AC9LRF4U02
Years 3 to 4
Languages
AC9LRF4U02 | Years 3 to 4 Framework for Aboriginal Languages and Torres Strait Islander Languages: Understanding systems of language
Content Descriptor
Content descriptor recognise [Language] language conventions, grammatical structures and basic syntax, in familiar texts and contexts
Language revival · Foundation to Year 10 sequence
Strand
Understanding language and culture
Substrand
Understanding systems of language
This content descriptor sets out learning for Years 3 to 4 Framework for Aboriginal Languages and Torres Strait Islander Languages · Language revival · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration noticing patterns in languages, such as free and fixed word order and tenses in verbs, and making sentences without verbs
- • Elaboration adding a suffix to a verb to describe the number of people doing the action in simple sentences, for example, creating and completing a table to show variation in suffixes for verbs in [Language], such as I sing, you sing, they sing, we sing or equivalent as appropriate in [Language]
- • Elaboration using pronouns and possessives, for example, he/his, she/her or you/your or equivalent as appropriate in [Language]
- • Elaboration recognising collective nouns for family members to describe kinship and documenting in a word chart
- • Elaboration adjusting words using prefixes and suffixes
- • Elaboration using repetition to express adverbs, intensifying meaning, or to express plurality, for example, saying sick twice can mean you are very sick
- • Elaboration recognising temporal expressions, before, after, soon or equivalent as appropriate in [Language] and completing a quiz to practise
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- • Elaboration using modelled expressions of frequency, for example, often, always, once, briefly or equivalent as appropriate in [Language] to complete an information-gap activity
- • Elaboration recognising and using modelled locational cases such as in, at, near, besides, to, from or equivalent as appropriate in [Language], for example, giving directions or labelling a picture in a mapping activity or treasure hunt
- • Elaboration recognising and using imperatives in games, instructions and procedures, for example, listening to and following classroom instructions in [Language] or playing games such as saying, Take your turn in [Language]
- • Elaboration using simple conjunctions to join 2 sentences in [Language], for example, introducing themselves and adding the name of the clan group to which they belong or their totem, if appropriate
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