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• VCEALL309

  Sequence ideas simply, using short sentences or statements

  Elaborations

  • writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Emma came to school early. She felt very tired’ and ‘Yesterday the class went … We went …’

  VCEALL309 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing

• VCEALA299

  Write using language that largely reflects features of spoken language

  Elaborations

  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, or long compound sentences listing a series of events
  • following simple spoken text structures, such as events in chronological sequence

  VCEALA299 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC298

  Write simple imaginative or personal texts modelled on familiar forms and repetitive patterns

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • writing imaginative texts adapted from or in response to classroom texts, for example a story with an alternative setting or ending

  VCEALC298 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication