Year 4 English Achievement Standard
14 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice.
They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge.
They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.
The 14 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories.
Content descriptorAC9E4LA01 Language
explore language used to develop relationships in formal and informal situations
Elaborations (4)
- Elaboration recognising that language is adjusted in different contexts; for example, in degree of formality when moving between group discussions and presenting a group report
- Elaboration understanding how age, expertise and familiarity influence the ways in which people interact and how these codes and conventions vary across cultures
- Elaboration recognising the importance of using inclusive language
- Elaboration exploring cultural respects for First Nations Australian Elders, and greeting conventions between First Nations Australians
Content descriptorAC9E4LE04 Literature
examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning
Elaborations (3)
- Elaboration defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness
- Elaboration discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life
- Elaboration exploring emotive language in texts by First Nations Australian poets and authors
Content descriptorAC9E4LE05 Literature
create and edit literary texts by developing storylines, characters and settings
Elaborations (2)
- Elaboration creating texts using a range of sentence types, including dialogue and literary devices
- Elaboration collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings
Content descriptorAC9E4LY02 Literacy
listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
Elaborations (2)
- Elaboration making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
- Elaboration developing speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently
Content descriptorAC9E4LY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Elaborations (7)
- Elaboration making connections between information in print, images and sound
- Elaboration reading or listening for key topic-specific vocabulary words to build understanding
- Elaboration reading or listening to interpret the main idea and supporting ideas
- Elaboration identifying evidence and reasoning used by authors to support points or arguments
- Elaboration applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking
- Elaboration connecting the use of colours, images, symbols and patterns in texts by First Nations Australian authors and illustrators
- Elaboration evaluating an author’s use of evidence to support arguments
Content descriptorAC9E4LY07 Literacy
plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
Elaborations (4)
- Elaboration reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims
- Elaboration exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts
- Elaboration choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
- Elaboration rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience
They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts.
Content descriptorAC9E4LA02 Language
identify the subjective language of opinion and feeling, and the objective language of factual reporting
Elaborations (2)
- Elaboration identifying ways thinking verbs are used to express opinions; for example, “I think”, “I believe”, and ways summary verbs are used to report findings; for example, “we concluded”
- Elaboration comparing statements that have similar information presented objectively and subjectively; for example, “The man has 6 cats.” “The man has too many noisy cats.”
Content descriptorAC9E4LE02 Literature
describe the effects of text structures and language features in literary texts when responding to and sharing opinions
Elaborations (3)
- Elaboration sharing and discussing understanding of the effects of literary techniques on their appreciation of texts
- Elaboration sharing responses to texts using appropriate language to talk specifically about grammar and literature; for example, “The use of the noun groups to describe the character really helps to create images for the reader.”
- Elaboration using language appropriate to a text such as “flashback”, “tension” and “resolution” when sharing opinions about plot structure
Content descriptorAC9E4LE03 Literature
discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
Elaborations (4)
- Elaboration examining an author’s choice of language to describe a character’s appearance, behaviour and speech
- Elaboration discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities
- Elaboration identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences
- Elaboration identifying how illustrations contribute to the meaning of stories by First Nations Australian authors
Content descriptorAC9E4LE04 Literature
examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning
Elaborations (3)
- Elaboration defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness
- Elaboration discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life
- Elaboration exploring emotive language in texts by First Nations Australian poets and authors
Content descriptorAC9E4LY02 Literacy
listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
Elaborations (2)
- Elaboration making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
- Elaboration developing speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently
Content descriptorAC9E4LY07 Literacy
plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
Elaborations (4)
- Elaboration reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims
- Elaboration exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts
- Elaboration choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
- Elaboration rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience
They use text structures to organise and link ideas.
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA04 Language
identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
Elaborations (3)
- Elaboration recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things
- Elaboration recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”
- Elaboration recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”
Content descriptorAC9E4LE05 Literature
create and edit literary texts by developing storylines, characters and settings
Elaborations (2)
- Elaboration creating texts using a range of sentence types, including dialogue and literary devices
- Elaboration collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings
Content descriptorAC9E4LY07 Literacy
plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
Elaborations (4)
- Elaboration reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims
- Elaboration exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts
- Elaboration choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
- Elaboration rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience
They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice.
