Search results

Result list

• VCEALL713

  Use contextual cues to infer the meaning of unknown words

  Elaborations

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

  VCEALL713 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL669

  Use modelled subject-specific vocabulary appropriately

  Elaborations

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

  VCEALL669 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL791

  Use relative clauses and adjectival expressions for descriptive purposes

  Elaborations

  • writing relative clauses to add description, for example ‘The group, which consisted of four men and four women …’
  • 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 …’

  VCEALL791 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL044

  Understand and use simple metalanguage for books and reading

  Elaborations

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

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

• VCEALL724

  Write cohesive texts for a range of purposes

  Elaborations

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

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

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL661

  Organise information and write according to the structure of a specified text

  Elaborations

  • structuring simple texts in a logical form, with some independence, such as a personal text with a beginning, middle and end
  • structuring more complex texts appropriately by working from a model or template
  • using simple paragraphs and topic sentences to organise ideas in writing, for example starting a new paragraph for a change of topic

  VCEALL661 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL312

  Use a small range of simple descriptive phrases

  Elaborations

  • building simple noun phrases using adjectives, such as ‘the blue car’
  • using a narrow range of adverbs and phrases to add circumstance, such as ‘The car goes fast’, ‘I sat on a chair’
  • using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’

  VCEALL312 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL135

  Read familiar texts with some fluency

  Elaborations

  • reading aloud with some accuracy and confidence words that are familiar or contain familiar letter patterns
  • imitating teacher and peers to read short texts with accurate pronunciation, fluency, pauses and intonation
  • repeating a sentence with corrected pronunciation, intonation or pausing when prompted

  VCEALL135 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL069

  Use a very simple text structure repeatedly

  Elaborations

  • using the same expression in writing as in speech
  • writing or dictating simple statements in time sequence, for example ‘I get my bag’, ‘I eat lunch’
  • writing recounts or stories using repetitive time or sequence connectives
  • copying the structure of classroom texts, for example using the same sentence stems or writing the details in the same order

  VCEALL069 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL643

  Interpret the way information is organised in texts

  Elaborations

  • using organisational features, such as headings, labels, diagrams and content lists, to find information in texts
  • navigating a digital text using a series of links to locate specific information
  • matching parts of a text together, for example topic sentences to paragraphs, titles to chapters, captions to diagrams

  VCEALL643 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL533

  Draw on conventions for organising information

  Elaborations

  • organising related ideas together, for example grouping information within a sentence, listing relevant information under given headings
  • following organisational conventions when writing, for example putting the date at the top of the page, starting a new page for a new lesson

  VCEALL533 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • 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 …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL535

  Use basic conjunctions to connect ideas

  Elaborations

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

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

• VCEALL444

  Interpret the meaning of written text that uses a range of tenses and negation

  Elaborations

  • identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
  • identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
  • transforming sentences from a text into negatives or different tenses

  VCEALL444 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL649

  Use syntactic, logical and cultural cues to work out the meaning of unknown words in a text

  Elaborations

  • 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
  • drawing on home language knowledge of culture to deduce meanings of words or phrases

  VCEALL649 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCELA085

  Know that symbols, words and images can communicate needs

  Elaborations

  • making choices through alternative and augmentative communication, sign, symbol and image selection
  • using language to make requests, greet people, convey basic information about themselves and others
  • using image and sentence strip to communicate a need for example I want… to assist in requesting an object
  • using symbols to label an image

  VCELA085 | Curriculum content | English | Level C | Writing | Language

• VCELY230

  Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • sequencing content according to text structure
  • using appropriate simple and compound sentence to express and combine ideas
  • using vocabulary, including technical vocabulary, appropriate to text type and purpose

  VCELY230 | Curriculum content | English | Level 2 | Writing | Literacy

• VCRAU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have separate parts, observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events and greeting cards can convey feelings

  VCRAU014 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU191

  Explore ways to use traditional characters to enhance their own communication

  Elaborations

  • listing and quoting famous sayings from traditional literature, such as famous lines from poems, to relate to readers who have similar reading experiences
  • identifying examples of 成语 in Chinese students’ writing, discussing the effect of this and examining errors made, such as in the sentence 我要休息一下，要不然有个三长两短就不好了

  VCZHU191 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change