Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Please note: there is no The student: The student: The student: The student: The student: The student: The student: vocabulary section in this uses a small range of uses simple connectives uses some precise experiments with uses a broader range of varies vocabulary to add selects vocabulary to progression. familiar words to join ideas (and then) vocabulary from learning vocabulary drawn from a more complex noun interest and to describe intensify and sharpen the names common items uses simple adjectives to areas variety of sources groups to expand with greater precision focus (scarcely, from pictures or the describe (red, big) uses connectives to uses adverbials to give description (protective, (uses topic-specific noun absolutely, real, simply) environment. uses a small range of sequence (first, then, more precise meaning to outer covering) groups such as uses a range of opinion adjectives (nice, next, finally) verbs (talking loudly) selects more specific and exploitation of resources) evaluative language to good) uses vocabulary to uses a of vocabulary precise to replace uses language creatively express opinions or uses simple language to express cause and effect to indicate connections general words (uses (the moon shines convey emotion compare and contrast (the excursion was (consequences) difficult or challenging for bravely) (significant benefits, (smaller, more) cancelled because it uses conditional hard) uses sensory vocabulary devastating uses common time and rained) vocabulary to expand uses some rhetorical to engage the audience consequences) causal connectives to uses some modal upon ideas (if Goldilocks devices (don’t you (a gasp of dismay) uses a range of emotive relate ideas (then, language to influence or ate all the porridge the agree?). uses technical language appropriate to because). persuade (should, will). bears would be hungry). vocabulary to topic, purpose and demonstrate topic audience knowledge uses rich, evocative (deforestation) descriptive language uses a range of uses figurative language synonyms to add variety (hungry for success). and precision to spoken text uses abstractions (freedom, fairness). Student learning in literacy has links beyond English in the Victorian Curriculum F–10. Teachers are encouraged to identify links within their teaching and learning plans.
Vocabulary The student: uses a small range of familiar words names common items from pictures or the environment. Vocabulary The student: uses simple connectives to join ideas (and then) uses simple adjectives to describe (red, big) uses a small range of opinion adjectives (nice, good) uses simple language to compare and contrast (smaller, more) uses common time and causal connectives to relate ideas (then, because). Vocabulary The student: uses some precise vocabulary from learning areas uses connectives to sequence (first, then, next, finally) uses vocabulary to express cause and effect (the excursion was cancelled because it rained) uses some modal language to influence or persuade (should, will). Vocabulary The student: experiments with vocabulary drawn from a variety of sources uses adverbials to give more precise meaning to verbs (talking loudly) uses a of vocabulary to indicate connections (consequences) uses conditional vocabulary to expand upon ideas (if Goldilocks ate all the porridge the bears would be hungry). Vocabulary The student: uses a broader range of more complex noun groups to expand description (protective, outer covering) selects more specific and precise to replace general words (uses difficult or challenging for hard) uses some rhetorical devices (don’t you agree?). Vocabulary The student: varies vocabulary to add interest and to describe with greater precision (uses topic-specific noun groups such as exploitation of resources) uses language creatively (the moon shines bravely) uses sensory vocabulary to engage the audience (a gasp of dismay) uses technical vocabulary to demonstrate topic knowledge (deforestation) uses a range of synonyms to add variety and precision to spoken text uses abstractions (freedom, fairness). Vocabulary The student: selects vocabulary to intensify and sharpen the focus (scarcely, absolutely, real, simply) uses a range of evaluative language to express opinions or convey emotion (significant benefits, devastating consequences) uses a range of emotive language appropriate to topic, purpose and audience uses rich, evocative descriptive language uses figurative language (hungry for success). Please note: there is no vocabulary section in this progression. Student learning in literacy has links beyond English in the Victorian Curriculum F–10. Teachers are encouraged to identify links within their teaching and learning plans.