ACELA1475 Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning
ACELA1475.a learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately
Language for interaction
ACELA1476 Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations
ACELA1476.a 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 feedback, prompting and checking individual and group understanding)
ACELA1477 Examine how evaluative language can be varied to be more or less forceful
ACELA1477.a exploring how modal verbs, for example 'must', 'might',' or 'could' indicate degrees of probability or obligation
ACELA1478 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)
ACELA1478.a becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions
ACELA1479 Understand that paragraphs are a key organisational feature of written texts
ACELA1479.a noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways
ACELA1480 Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters
ACELA1480.a recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements
ACELA1482.e learning how time is represented through the tense of a verb, for example 'She arrived', 'She is arriving' and adverbials of time, for example 'She arrived yesterday', 'She is arriving in the morning'
ACELA1483 Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments
ACELA1483.a noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture
ACELA1483.b observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness
ACELA1484 Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs
ACELA1484.a exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context
ACELA1485 Understand how to use letter-sound relationships and less common letter patterns to spell words
ACELA1485.a using sound and visual spelling strategies to explore less common letter patterns after a short vowel, for example words that end in 'dge' such as 'badge', 'edge', 'fridge', 'dodge' and 'smudge'
ACELA1485.b using sound and visual spelling strategies to spell words with three-letter blends, for example 'str-ip'
ACELA1486 Recognise and know how to write most high frequency words including some homophones
ACELA1486.a drawing on meaning and context to spell single-syllable homophones, for example 'break' or 'brake' and 'ate' or 'eight'