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Framework for Aboriginal Languages and Torres Strait Islander Languages / Foundation to Year 2 / Understanding / Systems of language
Version 8
Curriculum content descriptions
Notice and imitate characteristic sounds, intonation patterns and rhythms of the target language(s) and how these relate to the written language
[Key concepts: pronunciation, rhythm, intonation, writing; Key processes: imitating, noticing, distinguishing, reading aloud]
(ACLFWU078)
Elaborations
- noticing and distinguishing sounds of the language and matching these with written symbols
- distinguishing sounds in the language from English sounds and recognising when the target language is being spoken
- experimenting with pronunciation to capture and produce speech patterns within and across single words and phrases
- recognising, imitating and distinguishing between intonation patterns in statements, questions, commands, requests, exclamations and song, and noticing how these are distinguished in written language
- learning that writing systems represent sounds and meanings, and becoming familiar with the alphabetic principles that associate individual sounds/ a range of sounds with particular letters/ combinations of letters
- noticing that English and the target language share the same alphabetic base
- associating spoken language with written morphemes, words, phrases and sentences
- recognising alphabetic conventions particular to the target language, for example, digraphs representing a single sound, diacritics that alter the regular value of a letter
- experimenting with sounds in songs and noticing how syllables can be separated to fit different tunes and rhythms
- reading texts aloud, showing knowledge of sound–symbol relationships
General capabilities
Cross-curriculum priorities
ScOT terms
Australian languages