Y6 Strand Language
Language for interacting with others
Understand that language varies as levels of formality and social distance increase
WA6ELAI1
For example:
- analysing the use of speech in communities and groups that students belong to, and discussing how the formality of speech changes between them
Understand the uses of objective and subjective language, and identify bias
WA6ELAI2
For example:
- identifying subjective and objective statements, and bias found in texts, such as feature articles, newspaper reports, advertisements and debates
Text structure, organisation and features
Explain how texts across learning areas are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
WA6ELAT1
For example:
- identifying the adaptations authors make to stages and phases when creating texts, such as including links to shopping hints and health advice or describing the history of the food in online recipes
- explaining how an author could adapt the language features of a persuasive text to appeal to different audiences
Understand that cohesion can be created by the intentional use of repetition, and the use of word associations
WA6ELAT2
For example:
- identifying and using repetition for effect, such as I love everything about the beach. I love the sea. I love the sand. I love the wind.
- identifying word associations found in texts, such as I walked the length of the track. I trudged wearily, shuffling and limping along.
Language for expressing and developing ideas
Understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
WA6ELALA1
For example:
- adding embedded clauses to extend the noun group in sentences, such as The weavers, who were well-known tricksters, promised to make the Emperor new clothes even though they had no intention of doing so.
- adding embedded clauses to explain content, such as If we are to save the numbat, a highly endangered Western Australian marsupial, we must act to preserve their habitat.
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
WA6ELALA2
For example:
- exploring the use of precise verbs and adverbs in texts, such as slice thinly, fold carefully into quarters
- using adverb groups to expand ideas, such as she arrives next week or to indicate place, such as he walked under the bridge
Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
WA6ELALA3
For example:
- selecting visual elements which expand ideas or information when creating texts, such as including the results of a survey in a Geography report
Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
WA6ELALA4
Understand how to use a comma for lists, to separate a dependent clause from an independent clause, and in dialogue
WA6ELALA5
For example:
- using commas to separate a dependent clause from an independent clause when the dependent clause starts a sentence, such as As it was likely to rain, Jane packed her umbrella.
- using commas in dialogue, such as ‘From now on,’ warned the giant, ‘you will need to follow the path.’
Phonic and word knowledge
Use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words
WA6ELAP1
For example:
- reading and writing increasingly complex words with uncommon letter patterns, such as pneumonia, asthma, conscience, cyclic, variable, phenomena, insulator, irreversible
Use knowledge of known words, word origins, including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words, including technical words
WA6ELAP2
For example:
- exploring Greek and Latin roots, such as those found in other learning areas: democracy – demo meaning people and kratia meaning rule
- identifying morphemes that are bound bases that cannot stand alone as a word, such as <ped> meaning foot as in pedestrian and pedicure
- spelling words using morphemes that often have consistent spelling although the sound may be different, such as in one, only, once, alone