AC9LT2C03 Years 1 to 2 Languages

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

Elaborations

• • Elaboration demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking and dragging
• • Elaboration locating specific details about places, events, objects or characters featured in picture books, charts or posters, for example, responding to questions such as, Masaldakiler nerede yaşıyorlar? Neyi kutluyorlar? Masaldaki kişiler kimler? Bu masal bize ne anlatmak istiyor?
• • Elaboration matching items from print/digital pictures or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, insanlar, hayvanlar, yiyecekler
• • Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Turkish and the language(s) they may speak at home
• • Elaboration collecting information from visual, written or multimodal texts and categorising the findings, for example, to create lists of favourite colours, animals or toys
• • Elaboration listening to spoken texts such as class and school announcements or conversations, identifying key words and facts, such as names, places, numbers or times
• • Elaboration listening to a story and sequencing images or assigning captions to match pictures, for example, Resimleri sıralayalım. Bundan sonra ne geliyor?

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• • Elaboration participating in shared readings of Turkish versions of familiar stories, such as Aç Tırtıl ‘The Very Hungry Caterpillar’, Goldilocks ve Üç Ayı ‘Goldilocks and Three Bears’, Zencefilli Kurabiye Adam ‘Ginger Man’ and responding through play-acting, role-playing or movement to favourite elements, using puppets, props or actions
• • Elaboration using contextual cues while reading or viewing, for example, using video and other visual prompts to reinforce words and phrases, and responding with key words, phrases or gestures
• • Elaboration viewing scenes of the shadow puppet play Karagöz ve Hacıvat, repeating key words and expressions and drawing and describing the characters, for example, Hacıvat akıllı, bilgili ve kurnaz birisidir. Hacıvat’ın sivri sakalı vardır. Karagöz bilgisiz ve komik birisidir. Karagöz top sakallıdır
• • Elaboration viewing children’s television programs, such as Sevimli Dostlar, Pepe, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments