English

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Rationale

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them.

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Aims

The Australian Curriculum: English aims to ensure that students:

learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose.

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Key ideas

Texts

Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, as in film or computer presentation media.

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Structure

Strands, sub-strands and threads
The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts with and enriches the other strands in creative and flexible ways, the fabric of the curriculum being strengthened by the threads within each sub-strand.

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PDF documents

Resources and support materials for the Australian Curriculum: English are available as PDF documents. 
English: Sequence of content
English: Sequence of achievement 

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Glossary

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Year 2

Year 2 Level Description

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

In Year 2, students communicate with peers, teachers, students from other classes and community members.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.

Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.


Year 2 Content Descriptions

Language variation and change

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460 - Scootle )
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Social management
  • Communicate effectively

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Communicate across cultures

Language for interaction

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461 - Scootle )
  • Listening
  • Speaking
Personal and Social Capability

Self-management
  • Express emotions appropriately
  • Develop self-discipline and set goals

Social management
  • Communicate effectively

Social awareness
  • Appreciate diverse perspectives

Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others

Word Knowledge
  • Understand learning area vocabulary

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Grammar knowledge
  • Express opinion and point of view

Personal and Social Capability

Self-awareness
  • Recognise emotions

Social management
  • Communicate effectively

Self-management
  • Express emotions appropriately

Text structure and organisation

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of sentence structures

Text knowledge
  • Use knowledge of text cohesion

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of words and word groups

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466 - Scootle )
  • Writing
  • Reading
Information and Communication Technology (ICT) Capability

Communicating with ICT
  • Understand computer mediated communications

Literacy

Visual Knowledge
  • Understand how visual elements create meaning

Grammar knowledge
  • Use knowledge of sentence structures

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Expressing and developing 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 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts

Grammar knowledge
  • Use knowledge of sentence structures

Word Knowledge
  • Understand learning area vocabulary

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of words and word groups

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469 - Scootle )
  • Reading
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Visual Knowledge
  • Understand how visual elements create meaning

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Phonics and word knowledge

Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474 - Scootle )
  • Writing
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Use spelling knowledge

Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471 - Scootle )
  • Writing
  • Reading
Literacy

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Use spelling knowledge

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823 - Scootle )
  • Writing
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts

Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

Understand that a sound can be represented by various letter combinations (ACELA1825 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Use spelling knowledge

Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587 - Scootle )
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Visual Knowledge
  • Understand how visual elements create meaning

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Responding to literature

Compare opinions about characters, events and settings in and between texts (ACELT1589 - Scootle )
  • Listening
  • Speaking
  • Reading
Personal and Social Capability

Social awareness
  • Understand relationships

Self-awareness
  • Understand themselves as learners

Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

Ethical Understanding

Understanding ethical concepts and issues
  • Explore ethical concepts in context

Exploring values, rights and responsibilities
  • Consider points of view

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

Personal and Social Capability

Self-awareness
  • Develop reflective practice
  • Understand themselves as learners
  • Recognise personal qualities and achievements

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Think about thinking (metacognition)

Examining literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591 - Scootle )
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Literacy

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts

Word Knowledge
  • Understand learning area vocabulary

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592 - Scootle )
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Listen and respond to learning area texts

Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Creating literature

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas
  • Consider alternatives

Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Text knowledge
  • Use knowledge of text structures

Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Generating ideas, possibilities and actions
  • Consider alternatives

Texts in context

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665 - Scootle )
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666 - Scootle )
  • Listening
  • Speaking
Literacy

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Social management
  • Communicate effectively
  • Work collaboratively

Social awareness
  • Appreciate diverse perspectives

Self-management
  • Develop self-discipline and set goals

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789 - Scootle )
  • Listening
  • Speaking
Personal and Social Capability

Social management
  • Work collaboratively
  • Communicate effectively

Self-management
  • Develop self-discipline and set goals
  • Express emotions appropriately

Social awareness
  • Appreciate diverse perspectives

Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

Rehearse and deliver short presentations on familiar and new topics (ACELY1667 - Scootle )
  • Listening
  • Speaking
Literacy

Composing texts through speaking, writing and creating
  • Deliver presentations
  • Use language to interact with others
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Personal and Social Capability

Social management
  • Communicate effectively

Self-management
  • Become confident, resilient and adaptable

Self-awareness
  • Develop reflective practice

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information

Interpreting, analysing, evaluating

Identify the audience of imaginative, informative and persuasive texts (ACELY1668 - Scootle )
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Listen and respond to learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669 - Scootle )
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670 - Scootle )
  • Reading
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Listen and respond to learning area texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Creating texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671 - Scootle )
  • Writing
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Visual Knowledge
  • Understand how visual elements create meaning

Grammar knowledge
  • Use knowledge of words and word groups
  • Express opinion and point of view
  • Use knowledge of sentence structures

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672 - Scootle )
  • Reading
Literacy

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Grammar knowledge
  • Use knowledge of sentence structures

Word Knowledge
  • Use spelling knowledge

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673 - Scootle )
  • Writing
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674 - Scootle )
  • Writing
Literacy

Visual Knowledge
  • Understand how visual elements create meaning

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Information and Communication Technology (ICT) Capability

Managing and operating ICT
  • Select and use hardware and software

Creating with ICT
  • Generate solutions to challenges and learning area tasks

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action


Year 2 Achievement Standards

Receptive modes (listening, reading and viewing)

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)

When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.

Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.


Year 2 Work Sample Portfolios