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Elaboration ACELA1526

using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell words. For example, the Greek roots: ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number five, and ‘dec’ meaning the number ten, …

Elaboration (1) ACELA1526

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘vacuum’, ‘yacht’, ‘ratio’ and ‘synthesis’

Elaboration (2) ACELA1526

expanding knowledge of prefixes and suffixes and exploring meaning relationships between words for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’

Elaboration (3) ACELA1526

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’ ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, …

Elaboration (4) ACELA1526

spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’

Elaboration (5) ACELA1526

learning about words from other languages, for example ‘umbrella’ comes from the Italian word ombrello, and the word for ‘yabby’ is derived from the Aboriginal word ‘yabij’

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 ACELA1521

identifying different uses of commas in texts

Elaboration ACELA1522

investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, for example ‘the town was flooded when the river broke its banks’ and ‘the town was flooded …

Elaboration ACELA1830

using phonic generalisations to read and write complex words with uncommon letter patterns, for example ‘pneumonia’, ‘resuscitate’ and ‘vegetation’

Elaboration ACELT1615

noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s …

Elaboration ACELA1518

exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts

Elaboration ACELY1715

editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience

Elaboration (2) ACELY1713

finding specific literal information

Elaboration ACELY1712

bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information

Elaboration ACELY1716

using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks

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 ACELT1617

identifying how language choice and imagery build emotional connection and engagement with the story or theme

Elaboration ACELY1801

identify how authors use language to position the reader and give reasons

Elaboration ACELT1616

exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures …

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