Search results

Result list

• VCEALL213

  Revisit familiar texts to develop accurate and fluent reading

  Elaborations

  • listening to a teacher or peer read the text aloud, chorusing reading and imitating pronunciation, intonation and emphasis

  VCEALL213 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL368

  Apply knowledge of letter–sound relationships to read new words with some support

  Elaborations

  • using knowledge of letter–sound relationships and familiar phonemes to make predictions about new words
  • breaking words into syllables and phonemes to read new words

  VCEALL368 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL661

  Organise information and write according to the structure of a specified text

  Elaborations

  • structuring simple texts in a logical form, with some independence, such as a personal text with a beginning, middle and end
  • structuring more complex texts appropriately by working from a model or template
  • using simple paragraphs and topic sentences to organise ideas in writing, for example starting a new paragraph for a change of topic

  VCEALL661 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL540

  Use simple topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL540 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL077

  Write new words with an initial letter or several letters

  Elaborations

  • representing words by their initial letter (such as ‘b’ for ‘book’) or by their beginning and ending sounds (such as ‘bk’ for ‘book’)
  • writing strings of letters that approximate the pronunciation of words, such as ‘scol’ for ‘school’, ‘fes’ for ‘face’

  VCEALL077 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL073

  Write sentences or phrases that reflect own oral structures

  Elaborations

  • writing simple strings of words that approximate sentences, such as ‘Go to school’, ‘Go home’, ‘Come from’
  • using the most common coordinating conjunctions (‘and’, ‘but’) to connect clauses, sometimes writing run-on sentences, such as ‘At school teacher teach us and we work and we play’
  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL073 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL397

  Use appropriate layouts to separate ideas and incorporate visual features in texts

  Elaborations

  • separating sections in texts by starting a new idea on a new line, or a new section on a new page
  • locating diagrams or tables close to relevant information in print and digital texts
  • using text layout tools in a software application when creating digital texts, for example to align or resize images

  VCEALL397 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL101

  Construct a small range of sentence forms

  Elaborations

  • constructing positive and negative statements using subject plus verb, for example ‘I finished’, ‘The bus didn’t come’
  • beginning questions with question words such as ‘Who’, ‘What’, ‘When’, ‘How’
  • beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’
  • constructing subject–verb-–object sentences with accuracy
  • giving some additional detail using short noun groups or adjectival phrases, such as ‘He gave me a new book’, ‘I ran really fast’

  VCEALL101 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL046

  Recognise familiar words and phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels and name tags
  • locating and pointing to familiar words or phrases when prompted, for example ‘This book is about frogs. Where can you see the word “frog”?’
  • reading aloud words and phrases from familiar texts
  • recognising common words and phrases from familiar charts, labels, books
  • recognising labels for frequently accessed classroom items, for example ‘books’, ‘recycling’
  • following instructions on simple signs such as ‘Stop’, ‘Line up here’

  VCEALL046 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL052

  Recognise capital letters, spaces and full stops

  Elaborations

  • showing awareness that words are separated by spaces, such as by pointing to words or counting words
  • pointing to capital letters and full stops in a text
  • pausing at full stops when reading aloud
  • using spaces to count words in a sentence or on a line
  • using capital letters and full stops to count sentences

  VCEALL052 | Curriculum content | English as an Additional Language (EAL) | Level A1 | 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

• VCEALL174

  Create original expressions, substituting new words in learnt patterns or formulas

  Elaborations

  • combining learnt words and phrases in original ways, such as ‘It’s time to go football’, ‘It’s time to go eat’

  VCEALL174 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL123

  Identify and compare differences in text genres

  Elaborations

  • accessing a range of text types, including recount, report, procedure, narrative, poem, song, 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 images
  • answering questions about text purpose and organisation, for example ‘Which text tells us how to do something?’, ‘Which texts use headings?’
  • matching labels to sections of a learnt text type

  VCEALL123 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL050

  Identify some sounds in words

  Elaborations

  • relating some letters of the alphabet to sounds, for example relating some vowels to their usual or common sounds
  • using initial letters and common letter patterns to decode new words
  • attempting to pronounce new words by using the most common sound for each letter and sounds for familiar letter groups, following instruction from the teacher such as ‘What does the first letter sound like?’

  VCEALL050 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL476

  Format texts appropriately for the purpose

  Elaborations

  • following a logical or conventional text structure, for example including a headline, byline, photograph and caption in a news story
  • adapting the basic structure of a text type to a range of media, for example formatting an information report as a document, poster or simple website
  • using a range of tools in a software application to format and lay out a digital text, for example using text boxes, font styles and image formatting

  VCEALL476 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL390

  Write sentences with some common errors

  Elaborations

  • writing with some errors such as omission of articles (‘I kicked ball’) and verb endings (‘I am good at defend the goal’), and varied tenses (‘We went to the park and play soccer’)

  VCEALL390 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL565

  Speak with greater confidence and fluency

  Elaborations

  • developing accurate pronunciation and fluency for a range of familiar interactions using personal language, classroom language and some basic curriculum area language
  • speaking with varied intelligibility due to pronunciation, stress and intonation

  VCEALL565 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL029

  Recognise ways intonation is used to enhance meaning or distinguish statements from questions

  Elaborations

  • recognising emotions expressed through intonation, such as happiness, anger
  • distinguishing between questions, instructions and statements based on clear intonation and contextual information such as the actions of peers
  • using rising intonation for questions and stressing key words for emphasis

  VCEALL029 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL451

  Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts

  Elaborations

  • editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
  • recognising icons used for common functions, such as search, download or print
  • reading menus or links in order to navigate a website

  VCEALL451 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL757

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL757 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features