English as an Additional Language (EAL)

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Respond appropriately in a range of commonly encountered situations using short, familiar formulas or expressions (VCEALA552)

   1. using a range of common greetings and responses, such as ‘How are you today?’, ‘Fine’, ‘Good, thanks’
   2. modifying speech for different audiences, such as greeting a teacher differently than a friend
2. Employ non-verbal strategies to elicit support from the listener (VCEALA553)

   1. recognising emotions indicated by changes in intonation, for example anger or humour
   2. using strategies such as eye contact, facial expressions or gestures to support communication and engage the listener

Plurilingual strategies

1. Check understanding of classroom English by asking for clarification from other home language speakers (VCEALA554)

   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
2. Use home language to formulate speech in English and communicate ideas (VCEALA555)

   1. formulating original utterances to communicate ideas, combining English vocabulary with home language sentence patterns
   2. referring to home language while formulating speech, which may be reflected in pauses and hesitation
   3. translating word for word from home language to English, before adapting the translation using English sentence structure
3. Transfer knowledge from home language to English learning (VCEALA556)

   1. drawing on content and background knowledge from home language, including referring to some specific curriculum area vocabulary in home language
   2. using features of home language spoken discourse, for example calling the teacher ‘Teacher’ rather than using their name or title
   3. using home language in learning, for example taking notes or writing vocabulary lists

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Comprehend and produce short spoken text types (VCEALL557)

   1. understanding and producing short texts, such as simple recounts, descriptions, instructions
   2. using basic features to structure texts, such as introduction, body, conclusion
2. Sequence events chronologically using time markers (VCEALL558)

   1. using a small range of time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
3. Use simple cohesive devices to link spoken text (VCEALL559)

   1. using some coordinating conjunctions (such as ‘and’, ‘but’) to connect clauses, for example ‘I caught a bus and then walked’
   2. using some common subordinating conjunctions (such as ‘after’, ‘because’) to connect clauses, for example ‘After we ate lunch, we played a game’
   3. using personal pronouns (such as ‘he’, ‘she’, ‘it’) as cohesive devices to connect ideas in spoken text, for example ‘My friend gave me a present. It was a book’

Grammatical patterns

1. Choose correct syntactic forms for questions, statements and commands (VCEALL560)

   1. beginning questions with question words such as ‘who’, ‘what’, ‘when’, ‘how’
   2. using auxiliary verbs with some accuracy to construct simple open, closed, positive and negative questions, for example ‘Do you like running?’, ‘Why can’t you eat that?’
   3. constructing positive and negative statements using subject + verb, for example ‘I finished’ and ‘The bus arrived’
   4. beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’
2. Attempt different verb forms, with some consistency (VCEALL561)

   1. using a range of common verb tenses for familiar verbs, such as present simple tense (‘walk’, ‘go’), present continuous tense (‘is walking’, ‘is going’) and regular and common irregular past tenses (‘walked’, ‘went’)
3. Use a small range of common descriptive language (VCEALL562)

   1. constructing simple noun groups with adjectives, and simple possessive pronouns, such as ‘a yellow car’, ‘my friend’s house’
   2. constructing noun groups using describers and classifiers, for example ‘tall trees’, ‘native trees’
   3. using prepositions such as ‘in’, ‘on’ and ‘at’ to indicate time and place, for example ‘in Melbourne’, ‘on Monday’

Word knowledge

1. Identify key vocabulary and ideas from short, familiar spoken texts, supported by context (VCEALL563)

   1. recognising familiar and learnt vocabulary in short spoken texts
   2. using contextual information, including illustrations, word lists or print texts, to identify key ideas and predict vocabulary
2. Use words from lexical sets related to communicative need, interest, experience or learning (VCEALL564)

   1. recalling and applying a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
   2. using common synonyms (such as ‘hot’ and ‘warm’) and antonyms (such as ‘fast’ and ‘slow’) to communicate a range of meanings
   3. connecting a small number of words from a lexical set, for example ‘soccer’, ‘ball’, ‘team’, ‘match’

Phonology

1. Speak with greater confidence and fluency (VCEALL565)

   1. developing accurate pronunciation and fluency for a range of familiar interactions using personal language, classroom language and some basic curriculum area language
   2. speaking with varied intelligibility due to pronunciation, stress and intonation
2. Repeat or re-pronounce words or phrases through self-correction, if not understood (VCEALL566)

   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. Identify the basic purposes and audiences of different print and digital news media texts (VCEALA573)

   1. categorising texts as fiction and non-fiction
   2. suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
   3. recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs
2. Select suitable books to read (VCEALA574)

   1. skimming part of a book to check for familiar language and ideas, illustrations and amount of print, 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. Compare or contrast texts in English to texts in other languages (VCEALA575)

   1. comparing the purpose, structure and language of cultural texts, for example comparing a Dreamtime story to a folk story from another culture
   2. comparing the structure and conventions of texts used in class to texts in other languages, for example stories in two languages
2. Refer to a simple bilingual dictionary or request help from peers or school staff who speak the same home language to find the meaning of unfamiliar words (VCEALA576)

   1. referring to a dictionary to check spelling or meaning of English words
   2. drawing on a range of shared languages to negotiate meaning and clarify information
   3. recording spelling, meaning and translations of new words in a vocabulary list

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Use organisational and visual elements to suggest the content of a text (VCEALL577)

   1. referring to visuals to predict and locate content in a text, for example a text title, supporting picture, graph or chart
   2. using organisational or visual features to preview or summarise a studied text, for example a simple dot-point list or mind map
2. Locate directly stated information in a text or illustration (VCEALL578)

   1. using organisational features, such as layout, illustrations and headings, to find information in texts
   2. understanding key words in questions or instructions and matching these to illustrations
   3. following simple instructions to find information in a digital text by following links and headings
3. Identify what is being referred to by simple cohesive devices in a simple informative text (VCEALL579)

   1. understanding common coordinating conjunctions (such as ‘and’, ‘but’) and subordinating conjunctions (such as ‘as’, ‘when’)
   2. matching cohesive devices (such as ‘this’, ‘that’, ‘those’) to the items they refer to

Grammatical patterns

1. Demonstrate awareness of basic sentence and question patterns (VCEALL580)

   1. ordering words and phrases to create grammatical and logical sentences and questions
   2. pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
   3. identifying question words such as ‘who’, ‘what’, ‘why’
2. Recognise and follow common imperatives (VCEALL581)

   1. recognising and following classroom instructions containing familiar imperatives, for example ‘read’, ‘answer’, ‘find out’, ‘complete’
   2. following simple sets of instructions, for example ‘Read page one. Answer the set question’
3. Understand simple descriptive language within sentences (VCEALL582)