Content descriptorAC9E4LA02 Language
identify the subjective language of opinion and feeling, and the objective language of factual reporting
Elaborations (2)
- Elaboration identifying ways thinking verbs are used to express opinions; for example, “I think”, “I believe”, and ways summary verbs are used to report findings; for example, “we concluded”
- Elaboration comparing statements that have similar information presented objectively and subjectively; for example, “The man has 6 cats.” “The man has too many noisy cats.”
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA11 Language
expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources
Elaborations (3)
- Elaboration building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces
- Elaboration determining or clarifying the shades of meaning of synonyms and antonyms
- Elaboration using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers
Content descriptorAC9E4LE04 Literature
examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning
Elaborations (3)
- Elaboration defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness
- Elaboration discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life
- Elaboration exploring emotive language in texts by First Nations Australian poets and authors
Content descriptorAC9E4LY07 Literacy
plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
Elaborations (4)
- Elaboration reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims
- Elaboration exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts
- Elaboration choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
- Elaboration rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience
They read, view and comprehend texts created to inform, influence and/or engage audiences.
Content descriptorAC9E4LA05 Language
identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout
Elaborations (2)
- Elaboration investigating the features used for texts such as headings and subheadings in print text, home pages and subpages in digital texts, and how these help the reader select text for a purpose
- Elaboration comparing the features of texts on similar topics online
Content descriptorAC9E4LA07 Language
investigate how quoted (direct) and reported (indirect) speech are used
Elaborations (1)
- Elaboration investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts
Content descriptorAC9E4LA10 Language
explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts
Elaborations (1)
- Elaboration examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response
Content descriptorAC9E4LA11 Language
expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources
Elaborations (3)
- Elaboration building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces
- Elaboration determining or clarifying the shades of meaning of synonyms and antonyms
- Elaboration using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers
Content descriptorAC9E4LE01 Literature
recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors
Elaborations (4)
- Elaboration comparing the plots and characters in 2 literary texts with similar ideas; for example, 2 literary texts that explore friendship in texts by wide-ranging Australian authors
- Elaboration commenting on how literary texts set in different time periods present ideas about nature
- Elaboration discussing how everyday life, such as mealtimes and family relationships, is depicted in particular historical and cultural contexts in texts by wide-ranging world authors
- Elaboration recognising similar storylines and ideas in literature by First Nations Australian authors
Content descriptorAC9E4LE03 Literature
discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
Elaborations (4)
- Elaboration examining an author’s choice of language to describe a character’s appearance, behaviour and speech
- Elaboration discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities
- Elaboration identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences
- Elaboration identifying how illustrations contribute to the meaning of stories by First Nations Australian authors
Content descriptorAC9E4LE04 Literature
examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning
Elaborations (3)
- Elaboration defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness
- Elaboration discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life
- Elaboration exploring emotive language in texts by First Nations Australian poets and authors
Content descriptorAC9E4LY01 Literacy
compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events
Elaborations (2)
- Elaboration viewing documentaries and news footage from different periods, comparing the purpose and audience; for example, coverage of major sporting events
- Elaboration comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology
Content descriptorAC9E4LY03 Literacy
identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations (3)
- Elaboration identifying how authors use language to create imaginary worlds
- Elaboration identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts
- Elaboration identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic
Content descriptorAC9E4LY04 Literacy
read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Elaborations (1)
- Elaboration reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features
Content descriptorAC9E4LY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Elaborations (7)
- Elaboration making connections between information in print, images and sound
- Elaboration reading or listening for key topic-specific vocabulary words to build understanding
- Elaboration reading or listening to interpret the main idea and supporting ideas
- Elaboration identifying evidence and reasoning used by authors to support points or arguments
- Elaboration applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking
- Elaboration connecting the use of colours, images, symbols and patterns in texts by First Nations Australian authors and illustrators
- Elaboration evaluating an author’s use of evidence to support arguments
They describe how ideas are developed including through characters and events, and how texts reflect contexts.
