[ { "code": "AC9E3LA01", "days": [ 41 ], "exact_full_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", "opportunity_and_remaining": "Day41 and49 optional willing-reader exchanges offer turn-taking and a pass. Supplied responses alone do not demonstrate actual cooperation or interaction; formality beyond these familiar contexts remains to teach.", "source_id": "acara-v9:learning_areas:AC9E3LA01", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA02", "days": [ 43 ], "exact_full_meaning": "understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful", "opportunity_and_remaining": "Day43 compares might/must and an invitation; Days46/49 consider evaluation and recommendations. Other contexts and forceful language need further examples and actual use.", "source_id": "acara-v9:learning_areas:AC9E3LA02", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA03", "days": [ 44, 46 ], "exact_full_meaning": "describe how texts across the curriculum use different language features and structures relevant to their purpose", "opportunity_and_remaining": "Days44/46 compare short report groups, routes, stories and invitations for specific purposes. Wider curriculum text structures remain.", "source_id": "acara-v9:learning_areas:AC9E3LA03", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA04", "days": [ 44, 49 ], "exact_full_meaning": "understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together", "opportunity_and_remaining": "Days44/49 group related ideas into short paragraphs. Sustained paragraphs across more texts remain, and tidy frames alone are not organising evidence.", "source_id": "acara-v9:learning_areas:AC9E3LA04", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA05", "days": [ 44 ], "exact_full_meaning": "identify the purpose of layout features in print and digital texts and the words used for navigation", "opportunity_and_remaining": "Days44/46 use meaningful headings, route labels and a reader route. No actual digital navigation or all layout-feature purposes are established by these written briefs.", "source_id": "acara-v9:learning_areas:AC9E3LA05", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA06", "days": [ 42, 43, 47 ], "exact_full_meaning": "understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree", "opportunity_and_remaining": "Days42/43/47 make subject-verb agreement visible; D cases hold specific agreement edits. More clause and compound-sentence work remains.", "source_id": "acara-v9:learning_areas:AC9E3LA06", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA07", "days": [ 43 ], "exact_full_meaning": "understand how verbs represent different processes for doing, feeling, thinking, saying and relating", "opportunity_and_remaining": "Day43 distinguishes thinking/feeling and instructions/saying in complete contexts. The range of process types remains broader than the supplied examples.", "source_id": "acara-v9:learning_areas:AC9E3LA07", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA08", "days": [ 42, 47 ], "exact_full_meaning": "understand that verbs are anchored in time through tense", "opportunity_and_remaining": "Days42/45/47 preserve source time and distinguish completed events from future plans. Wider tense control in independently composed work remains.", "source_id": "acara-v9:learning_areas:AC9E3LA08", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA09", "days": [ 46 ], "exact_full_meaning": "identify how images extend the meaning of a text", "opportunity_and_remaining": "Day46 and C cases explain a specific added image detail and emphasis. No comparison is invented from a single large sign; further visual genres remain.", "source_id": "acara-v9:learning_areas:AC9E3LA09", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA10", "days": [ 49 ], "exact_full_meaning": "extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts", "opportunity_and_remaining": "Days49/50 replace vague referents with precise topic words. Technical vocabulary across topics and words with multiple contextual meanings need further teaching.", "source_id": "acara-v9:learning_areas:AC9E3LA10", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LA11", "days": [ 47 ], "exact_full_meaning": "understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession", "opportunity_and_remaining": "Day47/D cases teach contractions, singular and regular plural possession with intended meaning supplied. Irregular plurals and broader independent use remain.", "source_id": "acara-v9:learning_areas:AC9E3LA11", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LE01", "days": [], "exact_full_meaning": "discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators", "opportunity_and_remaining": "The full required range includes First Nations Australian and wide-ranging Australian/world authors. These original SubjectNest stories do not fulfil that author range. Teachers select authorised suitable texts and community guidance; no cultural stories or translations invented.", "source_id": "acara-v9:learning_areas:AC9E3LE01", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LE02", "days": [ 45 ], "exact_full_meaning": "discuss connections between personal experiences and character experiences in literary texts and share personal preferences", "opportunity_and_remaining": "Day45 offers optional connections and supported character preferences. Personal disclosure is never required; richer discussion across literature remains.", "source_id": "acara-v9:learning_areas:AC9E3LE02", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LE03", "days": [ 45 ], "exact_full_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", "opportunity_and_remaining": "Day45/B cases link character noticing, setting and mood to supplied language. Full author/illustrator text range and more sustained literary response remain.", "source_id": "acara-v9:learning_areas:AC9E3LE03", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LE04", "days": [ 