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• 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

• VCEALL709

  Read texts with a range of sentence types

  Elaborations

  • understanding compound and complex sentences containing multiple clauses
  • understanding sentences containing some sophisticated features, such as noun groups and modality

  VCEALL709 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | 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

• VCEALL369

  Understand simple punctuation when reading

  Elaborations

  • using sentence punctuation to identify the nature of sentences, for example whether a sentence is a statement or question
  • using punctuation to identify parts of the sentence, for example pausing appropriately at full stops and commas

  VCEALL369 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL537

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions, for example ‘Add the water and mix it together’, ‘She is tall but he is short’

  VCEALL537 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | 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

• VCEALL749

  Produce extended speech, using connectives and signal words

  Elaborations

  • extending and elaborating in spoken texts by giving detail such as cause, contrast, evidence
  • using a range of connectives to indicate relationships (such as time, sequence, result, contrast and addition), for example ‘unless’, ‘in that case’, ‘however’, ‘this shows …’

  VCEALL749 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL208

  Recognise the letters of the alphabet

  Elaborations

  • locating particular letters, both lower-case and capital, in a short text when prompted
  • reading aloud the spelling of a word by naming the letters
  • attempting to pronounce new words by using the most common sound for each letter and sounds for familiar letter groups, following instructions from the teacher such as ‘What does the first letter sound like?’

  VCEALL208 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL770

  Recognise and follow complex text connections used to link ideas across sentences and paragraphs

  Elaborations

  • identifying connectives used to link ideas across a text, such as ‘nevertheless’, ‘although’
  • adding a range of conjunctions and connectives to a text to improve cohesion
  • sequencing parts of sentences into a longer cohesive text, using text connectives appropriately

  VCEALL770 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL361

  Understand the purpose and organisational features of common text types

  Elaborations

  • matching sections of a text with labels for their name and purpose
  • making predictions about the subject matter of a text, based on features such as illustrations, headings and layout
  • navigating a digital text using a series of links, to locate specific information

  VCEALL361 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL181

  Understand pronunciation and some non-verbal features

  Elaborations

  • distinguishing between questions, instructions and statements based on intonation and contextual information, such as the actions of other students
  • imitating the teacher’s speech when reciting or chorusing stories, songs or rhymes

  VCEALL181 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL707

  Outline the role of specific features of a text

  Elaborations

  • defining the functions of features in curriculum area texts, such as the contents page, index, annotated diagrams, headings
  • matching labels to functions for different parts of a text

  VCEALL707 | Curriculum content | English as an Additional Language (EAL) | Level C3 | 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

• VCEALL081

  Use some conventions for printed English

  Elaborations

  • using conventional pencil grip when forming letters and numbers
  • writing from left to right and top to bottom
  • leaving a space between words
  • using ruled lines to guide writing on the page

  VCEALL081 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL235

  Use 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

  VCEALL235 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL078

  Use appropriate letter size, spacing and letter formation

  Elaborations

  • producing capital letters, lower-case letters and numbers consistently and legibly
  • writing repeated letters and numbers the same way, for example producing recognisable letters with some consistency when copying
  • writing from left to right and leaving spaces between groups of letters or between words

  VCEALL078 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL373

  Modify intonation when reading aloud, to differentiate questions, exclamations or dialogue

  Elaborations

  • recognising a question and adjusting intonation appropriately
  • using appropriate pauses and emphasis when reading aloud direct speech or dialogue

  VCEALL373 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL071

  Label drawings of everyday personal activities using language learnt in the classroom

  Elaborations

  • using drawings as a basis for oral explanations or captioning using simple writing, such as ‘live here’, ‘play’, ‘study’
  • writing the names of items depicted in images
  • copying and completing short, formulaic sentences to describe images, such as ‘This is a …’
  • choosing a sentence from a class text to use as a caption for an image

  VCEALL071 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL750

  Use a range of cohesive devices to extend and connect speech

  Elaborations

  • connecting multiple clauses using a range of coordinating and subordinating conjunctions, for example ‘Because of the flooding, they could not access their house and had to evacuate to the school instead’
  • using pronoun references to maintain cohesion throughout an extended text

  VCEALL750 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL728

  Use verb forms appropriate to text type

  Elaborations

  • using appropriate verb forms for the purpose and text type, for example past tense for a reflective response, passive voice in a procedural recount
  • controlling a range of more complex verb tenses, such as elaborated tenses (‘They had been waiting’), multi-word verb groups (‘I was not supposed to know’)
  • controlling agreement for singular and plural nouns (for example ‘My brothers go to high school and my sister goes to university’) and countable and non-countable nouns (for example ‘There were clouds but there was no rain’)

  VCEALL728 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features