   1. understanding simple noun groups with adjectives and/or simple possessive pronouns, such as ‘the small chair’, ‘my brother’s bag’
   2. understanding describers and classifiers in short noun groups, for example ‘small animals’ and ‘wild animals’
   3. recognising common prepositions indicating time and place, such as ‘in’, ‘on’, ‘at’

Word knowledge

1. Recognise words for everyday items and actions, and topic-specific vocabulary that has been taught (VCEALL583)

   1. recognising in an unfamiliar text topic-specific vocabulary that has been taught
   2. recognising words commonly used in classroom speech, when printed on signs, on notices or in classroom texts
2. Use contextual cues to work out the literal meaning of unknown words in a simple text (VCEALL584)

   1. using information in the text, such as images or descriptions, to deduce meanings
   2. using background or content knowledge to deduce meanings of words or phrases

Grapho-phonics

1. Pronounce a range of words comprehensibly based on knowledge of vocabulary and letter–sound relationships (VCEALL585)

   1. pronouncing accurately and reading fluently basic vocabulary or phrases
   2. sounding out letters and letter combinations when reading unfamiliar words
2. Understand simple punctuation when reading (VCEALL586)

   1. using punctuation to identify the nature of sentences, for example identifying statements by full stops and questions by question marks
   2. using punctuation to identify parts of a sentence, for example pausing appropriately at full stops and commas
3. Attempt to self-correct (VCEALL587)

   1. applying knowledge of letter–sound relationships and familiar letter patterns to predict pronunciation

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Use the features of simple text types appropriately (VCEALA592)

   1. using learnt text structures or model texts to begin writing independently, for example attempting to use past tense in a recount
   2. using vocabulary items that are appropriate to the topic and text in shared writing
2. Participate in shared or modelled writing activities (VCEALA593)

   1. participating in a range of shared writing activities, such as joint construction of a text, sequencing sentences in a group, peer editing
   2. suggesting new ideas that relate to the topic being discussed
   3. applying knowledge of vocabulary and grammar to suggest edits to shared texts
3. Redraft text with support, incorporating corrections and suggestions (VCEALA594)

   1. following the teacher’s feedback to edit own work, for example correcting spelling, changing word order
   2. reading text to the teacher or peers and making changes to the original text in light of the audience’s comments
   3. using checklists to review own or peers’ writing

Plurilingual strategies

1. Refer to a bilingual dictionary, class lists or previous work to record and find or check words and their meanings (VCEALA595)

   1. consulting bilingual dictionaries, charts, word lists, peers and the teacher to find and check spelling and meaning of words
   2. recording a vocabulary list that includes English, home language and details such as an image or pronunciation
   3. writing notes in home language about meaning and pronunciation when encountering new words in texts
2. Draw on experience of language patterns in controlled writing activities to express ideas (VCEALA596)

   1. acquiring new vocabulary and expressions from classroom activities and texts, rather than relying on a dictionary to translate from home language
   2. keeping a personal word list that includes English and home language

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Show some organisation of subject matter and attempt the structure of a specified text (VCEALL597)

   1. structuring simple stories, for example with a beginning, a middle and an end
   2. writing information under headings or in a template to follow a basic text structure
   3. sorting jumbled sentences into groups or short paragraphs based on related topics
2. Attempt paragraphs and topic sentences (VCEALL598)

   1. grouping related information and sentences together to create a basic paragraph, though ideas may not be sequenced clearly within the paragraph
   2. writing a topic sentence making a statement about a key idea, for example ‘Cars are bad for the environment’
3. Use simple cohesive devices to structure writing (VCEALL599)

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

Grammatical patterns

1. Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors (VCEALL600)

   1. constructing basic sentences using single words for subjects, verbs and objects in the correct order, such as ‘I learn English’, ‘Yesterday we watch video’
   2. using noun–pronoun agreement with varied accuracy, for example ‘I like apples’, ‘She like oranges’
2. Use single clauses, or use simple coordinating and subordinating conjunctions to combine clauses (VCEALL601)

   1. constructing compound sentences with a range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘They knocked on door but nobody answered’
   2. constructing complex sentences using some common subordinating conjunctions (such as ‘as’, ‘when’, ‘until’), for example ‘When they arrived, they knocked on door’
3. Experiment with different tenses and use some common irregular past tense verbs correctly (VCEALL602)

   1. using a small number of common irregular past tense verbs accurately, such as ‘went’, ‘bought’, ‘woke’
   2. matching simple present and past tense verbs to time words, such as ‘Today I have …’, ‘Last week we went …’, ‘They always sit …’
   3. experimenting with more complex tenses, with varied accuracy, for example elaborated tenses (‘I have been to …’), negatives (‘They didn’t had …’)
4. Use basic qualifiers and quantifiers to express a range of meaning (VCEALL603)

   1. using basic qualifiers to express degrees of meaning, such as ‘very’, ‘a little’
   2. using a small range of quantifiers to express amounts, such as ‘some’, ‘all’

Word knowledge

1. Use emerging language to create desired effects (VCEALL604)

   1. combining known words to create degrees of emphasis or nuance, for example ‘very, very sad’
   2. using vocabulary that is familiar or common in texts
   3. recording frequently used vocabulary in a personal word list
2. Incorporate introduced subject-specific vocabulary into simple sentences (VCEALL605)

   1. referring to studied texts, classroom charts and personal vocabulary lists for subject-specific vocabulary
   2. using related subject-specific terms accurately, such as ‘Tadpoles have gills but frogs have lungs’
   3. matching subject-specific words to definitions or labelling diagrams

Grapho-phonics

1. Use grapho-phonic knowledge to attempt to spell unknown words (VCEALL606)

   1. spelling frequently used words and one- and two-syllable words with common patterns with reasonable accuracy
   2. using knowledge of letter–sound relationships and common letter groups to attempt to spell new words, for example, ‘ake’ for ‘ache’, ‘meen’ for ‘mean’, ‘wierd’ for ‘weird’
   3. referring to classroom charts and personal vocabulary lists to check or confirm spelling
2. Use common punctuation with some consistency (VCEALL607)

   1. using commas consistently in lists or to indicate pauses
   2. using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
   3. correcting capital letters and full stops when reviewing own or others’ writing
3. Use basic digital technology functions (VCEALL608)

   1. using basic functions of a keyboard and computer or other digital device, for example locating letters, numbers and symbols, using the shift key, space bar and mouse
   2. using basic software applications to type text and perform simple edits, for example inserting or deleting a word
   3. following simple instructions with visual support to navigate a digital text using menu items or links

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Interact effectively with some confidence with a range of interlocutors (VCEALA617)

   1. interacting in a diverse range of situations, such as when using public transport, purchasing lunch at the canteen, asking questions during excursions
   2. formulating relevant responses, using appropriate vocabulary and expression
2. Employ a range of non-verbal strategies to manage interactions (VCEALA618)

   1. recognising emotive uses of interpersonal language in familiar social situations
   2. recognising the emotion indicated by intonation and stress (for example ‘I said “Stop, Tom!”’) and descending intonation in tag endings (for example ‘That’s enough Tom, isn’t it?’)

