AC9LS2U02 Years 1 to 2 Languages

Content descriptor recognise that the Roman alphabet and features of language are used to construct meaning in Spanish

Elaborations

• • Elaboration differentiating the alphabet used in Spanish from other alphabets or scripts, for example, those represented in languages used within the class
• • Elaboration using numbers for simple ideas, for example, telling the time to the hour, expressing age and dates, and playing games, Qué hora es? What’s the time, Mr Wolf?
• • Elaboration noticing that the personal pronoun can be omitted in Spanish, for example, Me llamo … can be used instead of Yo me llamo …
• • Elaboration noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, la casa grande, la pelota gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña alta
• • Elaboration noticing endings of simple verbs, for example, comer, bailar, hablar, correr, jugar and caminar, and using them in modelled and formulaic expressions such as Yo hablo español. Yo juego al fútbol.
• • Elaboration making connections between articles and the end of words to understand that Spanish nouns have a gender, using a range of props and visual cues such as fruit la manzana or shapes la estrella
• • Elaboration observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia, and noticing and using singular masculine or feminine forms of nouns and adjectives such as el plátano delicioso, la canción chilena

Show 8 more elaborations

• • Elaboration observing that days of the week and months of the year are written with lower-case letters, except at the start of sentences
• • Elaboration learning the structure of simple affirmative statements, for example, Tengo un perro. Me gusta beber jugo de naranja. Gloria come verduras, and expressing simple negation in formulaic expressions, for example, No tengo mascotas. No me gusta el jugo de piña. No es un perro.
• • Elaboration identifying basic punctuation marks such as inverted question marks and exclamation marks in modelled expressions
• • Elaboration using y to list more than one item, for example, mi gusta el perro y el gato.
• • Elaboration recognising and using definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño
• • Elaboration recognising that Spanish sentences have a similar structure to English sentences, for example, Vivo en …, Tengo un perro
• • Elaboration recognising the use of tilde in subject pronouns and using some pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
• • Elaboration using singular possessive adjectives such as mi casa, mi hermano, tu amiga, to show ownership, for example, este es mi lápiz