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Elaboration (1) ACELY1732

making assertions about the sufficiency and adequacy of information or evidence and the credibility of sources

Elaboration (1) ACELY1688

developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’)

Elaboration ACELY1752

skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument

Elaboration ACELA1448

identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associations/collocation)

Elaboration ACELY1789

discussing appropriate conventions to use in group discussions

Elaboration (3) ACELA1482

exploring the use of relating verbs in constructing definitions and descriptions

Elaboration ACELA1492

exploring texts to identify the use of quotation marks

Elaboration (1) ACELA1492

experimenting with the use of quotation marks in students’ own writing

Elaboration (1) ACELA1428

learning that we use a different tone and style of language with different people

Elaboration ACELY1801

identify how authors use language to position the reader and give reasons

Elaboration (1) ACELA1764

comparing how different advertisements use visual elements to advertise the same product

Elaboration ACELY1745

identifying or commenting on the author's approaches and use of techniques, design, form and style

Elaboration (1) ACELT1622

exploring traditional stories from Asia and discussing their engaging features, for example use of the oral mode, visual elements, verse, use of puppets to convey the narrative

Elaboration ACELT1629

exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax

Elaboration ACELA1429

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Elaboration (3) ACELY1646

participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language

Elaboration ACELY1784

learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’

Elaboration ACELA1454

learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

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Cross Curriculum Priorities