[
  {
    "actual_opportunity_and_limit": "Optional willing-reader turns on Day40; varied formalities and actual interaction still need taught opportunities.",
    "code": "AC9E3LA01",
    "status": "conditional",
    "whole_national_meaning": "understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality"
  },
  {
    "actual_opportunity_and_limit": "No complete modal/evaluation-force teaching is claimed in these guide jobs.",
    "code": "AC9E3LA02",
    "status": "open",
    "whole_national_meaning": "understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful"
  },
  {
    "actual_opportunity_and_limit": "Day32/37,C13/C14 and C-family full guide-purpose/audience language comparisons.",
    "code": "AC9E3LA03",
    "status": "partial",
    "whole_national_meaning": "describe how texts across the curriculum use different language features and structures relevant to their purpose"
  },
  {
    "actual_opportunity_and_limit": "Day34/39,C07/C08,A4,C2 and guide composition group related written information.",
    "code": "AC9E3LA04",
    "status": "partial",
    "whole_national_meaning": "understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together"
  },
  {
    "actual_opportunity_and_limit": "Day36,C11/C12,C1/C4 actual contents/headings and complete destinations; actual digital navigation later.",
    "code": "AC9E3LA05",
    "status": "partial",
    "whole_national_meaning": "identify the purpose of layout features in print and digital texts and the words used for navigation"
  },
  {
    "actual_opportunity_and_limit": "Day33/39,C05/C17,A2/D2 clauses with whole subject–verb comparisons.",
    "code": "AC9E3LA06",
    "status": "partial",
    "whole_national_meaning": "understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree"
  },
  {
    "actual_opportunity_and_limit": "Story thought versus action in Day35 and C09; a broader doing/feeling/thinking/saying/relating teaching sequence remains needed.",
    "code": "AC9E3LA07",
    "status": "conditional",
    "whole_national_meaning": "understand how verbs represent different processes for doing, feeling, thinking, saying and relating"
  },
  {
    "actual_opportunity_and_limit": "Day33,C06,A3 supplied yesterday/today descriptions and future plans; no complete tense programme.",
    "code": "AC9E3LA08",
    "status": "partial",
    "whole_national_meaning": "understand that verbs are anchored in time through tense"
  },
  {
    "actual_opportunity_and_limit": "Day32 arrows and complete future visual/text relationships; actual assets must be built/inspected, not fulfilled by this proposal.",
    "code": "AC9E3LA09",
    "status": "conditional",
    "whole_national_meaning": "identify how images extend the meaning of a text"
  },
  {
    "actual_opportunity_and_limit": "Precise badge/token/guide vocabulary and optional mark noun/verb example; broader technical and context-dependent vocabulary remains open.",
    "code": "AC9E3LA10",
    "status": "partial",
    "whole_national_meaning": "extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts"
  },
  {
    "actual_opportunity_and_limit": "Contractions and singular/plural possession are not comprehensively taught by these resources.",
    "code": "AC9E3LA11",
    "status": "open",
    "whole_national_meaning": "understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession"
  },
  {
    "actual_opportunity_and_limit": "Small original fictional stories do not supply the required First Nations Australian and wide-ranging Australian/world author/illustrator literature programme.",
    "code": "AC9E3LE01",
    "status": "open",
    "whole_national_meaning": "discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators"
  },
  {
    "actual_opportunity_and_limit": "Optional chosen story preference; no forced personal disclosure, and wider personal/character connection opportunities remain needed.",
    "code": "AC9E3LE02",
    "status": "conditional",
    "whole_national_meaning": "discuss connections between personal experiences and character experiences in literary texts and share personal preferences"
  },
  {
    "actual_opportunity_and_limit": "Day35,C09 and B1/B2 full original character/event/setting/language mood discussion; full wider-author programme and produced illustration discussion remain open.",
    "code": "AC9E3LE03",
    "status": "partial",
    "whole_national_meaning": "discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative"
  },
  {
    "actual_opportunity_and_limit": "C10 and B4 rhythm/repeated onomatopoeia reader-effect discussion in original poetry/prose; no required voice or uniform reaction.",
