AC9LS2C03

Elaborations

• AC9LS2C03_E1listening for and identifying key words and phrases in a range of simple texts, using intonation patterns to assist understanding
• AC9LS2C03_E2<p>participating in shared reading of print and digital texts such as big book stories about familiar events or contexts, for example, <em>Los tres cerditos, El patito feo, Tico tango</em>, using pictures, keywords and contextual clues to predict meaning and draw conclusions</p>
• AC9LS2C03_E3demonstrating comprehension and early literacy skills by labelling, matching, drawing, miming or onscreen pointing, clicking or dragging, for example, cutting, then gluing pictures of events in a timeline sequence, or dragging onscreen pictures to words
• AC9LS2C03_E4recognising 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 Spanish and the language(s) they may speak at home
• AC9LS2C03_E5<p>participating in shared class stories such as <em>La oruga hambrienta</em> and responding to and repeating keywords, for example, <em>Clase, clase ... Sí, sí ¿Qué pasa? ¿Qué come la oruga?,</em> or pretending to be a character and using words, actions and phrases from the text such as <em>¡Tengo hambre!</em></p>
• AC9LS2C03_E6<p>listening to, reading or viewing adapted Spanish versions of familiar stories such as <em>Los tres ositos, Los tres cerditos</em> or <em>El patito feo</em>, and incorporating recurring keywords and expressions when re-enacting elements with puppets, actions or props, for example, <em>¡El lobo es feroz! El osito está triste.</em></p>
• AC9LS2C03_E7<p>responding to questions about people, places and objects that elicit details such as characteristics, size, colour, shape, quantity, for example, <em>¿De qué color es la casa …? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande o pequeño?</em></p>
• AC9LS2C03_E8<p>responding to spoken, print or digital texts, such as stories, rhymes, dialogues and songs through play-acting, illustrating or movement, for example, raising their hand saying ‘<em>sí</em>’ or ‘<em>no</em>’ to a question about the text or circling a favourite character</p>
• AC9LS2C03_E9categorising information using graphic organisers such as drawings or simple tables, for example, recording likes/dislikes, classifying animals, masculine/feminine words, fruits/vegetables, cognates/borrowed words