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Elaboration ACELA1426

learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

Elaboration ACELA1428

learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

Elaboration ACELA1429

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

Elaboration ACELA1430

sharing experiences of different texts and discussing some differences

Elaboration ACELA1431

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Elaboration ACELA1432

pointing to the letters and the punctuation in a text

Elaboration ACELA1433

learning about print: direction of print and return sweep, spaces between words

Elaboration ACELA1435

learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')

Elaboration ACELA1434

exploring spoken, written and multimodal texts and identifying elements, for example words and images

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 ACELA1437

building vocabulary through multiple speaking and listening experiences

Elaboration ACELA1439

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

Elaboration ACELA1440

using familiar and common letters in handwritten and digital communications

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 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 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 ACELA1820

listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example ‘kat’ for ‘cat’

Elaboration ACELT1575

recognising that there are storytellers in all cultures

Elaboration ACELT1577

talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories

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Cross Curriculum Priorities