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Elaboration (1) ACELT1774

writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

Elaboration ACELY1753

assessing the impact of hyperlinked text in a website’s navigation

Elaboration ACELA1822

saying sounds in order for a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

Elaboration ACELT1605

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

Elaboration (1) ACELA1459

recognising sounds that can be produced by different letters, for example the ‘s’ sound in ‘sat’ and ‘cent’

Elaboration (1) ACELA1822

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

Elaboration ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

Elaboration (3) ACELY1789

demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities

Elaboration (2) ACELY1679

reading text types from a student’s culture to enhance confidence in building reading strategies

Elaboration (5) ACELY1680

making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

Elaboration (3) ACELT1622

discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose

Elaboration (3) ACELT1640

reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

Elaboration (1) ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

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 ACELA1469

comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators

Elaboration ACELY1678

identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented

Elaboration ACELY1699

asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

Elaboration (1) ACELT1640

presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes

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