demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
- Develop and apply contextual knowledge
- begin to understand that grammar, punctuation and vocabulary are needed to achieve the purpose of the text
- show a growing awareness of words that enrich their vocabulary
- Understand and apply knowledge of language forms and features
- recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
- recognise that sentences are key units for expressing ideas (ACELA1435)
- identify statements, questions, commands and exclamations and their functions in texts
- experiment with adverbial phrases in structured and guided activities to indicate when, where and how actions occurred, eg last week, at home
- demonstrate an awareness of nouns, pronouns and conjunctions
- recognise simple pronoun references to maintain meaning
- understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
- identify features of sentence punctuation, eg question marks and exclamation marks, when reading and composing
- Understand and apply knowledge of vocabulary
- begin to build personal vocabulary
- know the meaning of commonly used words
- demonstrate an awareness that some words have multiple meanings
- compose effective sentences in writing using appropriate word order
- begin to use statements and questions with appropriate punctuation
- attempt to incorporate unfamiliar words in writing
- use a growing vocabulary to describe everyday events and experience
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 1.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 1. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Language structures and features ESL scales strand organiser. See ESL scales outcomes B1.7, B2.7, 1.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome ENe-9B the sub-elements (and levels) of Speaking (SpK1–SpK2), Understanding texts (UnT4), Creating texts (CrT4–CrT5), Grammar (GrA2–GrA3) and Punctuation (PuN1–PuN3) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.