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Elaboration ACLVIC116

listing various groups that they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of these groups and the role they play in each one

identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)

Elaboration (2) ACLVIC116

reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups

Elaboration (3) ACLVIC116

eliciting and giving information that signals identity in different contexts such as home and school, including age and appearance, class and school, for example, compiling a personal profile consisting of their Vietnamese name, age and animal sign, using …

Elaboration ACLVIU117

identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers

Elaboration (1) ACLVIU117

building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ

Elaboration (2) ACLVIU117

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases

Elaboration (3) ACLVIU117

noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words

Elaboration (4) ACLVIU117

understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese

Elaboration (5) ACLVIU117

developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr

Elaboration (6) ACLVIU117

noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ

Elaboration (7) ACLVIU117

exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)

Elaboration (8) ACLVIU117

using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga

Elaboration (9) ACLVIU117

recognising and using lower and upper case letters

Elaboration ACLVIU118

noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’

Elaboration (1) ACLVIU118

using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh

Elaboration (2) ACLVIU118

using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích

Elaboration (3) ACLVIU118

recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa

Elaboration (4) ACLVIU118

using vocabulary relating to time, such as days of the week (thứ Hai, thứ Ba, thứ Tư), months of the year (tháng Giêng/tháng Một, tháng Hai, tháng Tư, tháng Chạp/Mười hai) and ‘o’clock time’ (một giờ, hai giờ)

Elaboration (5) ACLVIU118

developing vocabulary knowledge relating to the school context, for example, cái bảng, lớp học, giờ ra chơi, ăn trưa, sân chơi, cổng trường, thư viện

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Cross Curriculum Priorities