Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources

Content descriptor

Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.

Code

AC9E5LA02

Year level

Year 5

Subject

English

Strand

Language

Sub-strand

Language for interacting with others

Resources you can generate for AC9E5LA02

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A sample to start from

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Learning intention

We are learning to understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.

Cloze sentence

Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and   sources.

Related Year 5 English descriptors

• AC9E5LA01Understand that language is selected for social contexts and that it helps to signal social roles and relationships
• AC9E5LA03Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
• AC9E5LA04Understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text
• AC9E5LA05Understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect
• AC9E5LA06Understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea
• AC9E5LA07Explain how the sequence of images in print, digital and film texts has an effect on meaning
• AC9E5LA08Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words
• AC9E5LA09Use commas to indicate prepositional phrases, and apostrophes where there is multiple possession

View all Year 5 English descriptors →

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