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Elaboration ACELA1451

knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)

Elaboration (1) ACELA1451

understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

Elaboration ACELA1452

talking about effective words that describe a place, person or event

Elaboration (1) ACELA1452

learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

Elaboration ACELA1453

talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’

Elaboration ACELA1454

learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

Elaboration ACELA1457

recognising words that start with a given sound, or end with a given sound, or have a given medial sound, for example ‘b-e-d’ and ‘l-e-g’

Elaboration (1) ACELA1457

replacing initial sounds in spoken words, for example replace the ‘m’ in ‘mat’ with ‘c’ to form a new word ‘cat’

Elaboration (2) ACELA1457

deleting initial onset sound in spoken words, for example delete the ‘f’ from ‘farm’ to make a new word ‘arm’

Elaboration (3) ACELA1457

substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’

Elaboration (4) ACELA1457

substituting final sounds in spoken words, for example substitute the ‘t’ in ‘pet’ with ‘g’ to form a new word ‘peg’

Elaboration ACELA1458

using knowledge of letters and sounds to write words with short vowels, for example ‘man’, and common long vowel sounds, for example ‘cake’

Elaboration (1) ACELA1458

using knowledge of letters sounds to write single-syllable words with consonant digraphs and consonant blends, for example ‘wish’ and ‘rest’

Elaboration ACELA1459

recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’, ‘use’ and the letter ‘a’ in ‘cat’, ‘father’, ‘any’

Elaboration (1) ACELA1459

recognising sounds that can be produced by different letters, for example the ‘s’ sound in ‘sat’ and ‘cent’

Elaboration ACELA1778

writing one-syllable words containing known blends, for example 'bl' and 'st'

Elaboration ACELA1455

building word families from common morphemes, for example 'play', 'plays', 'playing', 'played', 'playground'

Elaboration (1) ACELA1455

using morphemes to read words, for example by recognising the base word in words such as ‘walk-ed’

Elaboration ACELA1821

learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’

Elaboration ACELA1822

saying sounds in order for a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’

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