ACELA1515 Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English
ACELA1515.a recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia
ACELA1515.b recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia's near neighbours
Language for interaction
ACELA1516 Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase
ACELA1516.a identify and appreciate differences in language used in diverse family settings
ACELA1517 Understand the uses of objective and subjective language and bias
ACELA1517.a understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)
ACELA1517.b differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)
Text structure and organisation
ACELA1518 Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
ACELA1518.a exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors' choices in two or more texts
ACELA1518.b examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters' feelings, so building empathy with their points of view and concern for their welfare
ACELA1520 Understand that cohesive links can be made in texts by omitting or replacing words
ACELA1520.a noting how a general word is often used for a more specific word already mentioned, for example 'Look at those apples. Can I have one?'
ACELA1520.c observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities
ACELA1521 Understand the uses of commas to separate clauses
ACELA1521.a identifying different uses of commas in texts
ACELA1522 Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas
ACELA1522.a investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, for example 'the town was flooded when the river broke its banks' and 'the town was flooded because the river broke its banks'
ACELA1523 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases
ACELA1523.a knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')
ACELA1523.b knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, 'At nine o'clock the buzzer rang loudly throughout the school') or state (for example, 'The tiger is a member of the cat family')
ACELA1523.d knowing that the simple present tense is typically used to talk about either present states (for example, 'He lives in Darwin') or actions that happen regularly in the present (for example, 'He watches television every night') or that represent 'timeless' happenings, as in information reports (for example, 'Bears hibernate in winter')
ACELA1523.e knowing that there are various ways in English to refer to future time, for example auxiliary 'will', as in 'She will call you tomorrow'; present tense, as in 'Tomorrow I leave for Hobart'; and adverbials of time, as in 'She arrives in the morning'
ACELA1524 Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts
ACELA1524.a observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books
ACELA1524.b observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons
ACELA1525 Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
ACELA1525.a identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
ACELA1526 Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words
ACELA1526.a using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell words. For example, the Greek roots: 'ath' meaning 'contest' or 'outstanding skill', 'pent' meaning the number five, and 'dec' meaning the number ten, inform the spelling and meaning of the words 'athlete', 'decathlon' and 'pentathlon'
ACELA1526.d applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example knowing how and why these words are spelt as follows: 'reliability', 'handkerchief' 'receive', 'lollies', 'trolleys', 'climbing', 'designed' and 'emergency'
ACELA1526.f learning about words from other languages, for example 'umbrella' comes from the Italian word ombrello, and the word for 'yabby' is derived from the Aboriginal word 'yabij'
ACELA1830 Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words
ACELA1830.a using phonic generalisations to read and write complex words with uncommon letter patterns, for example 'pneumonia', 'resuscitate' and 'vegetation'