1 | How words are formed & Deduce the meaning of words from how they relate to one another - compounding (Compound Nouns) (e.g., workbook, basketball, keyboard) - synonyms (e.g., quick/ fast) - near-synonyms (e.g., in the word cline: cool–cold–freezing) - words with opposite meaning : - antonyms (e.g., far / near) | |
2 | Deduce how semiotic modes convey meaning in texts ◦ linguistic (e.g., word choice, punctuation, grammar) ◦ visual (e.g., colour, lighting, images) ◦ gestural (e.g., facial expression, body language, movement) ◦ audio (e.g., volume, sound effects, silence) | |
3 | • Develop rich vocabulary through: ◦ building a repertoire of strategies for learning new words ◦ sorting words into categories ◦ substituting selected nouns, verbs, or adjectives in a text with synonyms/ near-synonyms ◦ inferring meaning of words using contextual clues ◦ keeping a record of words (e.g., word wall, word bank, word cards, picture dictionary) ◦ listening, reading and viewing widely and extensively for different purposes ◦ selecting and monitoring strategies for learning words purposefully in the course of listening, reading, viewing, speaking, writing and representing | |
4 | Use words suitable for purpose, audience, context and culture in relation to: ◦ medium (e.g., spoken, written, multimodal) ◦ types of texts for different purposes | |
5 | Use words meaningfully in conjunction with semiotic modes ◦ linguistic (e.g., repeated use of exclamation marks could mean that the speaker is angry or shocked) ◦ visual (e.g., overt use of the colour, red, in an image could signify danger/ violence/ passion/ love) ◦ gestural (e.g., setting one’s arms akimbo could show defiance or a display of authority) ◦ audio (e.g., use of a pause or silence could create suspense in a thriller) |
