VC2E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs) <ul> <li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li> <li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li> </ul>

VC2E2LA07

Understand that in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups <ul> <li>identifying nouns that refer to people, places, concrete objects and ideas in sentences, and identifying the articles and adjectives that extend those nouns</li> <li>building extended noun groups using articles and adjectives, for example ‘the longest side’</li> <li>building extended verb groups using verbs, for example ‘gently touched’</li> <li>investigating how noun groups can be built up by asking questions about the noun such as ‘How many?’, ‘What’s it like?’ and ‘What type?’, for example ‘two pairs of old walking shoes’</li> </ul>

VC2E3LA07

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating <ul> <li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li> <li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li> <li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li> <li>identifying different types of verbs and the way that they control meaning in a clause</li> </ul>

VC2E3LA08

Understand that verbs are anchored in time through tense <ul> <li>learning how time is represented through the tense of a verb (for example, ‘She arrived.’ or ‘She is arriving.’) and adverbials of time (for example, ‘She arrived yesterday.’ or ‘She is arriving in the morning.’)</li> <li>learning that tenses for some verbs are formed by changing the word, for example ‘She catches the ball.’ or ‘She caught the ball.’</li> </ul>

VC2E3LA11

Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts <ul> <li>identifying and using technical words to describe length, for example metric units of length such as ‘millimetre’ and ‘centimetre’</li> <li>identifying and using words to describe features of narratives, for example ‘character’, ‘plot’ and ‘setting’</li> <li>identifying words that have different meanings in different contexts, for example ‘warm temperature’ and ‘warm character’</li> <li>extending vocabulary by adding prefixes and suffixes to base words, for example ‘different’, ‘differently’ and ‘difference’</li> </ul>

VC2E4LA06

Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li> </ul>

VC2E4LA07

Understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity <ul> <li>investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, for example ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).’</li> </ul>

EN1-CWT-01

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure  

EN2-OLC-01

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

EN2-VOCAB-01

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

EN2-CWT-01

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience

ACELA1452

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...

ACELA1468

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectivesElaborationsexploring ...

ACELA1482

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tenseElaborationsidentifying different types of verbs and the way they add meaning to a sent...

ACELA1484

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbsElaborationsexploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments abo...

ACELA1493

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrasesElaborationscreating richer, more specific descriptions through the use of noun groups/phrases (for examp...

ACELA1495

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activityElaborationsinvestigating in texts how adverb group/phrases and prepositional phrases can provide details of the ...

AC9E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

AC9E2LA07

Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

AC9E3LA07

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating

AC9E3LA08

Understand that verbs are anchored in time through tense

AC9E3LA10

Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

AC9E4LA06

Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality

AC9E4LA08

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

ACELA1484