Plurilingual strategies

1. Ask for the translation of specific words from other home language speakers (VCEALA619)

   1. using English, home language and other known languages to seek clarification from same language peers or staff, such as to check context or match concepts
   2. checking translations using resources such as bilingual dictionaries, home language texts, online translation tools
2. Use home language resources to support use of English (VCEALA620)

   1. asking same language peers to clarify new vocabulary and ideas
   2. referring to home language or bilingual texts, such as glossaries, bilingual dictionaries or online translation tools, for definitions of new vocabulary
   3. recording words and information in a personal word list in both home language and English
3. Transfer academic and communication skills from home language to English (VCEALA621)

   1. applying content and language learning strategies from home language, for example accessing information, taking notes, writing vocabulary lists
   2. drawing on content and background knowledge from home language, including translating content knowledge or referring to some specific curriculum area vocabulary in home language

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Use a small variety of text types for curriculum areas (VCEALL622)

   1. understanding and using structural features of some texts used in different curriculum areas, such as procedures, reports, formal speeches
   2. following a logical structure when producing spoken texts, for example with an introduction, sequenced information, conclusion
2. Use simple time and sequence markers to connect ideas in speech (VCEALL623)

   1. using a range of time markers in speech, such as ‘yesterday’, ‘this morning’, ‘in the future’
   2. using a range of sequence markers, such as ‘first’, ‘then’, ‘after that’, ‘finally’
3. Use a range of cohesive devices to link ideas (VCEALL624)

   1. using a range of coordinating conjunctions (such as ‘and’, ‘but’, ‘or’) to connect clauses, for example ‘She waited for Alex at the station but he didn’t come’
   2. using some common subordinating conjunctions (such as ‘after’, ‘because’, ‘before’, ‘if’, ‘while’) to connect clauses, for example ‘Before you open the door, check you have your key’, ‘If it’s raining, I will still come’
   3. using pronoun reference as a cohesive device to connect ideas in spoken text, for example ‘Look at the leaves. They’re falling down’

Grammatical patterns

1. Use subject–verb–object pronoun pattern correctly (VCEALL625)

   1. constructing an expanding range of statements, questions and commands with accuracy
   2. using pronouns accurately as subjects and objects, such as ‘John saw her. She saw John’
2. Use a range of verb forms with increasing accuracy (VCEALL626)

   1. accurately using auxiliary verbs to express negative forms, such as ‘I don’t like winter’, ‘She hasn’t got a sister’
   2. maintaining subject–verb agreement with negative forms, such as ‘She doesn’t like it’, ‘They don’t know’
   3. beginning to use modal verbs, for example ‘It might rain’, ‘You can do it’
3. Use simple descriptive phrases (VCEALL627)

   1. constructing noun groups using an expanding range of describers and classifiers, for example ‘majestic tall trees’, ‘native evergreen trees’
   2. using simple comparatives to describe attributes, for example ‘bigger’, ‘more colourful’
   3. beginning to use qualifiers, including relative clauses, such as ‘Animals that feed on plants are called …’
   4. beginning to use non-finite clauses to add detail, for example ‘Make the batter smooth by mixing it carefully’

Word knowledge

1. Use familiar vocabulary to convey shades of meaning (VCEALL628)

   1. using a range of familiar vocabulary to convey shades of meaning, such as ‘good’, ‘fine’, ‘terrific’, ‘wonderful’, ‘excellent’
   2. using subject-related synonyms and antonyms (such as ‘hot’, ‘warm’, ‘cool’, ‘cold’ and ‘quick’, ‘fast’, ‘slow’) to extend meaning in spoken texts
2. Use topic-related compound words to extend vocabulary (VCEALL629)

   1. rehearsing and repeating learnt topic vocabulary
   2. recognising familiar parts of topic-related compound words, such as ‘landform’, ‘earthquake’
   3. using topic-related compound words in class discussions or spoken texts, with reference to classroom charts or vocabulary lists

Phonology

1. Use pronunciation and some non-verbal features to support communication (VCEALL630)

   1. using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, and stressing key words in short utterances
   2. distinguishing different intonation patterns, such as for questions, statements, lists
   3. attending to pronunciation and imitating and rehearsing in order to pronounce polysyllabic words
2. Self-correct and improve aspects of pronunciation that impede communication (VCEALL631)

   1. identifying specific words in a text that may pose pronunciation problems, based on specific 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 and discuss the purpose, audience and context of particular texts (VCEALA638)

   1. engaging with texts from different contexts, such as school, the media, workplaces, community, different cultures
   2. suggesting reasons why different audiences might read or view the text, for example ‘Teenagers might read this to study for a driving text’, ‘Adults might read this for safety information’
   3. using a small range of modelled metalanguage to name and describe features of texts
2. Choose accessible yet challenging texts to read and enjoy (VCEALA639)

   1. exploring a new text by looking at content, organisational features and illustrations, and skimming a section to assess suitability
   2. accessing texts in home language on class topics or topics of interest

Plurilingual strategies

1. Show awareness of differences in text formats in English compared to home language (VCEALA640)

   1. comparing the purpose, structure and language used in related texts in English and home language, for example news reports about the same event
   2. recognising different cultural ways of expressing meanings through text, for example differences in the structure of an argument or ways of presenting evidence
2. Check and/or confirm the meaning of unfamiliar words using a bilingual dictionary (VCEALA641)

   1. using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
   2. recording spelling, meaning and translations of new words in a personal vocabulary list

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Identify different forms of texts (VCEALL642)

   1. understanding the basic structure of a range of texts used at school, such as narrative, information report, essay, poetry
   2. identifying features of layout and content organisation in a text, such as title and chapter headings
   3. labelling features of a text or sequencing parts
2. Interpret the way information is organised in texts (VCEALL643)

   1. using organisational features, such as headings, labels, diagrams and content lists, to find information in texts
   2. navigating a digital text using a series of links to locate specific information
   3. matching parts of a text together, for example topic sentences to paragraphs, titles to chapters, captions to diagrams
3. Show awareness of how cohesive devices organise ideas (VCEALL644)

