Search results

Result list

• VCEALL158

  Use some punctuation consistently

  Elaborations

  • using a range of common punctuation, such as full stops, question marks, commas
  • starting sentences with a capital letter and ending with a full stop, question mark or exclamation mark
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL158 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL133

  Recognise that full stops and question marks separate text

  Elaborations

  • using punctuation to identify whether a sentence is a statement or question
  • pausing appropriately at full stops when reading
  • using a rising intonation when reading a question

  VCEALL133 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL128

  Read familiar phrases and sentences with fluency

  Elaborations

  • reading fluently frequently heard phrases, such as ‘and then’, ‘and he said’
  • sequencing words or phrases in a familiar sentence
  • reading sentences with fluency after rehearsal

  VCEALL128 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL101

  Construct a small range of sentence forms

  Elaborations

  • constructing positive and negative statements using subject plus verb, for example ‘I finished’, ‘The bus didn’t come’
  • beginning questions with question words such as ‘Who’, ‘What’, ‘When’, ‘How’
  • beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’
  • constructing subject–verb-–object sentences with accuracy
  • giving some additional detail using short noun groups or adjectival phrases, such as ‘He gave me a new book’, ‘I ran really fast’

  VCEALL101 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALA140

  Write simple sentences with minimal reliance on copying

  Elaborations

  • using common and familiar vocabulary from interactions or familiar classroom contexts and texts
  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, long compound sentences listing a series of events

  VCEALA140 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA095

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, for example ‘the house white’, ‘I very like swimming’
  • formulating original utterances to communicate ideas and combining English vocabulary with home language sentence patterns

  VCEALA095 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL151

  Write sustained texts using sentences based on simple repetitive, modelled patterns

  Elaborations

  • writing original sentences with less reliance on copying
  • writing repetitive patterns to produce longer texts, such as ‘I like ..., and I like ...’
  • connecting clauses together to make compound sentences that may run on, for example ‘I came to school and met my friend and then we played handball and then the bell went’
  • using ‘because’ to create dependent clauses, though these may be incomplete sentences, for example ‘We went to the pool. Because it was hot’

  VCEALL151 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL152

  Write sentences and phrases that reflect simple written-like structures

  Elaborations

  • using a wider range of sentence beginnings, for example foregrounding time or place rather than people
  • writing a series of short statements in time sequence, for example ‘I eat breakfast. I go to school. I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green. Frogs have big eyes. They eat insects’
  • connecting clauses into basic compound or complex sentences using common conjunctions such as ‘and’, ‘but’, ‘and then’, ‘because’, ‘so’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Archie came to school early. He felt very tired’, ‘Yesterday the class went … We went …’

  VCEALL152 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL109

  Repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers for a range of interactions and text types
  • saying familiar sentences fluently, with phrasing modelled on other speakers
  • modifying familiar sentences to incorporate personal details, for example ‘I like to play soccer’, ‘I like to play footy’

  VCEALL109 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL156

  Use some curriculum or content area vocabulary

  Elaborations

  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL156 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Reading and Viewing

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Reading and Viewing

• VCEALA145

  Model writing on other texts

  Elaborations

  • using words, phrases or sentence patterns from a teacher-modelled text, a favourite story or home language text
  • constructing a short, basic text type, following the structure of a model text, for example copying sentence beginnings in the same order

  VCEALA145 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA148

  Understand a small range of terminology of writing

  Elaborations

  • understanding terminology such as ‘letter’, ‘word’, ‘sentence’, ‘comma’
  • understanding a small range of more technical terminology in structured activities, such as underlining verbs in a short text
  • following instructions for writing, for example ‘Fill in your name’, ‘Write each sentence on a new line’

  VCEALA148 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALL127

  Use developing knowledge of English to predict some words or phrases

  Elaborations

  • finishing familiar phrases or sentences from known texts
  • recognising the ways in which new and already known information is presented in sentences
  • using knowledge of familiar words and phrases to make predictions about sentences and collocations, such as for collocations with ‘take’, for example ‘Don’t take the bus. It’s faster if you take the train’, ‘Why did you take so many photos?’

  VCEALL127 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Writing

  At Level A2 students communicate ideas, events and experiences through simple texts based on familiar spoken and written language. They write for a variety of personal and classroom purposes, using known and modelled structures and features. They write everyday texts and simple stories, recounts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.

  St...

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

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL153

  Write common nouns and adjectives in the correct order in formulaic structures

  Elaborations

  • building short noun phrases using adjectives, such as ‘the blue car’
  • using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’

  VCEALL153 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features