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• VCEALL051

  Recognise some common letters and letter patterns in words

  Elaborations

  • identifying common letters or letter patterns in words in letter charts, familiar books or other texts
  • locating particular letters, both lower-case and capital, in a short text when prompted
  • locating words containing the same letter patterns in a short text, for example words containing ‘ch’ or all the words with double letters

  VCEALL051 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL077

  Write new words with an initial letter or several letters

  Elaborations

  • representing words by their initial letter (such as ‘b’ for ‘book’) or by their beginning and ending sounds (such as ‘bk’ for ‘book’)
  • writing strings of letters that approximate the pronunciation of words, such as ‘scol’ for ‘school’, ‘fes’ for ‘face’

  VCEALL077 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALA060

  Recognise the importance of accurate reproduction of letters and words

  Elaborations

  • forming both capital and lower-case letters consistently and legibly
  • showing awareness that spelling is consistent, for example copying words carefully, asking how to spell a word, asking for a word to be written so it can be copied

  VCEALA060 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALL078

  Use appropriate letter size, spacing and letter formation

  Elaborations

  • producing capital letters, lower-case letters and numbers consistently and legibly
  • writing repeated letters and numbers the same way, for example producing recognisable letters with some consistency when copying
  • writing from left to right and leaving spaces between groups of letters or between words

  VCEALL078 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL049

  Recognise some letters of the alphabet

  Elaborations

  • recognising and naming some letters of the alphabet
  • identifying common letters in different words consistently, for example pointing to all the ‘t’s in a sentence
  • reading aloud the spelling of a word by naming the letters

  VCEALL049 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL052

  Recognise capital letters, spaces and full stops

  Elaborations

  • showing awareness that words are separated by spaces, such as by pointing to words or counting words
  • pointing to capital letters and full stops in a text
  • pausing at full stops when reading aloud
  • using spaces to count words in a sentence or on a line
  • using capital letters and full stops to count sentences

  VCEALL052 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL050

  Identify some sounds in words

  Elaborations

  • relating some letters of the alphabet to sounds, for example relating some vowels to their usual or common sounds
  • using initial letters and common letter patterns to decode new words
  • attempting to pronounce new words by using the most common sound for each letter and sounds for familiar letter groups, following instruction from the teacher such as ‘What does the first letter sound like?’

  VCEALL050 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Reading and Viewing

  At Level A1 students read and engage with a wide range of short, simple, repetitive texts, including shared recounts and fictional and everyday texts. These texts may be in print or visual form.

  Students read in context some familiar words, phrases, numbers and signs. They complete simple...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Reading and Viewing

• VCEALA067

  Use some home language words and words copied from various sources

  Elaborations

  • copying words from classroom resources such as labels, signs, word lists
  • writing in home language script or transliterating the sound of a home language word in English letters when the English word is unknown
  • asking home language peers or the teacher for the English translation and spelling of a home language word
  • explaining the meaning of a home language word when asked, for example by pointing, drawing, using known language

  VCEALA067 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC055

  Copy well-known symbols, words, phrases or short texts

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • copying out a short text jointly constructed by the class
  • copying and completing short, formulaic sentences to describe familiar images, such as ‘This is a …’
  • making corrections to own writing when copying text

  VCEALC055 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 description

  The Level A1 curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. As a result, they begin to recognise the ways...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL

• VCEALL082

  Use basic keyboard skills to write personally significant words and simple modelled sentences

  Elaborations

  • locating letters, numbers and common symbols accurately on a keyboard
  • using basic functions of a keyboard, for example using the shift key and space bar
  • typing letters, numbers, symbols and words, copying from a print text
  • typing familiar words, such as own name, without copying

  VCEALL082 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Writing

  At Level A1 students communicate their ideas and experiences simply through drawings, copied writing, dictated texts and their own basic writing, showing evidence of a developing understanding of the writing process. They contribute to shared writing activities. They demonstrate an early awareness...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Writing

• VCEALA039

  Distinguish English script from non-English script

  Elaborations

  • recognising letters of the alphabet and words written in English
  • pointing to words in English in a multilingual text

  VCEALA039 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL046

  Recognise familiar words and phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels and name tags
  • locating and pointing to familiar words or phrases when prompted, for example ‘This book is about frogs. Where can you see the word “frog”?’
  • reading aloud words and phrases from familiar texts
  • recognising common words and phrases from familiar charts, labels, books
  • recognising labels for frequently accessed classroom items, for example ‘books’, ‘recycling’
  • following instructions on simple signs such as ‘Stop’, ‘Line up here’

  VCEALL046 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA059

  Respond to the terms ‘writing’ and ‘drawing’ appropriately

  Elaborations

  • following instructions to write or draw, such as ‘Write your name’, ‘Draw a face’
  • understanding that English writing consists of words formed by letters, and sentences comprising words

  VCEALA059 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA068

  Understand some terminology of writing in English and/or home language

  Elaborations

  • understanding some terminology of writing, such as ‘word’, ‘letter’, ‘sentence’, ‘space’, ‘full stop’
  • following simple instructions using writing terminology, for example ‘Write in capital letters’, ‘Leave a line in between’

  VCEALA068 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA040

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing
  • keeping copies of vocabulary charts that include images, English and home language

  VCEALA040 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• 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