AC9LT4C05 Year 3 Languages

AC9LT4C05 – Year 3 Languages: Creating text in Turkish

Strand

Communicating meaning in Turkish

Substrand

Creating text in Turkish

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 sentences and modelled textual conventions

Elaborations

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presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts, for example, Futbol ve Ben, Ailemle Piknik, Bayram Kahvaltısı, Folklor Klubündeki İlk Günüm
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presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır oyunu
• explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
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creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü
• creating simple descriptions in Turkish and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
• creating bilingual signs, posters, notices and labels in print and digital forms to be displayed in the classroom and around the school
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developing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git

Show 4 more elaborations

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creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Çevremizdekibitkiler, çarşıdaki dükkanlar, parklar...
• writing a script in Turkish for a role-play about aspects of their daily routine and presenting to a Turkish-speaking audience
• composing simple dialogues between imagined characters in challenging or amusing situations, using expressions and gestures that convey emotion or humour and capture elements that are typical of the context or character
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using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANTURF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Turkish 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 Turkish. They demonstrate understanding that Turkish 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 Turkish and make comparisons between Turkish and English. They understand that the Turkish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).