Retained extract only. The current national year-page returned a navigation shell on 12 October 2026; this is not a newly acquired national reissue. Curriculum material follows provider terms and exclusions; see rights.
xl/worksheets/sheet1.xml · row 256
A: English
B: English
C: Year 2
D: The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Teaching and learning programs should balance and integrate all 3 strands. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 2, students learn that there are different modes of communication with distinct features that can be used when sharing ideas, thoughts and opinions with familiar audiences for different purposes. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts that may be imaginative, informative and persuasive. Texts may include oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, various types of information texts, short films and animations, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. As Year 2 students transition to become independent readers, they continue to develop their decoding and comprehension skills, using a range of texts. Informative texts present new content about topics of interest and topics being studied in other learning areas, and may include illustrations and diagrams that extend the text. Literary texts may include sequences of events that span several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words, more complex words that need to be decoded using phonic and morphemic knowledge, and a range of punctuation conventions. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Year 2 students create texts whose purposes may be imaginative, informative and persuasive. Texts created may include recounts of stories and experiences, reports and explanations of learning area content, explanations of simple processes, and expressions of opinions about texts or experiences, including supporting reasons. These texts are created for an audience.
E: ENGENGY2
xl/worksheets/sheet1.xml · row 257
A: English
B: English
C: Year 2
E: ENGENGY2_1LANG
H: Language
xl/worksheets/sheet1.xml · row 258
A: English
B: English
C: Year 2
E: ENGENGY2LANG_1
I: Language for interacting with others
xl/worksheets/sheet1.xml · row 259
A: English
B: English
C: Year 2
E: AC9E2LA01
J: investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
xl/worksheets/sheet1.xml · row 260
A: English
B: English
C: Year 2
E: AC9E2LA01_E1
K: exploring culturally specific greetings and expressions of politeness
xl/worksheets/sheet1.xml · row 261
A: English
B: English
C: Year 2
E: AC9E2LA01_E2
K: exploring First Nations Australian cultural protocols in Welcome to Country and Acknowledgement of Country, and the greeting words used by local First Nations Australians
xl/worksheets/sheet1.xml · row 262
A: English
B: English
C: Year 2
E: AC9E2LA01_E3
K: exploring how familiarity with a group or individual influences language choices
xl/worksheets/sheet1.xml · row 263
A: English
B: English
C: Year 2
E: AC9E2LA02
J: explore how language can be used for appreciating texts and providing reasons for preferences
xl/worksheets/sheet1.xml · row 264
A: English
B: English
C: Year 2
E: AC9E2LA02_E1
K: exploring how language is used to appreciate texts using more precise vocabulary; for example, “I liked how the author described the setting because …”
xl/worksheets/sheet1.xml · row 265
A: English
B: English
C: Year 2
E: AC9E2LA02_E2
K: exploring verbs used to express degree of preference; for example, “liked”, “preferred”, “enjoyed”
xl/worksheets/sheet1.xml · row 266
A: English
B: English
C: Year 2
E: AC9E2LA02_E3
K: identifying First Nations Australian language words specific to Country/Place that help the reader to be specific when appreciating the setting in a text
xl/worksheets/sheet1.xml · row 267
A: English
B: English
C: Year 2
E: ENGENGY2LANG_2
I: Text structure and organisation
xl/worksheets/sheet1.xml · row 268
A: English
B: English
C: Year 2
E: AC9E2LA03
J: identify how texts across the curriculum are organised differently and use language features depending on purposes
xl/worksheets/sheet1.xml · row 269
A: English
B: English
C: Year 2
E: AC9E2LA03_E1
K: identifying the typical features of a text; for example, a typical introduction to a narrative or the use of dot points in instructions
xl/worksheets/sheet1.xml · row 270
A: English
B: English
C: Year 2
E: AC9E2LA03_E2
K: identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure
xl/worksheets/sheet1.xml · row 271
A: English
B: English
C: Year 2
E: AC9E2LA03_E3
K: identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discuss their purposes
xl/worksheets/sheet1.xml · row 272
A: English
B: English
C: Year 2
E: AC9E2LA04
J: understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
xl/worksheets/sheet1.xml · row 273
A: English
B: English
C: Year 2
E: AC9E2LA04_E1
K: identifying language used to build information across a text; for example, through connecting similar and dissimilar things