   1. locating in a text a small range of connectives (such as ‘then’, ‘so’), pronouns (such as ‘this’, ‘that’) and articles (such as ‘a’, ‘the’)
   2. identifying how the use of related vocabulary (synonyms, antonyms or words related to a particular topic) can make connections between parts of a text
   3. following the items referred to by reference items through a long text, for example ‘The movement of electricity through some metals can be converted to heat. This is an easy way to heat people’s homes, and the electricity needed to do this is not too expensive’

Grammatical patterns

1. Read texts that contain compound and complex sentences of two or three clauses (VCEALL645)

   1. understanding compound sentences using common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and complex sentences using subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)
2. Identify some basic language features of texts (VCEALL646)

   1. identifying types of words in a text, for example rhyming words in a poem, causal connectives in an explanation
   2. distinguishing between verb tenses used in different text types, such as the imperative in procedures and the past tense in recounts
3. Read and understand sentences containing a small range of descriptive language (VCEALL647)

   1. understanding an expanding range of describers and classifiers in noun groups, for example ‘small cute animals’ and ‘introduced wild animals’
   2. understanding simple comparatives, for example ‘smaller’, ‘more expensive’

Word knowledge

1. Recognise common vocabulary and learnt topic-specific vocabulary from different curriculum areas (VCEALL648)

   1. understanding words learnt from classroom interactions and texts
   2. recognising in an unfamiliar text topic-specific vocabulary that has been learnt in other curriculum areas, for example ‘angle’, ‘primary’, ‘foul’
2. Use syntactic, logical and cultural cues to work out the meaning of unknown words in a text (VCEALL649)

   1. using other information in the text, such as syntactical patterns (for example the arrangement of words in sentences ‘The boy jumped happily’ and ‘The boy happily jumped’), consistent use of words and cultural cues to deduce meanings
   2. drawing on home language knowledge of culture to deduce meanings of words or phrases

Grapho-phonics

1. Understand the function of punctuation marks (VCEALL650)

   1. identifying a range of punctuation marks in text, for example full stops, commas, question marks, quotation marks, semicolons
   2. attending to punctuation marks when reading aloud, for example pausing at appropriate points in the text, adjusting speech to reflect dialogue
2. Self-correct pronunciation when reading aloud (VCEALL651)

   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

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Use appropriate forms of text for purpose and audience, with guidance (VCEALA656)

   1. constructing a range of print and digital text types, such as report, recount, description, narrative, argument
   2. transforming texts into new formats using a model text, for example rewriting a debate into a discussion essay
2. Reflect on own writing through class discussion (VCEALA657)

   1. discussing strengths and limitations of own texts with peers in structured activities, for example assessing a text against a checklist, comparing paragraphs written by different authors
   2. understanding and responding to feedback about the text structure, sequencing of ideas, expression, and vocabulary choices in own writing
3. Revise text at the word, sentence or whole-text level, based on teacher or peer feedback (VCEALA658)

   1. responding to feedback at each stage of planning, drafting and editing to make improvements to text structure and language
   2. employing a range of strategies to check and correct spelling, for example using the spellchecker function in a software application, dictionaries, word lists

Plurilingual strategies

1. Access new words from bilingual dictionaries or word lists (VCEALA659)

   1. consulting resources such as bilingual dictionaries, charts, word lists, online tools or peers and the teacher to find new words, or to check spelling and meaning
   2. recording new words from texts or interactions in a vocabulary list that includes English, home language and other details such as meaning or phonetic pronunciation
2. Attempt to communicate more complex ideas by drawing on a bilingual dictionary or other home language resources (VCEALA660)

   1. consulting a bilingual dictionary or home language peers to search for words that communicate nuanced meaning
   2. using online translation tools to generate approximate translations, and then improving these based on learnt grammatical patterns

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Organise information and write according to the structure of a specified text (VCEALL661)

   1. structuring simple texts in a logical form, with some independence, such as a personal text with a beginning, middle and end
   2. structuring more complex texts appropriately by working from a model or template
   3. using simple paragraphs and topic sentences to organise ideas in writing, for example starting a new paragraph for a change of topic
2. Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information (VCEALL662)

   1. following a model text or scaffold for paragraph structure, for example including a topic sentence, main idea, elaboration and summary
   2. writing a simple topic sentence introducing and sequencing the key idea of the paragraph, for example ‘Another main reason to ban cars is …’
3. Link ideas using a range of basic cohesive devices (VCEALL663)

   1. using an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the bus and then walked to the pool so I could go swimming’
   2. using a range of common subordinating conjunctions (such as ‘since’, ‘because’, ‘before’), for example ‘Because it was getting dark, we left before the show finished’
   3. creating short chains of reference using pronouns, for example ‘The doctor … she ... her patients …’
   4. using pronouns in more complex sentences, although sometimes creating ambiguity, for example ‘Dad found my dog and he was so happy’

Grammatical patterns

1. Use mostly standard word order (VCEALL664)

   1. constructing short sentences with standard word order
   2. writing different sentence types in appropriate contexts, for example statements to answer questions, commands in instructional texts
2. Develop writing through the use of compound and complex sentences (VCEALL665)

   1. writing compound sentences using a range of coordinating conjunctions, for example ‘They reduce training so they can rest their muscles’
   2. constructing complex sentences using subordinating conjunctions, for example ‘Because of the flood, their homes were destroyed’
3. Write using a range of tenses with varied accuracy (VCEALL666)

   1. controlling simple and continuous present and past tenses, for example ‘They are waiting’, ‘I was walking’
   2. attempting more complex tenses, with varied accuracy, for example multi-word verb groups (‘Was not going to say’), elaborated tenses (‘He had not been told yet’)
   3. consistently controlling agreement with common subjects and simple verbs, for example ‘I go’, ‘She goes’, ‘It is’, ‘They are’
4. Use adverbials to provide simple detail (VCEALL667)

   1. using some adverbials to give simple detail about place (‘at the station’), time (‘last week’), accompaniment (‘alone’), manner (‘very quickly’) and cause (‘because of the rain’)
   2. using prepositions with varying accuracy, for example ‘with her parents’, ‘in the bus’

Word knowledge

1. Use a varied and appropriate vocabulary (VCEALL668)

   1. choosing from a growing range of common topic vocabulary and familiar words
   2. beginning to use a small range of synonyms to avoid repetition
   3. selecting appropriate vocabulary from classroom charts, a personal dictionary and texts
2. Use modelled subject-specific vocabulary appropriately (VCEALL669)

   1. using subject-specific vocabulary accurately in sentences or short modelled texts
   2. labelling diagrams or filling in tables using subject-specific vocabulary
   3. recording subject-specific vocabulary in an organised way, for example using a word cline, word map or labelled diagram

