# Twenty-seven whole meanings and selected opportunities

This selected sequence does not establish whole-year coverage, independent gains or actual classroom/native-print/AT validation. QCAA alignment, task conditions and SE were checked during proposal review on 12 October 2026. Retained national data is not a newly downloaded reissue.

## AC9E2LA01

investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

**Selected opportunity:** Days51–54/56–59 ordinary directions and role language

**Precise limit:** Conditional actual interaction: record willing partners' real turns, context and wording; a paper line is related meaning only.

**Retained locator:** xl/worksheets/sheet1.xml row 259

## AC9E2LA02

explore how language can be used for appreciating texts and providing reasons for preferences

**Selected opportunity:** Days56–57, Bfirst/later components3, N11/N15

**Precise limit:** Own source-reason preference; accept disagreement/dislike, not an imposed emotion.

**Retained locator:** xl/worksheets/sheet1.xml row 263

## AC9E2LA03

identify how texts across the curriculum are organised differently and use language features depending on purposes

**Selected opportunity:** O01/O02/O03/O05, Cfirst/later3

**Precise limit:** Selected procedure/narrative/information organisation; not every curriculum text form.

**Retained locator:** xl/worksheets/sheet1.xml row 268

## AC9E2LA04

understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred

**Selected opportunity:** Day53 O06, Dfirst/later2, N26/N30

**Precise limit:** Clear referent while preserving intended move; not whole omission/possessive-pronoun coverage.

**Retained locator:** xl/worksheets/sheet1.xml row 272

## AC9E2LA05

navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links

**Selected opportunity:** O05, Alater, X05

**Precise limit:** Contents/page-route meaning and conditional actual route use; not all chapter/index/menu forms.

**Retained locator:** xl/worksheets/sheet1.xml row 278

## AC9E2LA06

understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction

**Selected opportunity:** Day58 O07, Dfirst/later3, N27/N31

**Precise limit:** Two retained independent clauses and a fitting coordinator; coordinated commands are not this chosen proof.

**Retained locator:** xl/worksheets/sheet1.xml row 282

## AC9E2LA07

understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

**Selected opportunity:** Days53/58/59 useful noun/verb wording; O06/O07; D2

**Precise limit:** A specific word/group choice keeps intended meaning; longer text is not inherently better.

**Retained locator:** xl/worksheets/sheet1.xml row 284

## AC9E2LA08

understand that images add to or multiply the meanings of a text

**Selected opportunity:** Day54, A3, source art/full alternatives20

**Precise limit:** One meaningful image relation, preserved in complete no-image route; decoration can be preferred without adding instruction.

**Retained locator:** xl/worksheets/sheet1.xml row 289

## AC9E2LA09

experiment with and begin to make conscious choices of vocabulary to suit the topic

**Selected opportunity:** Useful topic words across guide/story drafting

**Precise limit:** Actual vocabulary selection/revision; no claim all topic vocabulary acquired.

**Retained locator:** xl/worksheets/sheet1.xml row 292

## AC9E2LA10

recognise that capital letters are used in titles and commas are used to separate items in lists

**Selected opportunity:** C08 ordinary title/list, O03, selected own titles

**Precise limit:** Title capitals/list commas when actually offered; no universal capitalise-every-word rule.

**Retained locator:** xl/worksheets/sheet1.xml row 297

## AC9E2LE01

discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

**Selected opportunity:** Required year gap

**Precise limit:** Original toy-town fiction does not supply literature from First Nations Australian and wide-ranging Australian/world authors. Select actual appropriate literature/permissions/community authority; do not fabricate it.

**Retained locator:** xl/worksheets/sheet1.xml row 302

## AC9E2LE02

identify features of literary texts, such as characters and settings, and give reasons for personal preferences

**Selected opportunity:** O02, B components1/3, Days56–57

**Precise limit:** Characters/settings and source-reason preference in original fiction, not annual range.

**Retained locator:** xl/worksheets/sheet1.xml row 307

## AC9E2LE03

discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

**Selected opportunity:** O02, B components2, N10/N14

**Precise limit:** Selected language/setting effect; varied legitimate literary range remains needed.

**Retained locator:** xl/worksheets/sheet1.xml row 311

## AC9E2LE04

identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs

**Selected opportunity:** O04/X08

**Precise limit:** Hear/mark/reproduce/adapt original repeated words/rhythm if wanted; no imported tune or home-language poem claim.

