Your search for "Spelling" returned 118 result(s)
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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 (3) ACLFWU041

recognising how the language has been transmitted across generations and how it has been recorded, discussing reasons for different spellings of words within the language

Elaboration (3) | ACLFWU041 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWU099

paying attention to consistency in target language spelling with reference to the sound system of the language

Elaboration (3) | ACLFWU099 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACELY1662

beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

critical-creative literacy

Elaboration (4) | ACELY1662 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (4) ACELA1526

spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’

literacy

Elaboration (4) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration (4) ACLFRF048

applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter combinations such as -eau, -eur or -ette, and words involving two or more distinct vowel sounds, such as la voiture, important, le pompier, l’aspirateur, …

Elaboration (4) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLGEU012

learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words

Elaboration (4) | ACLGEU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (4) ACLGEU029

applying German punctuation and spelling rules to edit own and others’ written work systematically

Elaboration (4) | ACLGEU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (4) ACLHIU120

recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of elements of direct forms of Sanskrit words (तत्सम words) and of derived forms (तद्भव words), understanding that both forms can be used in different contexts, …

Elaboration (4) | ACLHIU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (4) ACLKOU031

using spacing and spelling rules in reading and writing, recognising their differences to English, for example, 소라가 방에 있어요 versus 소라 가방에 있어요

Elaboration (4) | ACLKOU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (4) ACLMGU165

applying punctuation and spelling rules to own writing

Elaboration (4) | ACLMGU165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | 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 (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 (4) ACLVIU134

developing and applying spelling strategies when writing frequently used words and more difficult words, for example, ưa, mưa, đưa, chưa, and forming new words, for example, cái, mái, lái, thái, trái

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

Elaboration (4) ACLFWU163

paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language

Elaboration (4) | ACLFWU163 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLFWU185

establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems

Elaboration (4) | ACLFWU185 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLFWU105

recognising how the target language has been transmitted across generations and how it has been recorded, understanding reasons for different spellings of words within the target language

Elaboration (4) | ACLFWU105 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACLARU148

applying accurate spelling in familiar words, phrases, sentences and texts

Elaboration (5) | ACLARU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLARU182

using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts

Elaboration (5) | ACLARU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLHIU120

increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expressions on pronunciation and their impact on spelling, for example, the use of वो in spoken Hindi in place of वह in written Hin …

Elaboration (5) | ACLHIU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

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