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• VCEALL126

  Focus on both content and functional words to understand the main idea in a text

  Elaborations

  • identifying the main idea in a text based on recognising repeated content words
  • using function words (such as ‘the’, ‘and’, ‘as’, ‘in’, ‘of’) to understand the relationship between ideas in a text

  VCEALL126 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA118

  Understand that texts can reflect a variety of ideas and perspectives

  Elaborations

  • recognising that texts may reflect a variety of cultural beliefs, practices and views
  • suggesting an audience for a text, for example ‘This book was written for children’
  • choosing narratives centred on a range of characters with different profiles and experiences
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’
  • comparing and contrasting ideas and experiences in texts with own experience

  VCEALA118 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Reading and Viewing

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Reading and Viewing

• VCEALL104

  Express simple negation correctly

  Elaborations

  • expressing simple negation using common auxiliary verbs in full and contracted forms, such as ‘don’t’, ‘did not’, ‘can’t’

  VCEALL104 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALC085

  Negotiate familiar social and learning situations using language appropriate to the situation

  Elaborations

  • negotiating in a range of familiar situations, such as explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object, ordering at the school canteen
  • participating in classroom discussions about familiar topics or new topics that are well supported by visual material and/or scaffolding provided by the teacher
  • negotiating activities with peers in small group tasks, such as suggesting, agreeing, disagreeing, clarifying
  • participating in short, structured social interactions, such as exchanging basic information about family or school
  • initiating and managing interaction through conversational formulas, such as ‘Sorry, you help me?’
  • making simple requests and expressing needs, thoughts and opinions, such as ‘May I go to the toilet?’

  VCEALC085 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• 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

• VCEALA092

  Use a repertoire of common classroom formulas

  Elaborations

  • using common classroom formulas, such as ‘Just a minute’, ‘Give me a hand’, ‘Be quiet, please’, ‘Can I have a paintbrush, please?’
  • using common social formulas, such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
  • indicating agreement or non-agreement through formulaic speech such as ‘I agree’, ‘I don’t think so’

  VCEALA092 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL099

  Recognise questions or statements through word order and vocabulary, as well as through intonation

  Elaborations

  • distinguishing between questions and statements based on intonation
  • recognising common forms of statements, for example ‘I am …’, ‘This is …’
  • recognising ‘Who’, ‘When’, ‘Where’, ‘How’ and ‘Why’ question forms
  • recognising a range of different question openers, such as ‘Do you ...?’, ‘Can anybody …?’, ‘Is it …?’

  VCEALL099 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL131

  Relate most letters of the alphabet to sounds

  Elaborations

  • using the common sound of each letter when reading a new word
  • understanding that a letter can represent more than one sound
  • pronouncing the sound of each letter when sounding out new words
  • recognising beginning, middle or final sounds in words

  VCEALL131 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features