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Elaboration (2) ACELY1746

creating informative and argumentative texts with explanations, details and evidence

Elaboration ACELA1559

exploring sections of academic and technical texts and analysing the use of abstract nouns to compact and distil information, structure argument and summarise preceding explanations

observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')

Elaboration (1) ACELA1569

recognising how the focus of a sentence can be changed through the use of the passive voice (for example compare active, ‘The police had caught the thief.’ with passive ‘The thief had been caught.’)

Elaboration (5) ACELY1660

making predictions from the cover, from illustrations and at points in the text before reading on

Elaboration (3) ACELY1713

using prior knowledge and textual information to make inferences and predictions

Elaboration (4) ACELY1659

reading aloud with developing fluency and intonation

Elaboration ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

Elaboration ACELY1669

using prior and learned knowledge and vocabulary to make and confirm predictions when reading text

Elaboration (1) ACELY1657

providing simple explanations about how to do or make something

Elaboration ACELY1722

identifying cause and effect in explanations and how these are used to convince an audience of a course of action

Elaboration (1) ACELA1529

developing dialogues authentic to characters in comics, cartoons and animations

Elaboration (1) ACELA1782

responding to points of view by developing and elaborating on others’ responses

Elaboration (2) ACELY1680

making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic

Elaboration (1) ACELY1719

identifying key evidence supporting an argument in a discussion between two speakers

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

Elaboration ACELA1770

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)

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Cross Curriculum Priorities