uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
- Develop and apply contextual knowledge
- understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs
- begin to understand that choice of vocabulary adds to the effectiveness of text
- Understand and apply knowledge of language forms and features
- understand that paragraphs are used to organise ideas
- understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)
- explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
- recognise that a preposition placed in front of a noun group can show where, when, eg 'on the box' (where), 'before my birthday' (when)
- recognise that time connectives sequence information in texts
- recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
- recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
- experiment with the use of quoted (direct) and reported (indirect) speech
- Understand and apply knowledge of vocabulary
- understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
- recognise, discuss and use creative word play, eg alliteration and onomatopoeia
- begin to organise ideas into paragraphs when composing texts
- compose sentences effectively using basic grammatical features and punctuation conventions
- use subject–verb and noun–pronoun agreement when composing texts and responding to texts orally and in writing
- demonstrate the use of more precise vocabulary to describe emotions and experiences when writing
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 3.
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 3. 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, B3.7, 1.11, 2.11, 3.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN1-9B the sub-elements (and levels) of Speaking (SpK4), Understanding texts (UnT6), Creating texts (CrT5–CrT7), Grammar (GrA4–GrA5) and Punctuation (PuN3–PuN5) 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.