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Elaboration ACELT1602

commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time

Elaboration ACELT1603

sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

Elaboration ACELY1688

participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations

Elaboration ACELY1691

reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies; including rereading, self questioning and pausing, and including …

Elaboration ACELY1692

making connections between the text and students’ own experience and other texts

Elaboration ACELY1694

using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication …

Elaboration (1) ACELT1608

identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander …

Elaboration ACELT1609

posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm

Elaboration ACELT1611

discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to …

Elaboration ACELY1698

identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

Elaboration ACELY1796

participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations

Elaboration (2) ACELY1796

choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others

Elaboration ACELA1516

identify and appreciate differences in language used in diverse family settings

Elaboration ACELT1618

creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features

Elaboration (1) ACELY1709

exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses

Elaboration (2) ACELY1816

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school f …

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