Grapho-phonics

1. Spell most commonly encountered words correctly (VCEALL670)

   1. learning high-frequency sight words from shared texts and classroom activities
   2. recognising common letter patterns in familiar and new words
2. Use a range of punctuation marks consistently and correctly (VCEALL671)

   1. using a range of punctuation consistently and correctly, such as full stops, question marks, commas, apostrophes
   2. using commas consistently in lists, to separate clauses or indicate pauses
   3. using correct punctuation in direct speech
3. Develop a small range of skills to create and navigate simple digital texts (VCEALL672)

   1. typing short original texts using letters, common punctuation and symbols
   2. editing texts in simple ways, including deleting or inserting words
   3. using functions such as zoom or search to read text on a screen
   4. following step-by-step instructions to navigate a digital text using menu items or links

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Adapt speech in common classroom interactions so it is appropriate to the particular context and audience (VCEALA681)

   1. responding in the appropriate register by matching elements of body language, voice and expression
   2. using some appropriate language to give suggestions and opinions and ask for clarification
   3. using a small range of colloquial idioms learnt from interactions or texts
2. Develop non-verbal communication skills (VCEALA682)

   1. using eye contact, facial expressions, posture and gesture to communicate as an active listener in group discussions
   2. rehearsing non-verbal communication for prepared presentations with a partner and seeking feedback, or videoing self using a digital device for reflection and self-assessment

Plurilingual strategies

1. Explain the home language meaning of unfamiliar English words and phrases to home language peers (VCEALA683)

   1. assisting home language peers through English and shared languages by explaining words and concepts
   2. collaborating with home language peers to access resources such as bilingual dictionaries or online translation tools
2. Clarify in home language to check understanding (VCEALA684)

   1. seeking clarification from home language peers about new vocabulary and concepts
   2. referring to home language or bilingual glossaries, dictionaries or online translation tools for explanation of new vocabulary and information
   3. recording words and information in personal dictionaries or notes to indicate meaning, pronunciation and usage
3. Talk about cultural differences related to communication (VCEALA685)

   1. identifying and talking about differences between home language and English at text, sentence and word levels
   2. noticing and discussing differences in non-verbal aspects of communication, such as stance, proximity, gestures, eye contact

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Produce a range of coherent texts appropriate for audience and purpose (VCEALL686)

   1. understanding and producing text types according to conventions, such as reports, arguments, formal speeches
   2. incorporating appropriate organisational features for the text type, for example introduction, arguments for and against, conclusion in a discussion
2. Use time signals to link extended speech (VCEALL687)

   1. indicating the relationship between events by using time signals
   2. using extended phrases to indicate time, such as ‘Before we started the experiment, we ...’, ‘At the end of this talk, I’ll …’
3. Use a range of cohesive devices to extend speech (VCEALL688)

   1. extending speech by constructing compound sentences using a range of coordinating conjunctions, for example ‘I went to the shops but I didn’t buy anything’
   2. extending speech by constructing complex sentences using subordinating conjunctions, for example ‘She doesn’t like fish because of the smell’
   3. extending speech by adding prepositional phrases to give additional detail, for example ‘Without realising it was raining, he walked out the door’

Grammatical patterns

1. Construct a range of sentence types (VCEALL689)

   1. constructing statements, questions and commands with consistent accuracy
   2. experimenting with tag endings on questions, for example ‘You didn’t tell him, did you?’, ‘It goes back here, doesn’t it?’
2. Use basic and some complex verb forms accurately (VCEALL690)

   1. consistently using simple past and present tense verbs accurately, including common irregular verbs
   2. beginning to use a range of more complex verb forms accurately, including auxiliary verbs and negatives, for example ‘We are going on excursion’, ‘She does not want to miss out’
   3. using passive voice based on modelled examples, such as in procedural recounts, for example ‘The equipment was collected’
3. Use longer descriptive phrase (VCEALL691)

   1. using possessive pronouns, for example ‘Their habitats’, ‘Its colours’
   2. including some simple quantifiers, such as ‘some’, ‘a few’, ‘many’, ‘any’; for example ‘Their few small habitats’
   3. using an expanding range of adjectives as describers and qualifiers, for example ‘The bird’s unusual colours’
   4. using adverbs and levels of possibility as modifiers to add detail to verbs, for example ‘He trains diligently’, ‘She will definitely succeed’

Word knowledge

1. Comprehend familiar and specific curriculum area vocabulary in a spoken or digital text (VCEALL692)

   1. matching familiar and learnt vocabulary in spoken texts to print information such as transcripts or word lists
   2. using specific curriculum area vocabulary when responding to texts, for example in discussions or presentations
2. Use specific curriculum area language, including technical terms (VCEALL693)

   1. incorporating learnt vocabulary into spoken texts, such as discussions, presentations
   2. using technical terms (such as ‘photosynthesis’, ‘expiration’) and sub-technical terms (such as ‘process’, ‘analysis’)

Phonology

1. Use pronunciation and non-verbal features to support communication (VCEALL694)

   1. demonstrating sufficient control of stress, rhythm and intonation to be understood in most situations
   2. adjusting features of speech to support and convey meaning, such as emphasising an emotion or opinion
2. Identify specific pronunciation problems that need attention (VCEALL695)

   1. identifying key words in a text that may pose pronunciation problems, based on general guidance from the teacher, such as ‘Highlight all the words ending in a consonant’
   2. articulating specific difficulties with pronunciation, such as ‘I can’t tell the difference between “walk” and “work”’

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Understand the relationship between text structures and social purposes of text types studied in class (VCEALA702)

   1. understanding a range of school texts, such as a practical report, a review, a research project
   2. discussing the purpose of individual features of a text, for example headings in a pamphlet or images on a website
   3. using modelled metalanguage to name and describe features of texts
2. Experiment with reading long, complex texts with support from the teacher (VCEALA703)

   1. choosing a range of texts, including fiction and non- fiction, on diverse topics and with a range of perspectives
   2. identifying texts of interest based on comprehensible structure, challenging language and relevant topics
   3. seeking advice from the teacher when selecting texts to read for pleasure or a specific purpose

Plurilingual strategies

1. Respond to different cultural attitudes that are exemplified in stories (VCEALA704)

   1. identifying explicit and implicit representations of culture in texts, for example description of cultural practices or moral judgments based on implied cultural values
   2. comparing and contrasting own cultural knowledge with aspects represented in texts
   3. explaining familiar cultural references to others
2. Refer to a bilingual dictionary to check and extend vocabulary (VCEALA705)

   1. using a bilingual dictionary or online tool to search for new vocabulary and to crosscheck meaning in home language and English
   2. using home language and English to record spelling, meaning, translation and usage in a personal vocabulary list