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA04 Language
identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
Elaborations (3)
- Elaboration recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things
- Elaboration recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”
- Elaboration recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”
Content descriptorAC9E4LA06 Language
understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
Elaborations (3)
- Elaboration creating richer, more specific descriptions by using adjectival clauses; for example, “Crossing the mountain range was difficult.” becomes “The mountain pass which had received days of heavy rain was dangerous.”
- Elaboration creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.”
- Elaboration creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.”
Content descriptorAC9E4LA07 Language
investigate how quoted (direct) and reported (indirect) speech are used
Elaborations (1)
- Elaboration investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts
Content descriptorAC9E4LA08 Language
understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
Elaborations (1)
- Elaboration investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).”
Content descriptorAC9E4LE01 Literature
recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors
Elaborations (4)
- Elaboration comparing the plots and characters in 2 literary texts with similar ideas; for example, 2 literary texts that explore friendship in texts by wide-ranging Australian authors
- Elaboration commenting on how literary texts set in different time periods present ideas about nature
- Elaboration discussing how everyday life, such as mealtimes and family relationships, is depicted in particular historical and cultural contexts in texts by wide-ranging world authors
- Elaboration recognising similar storylines and ideas in literature by First Nations Australian authors
Content descriptorAC9E4LE03 Literature
discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
Elaborations (4)
- Elaboration examining an author’s choice of language to describe a character’s appearance, behaviour and speech
- Elaboration discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities
- Elaboration identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences
- Elaboration identifying how illustrations contribute to the meaning of stories by First Nations Australian authors
Content descriptorAC9E4LY01 Literacy
compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events
Elaborations (2)
- Elaboration viewing documentaries and news footage from different periods, comparing the purpose and audience; for example, coverage of major sporting events
- Elaboration comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology
Content descriptorAC9E4LY03 Literacy
identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations (3)
- Elaboration identifying how authors use language to create imaginary worlds
- Elaboration identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts
- Elaboration identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic
They describe the characteristic features of different text structures.
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA04 Language
identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
Elaborations (3)
- Elaboration recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things
- Elaboration recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”
- Elaboration recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”
Content descriptorAC9E4LA05 Language
identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout
Elaborations (2)
- Elaboration investigating the features used for texts such as headings and subheadings in print text, home pages and subpages in digital texts, and how these help the reader select text for a purpose
- Elaboration comparing the features of texts on similar topics online
Content descriptorAC9E4LY03 Literacy
identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations (3)
- Elaboration identifying how authors use language to create imaginary worlds
- Elaboration identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts
- Elaboration identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic
They describe how language features including literary devices, and visual features shape meaning.
Content descriptorAC9E4LA02 Language
identify the subjective language of opinion and feeling, and the objective language of factual reporting
Elaborations (2)
- Elaboration identifying ways thinking verbs are used to express opinions; for example, “I think”, “I believe”, and ways summary verbs are used to report findings; for example, “we concluded”
- Elaboration comparing statements that have similar information presented objectively and subjectively; for example, “The man has 6 cats.” “The man has too many noisy cats.”
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA06 Language
understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
Elaborations (3)
- Elaboration creating richer, more specific descriptions by using adjectival clauses; for example, “Crossing the mountain range was difficult.” becomes “The mountain pass which had received days of heavy rain was dangerous.”
- Elaboration creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.”
- Elaboration creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.”
Content descriptorAC9E4LA07 Language
investigate how quoted (direct) and reported (indirect) speech are used
Elaborations (1)
- Elaboration investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts
Content descriptorAC9E4LA08 Language
understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
Elaborations (1)
- Elaboration investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).”
