English as an Additional Language (EAL)

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Use appropriate social formulas (VCEALA247)

   1. understanding the nature of social interactions with familiar people and in known settings
   2. using a small range of appropriate formulaic social expressions, such as ‘please’, ‘thank you’, ‘May I?’
2. Speak or listen appropriately during class interactions (VCEALA248)

   1. displaying appropriate listening behaviours, such as attentive posture, appropriate facial expressions and gestures
   2. attending to the expressions of other speakers and incorporating cues such as questions or key words in own responses
3. Use appropriate non-verbal communication to sustain interaction with others (VCEALA249)

   1. using appropriate non-verbal communication to support meaning, such as eye contact, facial expression, gesture, posture
   2. using strategies to assess engagement and understanding of listeners, including checking for attentive posture or confused facial expressions
   3. asking teacher or peers about appropriate behaviour in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

Plurilingual strategies

1. Distinguish spoken English from other languages and respond in English (VCEALA250)

   1. recognising the sounds and words of English in interactions
   2. using common words and formulaic phrases to answer questions and express meanings
   3. drawing on shared linguistic resources to clarify and negotiate meaning using English and other available languages
2. Check understanding of classroom English with other home language speakers (VCEALA251)

   1. formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
   2. drawing on a range of shared languages to negotiate meaning and clarify information

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Construct short utterances that use common adjectives to describe or add emphasis (VCEALL252)

   1. combining learnt vocabulary, including adjectives, to describe objects and ideas, such as ‘very hot’, ‘beautiful picture’
2. Use simple conjunctions (VCEALL253)

   1. using a small range of simple conjunctions such as ‘and’ and ‘but’
   2. formulating basic compound sentences with the most common conjunctions, for example ‘I caught a bus and then walked’

Grammatical patterns

1. Use a range of learnt word patterns for appropriate purposes (VCEALL254)

   1. using formulas for a range of purposes, including asking questions, supporting social interaction or self-expression, such as ‘What’s the time?’, ‘Oh, no!’, ‘Excellent work’, ‘Well done’
   2. using longer formulaic constructions to articulate needs, such as ‘Can I eat lunch?’, ‘I want to go toilet’
2. Use a small range of basic verb forms accurately (VCEALL255)

   1. matching simple verb tense to time words, such as ‘Yesterday we went …’, ‘Now we can eat lunch’, ‘Tomorrow we will go …’
   2. maintaining consistent tense when describing events in the past, present and future, for example ‘I walked to his house and we played games’
   3. using ‘no’ or ‘not’ with verbs, adjectives and nouns to express negative forms, such as ‘Not play’, ‘I no sad’, ‘Me no’
3. Use a small range of descriptive language (VCEALL256)

   1. using a range of adjectives to express affect (‘frightened’, ‘surprised’), judgement (‘naughty’, ‘brave’) and appreciation (‘interesting’, ‘amazing’)
   2. forming simple noun groups that combine one or two adjectives with a noun, for example ‘hot day’, ‘scary old house’
   3. formulating short adverbial phrases, such as ‘on my bike’, ‘with his brother’, ‘every week’
4. Use the most basic forms of modality (VCEALL257)

   1. understanding basic expressions of modality, such as ‘want to’, ‘have to’, ‘should’
   2. beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’
5. Attempt to self-correct (VCEALL258)

   1. self-correcting pronunciation based on feedback from the listener
   2. re-pronouncing words or rephrasing sentences with guidance from the listener
   3. rephrasing utterances in simple ways when the listener indicates they have not understood

Word knowledge

1. Respond to key words in many common instructions (VCEALL259)

   1. carrying out common instructions, such as ‘Open the windows’, ‘Bring your work’, ‘Use the coloured pencils’
   2. clarifying instructions before acting, by recasting key words (‘Open them?’, ‘These pencils?’) or by indicating the objects
2. Use learnt words in speech (VCEALL260)

   1. retaining learnt words by using them in speech with the teacher, peers or family members

Phonology

1. Use pronunciation and some non-verbal features to support communication (VCEALL261)

   1. attending to intonation and tone to distinguish between questions, instructions and statements
   2. recognising and imitating features of sounds and intonation in the speech of the teacher and peers, and in video or audio clips
   3. expressing emotions through intonation, for example happiness or anger
2. Use comprehensible pronunciation for a range of high-frequency words learnt in class (VCEALL262)

   1. developing comprehensible pronunciation through imitation and rehearsal
   2. accurately pronouncing a range of high-frequency words used in classroom instructions, texts and interactions
3. Repeat or re-pronounce words or phrases after recognising they have not been understood (VCEALL263)

   1. attending to the listener’s body language or asking directly whether own speech has been understood
   2. attempting to re-pronounce words using different pronunciation, stress or pace

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Understand that people read texts for a variety of purposes (VCEALA271)

   1. suggesting an audience for a text, for example ‘This book is written for children’
   2. giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’
2. Identify basic purposes and likely audiences of different text types (VCEALA272)

   1. answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’
3. Respond to familiar and new content in texts (VCEALA273)

   1. engaging with texts about ideas and events from different places, times and cultures
   2. making connections between texts and personal experience, such as identifying events that are familiar or new
   3. expressing a personal response to cultural ideas in texts
4. Select suitable books to read (VCEALA274)

   1. skimming part of a book to check for familiar English content, images, size, amount of print and layout, before making a selection
   2. comparing books with those previously read, in order to predict the suitability of topic, language, length and structure

Plurilingual strategies

1. Recognise the difference between texts in English and texts in other languages (VCEALA275)

   1. suggesting ways of beginning or ending a story in different languages, for example ‘Instead of “Once upon a time”, in my language we say, “…”’
2. Experiment with using a picture or simple English dictionary and/or a home language–English bilingual dictionary to find words (VCEALA276)

