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Elaboration (3) ACELA1779

using knowledge of common prefixes and suffixes to spell words and explore their meaning, for example ‘friendly’, ‘calmly’ and ‘cleverly’ and ‘misfortune’

Elaboration (3) ACELA1513

applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’ ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, …

Elaboration (2) ACELA1438

breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’

Elaboration (2) ACELA1779

building morphemic word families and exploring word origins, for example ‘tricycle’, ‘triangle’ and ‘triple’

Elaboration (2) ACELA1526

expanding knowledge of prefixes and suffixes and exploring meaning relationships between words for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’

Elaboration (2) ACELA1513

learning that many complex words were originally hyphenated but are now written without a hyphen, for example ‘uncommon, ‘renew’, ‘email’ and ‘refine’

Elaboration (3) ACELA1438

building word families using onset and rime, for example ‘h-ot’, ‘g-ot’, ‘n-ot’, ‘sh-ot’

Elaboration (3) ACELA1569

understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)

Elaboration (3) ACELA1457

substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’

Elaboration (3) ACELY1740

understanding the role of intonation, pausing, punctuation and combinations of clause and rhythm in spoken language

Elaboration (3) ACELA1570

observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)

Elaboration (2) ACELA1457

deleting initial onset sound in spoken words, for example delete the ‘f’ from ‘farm’ to make a new word ‘arm’

Elaboration (2) ACELA1471

drawing on knowledge of letter-sound relationships, for example breaking a word into syllables, then recording the sounds heard and thinking about the letter patterns that represent the sounds

Elaboration (2) ACELA1569

observing how authors sometimes use verbless clauses for effect (for example, ‘And what about the other woman? With her long black eyelashes and red lipstick’)

Elaboration (2) ACELA1439

identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’

Elaboration (2) ACELA1468

exploring names of people and places and how to write them using capital letters

Elaboration (2) ACELA1828

using knowledge of sounds and visual patterns to read and write more complex letter combinations that have multiple representations in writing, for example ‘boy’ and ‘boil’, ‘howl’ and ‘foul’, ‘taught ’and ‘saw’

Elaboration (2) ACELY1734

explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

Elaboration (2) ACELA1563

understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

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