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• VCEALL447

  Apply knowledge of letter–sound relationships to deduce the pronunciation of new words

  Elaborations

  • sounding out new words using letter–sound patterns and individual letters
  • breaking words into syllables and phonemes to identify familiar letter patterns and read new words

  VCEALL447 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL477

  Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident

  Elaborations

  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • drawing on knowledge of letter–sound relationships and common spelling patterns to spell new words

  VCEALL477 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL449

  Read on when encountering unfamiliar words

  Elaborations

  • reading on to support fluency and to help deduce the meaning of unfamiliar words
  • returning to unfamiliar words later to check meaning and pronunciation

  VCEALL449 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL451

  Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts

  Elaborations

  • editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
  • recognising icons used for common functions, such as search, download or print
  • reading menus or links in order to navigate a website

  VCEALL451 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL445

  Use knowledge of sentence structure to predict words and self-correct

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘know’, ‘unknown’, ‘knowledge’
  • inferring the meaning of an unfamiliar word by using known contextual information or ideas in the sentence or paragraph

  VCEALL445 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL446

  Use knowledge of sentence structure and content to deduce the meaning of unfamiliar words

  Elaborations

  • using knowledge of sentence structure to deduce the part of speech or function of an unfamiliar word
  • deducing the meaning of unfamiliar words based on known ideas in the sentence or paragraph

  VCEALL446 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALA411

  Make own translation of specific words and help other home language speakers to check context or match concepts

  Elaborations

  • inferring the meaning and translation of new words based on context and previous learning in home language
  • assisting same language peers through English and shared languages by explaining words and concepts

  VCEALA411 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALA436

  Use an accessible English dictionary to check the meaning of new words, and/or check meanings in a home language–English bilingual dictionary

  Elaborations

  • crosschecking meaning in English and home language to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found by using dictionaries

  VCEALA436 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Reading and Viewing

  At Level B3 students read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

  Students demonstrate understanding of the main storyline and most key information when...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• VCEALL473

  Use some antonyms and synonyms

  Elaborations

  • using a range of synonyms to avoid repetition
  • accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms

  VCEALL473 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALA433

  Identify unfamiliar cultural references

  Elaborations

  • comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
  • asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?

  VCEALA433 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC406

  Understand a new topic delivered with extensive contextual and teacher support

  Elaborations

  • making links between the spoken information, written text and visual support to understand connections between ideas in the topic
  • paraphrasing or briefly explaining the topic, using key words and sequencing ideas to reflect the lesson

  VCEALC406 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALL474

  Use a range of key vocabulary appropriately

  Elaborations

  • using varied vocabulary accurately in texts such as explanations, information reports or descriptions
  • labelling detailed diagrams or filling in tables using key vocabulary
  • recording key vocabulary systematically, for example using a word map or labelled diagram

  VCEALL474 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL467

  Organise texts in simple, logically ordered paragraphs with topic sentences

  Elaborations

  • grouping sentences on the same topic into paragraphs
  • sequencing sentences logically within the paragraph to develop a simple elaboration or argument
  • writing topic sentences that indicate the topic using key words

  VCEALL467 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALA463

  Employ a range of strategies to expand vocabulary

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words

  VCEALA463 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA460

  Plan individually and review own writing

  Elaborations

  • using templates and checklists to support independent reviewing of own writing
  • using a function such as a spellchecker in a software application to edit for accuracy, and a synonyms list to consider alternative words for effect
  • referring back to feedback on previous writing in order to attend to similar issues

  VCEALA460 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALL423

  Self-correct and improve aspects of pronunciation that impede communication, and focus on correction

  Elaborations

  • 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
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL423 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | 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