All Lessons

(F) Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

(Y3) Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

PI.C.P.12.EXP (P.12 Selecting language resources) Use a growing number of general academic and domain?specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.

PI.C.P.10.A.EXP (P.10 Writing) Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization.

(Y3) Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

PI.C.P.12.BRI (P.12 Selecting language resources) Use a wide variety of general academic and domain?specific words, synonyms, antonyms, and non?literal language to create an effect, precision, and shades of meaning while speaking and writing.

PI.C.P.10.A.BRI (P.10 Writing) Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register.

(Y2) Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

(Y2) Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

PI.C.P.10.A.EMG (P.10 Writing) Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.