   1. using a picture dictionary or bilingual dictionary to search for a word in English
3. Engage with a diverse range of picture books that reflect a variety of cultural beliefs, practices and views (VCEALA277)

   1. choosing a variety of texts with different settings and themes
4. Relate aspects of a narrative to own experience (VCEALA278)

   1. recounting a similar experience to that of the character, for example ‘That happened to me once, when …’
   2. describing similarities and differences in the setting of a narrative and own experience

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Identify and compare differences between text types (VCEALL279)

   1. accessing a range of text types including recount, report, narrative, slideshow, web page, podcast
   2. identifying the topic and structure of a text based on its layout and visual appearance, for example use of headings or illustrations
   3. answering questions about text purpose and organisation, for example ‘Which text tells us how to do something?’, ‘Which texts use headings?’
2. Understand the purpose and basic organisational features of simple text types (VCEALL280)

   1. using language, layout or topic to identify the difference between factual and fictional texts
   2. following simple instructions to find information in a text, for example ‘Use the contents list to find the section about oceans’
   3. following simple instructions to find information in a multimodal, interactive or digital text by following links and headings
   4. using illustrations and headings to locate information about specific topics
3. Understand the sequence of key words, phrases or ideas in a familiar text (VCEALL281)

   1. creating a simple storyboard to show the sequence of ideas from a text
   2. filling in missing items from a sequence of key words, phrases or sections from a text
4. Use some of the terminology of reading (VCEALL282)

   1. understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
   2. identifying features of a text in answer to questions such as ‘Who is the author of this book?’

Grammatical patterns

1. Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar (VCEALL283)

   1. ordering jumbled sentences to create grammatical and logical sentences
   2. answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’
2. Identify simple present and past tense verbs (VCEALL284)

   1. locating verbs in a text
   2. matching pairs of simple present and past tense verbs together, for example ‘go’ and ‘went’
3. Use knowledge of base words to read new forms (VCEALL285)

   1. attempting to read new forms of familiar words, and self-correcting using knowledge of base words and common morphemes, such as ‘walk, walked, walks’

Word knowledge

1. Read some familiar words and phrases (VCEALL286)

   1. using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list and sentence starters such as ‘Once upon a time …’ and ‘Today is …’
2. Build a vocabulary that draws on words of interest, topic words and sight words (VCEALL287)

   1. following instructions related to labelled items or locations, for example ‘Take out your laptop’, ‘Place your printed work in the “finished” basket’
   2. reading sight words in a new text
   3. recording words of interest in a personal dictionary or vocabulary book

Grapho-phonics

1. Identify common syllables and patterns within words (VCEALL288)

   1. naming letters and giving their sounds when spelling or sounding out new words
   2. reading aloud words that are familiar or contain familiar letter patterns with some accuracy and confidence
2. Recognise the function of capital letters and full stops, and use them (VCEALL289)

   1. pausing at a full stop when reading
   2. recognising words using capital letters, for example names and the beginning of sentences
3. Use a range of cues to support reading and viewing (VCEALL290)

   1. using information from images and headings to support understanding of the topic
   2. using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts
4. Self-correct with guidance (VCEALL291)

   1. self-correcting pronunciation based on feedback from the listener
   2. breaking unfamiliar words into morphemes or syllables
5. Use basic digital technology functions (VCEALL292)

   1. typing letters and words, copying from a print text
   2. following simple instructions with visual support to navigate a digital text using menu items or links
6. Reread familiar texts to increase accuracy and fluency and to enhance understanding (VCEALL293)

   1. repeating a sentence with corrected pronunciation and improved fluency

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Write using language that largely reflects features of spoken language (VCEALA299)

   1. 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
   2. following simple spoken text structures, such as events in chronological sequence
2. Create short, simple texts for particular purposes, with some support and modelling (VCEALA300)

   1. using learnt text structures or model texts to begin writing independently
   2. creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
   3. building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing
3. Contribute to shared simple brainstorming of ideas and identify relevant vocabulary to be incorporated into the written work (VCEALA301)

   1. suggesting new ideas that relate to the topic or section being discussed
   2. suggesting vocabulary to use in shared writing, based on vocabulary lists, learnt vocabulary and own reading
4. Rewrite after correction, discussion or prompting (VCEALA302)

   1. following feedback to delete or add words to clarify
   2. correcting spelling with reference to word lists or dictionaries

Plurilingual strategies

1. Ask how to write certain home language words in English (VCEALA303)

   1. talking to language peers to explain the word in home language and ask for a translation into English
   2. recording the word in home language and English in personal dictionary or vocabulary chart
2. Employ a range of strategies to understand new or unknown words (VCEALA304)

   1. referring to written resources such as bilingual dictionaries, charts or own spelling lists
   2. recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
   3. writing notes in home language about meaning and pronunciation when encountering new words in texts
3. Translate literally from home language to English (VCEALA305)

   1. translating word-for-word from home language to English, before adapting the translation into English sentence structure
   2. using a bilingual dictionary to find translations of new words, and noting these in home language and English
4. Engage with a range of writing tasks (VCEALA306)

   1. writing short, simple texts following learnt structures and based on model texts
   2. explaining to or discussing ideas with home language peers using home language or English before beginning writing
   3. using a range of media for writing, for example writing or drawing on paper or on the board, or typing on a computer or other digital device

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns (VCEALL307)

   1. relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
   2. copying topic sentences or parts of sentences to support idea generation and to structure writing
2. Attempt to write paragraphs and topic sentences (VCEALL308)

   1. grouping sentences about the same topic into simple paragraphs
   2. using key words to write a simple topic sentence at the beginning of most paragraphs
3. Sequence ideas simply, using short sentences or statements (VCEALL309)

