AC9LS4C05 Year 3 Languages

AC9LS4C05 – Year 3 Languages: Creating text in Spanish

Strand

Communicating meaning in Spanish

Substrand

Creating text in Spanish

This Content Descriptor from Year 3 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions

Elaborations

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creating a class report or visual/digital display related to topics they have been studying in Spanish and/or other learning areas, for example, frutas, animales, daily routines, menu of favourite dishes from Spanish-speaking countries
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planning and presenting information on cultural events of interest to peers, for example, adapting a popular Spanish children’s story to a puppet show or a show and tell of a cultural artefact from a Spanish-speaking country, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Esto es …, Es …, Es de …
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using innovative ways to create a self-profile or self-introduction, for example, using captioned photos in a scrapbook, slide presentation, or a digital, animated character representing themselves, to highlight key characteristics and details, for example, Tengo nueve años, Vivo en Sídney, Estudio chino los sábados, Tengo el pelo negro y los ojos verdes.
• creating simple descriptions in Spanish and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
• recreating familiar stories or fables to share with younger learners of Spanish, using modelled language and images or performance to engage the audience
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writing the first part of a short, imaginative text, independently or in pairs, and exchanging papers with others to complete a story or sentence, for example, Érase una vez un conejo blanco ...
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singing or reciting alternative versions of familiar songs or rhymes learnt in class, for example, from La vaca lechera to La vaca loca, La gallina turuleca to La gallina feliz

Show 3 more elaborations

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creating simple bilingual texts such as Cuentos de la selva, by creating captions for a series of images, or a mini book such as el reciclaje or animales salvajes
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making a sculpture and annotating it to explain their creation, for example, Esta es mi mascota. Es un perro. Tiene el pelo marrón y los ojos negros.
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researching a Spanish-speaking country/region and writing a packing list appropriate for weather, conditions and activities, for example, Mi lista de equipaje para la Patagonia: botas de montaña, chaqueta, gorro …

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANSPAF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Spanish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. Students imitate sound combinations and rhythms of spoken Spanish. They demonstrate understanding that Spanish has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Spanish and make comparisons between Spanish and English. They understand that the Spanish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).