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Elaboration ACELY1676

participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views

Elaboration (2) ACELY1792

learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter

exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgements about characters or events, acknowledging that language and judgements might differ depending on the cultural context

Elaboration ACELA1476

identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful …

Elaboration (1) ACELT1598

selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

Elaboration ACELY1792

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

Elaboration (1) ACELY1792

listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

Elaboration (4) ACELY1792

using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends

Elaboration (1) ACELT1596

exploring texts that highlight issues and problems in making moral decisions and discussing these with others

Elaboration ACELT1596

discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text

Elaboration ACELY1680

making connections between the text and students own experience and other texts

Elaboration (2) ACELT1596

drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view

Elaboration ACELT1594

reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities

Elaboration ACELY1675

discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel

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 (2) ACELY1675

speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)

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 ACELT1599

identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow

Elaboration (1) ACELT1599

discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

Elaboration (2) ACELY1679

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

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