AC9L1F2C03 Years 1 to 2 Languages

Content descriptor locate, with support, key information in familiar texts and respond using gestures, images, words and modelled phrases

Elaborations

• • Elaboration listening for key information, specific words and expressions in spoken texts, songs or stories, for example, listening to directions in [Language] as appropriate, such as north, south, east and west, and students turning or moving towards the direction of winds
• • Elaboration using [Language] to classify animals, plants and objects collected from home or from the local area if appropriate, for example, edible/non-edible, meat/non-meat, saltwater/freshwater, diurnal/nocturnal animals, wood/rock, rough/smooth, hard/soft, things that live in trees/water, plants that grow together/alone, native/introduced animals
• • Elaboration listening to stories in [Language], from Elders and/or community members, about their experiences of using [Language], and asking questions using appropriate protocols
• • Elaboration listening to stories and participating in songs or dances from their own traditional Country/Place and Peoples, for example, listening to a story about wind and talking about how wind that blows in a southeast direction belongs to a clan group, and relating this to a student who has a connection with the wind, if appropriate
• • Elaboration listening to Elders and/or community members' stories about their local Country/Place in [Language], for example, stories about aspects of the past such as bush toys and children’s games, hunting, fishing and gathering food, how food was prepared and cooked, implements used, animals that were eaten, ways of travelling from place to place, kinds of dwellings, and how water was found, and discussing how old ways inform current or future practices
• • Elaboration listening to Rangers talk about local flora and fauna, caring for Country/Place and the environment and taking action, for example, participating in a Clean Up day on the beach or planting trees
• • Elaboration participating and discussing key ceremonies and social or cultural events in [Language], such as when they occur and associated activities in the community

Show 4 more elaborations

• • Elaboration learning to use the seasonal calendar to predict when plants will flower or fruit, when certain food sources will be available, or when water will be abundant
• • Elaboration identifying, naming and labelling key places and topographical features such as creeks, springs or estuaries, using some location and directional terms such as up, down, near, north, or labelling and drawing inside and outside body parts in [Language] as appropriate
• • Elaboration learning to use senses to read and listen to Country/Place, with guidance from Elders and/or community members, for example, looking for telltale signs of presence such as trees and branches, animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour or fresh diggings around a lair
• • Elaboration recording information such as how many turtles come up on a beach or how many fish are caught in a day and representing this information with pictures or words on a graph or table, with teacher guidance