xl/worksheets/sheet1.xml · row 274
A: English
B: English
C: Year 2
E: AC9E2LA04_E2
K: mapping examples of word associations in texts; for example, words that refer to the main character in a story: “Isy”, “she”, “I”, “sister”, “student”
xl/worksheets/sheet1.xml · row 275
A: English
B: English
C: Year 2
E: AC9E2LA04_E3
K: tracking how a person or thing is identified through a section of a text; for example, “eggs”, “they”, “them”
xl/worksheets/sheet1.xml · row 276
A: English
B: English
C: Year 2
E: AC9E2LA04_E4
K: identifying words left out that can be inferred from the surrounding text; for example, “Xanthe went to school. She had a lovely day.” (at school is inferred)
xl/worksheets/sheet1.xml · row 277
A: English
B: English
C: Year 2
E: AC9E2LA04_E5
K: using personal and possessive pronouns to link entities previously mentioned in the text
xl/worksheets/sheet1.xml · row 278
A: English
B: English
C: Year 2
E: AC9E2LA05
J: navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
xl/worksheets/sheet1.xml · row 279
A: English
B: English
C: Year 2
E: AC9E2LA05_E1
K: recognising how numbered chapters, organisation of tables of content and alphabetical order of indexes operate to support access to information
xl/worksheets/sheet1.xml · row 280
A: English
B: English
C: Year 2
E: AC9E2LA05_E2
K: exploring how the navigation tools of different websites can be used to locate information
xl/worksheets/sheet1.xml · row 281
A: English
B: English
C: Year 2
E: ENGENGY2LANG_4
I: Language for expressing and developing ideas
xl/worksheets/sheet1.xml · row 282
A: English
B: English
C: Year 2
E: AC9E2LA06
J: understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
xl/worksheets/sheet1.xml · row 283
A: English
B: English
C: Year 2
E: AC9E2LA06_E1
K: using coordinating conjunctions; for example, “and”, “but”, “so” to construct compound sentences; for example, “The wolf huffed / and he puffed / and he blew the house down!”
xl/worksheets/sheet1.xml · row 284
A: English
B: English
C: Year 2
E: AC9E2LA07
J: understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
xl/worksheets/sheet1.xml · row 285
A: English
B: English
C: Year 2
E: AC9E2LA07_E1
K: identifying nouns that refer to people, places, concrete objects and ideas in sentences in texts, and identifying the articles and adjectives that extend those nouns
xl/worksheets/sheet1.xml · row 286
A: English
B: English
C: Year 2
E: AC9E2LA07_E2
K: building extended noun groups using articles and adjectives; for example, “the longest side”
xl/worksheets/sheet1.xml · row 287
A: English
B: English
C: Year 2
E: AC9E2LA07_E3
K: building extended verb groups using verbs; for example, “was touched”
xl/worksheets/sheet1.xml · row 288
A: English
B: English
C: Year 2
E: AC9E2LA07_E4
K: investigating how noun groups can be built up by asking questions about the noun such as “how many?”, “what’s it like?”, “what type?”; for example, “two pairs of old walking shoes”
xl/worksheets/sheet1.xml · row 289
A: English
B: English
C: Year 2
E: AC9E2LA08
J: understand that images add to or multiply the meanings of a text
xl/worksheets/sheet1.xml · row 290
A: English
B: English
C: Year 2
E: AC9E2LA08_E1
K: identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
xl/worksheets/sheet1.xml · row 291
A: English
B: English
C: Year 2
E: AC9E2LA08_E2
K: identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words
xl/worksheets/sheet1.xml · row 292
A: English
B: English
C: Year 2
E: AC9E2LA09
J: experiment with and begin to make conscious choices of vocabulary to suit the topic
xl/worksheets/sheet1.xml · row 293
A: English
B: English
C: Year 2
E: AC9E2LA09_E1
K: selecting vocabulary appropriate to the topic to replace everyday language
xl/worksheets/sheet1.xml · row 294
A: English
B: English
C: Year 2
E: AC9E2LA09_E2
K: discussing new vocabulary encountered in learning area texts
xl/worksheets/sheet1.xml · row 295
A: English
B: English
C: Year 2
E: AC9E2LA09_E3
K: exploring language used to describe characters in narratives, including nouns; for example, “magician”, “wizard”, “sorcerer”, and adjectives such as “gentle”, “timid” or “frightened”
xl/worksheets/sheet1.xml · row 296
A: English
B: English
C: Year 2
E: AC9E2LA09_E4
K: identifying words from First Nations Australians’ languages relevant to a topic
xl/worksheets/sheet1.xml · row 297
A: English
B: English
C: Year 2
E: AC9E2LA10
J: recognise that capital letters are used in titles and commas are used to separate items in lists
xl/worksheets/sheet1.xml · row 298
A: English
B: English
C: Year 2
E: AC9E2LA10_E1
K: identifying how capital letters are used in the titles of texts
xl/worksheets/sheet1.xml · row 299
A: English
B: English
C: Year 2
E: AC9E2LA10_E2
K: identifying commas used in lists in a variety of types of texts; for example, “This class has students who speak Vietnamese, Thai and Arabic at home.”