   1. writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
   2. grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
   3. 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 …’

Grammatical patterns

1. Use simple sentences and phrases with correct subject–verb–object pattern (VCEALL310)

   1. writing with some errors with agreement, such as ‘I read book’, ‘She watch video’
2. Use common verb forms correctly (VCEALL311)

   1. using common simple past tense forms with the suffix ‘–ed’ consistently, though over-generalising rules for some less common irregular past tense verbs, such as ‘catched’, ‘freezed’, ‘waked’
   2. using common irregular past tense verbs, such as ‘went’, ‘said’, ‘bought’
   3. expressing simple negative constructions accurately, for example ‘I do not like …’
3. Use a small range of simple descriptive phrases (VCEALL312)

   1. building simple noun phrases using adjectives, such as ‘the blue car’
   2. using a narrow range of adverbs and phrases to add circumstance, such as ‘The car goes fast’, ‘I sat on a chair’
   3. using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’
4. Use some conjunctions to connect ideas within a sentence (VCEALL313)

   1. constructing compound sentences with a small range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught a bus and then walked’
   2. constructing basic complex sentences using some common subordinating conjunctions (such as ‘because’, ‘when’, ‘after’), for example ‘After we finished dinner, Mum wanted to play a game’

Word knowledge

1. Use formulaic structures (VCEALL314)

   1. using formulaic time markers, such as ‘On Monday …’, ‘First …’, ‘After that …’, ‘Last …’
   2. using formulaic sentence beginnings throughout a text, for example ‘On the weekend I … And then I … Then I …’
2. Incorporate learnt vocabulary into writing (VCEALL315)

   1. matching words to definitions or labelling diagrams
   2. referring to classroom charts and personal vocabulary lists for key vocabulary
3. Use repetition for effect (VCEALL316)

   1. repeating words for emphasis or impact, such as ‘many, many people’

Grapho-phonics

1. Use simple layouts to present texts logically (VCEALL317)

   1. following model texts or templates to lay out learnt text types
   2. separating ideas in texts by leaving a line or writing a heading
   3. using basic tools in a software application to format a digital text, for example making headings a larger font and placing images near relevant text
2. Spell accurately common words encountered in the classroom (VCEALL318)

   1. spelling accurately high-frequency words and words learnt in class, such as ‘the’, ‘and’, ‘is’, ‘it’
   2. using sound or visual features to spell new words, for example ‘evry’
   3. referring to classroom charts and personal vocabulary lists to check or confirm spelling
3. Use basic punctuation, such as full stops and capital letters, appropriately (VCEALL319)

   1. consistently using capital letters to begin sentences and names
   2. consistently using a full stop to end a sentence
   3. correcting capital letters and full stops when reviewing own or others’ writing
4. Use basic software functions to present text (VCEALL320)

   1. using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
   2. typing letters, numbers, symbols and words, copying from a print text
   3. using simple editing functions such as inserting or deleting a word, and formatting functions such as making text bold or changing the colour

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Respond appropriately in some contexts (VCEALA328)

   1. listening to and observing others to understand the nature of familiar social interactions
   2. adapting social expressions to suit the conversation partner, for example saying ‘Hi’ to a friend and ‘Good morning’ to a teacher
2. Participate appropriately in social and learning situations (VCEALA329)

   1. applying conventions of interaction, such as conversational formulas, turn-taking, affirming, suggesting, discussing
   2. participating in interactions by listening actively, responding to others and contributing information and ideas
   3. negotiating meaning through use of gestures, modified speech, simple questions and clarifications
3. Enhance own spoken texts with appropriate non-verbal strategies (VCEALA330)

   1. modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
   2. using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture

Plurilingual strategies

1. Ask for the translation of specific words from other home language speakers (VCEALA331)

   1. using English, home language and other known languages to seek clarification from same language peers or staff
2. Use home language resources to support understanding of classroom English (VCEALA332)

   1. using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
   2. accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
   3. recording words and information in a personal word list in both home language and English

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time (VCEALL333)

   1. using a small range of descriptive vocabulary to communicate about specific people, places and things, for example ‘the big red book’, ‘a park near my house’
   2. building simple noun phrases to describe specific people, places and things
2. Use specific time and sequence markers in speech (VCEALL334)

   1. using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
   2. following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’

Grammatical patterns

1. Use some grammatical rules consistently (VCEALL335)

   1. using some grammatical rules consistently, for example formation of regular plurals, such as ‘friends’ and ‘ideas’, or regular past tense verbs, such as ‘walked’ and ‘helped’
   2. over-generalising some grammatical rules, for example in formation of plurals, such as ‘mouses’ and ‘sheeps’, or in forming past tense, such as ‘eated’ and ‘buyed’
2. Use a range of verb forms with increasing accuracy (VCEALL336)

   1. maintaining consistency of verb tenses in extended speech or conversation, for example using ‘–ing’ and ‘–ed’
   2. using forms of ‘to be’ or ‘to have’ as auxiliaries in common verb phrases, for example ‘It was broken’, ‘I am eating’, ‘They have finished’
   3. accurately using auxiliary verbs to express negative forms, such as ‘I don’t go’, ‘I couldn’t see’
3. Use simple descriptive phrases (VCEALL337)

   1. using a range of adverbial phrases to express circumstances of place (‘over there’), location (‘in the room’) and time (‘last week’)
   2. using a range of regular comparative adjectives (‘bigger’, ‘older’, ‘healthier’), some irregular comparatives (‘better’, ‘more’) and comparatives with three or more syllables (‘more expensive’, ‘more beautiful’), with occasional errors
   3. forming some negative comparisons using a range of forms with developing accuracy, for example ‘not as big as’, ‘less expensive’, ‘less healthy’
4. Use simple forms of modality (VCEALL338)