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Compare the structures of different texts (VCEALL706)

   1. comparing features of everyday or school texts on related topics, such as a report and a review
   2. using annotations, tables or Venn diagrams to record and communicate comparisons
2. Outline the role of specific features of a text (VCEALL707)

   1. defining the functions of features in curriculum area texts, such as the contents page, index, annotated diagrams, headings
   2. matching labels to functions for different parts of a text
3. Identify the role of cohesive markers in a text (VCEALL708)

   1. identifying cohesive markers in a text, such as ‘also’, ‘finally’, ‘however’
   2. understanding the words replaced by reference items, and tracing these reference chains through a long text, for example ‘The team was reluctant to remain during the polar winter, when the sun may not be seen for over a month, as this is the most difficult time for Arctic exploration’

Grammatical patterns

1. Read texts with a range of sentence types (VCEALL709)

   1. understanding compound and complex sentences containing multiple clauses
   2. understanding sentences containing some sophisticated features, such as noun groups and modality
2. Identify agent, action and consequence in sentences using passive voice (VCEALL710)

   1. comparing the structure of sentences in active and passive voice, for example, comparing ‘We completed the experiment’ and ‘The experiment was completed by our group’
   2. converting basic active sentences into passive voice
3. Read and understand sentences containing a broad range of descriptive language (VCEALL711)

   1. understanding complex noun groups that use a range of pointers, counters, describers, classifiers, qualifiers, and concrete and abstract head nouns
   2. understanding a range of adverbial phrases, such as ‘very tightly’, and prepositional phrases, such as ‘with a blue pen’

Word knowledge

1. Identify thematic groupings of words in a text (VCEALL712)

   1. grouping or classifying words with the same topic, theme or function, such as ‘gravity’, ‘pull’, ‘force’
   2. tracing word chains that refer to a particular idea in a text, for example ‘Junk food contains harmful additives. Salt can cause heart problems, while sugar is linked to diabetes’
   3. organising related words to show their relationships, for example in a word cline, on a word map
2. Use contextual cues to infer the meaning of unknown words (VCEALL713)

   1. using existing vocabulary knowledge to predict the meaning of compound words (such as ‘daydream’) or words with familiar base words (such as ‘unbroken’)
   2. using information in the text, such as images, headings or adjacent sentences, to deduce meanings
   3. inferring the meaning of unfamiliar words and reading on to maintain fluency, and then checking new words in a dictionary after reading

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Understand how the purpose and audience of a text can influence content and form (VCEALA718)

   1. designing layout and visual features to suit purpose and audience, for example using bright colours in an illustrated story for children
   2. transforming texts to suit a different purpose or audience, for example converting a road safety website for learner drivers to a pamphlet for older drivers
   3. discussing language choices with regard to purpose and audience, for example reflecting on word choices in a persuasive text
2. Plan and draft text with support from peers and teacher (VCEALA719)

   1. drawing on knowledge of text types to identify an appropriate text type to use, for example a report to communicate information, an exposition essay to argue a point
   2. drawing on previous learning, notes and templates to plan the structure of the text
   3. drafting based on a plan showing text organisation and sequence of ideas
3. Revise text and proofread for accuracy of expression (VCEALA720)

   1. evaluating own and peers’ writing with reference to model texts and editing checklists
   2. using different strategies to read for different purposes when revising, for example reading aloud to check meaning, reading a sentence backwards to check spelling
   3. addressing a range of aspects of accuracy, such as grammatical accuracy, spelling, punctuation

Plurilingual strategies

1. Use home language resources such as bilingual dictionaries to improve range and clarity of expression (VCEALA721)

   1. consulting print resources, such as bilingual dictionaries, charts, word lists, to develop vocabulary by looking up synonyms and antonyms
   2. recording a vocabulary list that includes English, home language and details such as meaning, usage, related terms
2. Demonstrate the development of metalanguage appropriate to the content and task (VCEALA722)

   1. using metalanguage related to text and language, for example ‘topic sentence’, ‘verb’, ‘pronoun’
   2. recording terminology in personal notes or word lists, with translations in home language or examples from texts

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Plan and sequence information for a specified text (VCEALL723)

   1. writing a range of texts from different curriculum areas, such as a report, review, argument
   2. using a model text or template to plan the sections of a text using headings
   3. grouping related information in a coherent sequence, for example a main idea followed by elaboration, or a key argument with reasons
2. Write cohesive texts for a range of purposes (VCEALL724)

   1. 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
   2. ordering ideas in a paragraph so that they follow a logical sequence, for example chronological order, most common to least common examples
3. Use a range of cohesive devices to connect ideas in text (VCEALL725)

   1. using cohesive devices at the sentence level, for example a range of conjunctions and connectives that show relationships of cause or time
   2. using cohesive devices to connect ideas at the word level, such as writing pronouns or synonyms to create chains of ideas

Grammatical patterns

1. Use basic knowledge of grammatical features at the sentence level to argue, persuade, describe, classify, explain or instruct (VCEALL726)

   1. choosing appropriate sentence structure for purpose, for example using imperatives for instructional texts, passive voice for procedural recounts, causal connectives in explanations
2. Construct extended sentences using simple relative clauses and a range of common conjunctions (VCEALL727)

   1. using some basic relative pronouns to produce complex sentences, for example ‘They finally found the cure that they had been searching for’
3. Use verb forms appropriate to text type (VCEALL728)

   1. using appropriate verb forms for the purpose and text type, for example past tense for a reflective response, passive voice in a procedural recount
   2. controlling a range of more complex verb tenses, such as elaborated tenses (‘They had been waiting’), multi-word verb groups (‘I was not supposed to know’)
   3. controlling agreement for singular and plural nouns (for example ‘My brothers go to high school and my sister goes to university’) and countable and non-countable nouns (for example ‘There were clouds but there was no rain’)
4. Use a range of expressions to qualify opinions (VCEALL729)

   1. using modals (such as ‘may’, ‘might’) to signify opinions, for example ‘The forest may be changed by this protest action ’
   2. writing formulaic expressions to introduce personal opinions, such as ‘In my view …’, ‘I believe …’
   3. beginning to use subjective expressions to express opinions indirectly, such as ‘According to research …’, ‘Many consumers think …’

Word knowledge

1. Use vocabulary to create nuance, mood and feeling (VCEALL730)

   1. choosing vocabulary purposefully for particular effect, for example using some learnt colloquial or idiomatic phrases and humour appropriately
   2. showing awareness of social and cultural sensibilities in choice of synonyms, such as ‘plump’ versus ‘fat’, ‘people’ versus ‘humans’
2. Use a growing range of simple vocabulary (VCEALL731)