45 ], "exact_full_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", "opportunity_and_remaining": "Day45/B cases explore onomatopoeia and reader effects. Rhythm and additional literary-device examples need further explicit teaching and use.", "source_id": "acara-v9:learning_areas:AC9E3LE04", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LE05", "days": [ 45, 50 ], "exact_full_meaning": "create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts", "opportunity_and_remaining": "Days45/50 adapt an original event from another perspective and edit one piece. Wider imaginative text structures and encounters remain.", "source_id": "acara-v9:learning_areas:AC9E3LE05", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY01", "days": [ 41, 46 ], "exact_full_meaning": "recognise how texts can be created for similar purposes but different audiences", "opportunity_and_remaining": "Days41/46/49 select wording/text for distinct readers. More same-purpose/different-audience work and actual reader use remain.", "source_id": "acara-v9:learning_areas:AC9E3LY01", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY02", "days": [ 41, 43, 50 ], "exact_full_meaning": "use interaction skills to contribute to conversations and discussions to share information and ideas", "opportunity_and_remaining": "Days41/43/49 offer real willing-partner exchange with turn-taking. Only actual observed interaction supplies evidence; a supplied answer does not replace it.", "source_id": "acara-v9:learning_areas:AC9E3LY02", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY03", "days": [ 46 ], "exact_full_meaning": "identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images", "opportunity_and_remaining": "Day46/C cases compare route information, story and invitation using supplied clues. Wider text types and independent reading are separate.", "source_id": "acara-v9:learning_areas:AC9E3LY03", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY04", "days": [ 48 ], "exact_full_meaning": "read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required", "opportunity_and_remaining": "Day48 invites teacher-selected taught-pattern reading and self-correction. Rich adult-read passages are not controlled decodables. Actual range, fluency and independent print-reading require separate observations.", "source_id": "acara-v9:learning_areas:AC9E3LY04", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY05", "days": [ 42 ], "exact_full_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", "opportunity_and_remaining": "Days42/45/46 and A/B/C cases build literal/inferred meaning and limited evaluation from whole sources. Listening/viewing support must be recorded; broader comprehension range remains.", "source_id": "acara-v9:learning_areas:AC9E3LY05", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY06", "days": [ 41, 42, 44, 47, 49, 50 ], "exact_full_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", "opportunity_and_remaining": "Days41/44/45/47/49/50 plan, compose, edit and privately share small texts. Wider imaginative/informative/persuasive writing, compound sentences, independent spelling and publishing need additional work.", "source_id": "acara-v9:learning_areas:AC9E3LY06", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY07", "days": [ 49, 50 ], "exact_full_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", "opportunity_and_remaining": "Days49/50 offer rehearsal and optional spoken/signed/multimodal delivery. A written script or saved draft does not prove delivery, voice features or audience interaction; observe those separately.", "source_id": "acara-v9:learning_areas:AC9E3LY07", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY08", "days": [], "exact_full_meaning": "write words using joined letters that are clearly formed and consistent in size", "opportunity_and_remaining": "Handwriting can be observed on optional blank pages only when explicitly taught. This fortnight does not provide a full joined-letter formation programme; adult dictation/typing cannot demonstrate it.", "source_id": "acara-v9:learning_areas:AC9E3LY08", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY09", "days": [ 48 ], "exact_full_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", "opportunity_and_remaining": "Day48 uses selected taught sound-letter knowledge, syllable/word-part support and a whole-sentence check. More complex multisyllabic patterns and fluent independent range remain; no universal pronunciation is invented.", "source_id": "acara-v9:learning_areas:AC9E3LY09", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY10", "days": [ 48 ], "exact_full_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", "opportunity_and_remaining": "Day48 uses re- plus play and a known suffix in a complete sentence. Broader affixes, suffix spelling generalisations and multimorphemic vocabulary remain.", "source_id": "acara-v9:learning_areas:AC9E3LY10", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY11", "days": [ 48 ], "exact_full_meaning": "use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words", "opportunity_and_remaining": "Day48 offers a fresh spelling attempt after appropriate teaching, with conditions noted. No comprehensive less-common pattern set or mastery claim. Canonical code AC9E3LY11; the alignment PDF’s one AC9EFLY11 line is preserved as an anomaly.", "source_id": "acara-v9:learning_areas:AC9E3LY11", "status": "partial opportunity or explicit gap, not full coverage" }, { "code": "AC9E3LY12", "days": [ 48 ], "exact_full_meaning": "recognise and know how to write most high-frequency words including some homophones", "opportunity_and_remaining": "Day48/D-later distinguish supplied homophone meanings. Actual high-frequency word spelling, wider homophones and independent writing need further teaching and observation.", "source_id": "acara-v9:learning_areas:AC9E3LY12", "status": "partial opportunity or explicit gap, not full coverage" } ]