Text structure and organisation The appropriateness of quoting Explicitly model the conventions sources and the use of punctuation around the use of examples, Understand how cohesion in texts is differ from culture to culture. quotation and substantiation of improved by strengthening the claims. internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) Text structure and organisation Cohesive devices such as lexical Allow opportunities for oral activities chains and ellipsis require developed that develop these skills. Understand how coherence is created academic language. EAL/D students in complex texts through devices such Enlarge a section of text and highlight in the Beginning and Emerging as lexical cohesion, ellipsis, cohesive devices different phases of English language learning grammatical theme and text colours). Note that lexical cohesion will be using simple cohesive devices connectives (ACELA1809) also works on subtle cultural levels. until they have developed sufficient For example, some may find a clear skills to use these. relationship between and ‘popcorn’ while others may not. Give ‘movie’, students in the Beginning and Emerging phases of English language learning the opportunity to practice simple cohesive devices before requiring them to engage in more advanced activities. Text structure and organisation Punctuation varies in different Explicitly teach punctuation, ensuring languages. In some languages it does that EAL/D students understand both Understand the use of punctuation not and in other languages the the symbol and the function of conventions, including colons and symbols used are different. For punctuation. semicolons, dashes and brackets in example, in German all nouns are formal and informal texts capitalised, while some languages (ACELA1544) have no capitals. Colons, semicolons and brackets may not be features of an EAL/D student’s first language. Expressing and developing ideas Students in the Beginning and Ensure that students have a firm Emerging phases of English language understanding of simple clauses and Analyse and examine how effective learning still trying to master simple sentences before attempting to authors control and use a variety of clause structures will find this task explain complex sentences that clause structures, including difficult. contain embedded clauses. embedded clauses (ACELA1545) Punctuation differs from language to Explicitly the punctuation language, and some languages have required for an embedded clause, no punctuation. and explain that this is an easy way for students to identify such clauses.
Text structure and organisation Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) The appropriateness of quoting sources and the use of punctuation differ from culture to culture. Explicitly model the conventions around the use of examples, quotation and substantiation of claims. Text structure and organisation Understand how coherence is created in complex texts through devices such as lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809) Cohesive devices such as lexical chains and ellipsis require developed academic language. EAL/D students in the Beginning and Emerging phases of English language learning will be using simple cohesive devices until they have developed sufficient skills to use these. Allow opportunities for oral activities that develop these skills. Enlarge a section of text and highlight cohesive devices different colours). Note that lexical cohesion also works on subtle cultural levels. For example, some may find a clear relationship between ‘popcorn’ and ‘movie’, while others may not. Give students in the Beginning and Emerging phases of English language learning the opportunity to practice simple cohesive devices before requiring them to engage in more advanced activities. Text structure and organisation Understand the use of punctuation conventions, including colons and semicolons, dashes and brackets in formal and informal texts (ACELA1544) Punctuation varies in different languages. In some languages it does not and in other languages the symbols used are different. For example, in German all nouns are capitalised, while some languages have no capitals. Colons, semicolons and brackets may not be features of an EAL/D student’s first language. Explicitly teach punctuation, ensuring that EAL/D students understand both the symbol and the function of punctuation. Expressing and developing ideas Analyse and examine how effective authors control and use a variety of clause structures, including embedded clauses (ACELA1545) Students in the Beginning and Emerging phases of English language learning still trying to master simple clause structures will find this task difficult. Punctuation differs from language to language, and some languages have no punctuation. Ensure that students have a firm understanding of simple clauses and sentences before attempting to explain complex sentences that contain embedded clauses. Explicitly the punctuation required for an embedded clause, and explain that this is an easy way for students to identify such clauses.
EALD-English-Pre-primary-to-Year-10.DOCX