xl/worksheets/sheet1.xml · row 300
A: English
B: English
C: Year 2
E: ENGENGY2_2LIT
H: Literature
xl/worksheets/sheet1.xml · row 301
A: English
B: English
C: Year 2
E: ENGENGY2LIT_1
I: Literature and contexts
xl/worksheets/sheet1.xml · row 302
A: English
B: English
C: Year 2
E: AC9E2LE01
J: discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators
xl/worksheets/sheet1.xml · row 303
A: English
B: English
C: Year 2
E: AC9E2LE01_E1
K: discussing the depiction of characters in particular settings in well-known fairytales from wide-ranging world authors; for example, children in forests, and royalty in castles and towers
xl/worksheets/sheet1.xml · row 304
A: English
B: English
C: Year 2
E: AC9E2LE01_E2
K: recognising recurring characters in particular settings in texts by First Nations Australian authors
xl/worksheets/sheet1.xml · row 305
A: English
B: English
C: Year 2
E: AC9E2LE01_E3
K: exploring the way wide-ranging Australian authors and illustrators depict the Australian outback and the associated characters
xl/worksheets/sheet1.xml · row 306
A: English
B: English
C: Year 2
E: ENGENGY2LIT_2
I: Engaging with and responding to literature
xl/worksheets/sheet1.xml · row 307
A: English
B: English
C: Year 2
E: AC9E2LE02
J: identify features of literary texts, such as characters and settings, and give reasons for personal preferences
xl/worksheets/sheet1.xml · row 308
A: English
B: English
C: Year 2
E: AC9E2LE02_E1
K: discussing preferences for stories set in familiar or unfamiliar worlds, or about characters whose lives are like or unlike their own
xl/worksheets/sheet1.xml · row 309
A: English
B: English
C: Year 2
E: AC9E2LE02_E2
K: discussing their feelings about the positive and negative behaviours of non-human characters, such as animals
xl/worksheets/sheet1.xml · row 310
A: English
B: English
C: Year 2
E: ENGENGY2LIT_3
I: Examining literature
xl/worksheets/sheet1.xml · row 311
A: English
B: English
C: Year 2
E: AC9E2LE03
J: discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
xl/worksheets/sheet1.xml · row 312
A: English
B: English
C: Year 2
E: AC9E2LE03_E1
K: comparing how similar characters or settings are described in texts from different contexts; for example, how the seasons are described
xl/worksheets/sheet1.xml · row 313
A: English
B: English
C: Year 2
E: AC9E2LE03_E2
K: identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts
xl/worksheets/sheet1.xml · row 314
A: English
B: English
C: Year 2
E: AC9E2LE03_E3
K: identifying the language used to describe the landscape in First Nations Australians’ stories
xl/worksheets/sheet1.xml · row 315
A: English
B: English
C: Year 2
E: AC9E2LE04
J: identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs
xl/worksheets/sheet1.xml · row 316
A: English
B: English
C: Year 2
E: AC9E2LE04_E1
K: exploring poems, chants, rhymes or songs from different home languages of class members
xl/worksheets/sheet1.xml · row 317
A: English
B: English
C: Year 2
E: ENGENGY2LIT_4
I: Creating literature
xl/worksheets/sheet1.xml · row 318
A: English
B: English
C: Year 2
E: AC9E2LE05
J: create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
xl/worksheets/sheet1.xml · row 319
A: English
B: English
C: Year 2
E: AC9E2LE05_E1
K: inventing some speech, dialogue or behaviour for a favourite character, which may include the use of video and audio tools, for an alternative event or outcome in the original text
xl/worksheets/sheet1.xml · row 320
A: English
B: English
C: Year 2
E: AC9E2LE05_E2
K: reviewing and developing sentences; for example, adding prepositional phrases such as “with a long tail” to improve descriptions
xl/worksheets/sheet1.xml · row 321
A: English
B: English
C: Year 2
E: ENGENGY2_3LITCY
H: Literacy
xl/worksheets/sheet1.xml · row 322
A: English
B: English
C: Year 2
E: ENGENGY2LITCY_1
I: Texts in context
xl/worksheets/sheet1.xml · row 323
A: English
B: English
C: Year 2
E: AC9E2LY01
J: identify how similar topics and information are presented in different types of texts
xl/worksheets/sheet1.xml · row 324
A: English
B: English
C: Year 2
E: AC9E2LY01_E1
K: reading a poem, narrative and informative text about lifecycles and discussing what is learnt