Content descriptorAC9E4LA09 Language
understand past, present and future tenses and their impact on meaning in a sentence
Elaborations (2)
- Elaboration understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense
- Elaboration identifying the tense in texts they read
Content descriptorAC9E4LA10 Language
explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts
Elaborations (1)
- Elaboration examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response
Content descriptorAC9E4LA11 Language
expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources
Elaborations (3)
- Elaboration building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces
- Elaboration determining or clarifying the shades of meaning of synonyms and antonyms
- Elaboration using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers
Content descriptorAC9E4LA12 Language
understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation
Elaborations (2)
- Elaboration identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts
- Elaboration using punctuated dialogue in own writing
Content descriptorAC9E4LE03 Literature
discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
Elaborations (4)
- Elaboration examining an author’s choice of language to describe a character’s appearance, behaviour and speech
- Elaboration discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities
- Elaboration identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences
- Elaboration identifying how illustrations contribute to the meaning of stories by First Nations Australian authors
Content descriptorAC9E4LE04 Literature
examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning
Elaborations (3)
- Elaboration defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness
- Elaboration discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life
- Elaboration exploring emotive language in texts by First Nations Australian poets and authors
Content descriptorAC9E4LY03 Literacy
identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations (3)
- Elaboration identifying how authors use language to create imaginary worlds
- Elaboration identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts
- Elaboration identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic
They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge.
Content descriptorAC9E4LA12 Language
understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation
Elaborations (2)
- Elaboration identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts
- Elaboration using punctuated dialogue in own writing
Content descriptorAC9E4LY04 Literacy
read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Elaborations (1)
- Elaboration reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features
Content descriptorAC9E4LY09 Literacy
understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes
Elaborations (2)
- Elaboration recognising unstressed vowels in multisyllabic words and how these vowel sounds are written; for example, “builder” and “animal”
- Elaboration using phonic and morphemic knowledge to read and write multisyllabic words with more complex letter combinations; for example, “straightaway” and “thoughtful”
Content descriptorAC9E4LY11 Literacy
read and write high-frequency words including homophones and know how to use context to identify correct spelling
Elaborations (1)
- Elaboration recognising that contextual and syntactical clues can be used to determine the use of homophones; for example, “We grow wheat on our farm.” “The train trip will take about an hour.”
They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts.
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA04 Language
identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
Elaborations (3)
- Elaboration recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things
- Elaboration recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”
- Elaboration recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”
Content descriptorAC9E4LA06 Language
understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
Elaborations (3)
- Elaboration creating richer, more specific descriptions by using adjectival clauses; for example, “Crossing the mountain range was difficult.” becomes “The mountain pass which had received days of heavy rain was dangerous.”
- Elaboration creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.”
- Elaboration creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.”
Content descriptorAC9E4LA07 Language
investigate how quoted (direct) and reported (indirect) speech are used
Elaborations (1)
- Elaboration investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts
Content descriptorAC9E4LA08 Language
understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
Elaborations (1)
- Elaboration investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).”
Content descriptorAC9E4LA10 Language
explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts
Elaborations (1)
- Elaboration examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response
Content descriptorAC9E4LE05 Literature
create and edit literary texts by developing storylines, characters and settings
Elaborations (2)
- Elaboration creating texts using a range of sentence types, including dialogue and literary devices
- Elaboration collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings
Content descriptorAC9E4LY06 Literacy
plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Elaborations (5)
- Elaboration using research to gather ideas for writing and integrating information from a range of sources which may include those found online
- Elaboration selecting text structure and planning how to group ideas into paragraphs to sequence content
- Elaboration using topic-specific, precise and varied vocabulary
- Elaboration using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose
- Elaboration revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text
They use paragraphs to organise and link ideas.
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA04 Language
identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
Elaborations (3)
- Elaboration recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things
- Elaboration recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”
- Elaboration recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”
Content descriptorAC9E4LE05 Literature
create and edit literary texts by developing storylines, characters and settings
Elaborations (2)
- Elaboration creating texts using a range of sentence types, including dialogue and literary devices
- Elaboration collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings
Content descriptorAC9E4LY06 Literacy
plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Elaborations (5)
- Elaboration using research to gather ideas for writing and integrating information from a range of sources which may include those found online
- Elaboration selecting text structure and planning how to group ideas into paragraphs to sequence content
- Elaboration using topic-specific, precise and varied vocabulary
- Elaboration using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose
- Elaboration revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text
They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features.
Content descriptorAC9E4LA03 Language
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Elaborations (4)
- Elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose
- Elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports
- Elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life
- Elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose
Content descriptorAC9E4LA06 Language
understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
Elaborations (3)
- Elaboration creating richer, more specific descriptions by using adjectival clauses; for example, “Crossing the mountain range was difficult.” becomes “The mountain pass which had received days of heavy rain was dangerous.”