   1. using a small range of synonyms to avoid repetition
   2. understanding differences between specialised or colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
   3. accessing resources such as class texts, word lists, a print or online thesaurus to expand vocabulary

Grapho-phonics

1. Employ a range of strategies to spell words with increasing accuracy (VCEALL732)

   1. applying knowledge of spelling conventions and phonic knowledge to new words, for example to distinguish between ‘mat’ and ‘mate’
   2. learning an expanding repertoire of sight words from shared texts and classroom activities
   3. referring to print and digital charts, dictionaries and texts to check and confirm spelling
2. Use punctuation marks to create effects in writing, such as pauses and emphasis (VCEALL733)

   1. using a range of punctuation consistently, such as full stops, commas, colons, exclamation marks, question marks, apostrophes
   2. using commas to indicate pauses and separate clauses
   3. using punctuation to create effects in writing, such as commas or ellipses to indicate pauses, exclamation marks to emphasise a point
   4. using correct punctuation for direct speech and quotations most of the time
3. Create, edit and navigate simple digital texts (VCEALL734)

   1. creating a small range of digital texts, including documents, slides, tables and simple graphs
   2. formatting texts simply, for example using font styles, text alignment, dot points
   3. reading menus or links in order to navigate a website

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Shift between using formal and informal registers in response to purpose and context (VCEALA743)

   1. responding in the appropriate register by matching elements of body language, voice, expression, and use of personal or impersonal language
   2. using knowledge of topic vocabulary and a range of sentence structures to formulate appropriate responses
   3. using idiomatic and colloquial language appropriately and spontaneously
2. Apply non-verbal communication skills purposefully (VCEALA744)

   1. using a range of non-verbal features, such as eye contact, facial expressions, posture and gesture, to enhance communication

Plurilingual strategies

1. Discuss a point of language (VCEALA745)

   1. asking questions about points of grammar, such as ‘Why is it “the car door” and not “the car’s door”?’
   2. comparing similarities and differences between home language and English, such as text structure, grammar, cultural meanings
2. Use home language resources to develop English (VCEALA746)

   1. collaborating with same language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
   2. referring to home language or bilingual glossaries, dictionaries, thesauruses 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
3. Compare and contrast different ways of communicating meanings in home language and English (VCEALA747)

   1. discussing similarities and differences in text structure grammar, idiom and cultural meanings
   2. sharing observations about similarities and differences between home language and English

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Sustain complex ideas and information in coherent spoken texts, taking account of audience and purpose (VCEALL748)

   1. understanding and applying organisational features of a range of spoken texts, such as reports, persuasive texts, multimodal presentations
   2. presenting a logical sequence of information in prepared and impromptu spoken texts
2. Produce extended speech, using connectives and signal words (VCEALL749)

   1. extending and elaborating in spoken texts by giving detail such as cause, contrast, evidence
   2. using a range of connectives to indicate relationships (such as time, sequence, result, contrast and addition), for example ‘unless’, ‘in that case’, ‘however’, ‘this shows …’
3. Use a range of cohesive devices to extend and connect speech (VCEALL750)

   1. connecting multiple clauses using a range of coordinating and subordinating conjunctions, for example ‘Because of the flooding, they could not access their house and had to evacuate to the school instead’
   2. using pronoun references to maintain cohesion throughout an extended text

Grammatical patterns

1. Formulate extended statements with increasing control over grammatical features (VCEALL751)

   1. formulating extended utterances for a range of purposes, such as making statements, giving instructions, asking questions
   2. expanding the detail in statements using a range of grammatical features, including adverbs, noun groups and more complex verb phrases, for example ‘I eventually finished reading that very interesting and sometimes challenging book’
2. Use extended topic-related verb groups (VCEALL752)

   1. choosing from a wide range of action, saying, sensing and relating verbs to express precise meaning, for example ‘construct’, ‘produce’, ‘appreciate’, ‘prefer’
   2. using extended verb groups, for example ‘about to start packing up’, ‘would not want to be noticed’
   3. expressing more complex verbs using elaborated tenses, for example ‘hadn’t noticed’, ‘we’re getting hungry’
   4. expressing modality through words such as ‘may’ and ‘might’
3. Use a range of extended descriptive phrases (VCEALL753)

   1. building noun groups using a range of adverbs, prepositional phrases and relative clauses, for example ‘the unusual colours of the bird’s tail feathers that help it camouflage in the grass’
   2. choosing appropriate vocabulary to construct noun groups for imaginative or informative texts, for example ‘a flock of colourful parrots’, ‘less than 10% of native seed-eating birds’

Word knowledge

1. Use existing vocabulary knowledge to determine the meaning of new words (VCEALL754)

   1. using familiar root words, prefixes and suffixes to make predictions about meaning of new specific curriculum area vocabulary
   2. checking predictions about new vocabulary, using specific curriculum area resources, dictionaries and vocabulary lists, and by asking questions
2. Use words with multiple meanings across curriculum areas (VCEALL755)

   1. using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
   2. using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

Phonology

1. Use pronunciation, intonation, volume and stress to support meaning (VCEALL756)

   1. modelling intonation, volume, stress and pacing on the speech of others such as teachers, peers, performers or presenters
   2. adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis in persuasive speech
   3. using intonation, volume and stress to emphasise an opinion or emotion, such as ‘That is NOT what happened’
2. Self-correct and improve aspects of pronunciation that impede communication (VCEALL757)

   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. Analyse and interpret language choices and organisation of particular text types in relation to their purpose, audience and context (VCEALA764)

   1. comparing the structure and language of texts for different audiences or purposes related to the same topic, for example a car advertisement or road safety pamphlet
   2. identifying points of view that are represented in texts, and suggesting perspectives that are missing
   3. using metalanguage to name and describe features of texts
2. Read a range of sustained, complex texts (VCEALA765)

   1. choosing a range of texts, including fiction and non-fiction, and diverse issues and perspectives
   2. identifying and responding to a range of cultural and literary perspectives and stereotypes in texts

Plurilingual strategies

1. Discuss specific characteristics and features of texts in relation to another known language (VCEALA766)

   1. comparing and contrasting features of texts in English and another known language, for example text structure, use of evidence, levels of formality, vocabulary choices
   2. comparing or contrasting views represented in texts with different cultural values, including personal experiences
   3. using metalanguage to name and describe features of texts
2. Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language (VCEALA767)

   1. using a bilingual dictionary, thesaurus or online tool to search for synonyms and antonyms for a known word in one language
   2. crosschecking meaning in home language and English to confirm accurate choice of vocabulary
   3. contributing to class word lists with vocabulary found using dictionaries and other resources

