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• VCEALL015

  Recognise familiar spoken texts

  Elaborations

  • recognising common functions of speech, such as questions, statements, commands
  • recognising a small number of familiar texts used frequently in class, such as songs, rhymes, stories
  • listening to and reproducing the sequence of ideas in a short spoken story or recount
  • recognising familiar words in spoken texts

  VCEALL015 | Curriculum content | English as an Additional Language (EAL) | Level A1 | 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

• VCEALL662

  Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information

  Elaborations

  • following a model text or scaffold for paragraph structure, for example including a topic sentence, main idea, elaboration and summary
  • writing a simple topic sentence introducing and sequencing the key idea of the paragraph, for example ‘Another main reason to ban cars is …’

  VCEALL662 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL724

  Write cohesive texts for a range of purposes

  Elaborations

  • connecting ideas and information at the whole-text level, for example writing topic sentences to focus paragraphs, and to connect paragraphs to the introduction and conclusion
  • ordering ideas in a paragraph so that they follow a logical sequence, for example chronological order, most common to least common examples

  VCEALL724 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL768

  Examine the role of the structures and features of mainstream texts in different curriculum areas

  Elaborations

  • comparing and contrasting structure and language features of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  • examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts

  VCEALL768 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL535

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I went to park and play soccer’
  • copying basic time or sequence connectives from a model text, for example ‘first’, ‘next’ or ‘lastly’

  VCEALL535 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALA037

  Participate in shared reading activities

  Elaborations

  • focusing during group reading activities
  • participating with key repetitive phrases or choruses in shared reading activities
  • imitating the pronunciation of the teacher and peers in shared reading activities
  • participating in activities to accompany texts, such as performing actions for a song, following instructions for a simple science activity
  • contributing to shared responses to texts, such as sequencing images in order, matching sentence stems and endings, answering simple questions about ideas in a text

  VCEALA037 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC113

  Understand information in texts read and viewed in class

  Elaborations

  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information from a text
  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • obtaining information from simple diagrams or graphs
  • demonstrating understanding of new texts and responding to them, for example reading along with repetitive sections or predicting what comes next

  VCEALC113 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC137

  Write beyond the immediate environment and beyond known language with support from the teacher

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • altering phrases and sentences modelled in a class text to include personal and imaginative details
  • recounting personal experiences in a blog or diary, based on reading similar texts in class
  • writing imaginative texts adapted from or in response to classroom texts, for example following the same narrative structure, writing about a character in a new setting

  VCEALC137 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALL787

  Use an extended range of cohesive devices to improve fluency

  Elaborations

  • using connectives to show contrast (‘however’, ‘nevertheless’, ‘although’), sequence (‘finally’, ‘subsequently’), adding (‘additionally’, ‘furthermore’) and consequence (‘therefore’, ‘consequently’)
  • using pronouns to refer to repeated ideas in a section of text, for example ‘The first reason … It is … This leads to …’
  • using complex prepositions to show relationships between ideas, for example ‘Among the causes …’, ‘Following the protests …’

  VCEALL787 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL441

  Understand the cohesion of ideas between and within paragraphs

  Elaborations

  • locating the topic sentence at the beginning of each paragraph, and finding the key words to identify the main idea
  • reordering sentences in a paragraph to follow a logical order of ideas and language
  • sequencing sentences using conjunctions of time (for example ‘then’, ‘next’, ‘first’, ‘after’) to make a cohesive paragraph
  • understanding items referred to by pronouns, and tracing these references through a text

  VCEALL441 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALL152

  Write sentences and phrases that reflect simple written-like structures

  Elaborations

  • using a wider range of sentence beginnings, for example foregrounding time or place rather than people
  • 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’
  • connecting clauses into basic compound or complex sentences using common conjunctions such as ‘and’, ‘but’, ‘and then’, ‘because’, ‘so’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Archie came to school early. He felt very tired’, ‘Yesterday the class went … We went …’

  VCEALL152 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features