Language and Literacy Levels across the Australian Curriculum: EALD students Module 1.2 Building Language Capacity

Faculty of Edit this on the Slide MasterThe University of Adelaide Register continuum everyday, concrete technical, abstract Expressing and developing ideas – Subject matter What is the topic ? How is it treated ? informal personal novice formal impersonal informed / expert Interacting with others – Roles & relationships Who is involved ? What are their roles and relationships ? most spoken most written ‘ here and now ’ generalised context language with action language of reflection Text structure and organisation – Mode of communication How is the message conveyed ? How spoken or written - like is it ? What technologies are used ?

Faculty of Edit this on the Slide MasterThe University of Adelaide Read Foregrounding in Glossary.. Building Language Capacity a) uses simple text connectives to: o organise and sequence sections of text in time: At first; After that; Today b) uses text connectives to: o organise text: Firstly; In addition; Finally; In conclusion c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore d) begins to use a small range of text connectives: o formulaically to organise arguments: Firstly; Secondly; Thirdly e) foregrounds circumstances in a range of genres time or place in recounts, narratives and explanations: Later on in her life; After her death; After six days; Three weeks later; Just metres away; At the University of Adelaide f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888 most spoken like language most written like language

Faculty of Edit this on the Slide MasterThe University of Adelaide Read Foregrounding in Glossary.. Building Language Capacity a) uses simple text connectives to: o organise and sequence sections of text in time: At first; After that; Today b) uses text connectives to: o organise text: Firstly; In addition; Finally; In conclusion c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore d) begins to use a small range of text connectives: o formulaically to organise arguments: Firstly; Secondly; Thirdly e) foregrounds circumstances in a range of genres time or place in recounts, narratives and explanations: Later on in her life; After her death; After six days; Three weeks later; Just metres away; At the University of Adelaide f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888 most spoken like language most written like language

Faculty of Edit this on the Slide MasterThe University of Adelaide Read Foregrounding in Glossary.. Building Language Capacity a) uses simple text connectives to: o organise and sequence sections of text in time: At first; After that; Today b) uses text connectives to: o organise text: Firstly; In addition; Finally; In conclusion c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore d) begins to use a small range of text connectives: o formulaically to organise arguments: Firstly; Secondly; Thirdly e) foregrounds circumstances in a range of genres time or place in recounts, narratives and explanations: Later on in her life; After her death; After six days; Three weeks later; Just metres away; At the University of Adelaide f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888 most spoken like language most written like language

Faculty of Edit this on the Slide MasterThe University of Adelaide Level 7 (Year 3) Level 8 (Year 4) Level 9 (Year 5) Level 10 (Year 6)  begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888  uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks  uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home  foregrounds circumstances in a range of genres o time or place in recounts, narratives and explanations: Later on in her life; After her death; After six days; Three weeks later; Just metres away; At the University of Adelaide  begins to use a small range of text connectives: o formulaically to organise arguments: Firstly; Secondly; Thirdly  uses simple text connectives to: o organise and sequence sections of text in time: At first; After that; Today  uses text connectives to: o organise text: Firstly; In addition; Finally; In conclusion  uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore

Faculty of Edit this on the Slide MasterThe University of Adelaide Language progression across the Levels Read The Levels as a continuum (p 11) in Introduction

Faculty of Edit this on the Slide MasterThe University of Adelaide Language progression across the Levels Read Explanation of quantifying terms used within the Levels p 11

Faculty of Edit this on the Slide MasterThe University of Adelaide Junior Primary (Levels 1-6) Primary (Levels 7-11) Secondary (Levels 12-14) 1.Reference 2.Simple sentence 3.Verbs 4.Nouns 5.Topic vocabulary 6.Spelling 1.Reference 2.Compound and complex sentences 3.Verbs and verb groups/phrases 4.Circumstances (Adverbs/adverb groups/phrases and prepositional phrases) 5.Noun groups/phrases 6.Evaluative language 1.Complex sentences 2.Verbs and verb groups/phrases 3.Circumstances (Adverbs/adverb groups/phrases and prepositional phrases) 4.Noun groups/phrases 5.Nominalisation 6.Evaluative language 7.Topic Vocabulary

Faculty of Edit this on the Slide MasterThe University of Adelaide Building Language Capacity The following series of slides provides an opportunity for teachers to support each other in small groups with reference to the glossary if required to build a shared understanding about some of the common grammar terms used in the Levels. This will enable teachers to better identify these in student texts.

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Verbs/Verb Groups in green

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died.

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Nouns in red

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died.

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Noun groups in red

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died.

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Conjunctions in orange

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died.

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Evaluative Language in Brown

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Evaluative Language in Brown

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Circumstances (when, where, etc..) in blue

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Circumstances (when, where, etc..) in blue

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Reference items in purple

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out, Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died. * Reference items in purple

Building Language Capacity Croc Food! Colonel Blimp was a keen hunter. He set off to Africa to shoot a lion. This was many years ago so people were allowed to shoot lions. One day he left his hotel room alone to find the lion. As he approached the entrance of the jungle he heard a groan, he didn’t worry about it. He set off into the dark, gloomy jungle. He heard another groan in the trees and saw a bit of mane through the trees. He got scared by a tucan and he jumped into a creek. He loaded his gun and gently sloshed through the water. He stepped onto a rock, at least he thought it was a rock. It moved and a large head popped out. Blimp tried to move but the crocodile swallowed him whole. He felt some water around him, the croc suddenly burped and the man flew into the lions mouth. He felt as if knives were cutting into him as the lions teeth dug into him. He felt a “woosh” around him and then he died.

Faculty of Edit this on the Slide MasterThe University of Adelaide Language progression across the Levels If particular indicators and examples do not provide sufficient guidance to assign a Level, what could you do? All teachers begin to build their language capacity from different starting points, so what could you do if as yet you do not fully understand all the language in the Levels?