xl/worksheets/sheet1.xml · row 325
A: English
B: English
C: Year 2
E: AC9E2LY01_E2
K: exploring recipes presented on food packets, in recipe books, in short video clips and in a digital form, noting their shared purpose
xl/worksheets/sheet1.xml · row 326
A: English
B: English
C: Year 2
E: ENGENGY2LITCY_2
I: Interacting with others
xl/worksheets/sheet1.xml · row 327
A: English
B: English
C: Year 2
E: AC9E2LY02
J: use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
xl/worksheets/sheet1.xml · row 328
A: English
B: English
C: Year 2
E: AC9E2LY02_E1
K: exploring ways to comment on what others say, including using sentence starters such as “I like the way you …”, “I agree that …”, “I have a different thought …”, “I’d like to say something different …”
xl/worksheets/sheet1.xml · row 329
A: English
B: English
C: Year 2
E: AC9E2LY02_E2
K: demonstrating appropriate listening behaviours, responding to and paraphrasing a partner’s contribution to a discussion; for example, in think pair share activities
xl/worksheets/sheet1.xml · row 330
A: English
B: English
C: Year 2
E: AC9E2LY02_E3
K: asking relevant questions and making connections with personal experiences and the contributions of others
xl/worksheets/sheet1.xml · row 331
A: English
B: English
C: Year 2
E: AC9E2LY02_E4
K: understanding how to disagree or respectfully offer an alternative
xl/worksheets/sheet1.xml · row 332
A: English
B: English
C: Year 2
E: ENGENGY2LITCY_3
I: Analysing, interpreting and evaluating
xl/worksheets/sheet1.xml · row 333
A: English
B: English
C: Year 2
E: AC9E2LY03
J: identify the purpose and audience of imaginative, informative and persuasive texts
xl/worksheets/sheet1.xml · row 334
A: English
B: English
C: Year 2
E: AC9E2LY03_E1
K: identifying the purpose of texts written by First Nations Australian authors
xl/worksheets/sheet1.xml · row 335
A: English
B: English
C: Year 2
E: AC9E2LY03_E2
K: identifying the audience of advertisements and signs
xl/worksheets/sheet1.xml · row 336
A: English
B: English
C: Year 2
E: AC9E2LY04
J: read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
xl/worksheets/sheet1.xml · row 337
A: English
B: English
C: Year 2
E: AC9E2LY04_E1
K: using phonic (sound–letter) and morphemic knowledge, and knowledge of high-frequency words when decoding text
xl/worksheets/sheet1.xml · row 338
A: English
B: English
C: Year 2
E: AC9E2LY04_E2
K: monitoring own reading, self-correcting or reading back, re-reading when meaning does not make sense
xl/worksheets/sheet1.xml · row 339
A: English
B: English
C: Year 2
E: AC9E2LY05
J: use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
xl/worksheets/sheet1.xml · row 340
A: English
B: English
C: Year 2
E: AC9E2LY05_E1
K: listening for specific information and providing key facts or points from an informative or persuasive text
xl/worksheets/sheet1.xml · row 341
A: English
B: English
C: Year 2
E: AC9E2LY05_E2
K: listening and responding to detailed instructions
xl/worksheets/sheet1.xml · row 342
A: English
B: English
C: Year 2
E: AC9E2LY05_E3
K: integrating information from print, images and prior knowledge to make supportable inferences
xl/worksheets/sheet1.xml · row 343
A: English
B: English
C: Year 2
E: AC9E2LY05_E4
K: identifying the main idea of a text
xl/worksheets/sheet1.xml · row 344
A: English
B: English
C: Year 2
E: AC9E2LY05_E5
K: predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
xl/worksheets/sheet1.xml · row 345
A: English
B: English
C: Year 2
E: AC9E2LY05_E6
K: using prior knowledge to make and confirm predictions when reading a text
xl/worksheets/sheet1.xml · row 346
A: English
B: English
C: Year 2
E: AC9E2LY05_E7
K: using graphic organisers to represent the connections between characters, order of events or sequence of information
xl/worksheets/sheet1.xml · row 347
A: English
B: English
C: Year 2
E: ENGENGY2LITCY_4
I: Creating texts
xl/worksheets/sheet1.xml · row 348
A: English
B: English
C: Year 2
E: AC9E2LY06
J: create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
xl/worksheets/sheet1.xml · row 349
A: English
B: English
C: Year 2
E: AC9E2LY06_E1
K: creating written texts so that readers follow the sequence of ideas or events
