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Elaboration ACELA1786

talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

Elaboration (1) ACELA1786

exploring how the combination of print and images in texts creates meaning

Elaboration ACELA1437

building vocabulary through multiple speaking and listening experiences

Elaboration (1) ACELA1437

discussing new vocabulary found in texts

Elaboration (2) ACELA1437

bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

Elaboration ACELA1439

recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’

Elaboration (1) ACELA1439

identifying patterns of alliteration in spoken words, for example 'helpful Henry'

Elaboration (2) ACELA1439

identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’

Elaboration ACELA1440

using familiar and common letters in handwritten and digital communications

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Elaboration ACELA1438

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds, for example ‘p-op’

Elaboration (1) ACELA1438

breaking words into onset and rime, noticing words that share the same pattern, for example ‘p-at’, ‘b-at’

Elaboration (2) ACELA1438

breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’

Elaboration (3) ACELA1438

building word families using onset and rime, for example ‘h-ot’, ‘g-ot’, ‘n-ot’, ‘sh-ot’

Elaboration ACELA1817

knowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example ‘and’, ‘my’, ‘is’, ‘the’ and ‘went’

Elaboration (1) ACELA1817

knowing how to write students’ own names and those of other familiar people

Elaboration ACELA1818

learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one

Elaboration ACELA1819

identifying and manipulating sounds (phonemes) in spoken words, for example ‘c-a-n’

Elaboration (1) ACELA1819

identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’

Elaboration (2) ACELA1819

blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’

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