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Elaboration (2) ACELY1662

checking for inclusion of capital letters and full stops

Elaboration (1) ACELY1662

reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

Elaboration (2) ACELY1672

checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks

Elaboration (1) ACELY1784

learning to ask questions and provide answers that are more than one or two words

Elaboration (3) ACELY1650

relating one or two key facts from informative texts

Elaboration ACELA1778

writing one-syllable words containing known blends, for example 'bl' and 'st'

Elaboration ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

Elaboration ACELA1472

discussing how a prefix or suffix affects meaning, for example in the word ‘paint-er’ the suffix ‘er’ means ‘one who’, so a painter is ‘one who paints’

Elaboration (1) ACELY1675

recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others

Elaboration (1) ACELA1819

identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’

Elaboration ACELY1749

considering ethical positions across more than one culture as represented in text and consider the similarities and differences

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 (2) ACELA1819

blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’

Elaboration ACELA1459

recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’, ‘use’ and the letter ‘a’ in ‘cat’, ‘father’, ‘any’

Elaboration ACELA1821

learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’

Elaboration (1) ACELA1823

using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘one’, ‘once’, ‘only’ and ‘lone’

Elaboration ACELY1672

reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

Elaboration ACELT1791

creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text

Elaboration ACELA1520

noting how a general word is often used for a more specific word already mentioned, for example ‘Look at those apples. Can I have one?'

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

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Cross Curriculum Priorities