   1. understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
   2. beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)
5. Self-correct pronunciation and grammar (VCEALL339)

   1. assessing the listener’s understanding based on body language, facial expressions and direct feedback
   2. seeking assistance from speech partners to re-pronounce words or rephrase sentences
   3. attempting to self-correct pronunciation and grammar

Word knowledge

1. Respond to a short sequence of instructions in a familiar context (VCEALL340)

   1. understanding and using common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’
   2. understanding and using simple sequence markers, such as ‘first’, ‘next’, ‘and then’
   3. asking for clarification, for example ‘What next?’, ‘Is this right?’
2. Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)

   1. rehearsing and repeating memorable new terminology, for example the names of ingredients in a recipe or rhyming words from a poem
   2. incorporating new vocabulary from written texts in conversations and presentations

Phonology

1. Use pronunciation and non-verbal features to support communication (VCEALL342)

   1. imitating features of the speech of others, including the teacher, peers and speakers in video or audio clips
   2. practising pronunciation, rhythm and intonation by repeating words, phrases and sentences
2. Use clear pronunciation for common words and learnt key topic words (VCEALL343)

   1. attending to pronunciation and making adjustments based on the reaction of listeners or direct feedback
   2. accurately pronouncing common words and learnt words used in interpersonal interactions, classroom situations and content learning
3. Self-correct and improve aspects of pronunciation that impede communication (VCEALL344)

   1. identifying specific words in a text that may pose pronunciation problems, based on guidance from the teacher, such as ‘Find all the words ending in “s”’
   2. asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Identify the purpose and structure of a small range of texts (VCEALA352)

   1. sorting and sequencing two jumbled texts mixed together, for example a story about the big bad wolf and an information report about wolves
   2. making simple comparisons between text types, for example comparing the visual layout of an information report and a news story
2. Identify different types of books (VCEALA353)

   1. differentiating between fiction and non-fiction books by looking at the cover, title and images
3. Respond to cultural ideas in texts (VCEALA354)

   1. engaging with texts from a range of contexts and cultures
   2. comparing ideas in texts to personal experience, for example ‘My family also cooks like this’
   3. expressing personal opinion about cultural ideas in texts, for example ‘I would like to try this one day’
4. Select a range of books to read (VCEALA355)

   1. comparing the content, images, amount of print and difficulty of language of different books before selecting one to read
   2. selecting a small variety of books to read, for example with a range of genres, topics, settings or perspectives

Plurilingual strategies

1. Compare own experiences to those represented in texts (VCEALA356)

   1. making connections to different experiences (for example, ‘When I …’) or recounting related personal experiences
   2. explaining knowledge related to a text that has been learnt previously, in a different setting
2. Use a simple English dictionary or class word list to find words, and/or check home language–English bilingual dictionary for meanings (VCEALA357)

   1. referring to word lists or charts to find specific vocabulary related to a topic
   2. using a bilingual dictionary to find an English equivalent for a word known in home language
   3. checking meaning in both home language and English before using a word in speech or writing
3. Engage with a diverse range of texts that reflect a variety of cultural beliefs, practices and views (VCEALA358)

   1. selecting texts with a range of settings and characters, including those related to personal experience and those that are unfamiliar
4. Express personal point of view about a character’s actions (VCEALA359)

   1. expressing agreement or disagreement with a character’s actions, and giving a reason
   2. suggesting own feelings and actions in a similar situation

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Identify informative, imaginative and persuasive texts when reading texts or listening to texts read aloud (VCEALL360)

   1. identifying, sequencing and labelling structural elements of the text such as sections, headings or images
   2. identifying characteristics of the language of the text, such as use of personal or technical language, or features of intonation and emphasis
2. Understand the purpose and organisational features of common text types (VCEALL361)

   1. matching sections of a text with labels for their name and purpose
   2. making predictions about the subject matter of a text, based on features such as illustrations, headings and layout
   3. navigating a digital text using a series of links, to locate specific information
3. Understand the relationships between events or ideas in a text (VCEALL362)

   1. sorting sentences into sets related to the same topic, and writing a heading for each set
   2. arranging parts of a sentence that use cohesive devices, such as ‘after that’ and ‘because’
   3. understanding the items that pronouns refer to, such as ‘The dogs … They …’
4. Understand and use a range of learnt metalanguage to talk about text (VCEALL363)

   1. matching labels to parts of a text, such as ‘introduction’, ‘topic sentence’, ‘example’
   2. identifying and labelling learnt features of language in a text, for example ‘noun’, ‘verb’, ‘conjunction’

Grammatical patterns

1. Read texts that contain compound and complex sentences (VCEALL364)

   1. reading a small range of factual and fictional texts
   2. understanding common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)
2. Use knowledge of simple tense and negation to interpret the meaning of written text (VCEALL365)

   1. identifying the base word and interpreting the effect of tense and negation, for example in ‘did not eat’
   2. matching sets of phrases to show their relationship, for example ‘go’, ‘went’ and ‘did not go’
3. Use knowledge of sentence structure to predict words or self-correct (VCEALL366)

   1. self-correcting when reading does not make sense, using knowledge of similar sentences in a repetitive text, or previously learnt sentence structures
   2. predicting sentence endings when reading, based on previously learnt grammar, though these predictions may not match the text

Word knowledge

1. Read some common words or familiar phrases (VCEALL367)

   1. using previous knowledge to read familiar words or phrases in new texts, such as ‘next to the’, ‘she said’

Grapho-phonics

1. Apply knowledge of letter–sound relationships to read new words with some support (VCEALL368)

   1. using knowledge of letter–sound relationships and familiar phonemes to make predictions about new words
   2. breaking words into syllables and phonemes to read new words
2. Understand simple punctuation when reading (VCEALL369)

