use print and digital dictionaries

Elaboration (1) ACLJAC116

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

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 (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

Elaboration ACLFWC030

translating a range of familiar texts, for example, information from the health clinic, songs, reports, recounts, using visual and print dictionaries, word lists and pictures

Elaboration (7) ACLFWC133

locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks

Elaboration ACLFWC137

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

Elaboration (3) ACLFWC155

reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps

Elaboration ACLFWC074

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 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’

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