Language and Literacy
Levels across the Australian
Curriculum:
EALD students
Module 1.2
Building Language
Capacity
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 Master
The University of Adelaide
Building Language Capacity
Read Foregrounding in Glossary.
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
Faculty of Edit this on the Slide Master
most written like language
The University of Adelaide
Building Language Capacity
Read Foregrounding in Glossary.
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
Faculty of Edit this on the Slide Master
most written like language
The University of Adelaide
Building Language Capacity
Read Foregrounding in Glossary.
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
Faculty of Edit this on the Slide Master
most written like language
The 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

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
Faculty of Edit this on the Slide Master

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
uses a wider range of
conjunctions (text
connectives)to show
logical connections
between paragraphs
and sentences: On the
other hand; However;
Therefore
The 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 Master
The 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 Master
The University of Adelaide
Junior Primary
(Levels 1-6)
1.
2.
3.
4.
5.
6.
Reference
Simple sentence
Verbs
Nouns
Topic vocabulary
Spelling
Faculty of Edit this on the Slide Master
Primary
(Levels 7-11)
Secondary
(Levels 12-14)
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
The 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.
Faculty of Edit this on the Slide Master
The University of Adelaide
• 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.
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?
Faculty of Edit this on the Slide Master
The University of Adelaide