   1. using sentence punctuation to identify the nature of sentences, for example whether a sentence is a statement or question
   2. using punctuation to identify parts of the sentence, for example pausing appropriately at full stops and commas
3. Adapt speed when reading an unfamiliar text (VCEALL370)

   1. reading word-by-word and clarifying, if the meaning breaks down, by pausing, rereading and/or reading on
4. Self-correct pronunciation (VCEALL371)

   1. applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
   2. seeking assistance from speech partners to re-pronounce words
5. Develop a small range of skills to create and navigate a simple digital text, including multimodal and interactive texts (VCEALL372)

   1. typing in letters and words, copying from a print text or typing short original texts
   2. following step-by-step instructions to navigate a digital text using menu items or links
6. Modify intonation when reading aloud, to differentiate questions, exclamations or dialogue (VCEALL373)

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

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Write using language that is beginning to reflect the features of written language more than the features of spoken language (VCEALA379)

   1. expanding vocabulary to incorporate more topic-specific words
   2. developing simple plans to support writing with some structure and complexity at the text, paragraph and sentence level
2. Create a small range of texts based on modelling (VCEALA380)

   1. creating a small range of texts for different purposes, such as a report, narrative or simple argument
   2. transforming texts into new formats using a model text, for example rewriting an interview into a short report
   3. incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts
3. Plan, with support, the format of a text according to its communicative purpose (VCEALA381)

   1. drawing on knowledge of text types to identify an appropriate text type to use, for example a recipe to describe how to cook
   2. drawing on previous learning, notes and templates to plan the structure of the text
   3. talking with teacher or peers to explain and justify the sequencing of ideas in writing
4. Draft a piece of writing focusing on meaning, and revise after rereading or discussion (VCEALA382)

   1. drafting based on a plan showing text organisation and sequence of ideas
   2. reading aloud to self or partner to check meaning and comprehensibility
   3. adding or deleting ideas, and correcting simple errors in spelling and punctuation after rereading or discussion with peers or teacher

Plurilingual strategies

1. Share ideas and feedback in home language (VCEALA383)

   1. formulating questions in home language or English to ask peers or teacher about the meaning of unfamiliar words
   2. planning a text collaboratively by discussing ideas, structure and language with same language peers before writing
   3. explaining feedback using home language in peer-editing activities
2. Employ a range of strategies to understand and learn unknown words (VCEALA384)

   1. using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
   2. checking meaning in both home language and English before using a word in speech or writing
   3. recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning
3. Use knowledge of written or spoken home language texts to form new English texts (VCEALA385)

   1. applying characters, stereotypes, settings or events that are well known in home language stories to new stories written in English
   2. following text structures or patterns of expression from home language text types, such as an indirect argument style or deferral to expert authority
4. Plan before writing (VCEALA386)

   1. recording notes or plans in home language and/or English, supported by a planning framework or mind map
   2. asking teacher or peers to give feedback on a plan before commencing writing

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Use heading and text formats appropriate to the task (VCEALL387)

   1. using headings to group information in a report, for example ‘Description’, ‘Habitat’, ‘Diet’ for a report on an animal
   2. creating a storyboard with images in sequence and text written underneath the relevant image
2. Write simple paragraphs with a logical sequence of sentences (VCEALL388)

   1. grouping sentences about the same topic into a paragraph
   2. organising sentences using a simple sequence, for example chronological order of events or strong to weak arguments
   3. using key words to write a simple topic sentence that states the main idea of the paragraph
3. Use simple time sequence markers and pronoun references to connect ideas in a text (VCEALL389)

   1. using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
   2. using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement

Grammatical patterns

1. Write sentences with some common errors (VCEALL390)

   1. writing with some errors such as omission of articles (‘I kicked ball’) and verb endings (‘I am good at defend the goal’), and varied tenses (‘We went to the park and play soccer’)
2. Use a range of verb forms correctly (VCEALL391)

   1. maintaining consistency of verb tenses in a paragraph or short text, such as ‘–ing’ and ‘–ed’
   2. using ‘to be’ as an auxiliary verb in common phrases, for example in simple passive constructions (‘It was broken’) or continuous tenses (‘I am eating’)
   3. using ‘to have’ as an auxiliary verb in common phrases, for example ‘They have finished’
   4. expressing a small range of complex negatives with some accuracy, for example with appropriate subject–verb agreement (‘He doesn’t like’) or modality (‘She can’t come’)
3. Use simple extended descriptive phrases (VCEALL392)

   1. constructing noun phrases, such as ‘big, black pet dog’, using a narrow range of vocabulary including concrete key nouns (‘dog’, ‘book’, ‘sister’), describers (‘big’, ‘black’, ‘old’) and classifiers (‘pet’, ‘wild’, ‘fiction’)
   2. using common or familiar comparative constructions, such as ‘the same as’, ‘bigger than’
4. Use a number of common conjunctions to link ideas to create compound and complex sentences (VCEALL393)

   1. constructing compound sentences with an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the train and then walked to the beach but I didn’t go swimming’
   2. constructing complex sentences using some common subordinating conjunctions (such as ‘because’, ‘if’, ‘when’), for example ‘When Sam opened the door, her puppy ran to greet her’, ‘He can’t drink milk because he is allergic’

Word knowledge

1. Use a varied and appropriate vocabulary (VCEALL394)

   1. choosing from a growing range of common topic vocabulary
   2. beginning to use a small range of synonyms to avoid repetition
2. Use modelled vocabulary appropriately (VCEALL395)

   1. using modelled vocabulary accurately in sentences or short modelled texts
   2. selecting appropriate vocabulary from classroom charts, personal dictionary and class texts
3. Select some descriptive vocabulary appropriate to context (VCEALL396)

