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• 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

• VCEALL539

  Write some common words that are already known orally

  Elaborations

  • using new vocabulary, incorporating familiar oral language, personally significant words and common terms
  • retrieving vocabulary from classroom charts, familiar texts and personal word lists

  VCEALL539 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL285

  Use knowledge of base words to read new forms

  Elaborations

  • attempting to read new forms of familiar words, and self-correcting using knowledge of base words and common morphemes, such as ‘walk, walked, walks’

  VCEALL285 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL520

  Group familiar words according to their meaning or subject matter

  Elaborations

  • categorising words based on similarities and differences in meaning or topic

  VCEALL520 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL129

  Recognise a small range of familiar words in different contexts

  Elaborations

  • using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list, and sentence starters such as ‘Once upon a time …’, ‘Today is …’
  • recognising familiar words and collocations, such as ‘the big bad wolf’, in different contexts
  • recognising some common prefixes and suffixes, such as ‘un–’ and ‘–er’, and how they change the meaning of words

  VCEALL129 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL254

  Use a range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas for a range of purposes, including asking questions, supporting social interaction or self-expression, such as ‘What’s the time?’, ‘Oh, no!’, ‘Excellent work’, ‘Well done’
  • using longer formulaic constructions to articulate needs, such as ‘Can I eat lunch?’, ‘I want to go toilet’

  VCEALL254 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL045

  Rely on content words to understand the main idea in a text

  Elaborations

  • recognising common or learnt words in class texts
  • suggesting the topic of a text based on understanding content words in a title

  VCEALL045 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL732

  Employ a range of strategies to spell words with increasing accuracy

  Elaborations

  • applying knowledge of spelling conventions and phonic knowledge to new words, for example to distinguish between ‘mat’ and ‘mate’
  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • referring to print and digital charts, dictionaries and texts to check and confirm spelling

  VCEALL732 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL230

  Write sentences that may not follow standard word order

  Elaborations

  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL230 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL775

  Use contextual cues to interpret difficult words

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘educate’, ‘uneducated’, ‘education’
  • inferring the meaning of an unfamiliar word by using contextual information such as the topic of the text, meaning of adjacent sentences and meanings of familiar words in the same sentence

  VCEALL775 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL755

  Use words with multiple meanings across curriculum areas

  Elaborations

  • using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
  • using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

  VCEALL755 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL749

  Produce extended speech, using connectives and signal words

  Elaborations

  • extending and elaborating in spoken texts by giving detail such as cause, contrast, evidence
  • using a range of connectives to indicate relationships (such as time, sequence, result, contrast and addition), for example ‘unless’, ‘in that case’, ‘however’, ‘this shows …’

  VCEALL749 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL259

  Respond to key words in many common instructions

  Elaborations

  • carrying out common instructions, such as ‘Open the windows’, ‘Bring your work’, ‘Use the coloured pencils’
  • clarifying instructions before acting, by recasting key words (‘Open them?’, ‘These pencils?’) or by indicating the objects

  VCEALL259 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL516

  Sequence words to make simple, familiar sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order
  • choosing the correct word to complete a simple cloze or sentence stem

  VCEALL516 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL155

  Use high-frequency words encountered in classroom activities

  Elaborations

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

  VCEALL155 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features