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Elaboration ACELA1512

moving from general, ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’

Elaboration ACELA1439

recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’

Elaboration (2) ACELA1439

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

Elaboration (1) ACELA1457

replacing initial sounds in spoken words, for example replace the ‘m’ in ‘mat’ with ‘c’ to form a new word ‘cat’

Elaboration (4) ACELA1457

substituting final sounds in spoken words, for example substitute the ‘t’ in ‘pet’ with ‘g’ to form a new word ‘peg’

Elaboration (1) ACELA1822

segmenting blends at the beginning and end of given words, for example ‘b-l-ue’ and ‘d-u-s-t’

Elaboration ACELA1828

using phonic generalisations to read and write multisyllabic words with more complex letter combinations, for example ‘straightaway’ and ‘thoughtful’

Elaboration (1) ACELA1828

recognising unstressed vowels in multisyllabic words and how these vowel sounds are written, for example ‘builder’ and ‘animal’

Elaboration ACELA1830

using phonic generalisations to read and write complex words with uncommon letter patterns, for example ‘pneumonia’, ‘resuscitate’ and ‘vegetation’

ACELA1829

Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations

Elaborations ScOT Terms

ACELA1829 | Content Descriptions | Year 5 | English | F-10 curriculum

using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell words. For example, the Greek roots: ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number five, and ‘dec’ meaning the number ten, …

Elaboration ACELA1818

learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one

Elaboration ACELA1457

recognising words that start with a given sound, or end with a given sound, or have a given medial sound, for example ‘b-e-d’ and ‘l-e-g’

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 (5) ACELA1526

learning about words from other languages, for example ‘umbrella’ comes from the Italian word ombrello, and the word for ‘yabby’ is derived from the Aboriginal word ‘yabij’

Elaboration ACELA1514

Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’

ACELT1628

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

Elaborations ScOT Terms

ACELT1628 | Content Descriptions | Year 8 | English | F-10 curriculum

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