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• VCEALL053

  Follow text with finger while reading

  Elaborations

  • tracking with finger and following as the teacher or a peer reads
  • turning pages, following the teacher or peers

  VCEALL053 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL360

  Identify informative, imaginative and persuasive texts when reading texts or listening to texts read aloud

  Elaborations

  • identifying, sequencing and labelling structural elements of the text such as sections, headings or images
  • identifying characteristics of the language of the text, such as use of personal or technical language, or features of intonation and emphasis

  VCEALL360 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL178

  Attempt basic self-correction

  Elaborations

  • attempting to self-correct pronunciation when the listener does not understand the word being spoken
  • repeating correct pronunciation following modelling by the listener

  VCEALL178 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL417

  Use longer descriptive phrases

  Elaborations

  • forming noun groups that incorporate a range of elements, such as ‘frightening old haunted house’, ‘very long, hot week’
  • using qualifiers in comparisons, for example ‘She is a lot taller than her friend’, ‘It is not quite as hot as yesterday’
  • forming negative comparisons accurately, for example ‘less healthy’, ‘not as expensive as’
  • using a range of adverbial phrases to give detail about place (‘under a shady tree’), time (‘for a long time’), accompaniment (‘with her best friend’) and manner (‘in a graceful way’)

  VCEALL417 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL581

  Recognise and follow common imperatives

  Elaborations

  • recognising and following classroom instructions containing familiar imperatives, for example ‘read’, ‘answer’, ‘find out’, ‘complete’
  • following simple sets of instructions, for example ‘Read page one. Answer the set question’

  VCEALL581 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL597

  Show some organisation of subject matter and attempt the structure of a specified text

  Elaborations

  • structuring simple stories, for example with a beginning, a middle and an end
  • writing information under headings or in a template to follow a basic text structure
  • sorting jumbled sentences into groups or short paragraphs based on related topics

  VCEALL597 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL206

  Recognise some common words or phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels, name tags
  • recognising common words and phrases from familiar charts, labels and books

  VCEALL206 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL692

  Comprehend familiar and specific curriculum area vocabulary in a spoken or digital text

  Elaborations

  • matching familiar and learnt vocabulary in spoken texts to print information such as transcripts or word lists
  • using specific curriculum area vocabulary when responding to texts, for example in discussions or presentations

  VCEALL692 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL519

  Recognise some familiar words or phrases

  Elaborations

  • recognising words and phrases displayed in the classroom, such as words on charts, labels, books, posters, signs, notices
  • following instructions on simple signs such as ‘Line up here’ or ‘No running’
  • matching illustrations to familiar words or phrases in a text

  VCEALL519 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL599

  Use simple cohesive devices to structure writing

  Elaborations

  • using common time and sequence markers to link and sequence ideas, such as ‘Yesterday we …’, ‘First we ... Then ... And then …’
  • using a small range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I caught a bus and then I walked’
  • using some common subordinating conjunctions, such as ‘as’, ‘when’, ‘until’
  • using pronouns to maintain cohesion and avoid repetition, such as ‘Mary came to school early. She felt very tired’

  VCEALL599 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL650

  Understand the function of punctuation marks

  Elaborations

  • identifying a range of punctuation marks in text, for example full stops, commas, question marks, quotation marks, semicolons
  • attending to punctuation marks when reading aloud, for example pausing at appropriate points in the text, adjusting speech to reflect dialogue

  VCEALL650 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL238

  Copy basic punctuation as part of writing work

  Elaborations

  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks

  VCEALL238 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL686

  Produce a range of coherent texts appropriate for audience and purpose

  Elaborations

  • understanding and producing text types according to conventions, such as reports, arguments, formal speeches
  • incorporating appropriate organisational features for the text type, for example introduction, arguments for and against, conclusion in a discussion

  VCEALL686 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL204

  Use simple present and past tense verb forms to talk about ongoing, current and past actions

  Elaborations

  • locating action verbs in a text, with support
  • matching action verbs to images

  VCEALL204 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL646

  Identify some basic language features of texts

  Elaborations

  • identifying types of words in a text, for example rhyming words in a poem, causal connectives in an explanation
  • distinguishing between verb tenses used in different text types, such as the imperative in procedures and the past tense in recounts

  VCEALL646 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL771

  Demonstrate understanding of complex language

  Elaborations

  • understanding sentences containing complex features (such as embedded clauses, noun groups and modality), for example ‘If the temperature rises, the polar caps may melt, resulting in …’
  • connecting and transforming simple sentences using a range of grammatical structures to create extended compound and complex sentences

  VCEALL771 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL668

  Use a varied and appropriate vocabulary

  Elaborations

  • choosing from a growing range of common topic vocabulary and familiar words
  • beginning to use a small range of synonyms to avoid repetition
  • selecting appropriate vocabulary from classroom charts, a personal dictionary and texts

  VCEALL668 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL044

  Understand and use simple metalanguage for books and reading

  Elaborations

  • understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’
  • identifying and naming elements of book layout and aspects of reading, such as word, letter, page, title, cover
  • pointing to parts of a book in response to questions such as ‘What is the author’s name?’, ‘Find the start of the sentence’

  VCEALL044 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL176

  Use basic verb forms in context

  Elaborations

  • matching simple verb tense to time words, such as ‘Yesterday we went …’,‘Tomorrow we go …’
  • sometimes using inconsistent tense when describing events in the past, present and future, for example ‘We drove the car and then arrive there’
  • using ‘no’ or ‘not’ with adjectives or nouns to express negative forms, such as ‘No hot today’, ‘Not me’

  VCEALL176 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL440

  Interpret the purpose and organisational features of different text types

  Elaborations

  • identifying the text type and purpose of a text, based on organisational features such as sequence of ideas, headings, illustration and layout
  • comparing and contrasting the purpose and structure of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art

  VCEALL440 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features