   1. choosing synonyms for different contexts, such as ‘huge’ for ‘big’ or ‘entertaining’ for ‘fun’
   2. beginning to understand when to use subjective language (for example in personal texts) and objective language (for example in factual texts)

Grapho-phonics

1. Use appropriate layouts to separate ideas and incorporate visual features in texts (VCEALL397)

   1. separating sections in texts by starting a new idea on a new line, or a new section on a new page
   2. locating diagrams or tables close to relevant information in print and digital texts
   3. using text layout tools in a software application when creating digital texts, for example to align or resize images
2. Spell frequently used words with common patterns with increased accuracy (VCEALL398)

   1. spelling accurately high-frequency words and words from shared texts and classroom activities
   2. using knowledge of letter–sound relationships and common letter groups to attempt to spell new words, with varied accuracy, such as ‘lern’ for ‘learn’
3. Experiment with complex punctuation (VCEALL399)

   1. using commas to separate items in a list or to indicate pauses in a sentence
   2. using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
   3. using exclamation marks to emphasise an idea
4. Use a small range of software functions to create simple digital texts (VCEALL400)

   1. using a keyboard to type capital and lower-case letters, numbers, basic punctuation marks and symbols
   2. typing letters and words, copying from a print text or typing short original texts
   3. using a range of editing and formatting functions, such as inserting or deleting text, using font styles and alignment
   4. inserting images and tables

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Respond appropriately during different classroom activities (VCEALA408)

   1. interacting appropriately for the situation, for example formulating a structured response in a class discussion or negotiating meaning in a small-group activity
   2. listening to other speakers and formulating relevant responses, using some topic vocabulary, for example when participating in brainstorming
2. Initiate and manage interaction appropriately in social and learning situations (VCEALA409)

   1. initiating and managing interaction in a range of situations, such as social conversation, class discussions, small-group brainstorming or pair activities
   2. listening and responding to other speakers appropriately, such as by acknowledging, clarifying or building on what they say
3. Identify and use features of formal and informal spoken texts (VCEALA410)

   1. understanding and following the structure of formal spoken texts, such as introducing, giving a message, concluding
   2. developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain

Plurilingual strategies

1. Make own translation of specific words and help other home language speakers to check context or match concepts (VCEALA411)

   1. inferring the meaning and translation of new words based on context and previous learning in home language
   2. assisting same language peers through English and shared languages by explaining words and concepts
2. Use home language resources to develop English (VCEALA412)

   1. collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
   2. referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
   3. recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Adapt speech to suit a variety of registers (VCEALL413)

   1. listening to and observing situations to understand the register and topic
   2. formulating appropriate ways of expressing a message to suit the situation, for example using formal or informal expression, technical or everyday vocabulary
2. Use appropriate sequence markers (VCEALL414)

   1. understanding sequence markers in spoken texts and using these to order written text or pictures
   2. structuring own spoken texts, such as recounts, procedures or explanations, using a range of sequence markers, such as ‘first’, ‘finally’, ‘until’, ‘when’

Grammatical patterns

1. Respond appropriately to structures through word order and vocabulary rather than through intonation (VCEALL415)

   1. understanding vocabulary and word order for structures, such as questions, statements and negation
   2. using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’
2. Use basic and some complex verb forms accurately (VCEALL416)

   1. applying verb tenses more consistently, for example using most common irregular past tenses, such as ‘came’, ‘gave’, ‘thought’, ‘said’
   2. using correct subject–verb agreement with simple and some complex tenses, such as ‘I go’, ‘She goes’, ‘My cousin has come to visit’
   3. forming multi-word negatives accurately, for example including auxiliary and modal verbs (‘He did not need to carry that’) or expressing more complex tense (‘She has not started yet’)
3. Use longer descriptive phrases (VCEALL417)

   1. forming noun groups that incorporate a range of elements, such as ‘frightening old haunted house’, ‘very long, hot week’
   2. using qualifiers in comparisons, for example ‘She is a lot taller than her friend’, ‘It is not quite as hot as yesterday’
   3. forming negative comparisons accurately, for example ‘less healthy’, ‘not as expensive as’
   4. 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’)
4. Understand how modal verbs express probability and possibility (VCEALL418)

   1. recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
   2. understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
   3. using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’
5. Assess the grammatical correctness of own utterances and attempt some self-correction (VCEALL419)

   1. noticing errors with pronunciation, vocabulary choice or grammar, and attempting to correct these
   2. attending to the body language, facial expressions and speech of listeners to determine whether meaning has been understood
   3. seeking assistance or feedback from speech partners to formulate or confirm corrected expressions

Word knowledge

1. Respond to a sequence of instructions (VCEALL420)

   1. identifying key words used in the instructions, for example names of classroom items, software functions or action verbs, such as ‘workbook’, ‘paste’, ‘rule’
   2. understanding a small number of instructions and following them in sequence, such as ‘Open your book to a new page. Rule up the page and write the date. Then copy the heading from the board’
   3. asking for clarification, for example ‘Do I rule it up like this?’
2. Employ a range of vocabulary to convey shades of meaning (VCEALL421)

   1. using a range of vocabulary to convey shades of meaning in conversations or presentations, such as ‘good’, ‘fine’, ‘terrific’, ‘excellent’
   2. incorporating vocabulary learnt from classroom activities and texts

Phonology

1. Use pronunciation and a range of non-verbal features to convey meaning and enhance communication (VCEALL422)

   1. modelling intonation, volume, stress and pacing on the speech of others such as the teacher, peers, performers or presenters
   2. adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis when recounting news
   3. attending to clear enunciation, accurate pronunciation and appropriate stress and intonation when speaking in classroom situations
2. Self-correct and improve aspects of pronunciation that impede communication, and focus on correction (VCEALL423)

