AC9LJ2C05

Elaborations

• AC9LJ2C05_E1linking movement to meaning by creating a dance or actions matching spoken language or songs
• AC9LJ2C05_E2using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ、おに、かっぱ、たぬき、ようかいです。
• AC9LJ2C05_E3creating bilingual resources for the classroom, for example, collectively creating a simple class story and recording students’ voices reading the story to produce an audio file
• AC9LJ2C05_E4matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
• AC9LJ2C05_E5creating and illustrating class ‘Big Books’ about familiar topics using simple, modelled structures, for example, writing and drawing favourite animals, かえるです。みどりです, and practising reading aloud
• AC9LJ2C05_E6creating their own short print or digital story modelled on shared reading, for example, a だるまさんが story, with images and labels in hiragana
• AC9LJ2C05_E7using simple sentence structures, familiar vocabulary and concrete materials, create an informative ‘about me’ poster or profile with images or photos to be displayed in the classroom
• AC9LJ2C05_E8using some simple expressions, formulaic language and techniques to enhance texts, for example, speech bubbles, basic onomatopoeia and exclamation marks
• AC9LJ2C05_E9beginning to copy/write hiragana and kanji, such as 人、木、山、川、月、日、三, and short hiragana words to create simple texts such as comic strips, labels, captions and posters
• AC9LJ2C05_E10using craft items (string, rice, playdough, etc.) or digital tools (interactive whiteboard, etc.) to make, trace or copy hiragana words and kanji characters