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Framework for Aboriginal Languages and Torres Strait Islander Languages / Year 3 to 6 / Understanding / Systems of language
Version 8
Curriculum content descriptions
Distinguish and produce the speech sounds of the language, understanding how these are represented in writing
[Key concepts: punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes: identifying, discriminating, noticing,listening, reading]
(ACLFWU163)
Elaborations
- identifying meaningful sounds, syllables and morphemes in words and phrases
- confirming sound–symbol correspondences in the language by reading syllables, morphemes and words for meaning
- using conventions of the written language, for example, punctuation, capitalisation, diacritics, digraphs, to support links with the spoken language
- identifying morphemes, words and phrases in speech and matching these with their written forms
- paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language
- noticing variations in pronunciation of the same word by different speakers and discussing whether this can be reflected in the spelling of the word
- recognising that in some cases the original sound/parts of the sound of some words in the language may be unknown, considering possible reasons for this
- understanding that other languages may suggest historical pronunciations for the language
- learning that very similar languages may have different spelling systems, and how this may mask similarities of their sound systems
- recognising which speech sounds are not typical for the language, and which sounds are very common, identifying where these can occur in words
- using knowledge of sound–symbol correspondences to read familiar and new words out aloud from their written forms
- noticing the various roles of the speech organs in the production of sounds in the language, and comparing these with English and other known languages
General capabilities
ScOT terms
Australian languages