VC2E3LA12

Understand that apostrophes signal missing letters in contractions, and how apostrophes are used to show singular and plural possession in regular and irregular nouns <ul> <li>using apostrophes to create contractions; for example, ‘do not’ becomes ‘don’t’, ‘will not’ becomes ‘won’t’ and ‘of the clock’ becomes ‘o’clock’</li> <li>using apostrophes to show singular possession, for example ‘my friend’s book’ and ‘the princess’s shoe’</li> <li>using apostrophes to show plural possession, for example ‘the bees’ hive’ and ‘the princesses’ shoes’</li> <li>using apostrophes to show plural possessions in irregular nouns, for example ‘the children’s shoes’ and ‘the mice’s cheese’</li> </ul>

VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

VC2E3LY12

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

VC2E4LA11

Understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation <ul> <li>identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts</li> <li>using punctuated dialogue in their own writing</li> </ul>

VC2E4LA12

Explore how quoted (direct) and reported (indirect) speech are used <ul> <li>investigating examples of quoted (direct) speech (for example, ‘He said, “I’ll go to the park today.”’) and reported (indirect) speech (for example, ‘He told me he was going to the park today.’) and why they have been used in different contexts</li> </ul>

VC2E4LY10

Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>

VC2E4LY11

Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

VC2E5LA09

Understand how to use commas to indicate prepositional phrases, and how to use apostrophes where there is multiple possession in regular and irregular nouns <ul> <li>learning that in Standard Australian English, regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘the students’ classroom’</li> <li>learning that in Standard Australian English, for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ house’</li> <li>learning that when there is more than one owner, the apostrophe is usually used for the last owner in the list, for example ‘the cat and kitten’s bowls’</li> <li>using commas to signal a prepositional phrase, for example ‘On Saturday, before it rained, we went to the beach.’</li> </ul>

VC2E5LY10

Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

VC2E5LY11

Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features <ul> <li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li> </ul>

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

EN3-VOCAB-01

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts

EN3-RECOM-01

Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension

EN3-CWT-01

Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language

EN3-SPELL-01

Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words

EN3-UARL-01

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

ACELY1694

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...

ACELY1704

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...

ACELTY1682

AC9E3LA11

Understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession

AC9E3LY06

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic

AC9E4LA07

Investigate how quoted (direct) and reported (indirect) speech are used

AC9E4LA12

Understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

AC9E4LY06

Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

AC9E5LA09

Use commas to indicate prepositional phrases, and apostrophes where there is multiple possession

AC9E5LY06

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and pu