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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 (1) ACELA1487

identifying commonly used words derived from other cultures

Elaboration (1) ACELA1488

recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report

Elaboration (1) ACELA1491

identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases

Elaboration (1) ACELA1492

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

Elaboration (1) ACELA1779

building morphemic word families and exploring word origins, for example the prefix ‘nat’ means source, birth or tribe in ‘nature’, ‘natural’ and ‘native’

Elaboration (1) ACELA1828

recognising unstressed vowels in multisyllabic words and how these vowel sounds are written, for example ‘builder’ and ‘animal’

Elaboration (1) ACELT1602

comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors

Elaboration (1) ACELT1603

drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts …

Elaboration (1) ACELT1604

sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

Elaboration (1) ACELT1605

identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences

Elaboration (1) ACELT1606

discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter, for example ‘He grasps the crag with crooked hands’ (Alfred, Lord Tennyson); ‘Wee ... tim’rous beastie’ (Robert …

Elaboration (1) ACELY1687

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

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