    "code": "AC9E3LE04",
    "status": "partial",
    "whole_national_meaning": "discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose"
  },
  {
    "actual_opportunity_and_limit": "Day35/39,B3 full openings and new labelled endings/verse with deliberate composing choices.",
    "code": "AC9E3LE05",
    "status": "partial",
    "whole_national_meaning": "create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts"
  },
  {
    "actual_opportunity_and_limit": "Day37,C13/C14,C3 complete same-purpose/different-audience guide pairs.",
    "code": "AC9E3LY01",
    "status": "partial",
    "whole_national_meaning": "recognise how texts can be created for similar purposes but different audiences"
  },
  {
    "actual_opportunity_and_limit": "Day40 and willing-reader projects offer actual usual-mode exchanges; plans, scripted questions and invented exchanges do not establish performance.",
    "code": "AC9E3LY02",
    "status": "conditional",
    "whole_national_meaning": "use interaction skills to contribute to conversations and discussions to share information and ideas"
  },
  {
    "actual_opportunity_and_limit": "Day32/37,C-family recognises guide reader/purpose and B-family imaginative purpose; persuasive breadth remains open.",
    "code": "AC9E3LY03",
    "status": "partial",
    "whole_national_meaning": "identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images"
  },
  {
    "actual_opportunity_and_limit": "Adult-read rich sources support meaning access; independent accurate/fluent range of taught reading needs actual school programme and observation.",
    "code": "AC9E3LY04",
    "status": "open",
    "whole_national_meaning": "read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required"
  },
  {
    "actual_opportunity_and_limit": "Full C20,A/B/C/D source banks support literal/inferred/source-limited meaning through listening/viewing.",
    "code": "AC9E3LY05",
    "status": "partial",
    "whole_national_meaning": "use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features"
  },
  {
    "actual_opportunity_and_limit": "Day34/35/39/40,D-family guide/story planning, grouping/editing; spelling, whole persuasive breadth and actual publishing each need their own opportunity/evidence.",
    "code": "AC9E3LY06",
    "status": "partial",
    "whole_national_meaning": "plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words"
  },
  {
    "actual_opportunity_and_limit": "Optional private usual-mode planned/rehearsed/delivered short guide message; planning does not establish delivered presentation or voice features.",
    "code": "AC9E3LY07",
    "status": "conditional",
    "whole_national_meaning": "plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume"
  },
  {
    "actual_opportunity_and_limit": "Joined-letter formation/size require school instruction and an actual independently attempted sample; scribed/typed answers are not handwriting evidence.",
    "code": "AC9E3LY08",
    "status": "open",
    "whole_national_meaning": "write words using joined letters that are clearly formed and consistent in size"
  },
  {
    "actual_opportunity_and_limit": "Daily taught-point offers only when actual correspondences/syllable/blending prerequisites taught; no whole multisyllabic reading/writing claim.",
    "code": "AC9E3LY09",
    "status": "conditional",
    "whole_national_meaning": "understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns"
  },
  {
    "actual_opportunity_and_limit": "Daily mark/re-mark/marking,show/showed,fold/folded,tap/tapped offers tied to actual taught point; final-p doubling explicitly taught when ready, no entire suffix/generalisation programme.",
    "code": "AC9E3LY10",
    "status": "conditional",
    "whole_national_meaning": "understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words"
  },
  {
    "actual_opportunity_and_limit": "Independent spelling/less-common patterns need actual taught school opportunities; QCAA alignment AC9EFLY11 anomaly is retained separately, actual national AC9E3LY11 used.",
    "code": "AC9E3LY11",
    "status": "open",
    "whole_national_meaning": "use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words"
  },
  {
    "actual_opportunity_and_limit": "High-frequency words/homophones are not comprehensively taught or assessed by these guide tasks.",
    "code": "AC9E3LY12",
    "status": "open",
    "whole_national_meaning": "recognise and know how to write most high-frequency words including some homophones"
  }
]