Search results

Result list

• VCEALL048

  Recognise some familiar words in context

  Elaborations

  • recognising some familiar, personally significant words in context, such as own name on a list, peers’ names on labels, days of the week
  • identifying some familiar vocabulary (mainly content words) in a supported context, such as shared reading or teacher-led discussion

  VCEALL048 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCELA098

  Recognise the beginning sounds of familiar words

  Elaborations

  • matching images to objects
  • recognising objects or images that begin with the same or a similar sound
  • copying and imitating words and sounds using voice or alternative and augmentative communication

  VCELA098 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELA015

  Respond to images, objects and the spoken word

  Elaborations

  • experiencing different text types, genres and modes
  • reacting to objects and sounds in their environment
  • noticing objects and sound in their environment
  • turning attention towards another person or action of another person
  • showing interest in photographs of familiar objects and people
  • observing objects being represented by an image or spoken words

  VCELA015 | Curriculum content | English | Level A | Writing | Language

• VCEALA147

  Show interest in patterns of spelling

  Elaborations

  • asking how to write new words
  • noticing similar spelling patterns, for example words that contain the same letter combinations, such as ‘find’ and ‘finger’; ‘air’ and ‘chair’
  • comparing words in English with home language forms and meanings

  VCEALA147 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALL161

  Use keyboard skills to write short, simple texts

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text or composing a short original text
  • using simple editing functions, such as inserting or deleting a word
  • using basic formatting functions, such as making text bold or changing font

  VCEALL161 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL320

  Use basic software functions to present text

  Elaborations

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

  VCEALL320 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL292

  Use basic digital technology functions

  Elaborations

  • typing letters and words, copying from a print text
  • following simple instructions with visual support to navigate a digital text using menu items or links

  VCEALL292 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• English: Foundation Level achievement standards - Reading and Viewing

  By the end of the Foundation level, students use questioning and monitoring strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify...

  Level description | English | Foundation Level | Reading and Viewing

• VCEALA530

  Begin to check accuracy

  Elaborations

  • checking copied text against the original text and making corrections to capital letters, spelling and punctuation
  • following the teacher’s feedback to identify and correct simple errors, for example referring to the word list to check the spelling of underlined words

  VCEALA530 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALL400

  Use a small range of software functions to create simple digital texts

  Elaborations

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

  VCEALL400 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC505

  Identify some familiar words in different contexts

  Elaborations

  • identifying familiar information in a text, for example recognising friends’ names on worksheets or belongings
  • locating specific words or information in a text, using questions or prompts as guidance

  VCEALC505 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC185

  Understand some familiar words in different contexts

  Elaborations

  • recognising a friend’s name on a birthday calendar, or reading a label to select the correct book

  VCEALC185 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALL025

  Borrow key words from previous speaker

  Elaborations

  • borrowing key words from questions to compose answers, such as Student 1: ‘Do you want to play chasey?’, Student 2: ‘Yeah, play chasey’

  VCEALL025 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL318

  Spell accurately common words encountered in the classroom

  Elaborations

  • spelling accurately high-frequency words and words learnt in class, such as ‘the’, ‘and’, ‘is’, ‘it’
  • using sound or visual features to spell new words, for example ‘evry’
  • referring to classroom charts and personal vocabulary lists to check or confirm spelling

  VCEALL318 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL047

  Identify repetitive words or phrases in known texts

  Elaborations

  • pointing to or counting repeated words in a text, for example ‘How many times can you see the word “me”?’
  • identifying characters or objects that are represented in both images and print text

  VCEALL047 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALL629

  Use topic-related compound words to extend vocabulary

  Elaborations

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

  VCEALL629 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL367

  Read some common words or familiar phrases

  Elaborations

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

  VCEALL367 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features