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Examine the role of the structures and features of mainstream texts in different curriculum areas (VCEALL768)

   1. 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
   2. examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts
2. Demonstrate awareness of the role of the structures and features in a range of texts (VCEALL769)

   1. comparing and explaining the functions of features of texts, for example an informative text and a persuasive text on the same topic
   2. transforming texts from one type to another, using the appropriate features, for example transforming an interview transcript into a report
3. Recognise and follow complex text connections used to link ideas across sentences and paragraphs (VCEALL770)

   1. identifying connectives used to link ideas across a text, such as ‘nevertheless’, ‘although’
   2. adding a range of conjunctions and connectives to a text to improve cohesion
   3. sequencing parts of sentences into a longer cohesive text, using text connectives appropriately

Grammatical patterns

1. Demonstrate understanding of complex language (VCEALL771)

   1. 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 …’
   2. connecting and transforming simple sentences using a range of grammatical structures to create extended compound and complex sentences
2. Understand a range of verb forms in particular text types (VCEALL772)

   1. understanding complex verb groups, including elaborated tenses (such as ‘had not realised’), extended verb groups (such as ‘did not expect to be found’) and modality (such as ‘need to consider’)
   2. recognising verb forms that are used in particular text types, such as passive voice in procedural recounts
3. Read and understand complex descriptive language (VCEALL773)

   1. understanding extended noun groups that use adverbs, prepositional phrases and relative clauses, for example ‘the many ways in which groups of monkeys communicate through sound’

Word knowledge

1. Demonstrate a broad technical vocabulary across the curriculum areas (VCEALL774)

   1. reading, with understanding, texts containing new vocabulary, some subject-specific vocabulary and figurative language
   2. responding to the use of vocabulary in a text, for example by describing emotions elicited by particular words or phrases
   3. creating graphic organisers, for example word clines or word maps, to illustrate the relationships between synonyms and antonyms
2. Use contextual cues to interpret difficult words (VCEALL775)

   1. predicting meaning of new words based on knowledge of the base word, such as ‘educate’, ‘uneducated’, ‘education’
   2. inferring the meaning of an unfamiliar word by using contextual information such as the topic of the text, meaning of adjacent sentences and meanings of familiar words in the same sentence

Cultural and Plurilingual Awareness Elaborations

Cultural understandings

1. Understand how writing contexts, audience and purpose influence function and form (VCEALA780)

   1. choosing from a repertoire of text types to communicate a message clearly, for example writing an analytical essay or creating a short slideshow to explain an issue to the class
   2. identifying the context, purpose and audience for a text when planning and drafting
   3. choosing and sustaining appropriate language for the audience and purpose, for example using a formal register for an intended academic audience
2. Plan and draft text independently and through group activities (VCEALA781)

   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. Revise and refine writing in response to feedback from a teacher or peer (VCEALA782)

   1. giving and interpreting feedback in different formats, for example using coloured or highlighter pens on print texts, review comments on digital texts, feedback checklists
   2. incorporating feedback on a range of aspects, for example redrafting a personal recount to edit out unnecessary detail
   3. using software to support in-text referencing and reference lists, for example using online reference generators, functions in text editors

Plurilingual strategies

1. Draw on home language resources to communicate more complex ideas (VCEALA783)

   1. asking language peers for assistance with translations and related ideas for a home language term or expression
   2. using specific vocabulary, idioms or quotations translated from home language to emphasise a point
   3. translating and explaining cultural ideas from home language into English
2. Plan writing, cooperate, and edit texts with a group, using home language (VCEALA784)

   1. using home language to generate additional ideas in brainstorming activities
   2. seeking and giving feedback with peers on draft writing using home language and English
   3. managing group functions, explaining tasks and supporting peers’ participation using home language as well as English

Linguistic Structures and Features Elaborations

Text structure and organisation

1. Write a range of extended texts using the structures appropriate to the text types (VCEALL785)

   1. constructing a range of clearly structured and cohesive texts from different curriculum areas, such as report, argument, discussion, review
   2. using model texts and templates to inform the structure of print texts, making some adaptations to suit the particular purpose, audience and content of the text
2. Write a range of cohesive texts with accuracy (VCEALL786)

   1. connecting ideas at the whole-text level using organisational features, such as detailed introductions containing a preview of key ideas, conclusions containing a clear summary
   2. writing cohesive paragraphs with logical connections between ideas in each sentence
3. Use an extended range of cohesive devices to improve fluency (VCEALL787)

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

Grammatical patterns

1. Demonstrate control of appropriate grammatical structures that develop the ways to analyse, argue, persuade, describe, classify or explain (VCEALL788)

   1. varying sentence structures to support the purpose of the text and create interest for the reader, for example including rhetorical questions in an argument, varying sentence length within a paragraph
2. Combine simple sentences into complex sentences using embedding structures (VCEALL789)

   1. using embedded clauses to create complex sentences, for example ‘The Prime Minister, having lost the support of her party, began to look for new allies among her former rivals’
   2. constructing complex sentences using sophisticated relative clauses, such as ‘This film, which was adapted from the novel of the same name, raises some challenging issues’
3. Demonstrate control of a wide range of verb forms (VCEALL790)

   1. controlling a wide range of tenses
   2. attempting complex verb groups incorporating multiple elements such as time and negatives, for example ‘I guess you are not planning to go’
   3. using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’
4. Use relative clauses and adjectival expressions for descriptive purposes (VCEALL791)

   1. writing relative clauses to add description, for example ‘The group, which consisted of four men and four women …’
   2. writing complex adjectival phrases to describe concrete and abstract nouns in sentences, for example ‘The most reliable and efficient product on the market …’, ‘The convincing scientific evidence supporting this theory …’

Word knowledge

1. Use imagery to create nuance, mood and feeling

   (VCEALL792)

   1. using imagery appropriately in a range of texts, for example metaphors and similes in a narrative, analogies in a news report
   2. using some idioms or euphemisms learnt from reading and viewing diverse texts
2. Use an expanded vocabulary appropriate for the curriculum area (VCEALL793)

   1. incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
   2. distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

Grapho-phonics

1. Spell words accurately using a range of strategies (VCEALL794)

   1. spelling accurately a wide range of words including unusual and technical words, using knowledge of spelling conventions and letter–sound relationships
   2. referring to dictionaries, online tools, curriculum area texts and personal vocabulary lists to check spelling
2. Use a wide range of punctuation marks to add impact to writing (VCEALL795)

   1. producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
   2. using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
   3. using software application functions to add, format and edit images and tables, with guidance
3. Use a range of digital formats and images to enhance meaning and impact (VCEALL796)

   1. producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
   2. using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
   3. using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’