   1. identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
   2. rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Understand the connection between text purpose and structure (VCEALA431)

   1. sorting and sequencing labels for the stages of different learnt texts, such as procedures and explanations
   2. completing a table or Venn diagram to compare the features of two text types, for example a narrative and a blog
2. Identify a range of text types (VCEALA432)

   1. differentiating fiction and non-fiction books based on visual and structural elements of the text, for example title, images, headings
   2. identifying text types learnt in class, for example fairytale, horror story, news report, information report
3. Identify unfamiliar cultural references (VCEALA433)

   1. comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
   2. asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?
4. Read for information or recreation in or out of the classroom (VCEALA434)

   1. selecting and borrowing library books of personal interest
   2. accessing books or other texts in home language on class topics
   3. engaging with a diverse range of texts and identifying social, cultural and literary references, for example identifying how people in a news story are portrayed as victim, perpetrator or hero

Plurilingual strategies

1. Compare and contrast aspects of a text in English with a comparable home language text (VCEALA435)

   1. completing a Venn diagram or table with features of an English text and a home language text
   2. identifying parts of an English text and a home language text that help achieve a purpose, for example by answering ‘Which parts of each text tell you when the events happened?’
2. Use an accessible English dictionary to check the meaning of new words, and/or check meanings in a home language–English bilingual dictionary (VCEALA436)

   1. crosschecking meaning in English and home language to confirm accurate choice of vocabulary
   2. contributing to class word lists with vocabulary found by using dictionaries
3. Engage with a diverse range of texts reflecting a variety of cultures and perspectives (VCEALA437)

   1. selecting texts from a range of genres, with diverse characters, settings and themes, including both familiar and unfamiliar elements
   2. discussing new perspectives gained from reading, for example ‘I hadn’t thought about …’, ‘I didn’t know that …’
4. Discuss a text by relating ideas in the text to personal experiences or previous learning (VCEALA438)

   1. explaining how understanding of ideas in a text is supported by personal experience or previous learning

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Identify and compare a range of different text types (VCEALL439)

   1. discussing the different audiences and purposes associated with text types
   2. comparing and contrasting features of texts, including texts in other known languages, for example text structure, use of evidence, levels of formality, vocabulary choices
2. Interpret the purpose and organisational features of different text types (VCEALL440)

   1. identifying the text type and purpose of a text, based on organisational features such as sequence of ideas, headings, illustration and layout
   2. 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
3. Understand the cohesion of ideas between and within paragraphs (VCEALL441)

   1. locating the topic sentence at the beginning of each paragraph, and finding the key words to identify the main idea
   2. reordering sentences in a paragraph to follow a logical order of ideas and language
   3. sequencing sentences using conjunctions of time (for example ‘then’, ‘next’, ‘first’, ‘after’) to make a cohesive paragraph
   4. understanding items referred to by pronouns, and tracing these references through a text
4. Understand and use the appropriate metalanguage to talk about the structures and features of a text (VCEALL442)

   1. labelling parts of a text, such as ‘chapter’, ‘index’, ‘orientation’
   2. locating features that help to structure a text, for example highlighting and labelling pronouns or conjunctions

Grammatical patterns

1. Follow the meaning of complex sentence patterns (VCEALL443)

   1. reordering a jumbled sentence so that it makes sense
   2. explaining the meaning of a complex sentence, for example the sentence ‘He heard the explosion that wrecked the car’ might be explained as ‘The car exploded, and the man heard it happen’
2. Interpret the meaning of written text that uses a range of tenses and negation (VCEALL444)

   1. identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
   2. identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
   3. transforming sentences from a text into negatives or different tenses
3. Use knowledge of sentence structure to predict words and self-correct (VCEALL445)

   1. predicting meaning of new words based on knowledge of the base word, such as ‘know’, ‘unknown’, ‘knowledge’
   2. inferring the meaning of an unfamiliar word by using known contextual information or ideas in the sentence or paragraph

Word knowledge

1. Use knowledge of sentence structure and content to deduce the meaning of unfamiliar words (VCEALL446)

   1. using knowledge of sentence structure to deduce the part of speech or function of an unfamiliar word
   2. deducing the meaning of unfamiliar words based on known ideas in the sentence or paragraph

Grapho-phonics

1. Apply knowledge of letter–sound relationships to deduce the pronunciation of new words (VCEALL447)

   1. sounding out new words using letter–sound patterns and individual letters
   2. breaking words into syllables and phonemes to identify familiar letter patterns and read new words
2. Follow direct and indirect speech (VCEALL448)

   1. understanding the punctuation used to indicate direct speech
   2. creating a comic strip or storyboard with speech bubbles based on a passage containing direct or indirect speech
3. Read on when encountering unfamiliar words (VCEALL449)

   1. reading on to support fluency and to help deduce the meaning of unfamiliar words
   2. returning to unfamiliar words later to check meaning and pronunciation
4. Self-correct a range of aspects of speech (VCEALL450)

   1. noticing errors with pronunciation, intonation and emphasis and attempting to correct these
   2. seeking assistance or feedback from speech partners to formulate or confirm pronunciation
5. Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts (VCEALL451)

   1. editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
   2. recognising icons used for common functions, such as search, download or print
   3. reading menus or links in order to navigate a website
6. Vary speech to add meaning to texts when reading aloud (VCEALL452)

   1. using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
   2. rereading sections of text and rehearsing reading aloud to improve fluency and understanding

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Present work appropriately for purpose and audience (VCEALA458)

   1. selecting, with guidance, an appropriate text type for the purpose and audience
   2. following a clear organisational structure for the text, with ideas communicated and connected in a logical sequence
   3. using appropriate vocabulary and expression to communicate the topic to the intended audience
2. Use own experience and perspectives to elaborate and support a viewpoint (VCEALA459)

