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• VCEALL257

  Use the most basic forms of modality

  Elaborations

  • understanding basic expressions of modality, such as ‘want to’, ‘have to’, ‘should’
  • beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’

  VCEALL257 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL015

  Recognise familiar spoken texts

  Elaborations

  • recognising common functions of speech, such as questions, statements, commands
  • recognising a small number of familiar texts used frequently in class, such as songs, rhymes, stories
  • listening to and reproducing the sequence of ideas in a short spoken story or recount
  • recognising familiar words in spoken texts

  VCEALL015 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL479

  Gather and present information both in text and visually using an appropriate software application

  Elaborations

  • typing original or copied texts accurately, including a range of punctuation and symbols
  • using more advanced writing and formatting functions in software applications, such as spellchecker, font styles and paragraph formatting
  • using functions to format and edit images and tables, with guidance

  VCEALL479 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL788

  Demonstrate control of appropriate grammatical structures that develop the ways to analyse, argue, persuade, describe, classify or explain

  Elaborations

  • varying sentence structures to support the purpose of the text and create interest for the reader, for example including rhetorical questions in an argument, varying sentence length within a paragraph

  VCEALL788 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL713

  Use contextual cues to infer the meaning of unknown words

  Elaborations

  • using existing vocabulary knowledge to predict the meaning of compound words (such as ‘daydream’) or words with familiar base words (such as ‘unbroken’)
  • using information in the text, such as images, headings or adjacent sentences, to deduce meanings
  • inferring the meaning of unfamiliar words and reading on to maintain fluency, and then checking new words in a dictionary after reading

  VCEALL713 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL263

  Repeat or re-pronounce words or phrases after recognising they have not been understood

  Elaborations

  • attending to the listener’s body language or asking directly whether own speech has been understood
  • attempting to re-pronounce words using different pronunciation, stress or pace

  VCEALL263 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL284

  Identify simple present and past tense verbs

  Elaborations

  • locating verbs in a text
  • matching pairs of simple present and past tense verbs together, for example ‘go’ and ‘went’

  VCEALL284 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL625

  Use subject–verb–object pronoun pattern correctly

  Elaborations

  • constructing an expanding range of statements, questions and commands with accuracy
  • using pronouns accurately as subjects and objects, such as ‘John saw her. She saw John’

  VCEALL625 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL319

  Use basic punctuation, such as full stops and capital letters, appropriately

  Elaborations

  • consistently using capital letters to begin sentences and names
  • consistently using a full stop to end a sentence
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL319 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL159

  Spell with accuracy familiar words and words with common letter patterns

  Elaborations

  • spelling high-frequency words correctly, including words with regular and irregular spelling components
  • spelling one- and two-syllable words with common letter patterns
  • using sound or visual features of words to attempt own spelling, such as ‘vae’ for ‘very’, ‘ar’ for ‘are’, ‘perpl’ for ‘purple’

  VCEALL159 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL669

  Use modelled subject-specific vocabulary appropriately

  Elaborations

  • using subject-specific vocabulary accurately in sentences or short modelled texts
  • labelling diagrams or filling in tables using subject-specific vocabulary
  • recording subject-specific vocabulary in an organised way, for example using a word cline, word map or labelled diagram

  VCEALL669 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL106

  Regularly use correct personal and possessive pronouns

  Elaborations

  • using a range of personal pronouns correctly, such as ‘I’, ‘me’, ‘he’, ‘him’, ‘she’, ‘it’
  • using a range of possessive pronouns correctly, such as ‘his’, ‘her’, ‘its’, ‘our’, ‘their’, ‘my’
  • using gendered pronouns with accuracy most of the time

  VCEALL106 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL339

  Self-correct pronunciation and grammar

  Elaborations

  • assessing the listener’s understanding based on body language, facial expressions and direct feedback
  • seeking assistance from speech partners to re-pronounce words or rephrase sentences
  • attempting to self-correct pronunciation and grammar

  VCEALL339 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL579

  Identify what is being referred to by simple cohesive devices in a simple informative text

  Elaborations

  • understanding common coordinating conjunctions (such as ‘and’, ‘but’) and subordinating conjunctions (such as ‘as’, ‘when’)
  • matching cohesive devices (such as ‘this’, ‘that’, ‘those’) to the items they refer to

  VCEALL579 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL754

  Use existing vocabulary knowledge to determine the meaning of new words

  Elaborations

  • using familiar root words, prefixes and suffixes to make predictions about meaning of new specific curriculum area vocabulary
  • checking predictions about new vocabulary, using specific curriculum area resources, dictionaries and vocabulary lists, and by asking questions

  VCEALL754 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL392

  Use simple extended descriptive phrases

  Elaborations

  • constructing noun phrases, such as ‘big, black pet dog’, using a narrow range of vocabulary including concrete key nouns (‘dog’, ‘book’, ‘sister’), describers (‘big’, ‘black’, ‘old’) and classifiers (‘pet’, ‘wild’, ‘fiction’)
  • using common or familiar comparative constructions, such as ‘the same as’, ‘bigger than’

  VCEALL392 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL281

  Understand the sequence of key words, phrases or ideas in a familiar text

  Elaborations

  • creating a simple storyboard to show the sequence of ideas from a text
  • filling in missing items from a sequence of key words, phrases or sections from a text

  VCEALL281 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL395

  Use modelled vocabulary appropriately

  Elaborations

  • using modelled vocabulary accurately in sentences or short modelled texts
  • selecting appropriate vocabulary from classroom charts, personal dictionary and class texts

  VCEALL395 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL723

  Plan and sequence information for a specified text

  Elaborations

  • writing a range of texts from different curriculum areas, such as a report, review, argument
  • using a model text or template to plan the sections of a text using headings
  • grouping related information in a coherent sequence, for example a main idea followed by elaboration, or a key argument with reasons

  VCEALL723 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features