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Elaboration (2) ACELA1488

understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures

Elaboration (2) ACELA1491

describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’

Elaboration (2) ACELA1779

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

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) ACELY1688

choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately

Elaboration (2) ACELY1691

reading a wide range of different types of texts for pleasure

Elaboration (2) ACELY1692

building and using prior knowledge and vocabulary

Elaboration (2) ACELY1694

using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s …

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 (2) ACELT1610

examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation …

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 (2) ACELY1702

using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task

Elaboration (2) ACELY1704

using vocabulary, including technical vocabulary, appropriate to purpose and context

Elaboration (2) ACELA1520

observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities

Elaboration (2) ACELA1523

knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')

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) ACELY1709

recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information

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 …

Elaboration (2) ACELY1712

using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information

Elaboration (2) ACELY1713

finding specific literal information

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