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• VCEALL252

  Construct short utterances that use common adjectives to describe or add emphasis

  Elaborations

  • combining learnt vocabulary, including adjectives, to describe objects and ideas, such as ‘very hot’, ‘beautiful picture’

  VCEALL252 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL288

  Identify common syllables and patterns within words

  Elaborations

  • naming letters and giving their sounds when spelling or sounding out new words
  • reading aloud words that are familiar or contain familiar letter patterns with some accuracy and confidence

  VCEALL288 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL313

  Use some conjunctions to connect ideas within a sentence

  Elaborations

  • constructing compound sentences with a small range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught a bus and then walked’
  • constructing basic complex sentences using some common subordinating conjunctions (such as ‘because’, ‘when’, ‘after’), for example ‘After we finished dinner, Mum wanted to play a game’

  VCEALL313 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL290

  Use a range of cues to support reading and viewing

  Elaborations

  • using information from images and headings to support understanding of the topic
  • using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts

  VCEALL290 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL307

  Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns

  Elaborations

  • relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing

  VCEALL307 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL286

  Read some familiar words and phrases

  Elaborations

  • using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list and sentence starters such as ‘Once upon a time …’ and ‘Today is …’

  VCEALL286 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL312

  Use a small range of simple descriptive phrases

  Elaborations

  • building simple noun phrases using adjectives, such as ‘the blue car’
  • using a narrow range of adverbs and phrases to add circumstance, such as ‘The car goes fast’, ‘I sat on a chair’
  • using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’

  VCEALL312 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL292

  Use basic digital technology functions

  Elaborations

  • typing letters and words, copying from a print text
  • following simple instructions with visual support to navigate a digital text using menu items or links

  VCEALL292 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL316

  Use repetition for effect

  Elaborations

  • repeating words for emphasis or impact, such as ‘many, many people’

  VCEALL316 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL315

  Incorporate learnt vocabulary into writing

  Elaborations

  • matching words to definitions or labelling diagrams
  • referring to classroom charts and personal vocabulary lists for key vocabulary

  VCEALL315 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL287

  Build a vocabulary that draws on words of interest, topic words and sight words

  Elaborations

  • following instructions related to labelled items or locations, for example ‘Take out your laptop’, ‘Place your printed work in the “finished” basket’
  • reading sight words in a new text
  • recording words of interest in a personal dictionary or vocabulary book

  VCEALL287 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL260

  Use learnt words in speech

  Elaborations

  • retaining learnt words by using them in speech with the teacher, peers or family members

  VCEALL260 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL308

  Attempt to write paragraphs and topic sentences

  Elaborations

  • grouping sentences about the same topic into simple paragraphs
  • using key words to write a simple topic sentence at the beginning of most paragraphs

  VCEALL308 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL283

  Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar

  Elaborations

  • ordering jumbled sentences to create grammatical and logical sentences
  • answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’

  VCEALL283 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL280

  Understand the purpose and basic organisational features of simple text types

  Elaborations

  • using language, layout or topic to identify the difference between factual and fictional texts
  • following simple instructions to find information in a text, for example ‘Use the contents list to find the section about oceans’
  • following simple instructions to find information in a multimodal, interactive or digital text by following links and headings
  • using illustrations and headings to locate information about specific topics

  VCEALL280 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL279

  Identify and compare differences between text types

  Elaborations

  • accessing a range of text types including recount, report, narrative, slideshow, web page, podcast
  • identifying the topic and structure of a text based on its layout and visual appearance, for example use of headings or illustrations
  • answering questions about text purpose and organisation, for example ‘Which text tells us how to do something?’, ‘Which texts use headings?’

  VCEALL279 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL317

  Use simple layouts to present texts logically

  Elaborations

  • following model texts or templates to lay out learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • using basic tools in a software application to format a digital text, for example making headings a larger font and placing images near relevant text

  VCEALL317 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL289

  Recognise the function of capital letters and full stops, and use them

  Elaborations

  • pausing at a full stop when reading
  • recognising words using capital letters, for example names and the beginning of sentences

  VCEALL289 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL259

  Respond to key words in many common instructions

  Elaborations

  • carrying out common instructions, such as ‘Open the windows’, ‘Bring your work’, ‘Use the coloured pencils’
  • clarifying instructions before acting, by recasting key words (‘Open them?’, ‘These pencils?’) or by indicating the objects

  VCEALL259 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL314

  Use formulaic structures

  Elaborations

  • using formulaic time markers, such as ‘On Monday …’, ‘First …’, ‘After that …’, ‘Last …’
  • using formulaic sentence beginnings throughout a text, for example ‘On the weekend I … And then I … Then I …’

  VCEALL314 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features