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Elaboration (1) ACELA1492

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

Elaboration (1) ACELY1648

identifying and selecting texts for information purposes and commenting on how the text might help with a task

Elaboration (1) ACELY1659

combining knowledge of context, meaning, grammar and phonics to decode text

Elaboration (1) ACELY1661

applying new vocabulary appropriately in creating text

Elaboration (1) ACELY1666

listening for specific information and providing two or more key facts from an informative text spoken or read aloud

learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ …

Elaboration (1) ACELA1523

knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat fam …

Elaboration (1) ACELA1528

investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

Elaboration (1) ACELA1764

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

Elaboration (1) ACELY1796

using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others

Elaboration (1) ACELY1702

selecting and using texts for their pertinence to the task and the accuracy of their information

Elaboration (1) ACELY1704

selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement

Elaboration (1) ACELA1518

examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view …

Elaboration (1) ACELT1625

imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending

Elaboration (1) ACELY1739

identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)

Elaboration (1) ACELA1446

learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'

Elaboration (1) ACELA1451

understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

Elaboration (1) ACELY1658

selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum

Elaboration (1) ACELA1507

knowing that a complex sentence typically consists of a main clause and a subordinate clause

Elaboration (1) ACELT1638

taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original …

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