Your search for "Spelling" returned 118 result(s)
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Elaboration (1) ACLMGU182

comparing English and Greek sounds and spelling to support pronunciation of familiar and unfamiliar words and expressions, for example, astronaut/αστροναύτης, school/σχολείο, mathematics/μαθηματικά

Elaboration (1) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (10) ACLMGU182

using appropriate spelling and punctuation in a range of written texts

Elaboration (10) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLMGU012

using the Greek alphabet for spelling out names and other words

Elaboration (3) | ACLMGU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLSPU138

extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo

Elaboration (3) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU030

recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió

Elaboration | ACLSPU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLTUU012

becoming familiar with the Turkish alphabet and writing conventions, for example, by identifying sounds and spelling of specific phonemes, such as, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/ and comparing them with English sounds

Elaboration | ACLTUU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU029

learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words

Elaboration (2) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUU029

understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as alır mısın? alıyor musun?

Elaboration (4) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU033

understanding that Turkish, like all languages, changes over time, for example, in the spelling and pronunciation of certain words, such as alma/elma, ana/anne, karındaş/kardaş/kardeş, cevap/yanıt, tabiat/doğa

Elaboration | ACLTUU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC042

identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, …

Elaboration (2) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUU046

applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, examples of sound assimilation, …

Elaboration (4) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU047

learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum

Elaboration (3) | ACLTUU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU050

identifying how loan words are incorporated into Turkish by changing the spelling to fit Turkish pronunciation and the principles of great vowel harmony, for example, mektup, kalem, sandalye, polis

Elaboration (3) | ACLTUU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU097

identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish

Elaboration | ACLTUU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU097

recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı

Elaboration (3) | ACLTUU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (5) ACLTUU097

applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaç çı, banka cı, yol cu, odun cu, sound assimilation such as sokak+- d a …

Elaboration (5) | ACLTUU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (10) ACLTUU098

using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi, learning the correct written form of suffixes, for example, using the written …

Elaboration (10) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU114

recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı

Elaboration | ACLTUU114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

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 (7) | ACLVIU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLVIU134

identifying similarities and differences between Vietnamese and English pronunciation, and adapting learnt spelling strategies from one language to the other

Elaboration | ACLVIU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

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