AC9L1F2U01 Years 1 to 2 Languages

Content descriptor recognise that [Language] has an oral tradition; and use the sounds and rhythms of [Language] to make meaning

Elaborations

• • Elaboration noticing words which sound similar or the same in [Language] but which have different meanings, for example, bakir can mean ‘rock’ and ‘money’ in Meriam Mir of the Torres Strait Islands, or walang can mean ‘stone’ or ‘money’ in Wiradjuri (Wiradyuri) of NSW
• • Elaboration identifying alphabet sounds in [Language] that do not exist in English, for example, the rolling r sound, ng at the start of the word or dh in some different Aboriginal languages and Torres Strait Islander languages
• • Elaboration recognising the sounds and syllables of familiar spoken words, for example, jumping, clapping or drumming to words with a different number of syllables
• • Elaboration noticing how words and expressions can be separated into syllables to fit different tunes and rhythms, for example, playing with pronunciation from a story
• • Elaboration learning, with the visual support of writing, how speech sounds join to form syllables, morphemes and complete words and phrases, for example, ebur with the suffix ira becomes eburira ‘belongs to the bird’ in Meriam Mir of the Torres Strait Islands
• • Elaboration recognising high-frequency sight words and morphemes, for example, using the board or flashcards to drill or play with words, such as demonstrating changing meaning when words are added together
• • Elaboration developing visual and morphemic knowledge to spell known or less familiar words

Show 1 more elaboration

• • Elaboration learning that writing systems represent sounds and meanings, for example, strengthening familiarity with sound-symbol relationships by reading texts aloud