- Elaboration creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.”
- Elaboration creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.”
Content descriptorAC9E4LA07 Language
investigate how quoted (direct) and reported (indirect) speech are used
Elaborations (1)
- Elaboration investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts
Content descriptorAC9E4LA08 Language
understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
Elaborations (1)
- Elaboration investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).”
Content descriptorAC9E4LA09 Language
understand past, present and future tenses and their impact on meaning in a sentence
Elaborations (2)
- Elaboration understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense
- Elaboration identifying the tense in texts they read
Content descriptorAC9E4LA10 Language
explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts
Elaborations (1)
- Elaboration examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response
Content descriptorAC9E4LA11 Language
expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources
Elaborations (3)
- Elaboration building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces
- Elaboration determining or clarifying the shades of meaning of synonyms and antonyms
- Elaboration using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers
Content descriptorAC9E4LA12 Language
understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation
Elaborations (2)
- Elaboration identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts
- Elaboration using punctuated dialogue in own writing
Content descriptorAC9E4LE05 Literature
create and edit literary texts by developing storylines, characters and settings
Elaborations (2)
- Elaboration creating texts using a range of sentence types, including dialogue and literary devices
- Elaboration collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings
Content descriptorAC9E4LY06 Literacy
plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Elaborations (5)
- Elaboration using research to gather ideas for writing and integrating information from a range of sources which may include those found online
- Elaboration selecting text structure and planning how to group ideas into paragraphs to sequence content
- Elaboration using topic-specific, precise and varied vocabulary
- Elaboration using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose
- Elaboration revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text
They write texts using clearly formed letters with developing fluency.
Content descriptorAC9E4LY08 Literacy
write words using clearly formed joined letters, with developing fluency and automaticity
They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.
Content descriptorAC9E4LA09 Language
understand past, present and future tenses and their impact on meaning in a sentence
Elaborations (2)
- Elaboration understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense
- Elaboration identifying the tense in texts they read
Content descriptorAC9E4LY06 Literacy
plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Elaborations (5)
- Elaboration using research to gather ideas for writing and integrating information from a range of sources which may include those found online
- Elaboration selecting text structure and planning how to group ideas into paragraphs to sequence content
- Elaboration using topic-specific, precise and varied vocabulary
- Elaboration using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose
- Elaboration revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text
Content descriptorAC9E4LY09 Literacy
understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes
Elaborations (2)
- Elaboration recognising unstressed vowels in multisyllabic words and how these vowel sounds are written; for example, “builder” and “animal”
- Elaboration using phonic and morphemic knowledge to read and write multisyllabic words with more complex letter combinations; for example, “straightaway” and “thoughtful”
Content descriptorAC9E4LY10 Literacy
understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words
Elaborations (2)
- Elaboration applying generalisations for adding affixes; for example, “hope” – “hoping”, “begin” – “beginning”, “country” – “countries”
- Elaboration building morphemic word families and exploring word origins; for example, "tricycle", "tripod" and "triangle"
Content descriptorAC9E4LY11 Literacy
read and write high-frequency words including homophones and know how to use context to identify correct spelling
Elaborations (1)
- Elaboration recognising that contextual and syntactical clues can be used to determine the use of homophones; for example, “We grow wheat on our farm.” “The train trip will take about an hour.”
This achievement standard describes the expected learning for Year 4 English. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Language | Language for interacting with others | 2 | 6 |
| Language | Text structure and organisation | 3 | 9 |
| Language | Language for expressing and developing ideas | 7 | 13 |
| Literature | Literature and contexts | 1 | 4 |
| Literature | Engaging with and responding to literature | 1 | 3 |
| Literature | Examining literature | 2 | 7 |
| Literature | Creating literature | 1 | 2 |
| Literacy | Texts in context | 1 | 2 |
| Literacy | Interacting with others | 1 | 2 |
| Literacy | Analysing, interpreting and evaluating | 3 | 11 |
| Literacy | Creating texts | 3 | 9 |
| Literacy | Phonic and word knowledge | 3 | 5 |
| Total | 28 | 73 | |