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Limited Year 4 English crosswalkYear 4 English · T1 W5–6 · Teacher · Teacher / Crosswalk

The actual fixed predecessor teaches source-purpose, model boundaries, complex clauses and summaries in Days 1–20. The annual Week 5 varied-text and Week 6 objective/subjective focus is a plan, not proof it was taught. No outcome-plan.json exists for Year 4 at the fixed baseline. This new fortnight adds original varied literature and usable paired composition; it remains partial.

AC9E4LA01

Exact national content description, workbook row500: explore language used to develop relationships in formal and informal situations

Original teaching opportunity and limit: Day 29 contrasts language for a familiar friend and new reader during actual chosen sharing; small sample, no cultural-convention coverage claim.

AC9E4LA02

Exact national content description, workbook row505: identify the subjective language of opinion and feeling, and the objective language of factual reporting

Original teaching opportunity and limit: Days26–27 and Check B separate reported information, future possibility and marked view; no measured pupil/local weather claims.

AC9E4LA03

Exact national content description, workbook row509: identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes

Original teaching opportunity and limit: Day 21 compares story, poem and procedure stages on original texts; repertoire remains limited.

AC9E4LA04

Exact national content description, workbook row514: identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas

Original teaching opportunity and limit: Day 24 uses sequence and conditions in an original useful guide; pronoun/link clarity revisited in Day 29 extra.

AC9E4LA06

Exact national content description, workbook row522: understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality

Original teaching opportunity and limit: Days24/28/Check B compose one appropriate dependent-clause relation; this does not cover every complex-sentence form.

AC9E4LA09

Exact national content description, workbook row529: understand past, present and future tenses and their impact on meaning in a sentence

Original teaching opportunity and limit: Days26/28 compare past record, future possibility and story/guide tense; selected examples only.

AC9E4LA11

Exact national content description, workbook row534: expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources

Original teaching opportunity and limit: Days23/27 discuss shades of vocabulary, synonyms and antonyms; not a full vocabulary program.

AC9E4LA12

Exact national content description, workbook row538: understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

Original teaching opportunity and limit: Days22/29 model a dialogue line under school punctuation convention; full dialogue fluency needs further evidence.

AC9E4LE02

Exact national content description, workbook row549: describe the effects of text structures and language features in literary texts when responding to and sharing opinions

Original teaching opportunity and limit: Days22–23 explain an original story/poem feature’s effect and acknowledge supported differing responses.

AC9E4LE03

Exact national content description, workbook row554: discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions

Original teaching opportunity and limit: Day 22 and Check A connect choices, clues and plot tension in invented contemporary microfiction; no full author-range coverage.

AC9E4LE04

Exact national content description, workbook row559: examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning

Original teaching opportunity and limit: Day 23 examines personification/metaphor and optional explained wordplay in one original poem; no First Nations poetry claim.

AC9E4LE05

Exact national content description, workbook row564: create and edit literary texts by developing storylines, characters and settings

Original teaching opportunity and limit: Days22/28 and Check A develop original characters, settings and changes; opportunities not attainment proof.

AC9E4LY02

Exact national content description, workbook row573: listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information

Original teaching opportunity and limit: Days24/29 listen/respond to actual reader feedback where chosen; self-review/imagined trials recorded separately.

AC9E4LY03

Exact national content description, workbook row577: identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

Original teaching opportunity and limit: Days21/24/26 compare text jobs/features; Check A offers fresh transfer.

AC9E4LY04

Exact national content description, workbook row581: read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed

Original teaching opportunity and limit: Daily separate matched self-reading and rereading opportunities; shared adult reading is comprehension, not observed decoding.

AC9E4LY05

Exact national content description, workbook row583: use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts

Original teaching opportunity and limit: Across the fortnight locate/infer/visualise/question and test source meaning; fresh component checks sample transfer.

AC9E4LY06

Exact national content description, workbook row592: plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

Original teaching opportunity and limit: Days23–24/27–29 and Check B plan/draft/revise purposeful texts and select a real linked-clause relationship. Broad spelling/genre mastery not certified.

AC9E4LY07

Exact national content description, workbook row598: plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume

Original teaching opportunity and limit: Day 29 plans/rehearses and offers actual chosen delivery. Planning, viewing, private self-review and delivered communication are distinct records.

AC9E4LY09

Exact national content description, workbook row605: understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes

Original teaching opportunity and limit: Selected daily word families and fresh known-part samples after prerequisite review; no mandatory unfamiliar decoding.

AC9E4LY10

Exact national content description, workbook row608: understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words

Original teaching opportunity and limit: Day 28 explicitly contrasts planned/planning with hoped/hoping. Other families and origins need school-sequenced teaching.

AC9E4LY11

Exact national content description, workbook row611: read and write high-frequency words including homophones and know how to use context to identify correct spelling

Original teaching opportunity and limit: Day 24 teaches there/their/they’re through context. This is one homophone set, not complete high-frequency word coverage.

Important remaining scope

The full national reference includes all 28 descriptions,72 illustrative elaborations, level description and achievement standard (102 records). Illustrative elaborations are examples, not a compulsory checklist. This pack does not provide the full authorised First Nations/wider-world text range for AC9E4LE01, historical comparison for LY01, full online navigation or moving-image studies, broad oral/handwriting/reading/spelling evidence or a full annual folio. School-selected authorised texts and learner-specific sequences remain required. Other states/territories and school implementation need current local mapping; only limited Queensland interpretation is offered.

ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA)2010 to present, unless otherwise indicated. Source workbook retrieved 29 September 2026; whitespace/plain-text normalisation. Core curriculum CC BY 4.0 subject to exclusions in ACARA terms. No endorsement.