**Retained locator:** xl/worksheets/sheet1.xml row 315

## AC9E2LE05

create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools 

**Selected opportunity:** Day57, B4, X06/X08

**Precise limit:** Own connected adaptation of familiar original structure/language through chosen mode; actual performance separate.

**Retained locator:** xl/worksheets/sheet1.xml row 318

## AC9E2LY01

identify how similar topics and information are presented in different types of texts

**Selected opportunity:** Cfirst/later, O01/O02/O03 comparison, X07

**Precise limit:** Complete same-topic texts with shared detail and difference; not all forms/topics.

**Retained locator:** xl/worksheets/sheet1.xml row 323

## AC9E2LY02

use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions

**Selected opportunity:** Days51–54/56–59 guide/story discussion

**Precise limit:** Conditional actual listening/instructions/opinion exchange, documented as seen/heard; worksheet alone does not establish interaction.

**Retained locator:** xl/worksheets/sheet1.xml row 327

## AC9E2LY03

identify the purpose and audience of imaginative, informative and persuasive texts

**Selected opportunity:** A1/C1, N01/N05/N17/N21

**Precise limit:** Specific purpose and plausible reader clues; imaginative/informative selected opportunities, persuasive breadth remains open.

**Retained locator:** xl/worksheets/sheet1.xml row 333

## AC9E2LY04

read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting

**Selected opportunity:** PRINT-ACCESS conditional retrieval

**Precise limit:** Actual matched independent reading/phrasing/rereading recorded; adult-read rich sources provide meaning access only.

**Retained locator:** xl/worksheets/sheet1.xml row 336

## AC9E2LY05

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

**Selected opportunity:** Full ordinary/held sources and separate clues

**Precise limit:** Source-bound meaning, inference, checking/connecting/summarising opportunities; supplied answers are not learner comprehension.

**Retained locator:** xl/worksheets/sheet1.xml row 339

## AC9E2LY06

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

**Selected opportunity:** Own guide/story/caption, C4/D1/D4, Days51–59

**Precise limit:** Purposeful short creation/edit across modes; spelling, handwriting and independent reading cannot be inferred from scribing.

**Retained locator:** xl/worksheets/sheet1.xml row 348

## AC9E2LY07

create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

**Selected opportunity:** Optional actual X10/Day60 familiar-audience presentation

**Precise limit:** Create/rehearse/deliver and chosen features of voice recorded only if actually offered/performed; private/silent work has related value, not spoken delivery evidence.

**Retained locator:** xl/worksheets/sheet1.xml row 355

## AC9E2LY08

write words legibly and with growing fluency using unjoined upper-case and lower-case letters

**Selected opportunity:** Separate PRINT-ACCESS handwriting offer

**Precise limit:** Locally taught unjoined upper/lower models and actual own handwriting; copying and adult marks separately named.

**Retained locator:** xl/worksheets/sheet1.xml row 359

## AC9E2LY09

manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

**Selected opportunity:** Retained boat/coat and rope/hope conditional substitution, P1/P2

**Precise limit:** Retrieval at actual taught point; no new phoneme account or whole manipulation coverage.

**Retained locator:** xl/worksheets/sheet1.xml row 362

## AC9E2LY10

use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words

**Selected opportunity:** Retained oa/o-e and complete token checks

**Precise limit:** Conditional matched correspondence/cluster/familiar-word exposure; not all silent letters/vowel patterns/compound words.

**Retained locator:** xl/worksheets/sheet1.xml row 365

## AC9E2LY11

use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words

**Selected opportunity:** Retained whole token/familiar-word declarations

**Precise limit:** Actual school-taught forms and context; no score from a rich story read by an adult.

**Retained locator:** xl/worksheets/sheet1.xml row 369

## AC9E2LY12

build morphemic word families using knowledge of prefixes and suffixes

**Selected opportunity:** Retained vote/votes/voting ordinary meaning/morpheme example

**Precise limit:** Dated exposed retrieval; no complete prefix/suffix family breadth or independently read inflection assumption.

**Retained locator:** xl/worksheets/sheet1.xml row 372