ACELA1487 Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages
ACELA1487.a identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example 'kangaroo', 'tsunami',' typhoon', 'amok', 'orang–utan'
ACELA1487.b identifying commonly used words derived from other cultures
ACELA1488 Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group
ACELA1488.a recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
ACELA1488.b recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
ACELA1488.c understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
ACELA1488.d recognising the importance of using inclusive language
ACELA1489 Understand differences between the language of opinion and feeling and the language of factual reporting or recording
ACELA1489.a identifying ways thinking verbs are used to express opinion, for example 'I think', 'I believe', and ways summary verbs are used to report findings, for example 'we concluded'
Text structure and organisation
ACELA1490 Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
ACELA1490.a becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports
ACELA1491 Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
ACELA1491.a knowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link to something previously mentioned; determiners (for example 'this', 'that', 'these', 'those', 'the',); text connectives that create links between sentences (for example 'however', 'therefore', 'nevertheless', 'in addition', 'by contrast', 'in summary')
ACELA1492.b experimenting with the use of quotation marks in students' own writing
ACELA1793 Identify features of online texts that enhance readability including text, navigation, links, graphics and layout
ACELA1793.a participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information
Expressing and developing ideas
ACELA1493 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases
ACELA1493.a creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, 'their very old Siamese cat'; in reports, 'its extremely high mountain ranges')
ACELA1494 Investigate how quoted (direct) and reported (indirect) speech work in different types of text
ACELA1494.a investigating examples of quoted (direct) speech ('He said, "I'll go to the park today"') and reported (indirect) speech ('He told me he was going to the park today') and comparing similarities and differences
ACELA1495 Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
ACELA1495.a investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, 'At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)'
ACELA1496 Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts
ACELA1496.a examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response
ACELA1498 Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research
ACELA1498.a building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics
ACELA1779 Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words
ACELA1779.a applying generalisations for adding affixes, for example 'hope' and 'hoping', 'begin' and 'beginning', 'country' and 'countries'
ACELA1828 Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes
ACELA1828.a using phonic generalisations to read and write multisyllabic words with more complex letter combinations, for example 'straightaway' and 'thoughtful'
ACELA1828.b recognising unstressed vowels in multisyllabic words and how these vowel sounds are written, for example 'builder' and 'animal'
ACELA1828.c using knowledge of sounds and visual patterns to read and write more complex letter combinations that have multiple representations in writing, for example 'boy' and 'boil', 'howl' and 'foul', 'taught 'and 'saw'