   1. structuring a text simply, for example using an explanation of the issue, statement of opinion and reasons for the viewpoint
   2. using subjective phrases to signal opinion, such as ‘I believe’ or ‘I think’
   3. giving reasons and elaborations from personal experience and previous learning
3. Plan individually and review own writing (VCEALA460)

   1. using templates and checklists to support independent reviewing of own writing
   2. using a function such as a spellchecker in a software application to edit for accuracy, and a synonyms list to consider alternative words for effect
   3. referring back to feedback on previous writing in order to attend to similar issues
4. Follow a simple planning, drafting and revision process when writing (VCEALA461)

   1. planning the content and structure of a text based on model texts or templates
   2. drafting writing based on a plan, with reference to learnt text structures, grammar and vocabulary
   3. revising to improve sequence of ideas, sophistication and accuracy of grammar and vocabulary, based on teacher and peer feedback

Plurilingual strategies

1. Confer and cooperate in groups or pairs when planning, writing or reviewing (VCEALA462)

   1. adding to information contained in the text after a discussion in home language and English
   2. seeking and giving feedback with peers on draft texts using home language and English
2. Employ a range of strategies to expand vocabulary (VCEALA463)

   1. using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
   2. crosschecking meaning in home language and English to confirm accurate choice of vocabulary
   3. recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words
3. Draw on home language resources to communicate more complex ideas (VCEALA464)

   1. using quotations or specific vocabulary translated from home language to emphasise a point
   2. translating and explaining cultural ideas from home language into English
   3. asking for assistance from language peers to contribute translations and related ideas for a home language term or expression
4. Follow a simple writing process, including planning, drafting and revision (VCEALA465)

   1. talking to language peers in home language or English to generate and refine ideas before writing
   2. recording structured notes or a plan in home language and/or English before writing, for example writing dot points under headings or filling in a planning template
   3. revising writing using a range of resources, such as feedback from peers and teacher, model texts and checklists

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Use the text type appropriate to the task (VCEALL466)

   1. selecting an appropriate text type for the purpose and audience, from a small range of learnt text types
   2. including appropriate features for the text type, such as headings, tables, images
2. Organise texts in simple, logically ordered paragraphs with topic sentences (VCEALL467)

   1. grouping sentences on the same topic into paragraphs
   2. sequencing sentences logically within the paragraph to develop a simple elaboration or argument
   3. writing topic sentences that indicate the topic using key words
3. Use a range of devices to maintain cohesion (VCEALL468)

   1. using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
   2. using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
   3. connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

Grammatical patterns

1. Use a range of sentence structures appropriate to the text, with some errors (VCEALL469)

   1. writing with some errors such as complex tenses and agreement
2. Maintain appropriate tense throughout a text (VCEALL470)

   1. maintaining reasonable consistency of present and past tenses across multiple paragraphs
   2. expressing a range of negatives accurately, such as ‘I have never eaten …’, ‘He does not like to …’
3. Write using extended descriptive phrases (VCEALL471)

   1. writing extended noun phrases, such as ‘a large shark with sharp teeth’, using an expanding range of elements including pointers (‘a’, ‘the’, ‘my’), concrete and abstract key nouns (‘shark’, ‘packet’, ‘idea’), describers (‘large’, ‘empty’, ‘excellent’), classifiers (‘endangered’, ‘recyclable’, ‘financial’) and simple qualifiers (‘with sharp teeth’, ‘in my bag’)
   2. applying rules for expressing comparisons, such as ‘as … as’, ‘more … than’, ‘–er than’
   3. using short relative clauses to expand descriptions, for example ‘The girl who was late had to go to the office’
4. Combine simple sentences using common conjunctions (VCEALL472)

   1. combining simple sentences using a range of coordinating and subordinating conjunctions, for example ‘We need trees so we should not cut them all down’, ‘Riding motorbikes can be dangerous, but people still like to do it because it is exciting’

Word knowledge

1. Use some antonyms and synonyms (VCEALL473)

   1. using a range of synonyms to avoid repetition
   2. accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms
2. Use a range of key vocabulary appropriately (VCEALL474)

   1. using varied vocabulary accurately in texts such as explanations, information reports or descriptions
   2. labelling detailed diagrams or filling in tables using key vocabulary
   3. recording key vocabulary systematically, for example using a word map or labelled diagram
3. Create mood and feeling through the selection of appropriate vocabulary and idiom (VCEALL475)

   1. choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
   2. understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
   3. using some idioms learnt from reading and viewing, in creative or personal writing

Grapho-phonics

1. Format texts appropriately for the purpose (VCEALL476)

   1. following a logical or conventional text structure, for example including a headline, byline, photograph and caption in a news story
   2. adapting the basic structure of a text type to a range of media, for example formatting an information report as a document, poster or simple website
   3. using a range of tools in a software application to format and lay out a digital text, for example using text boxes, font styles and image formatting
2. Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident (VCEALL477)

   1. learning an expanding repertoire of sight words from shared texts and classroom activities
   2. drawing on knowledge of letter–sound relationships and common spelling patterns to spell new words
3. Use a range of punctuation marks consistently and correctly (VCEALL478)

   1. using a range of punctuation, such as full stops, question marks, exclamation marks, commas and apostrophes, consistently and correctly
   2. using commas consistently to separate items in a list, and sometimes to separate clauses or indicate pauses
4. Gather and present information both in text and visually using an appropriate software application (VCEALL479)

   1. typing original or copied texts accurately, including a range of punctuation and symbols
   2. using more advanced writing and formatting functions in software applications, such as spellchecker, font styles and paragraph formatting
   3. using functions to format and edit images and tables, with guidance