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Elaboration ACLSPC132

reading, viewing and listening to a range of print, digital and oral texts through shared and guided participation, for example, by responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts

Elaboration (1) ACLSPC132

expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; …

Elaboration (2) ACLSPC132

commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance, or values associated with children or older people

Elaboration (3) ACLSPC132

experimenting with voice and gestures to animate characters and with movement and action to act out events in imaginative texts, for example, assuming a character from a text and participating in a dialogue

Elaboration ACLSPC133

creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis

Elaboration (1) ACLSPC133

using gestures, movements and facial expressions to enhance characterisation or effect in the performance of action songs, raps or plays

Elaboration (2) ACLSPC133

contributing to shared writing activities such as a class story in response to an event or experience, for example, a visit to the zoo or a virtual visit to a famous place

Elaboration (3) ACLSPC133

creating and performing alternative versions of or endings to known stories such as Caperucita verde or action songs, using voice, rhythm and gestures to animate characters

Elaboration (4) ACLSPC133

experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’

Elaboration ACLSPC134

comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy …

Elaboration (1) ACLSPC134

matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’

Elaboration (2) ACLSPC134

using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word

Elaboration (3) ACLSPC134

playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating

Elaboration ACLSPC135

creating simple bilingual storybooks modelled on texts such as Cuentos de la selva by creating captions for a series of images, and noting differences and similarities between ways of interacting in Spanish or English

Elaboration (1) ACLSPC135

creating simple illustrated bilingual texts that can be used by young learners of either English or Spanish, presenting key information on a topic of interest such as el reciclaje or animales salvajes

Elaboration (2) ACLSPC135

creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Amanda manda/Simon Says, Piedra, papel o tijeras/Rock, Paper, Scissors

Elaboration ACLSPC136

using Spanish expressions that convey politeness and respect (por favor... gracias, puedo), and comparing how they feel when using them compared to using equivalent expressions in English or other languages

Elaboration (1) ACLSPC136

noticing interactions when using Spanish that look or feel different to their ways of interacting in their own language/culture, for example, language around mealtimes or in the classroom

Elaboration (2) ACLSPC136

selecting words or expressions in Spanish that they think would need to be explained to non-Spanish speakers, for example, the use of family names or expressions associated with religion, or the use of besitos to close a telephone conversation

Elaboration (3) ACLSPC136

talking about their reactions to using Spanish, identifying ways of communicating/behaving that feel unfamiliar, enjoyable or difficult, for example, gestures or forms of politeness

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Cross Curriculum Priorities