xl/worksheets/sheet1.xml · row 350
A: English
B: English
C: Year 2
E: AC9E2LY06_E2
K: using vocabulary, including topic-specific vocabulary, appropriate to the purpose
xl/worksheets/sheet1.xml · row 351
A: English
B: English
C: Year 2
E: AC9E2LY06_E3
K: using digital tools to create texts
xl/worksheets/sheet1.xml · row 352
A: English
B: English
C: Year 2
E: AC9E2LY06_E4
K: using simple and compound sentences correctly and flexibly to express and combine ideas
xl/worksheets/sheet1.xml · row 353
A: English
B: English
C: Year 2
E: AC9E2LY06_E5
K: editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one
xl/worksheets/sheet1.xml · row 354
A: English
B: English
C: Year 2
E: AC9E2LY06_E6
K: reviewing sentences for grammatical accuracy; for example, use of pronouns
xl/worksheets/sheet1.xml · row 355
A: English
B: English
C: Year 2
E: AC9E2LY07
J: create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace
xl/worksheets/sheet1.xml · row 356
A: English
B: English
C: Year 2
E: AC9E2LY07_E1
K: preparing and delivering oral presentations using more formal language and specific vocabulary about content area topics
xl/worksheets/sheet1.xml · row 357
A: English
B: English
C: Year 2
E: AC9E2LY07_E2
K: sequencing ideas, points or events appropriately
xl/worksheets/sheet1.xml · row 358
A: English
B: English
C: Year 2
E: AC9E2LY07_E3
K: adjusting volume and tone when speaking in more formal situations
xl/worksheets/sheet1.xml · row 359
A: English
B: English
C: Year 2
E: AC9E2LY08
J: write words legibly and with growing fluency using unjoined upper-case and lower-case letters
xl/worksheets/sheet1.xml · row 360
A: English
B: English
C: Year 2
E: AC9E2LY08_E1
K: consolidating a functional pencil grip/grasp
xl/worksheets/sheet1.xml · row 361
A: English
B: English
C: Year 2
E: ENGENGY2LITCY_5
I: Phonic and word knowledge
xl/worksheets/sheet1.xml · row 362
A: English
B: English
C: Year 2
E: AC9E2LY09
J: manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words
xl/worksheets/sheet1.xml · row 363
A: English
B: English
C: Year 2
E: AC9E2LY09_E1
K: blending and segmenting sounds in words; for example, “b-r-o-th-er” or “c-l-ou-d-y”
xl/worksheets/sheet1.xml · row 364
A: English
B: English
C: Year 2
E: AC9E2LY09_E2
K: deleting and substituting sounds (phonemes) in spoken words to form new words; for example, delete the initial “scr” in “scratch” and substitute new initial sounds (phonemes) to form words such as “catch”, “batch” and “hatch”; substituting a medial sound (phoneme) to form a new word; for example, “stack” becomes “stick”
xl/worksheets/sheet1.xml · row 365
A: English
B: English
C: Year 2
E: AC9E2LY10
J: use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words
xl/worksheets/sheet1.xml · row 366
A: English
B: English
C: Year 2
E: AC9E2LY10_E1
K: reading words with digraphs where one letter is not pronounced; for example, “knife” and “thumb”, when reading and using them in writing
xl/worksheets/sheet1.xml · row 367
A: English
B: English
C: Year 2
E: AC9E2LY10_E2
K: providing the sounds for less common letter–sound matches; for example, “ight”, and using them in writing
xl/worksheets/sheet1.xml · row 368
A: English
B: English
C: Year 2
E: AC9E2LY10_E3
K: reading words with vowel digraphs (“ee”, “oo”, “ai”, “ay”, “ea”)
xl/worksheets/sheet1.xml · row 369
A: English
B: English
C: Year 2
E: AC9E2LY11
J: use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
xl/worksheets/sheet1.xml · row 370
A: English
B: English
C: Year 2
E: AC9E2LY11_E1
K: using known words and knowledge of spelling patterns and morphemes to write unknown words; for example, “one”, “once”, “only” and “lone”
xl/worksheets/sheet1.xml · row 371
A: English
B: English
C: Year 2
E: AC9E2LY11_E2
K: using context to read the correct word when an unknown word has more than one plausible pronunciation
xl/worksheets/sheet1.xml · row 372
A: English
B: English
C: Year 2
E: AC9E2LY12
J: build morphemic word families using knowledge of prefixes and suffixes
xl/worksheets/sheet1.xml · row 373
A: English
B: English
C: Year 2
E: AC9E2LY12_E1
K: using morphemic knowledge of words to spell unknown words; for example, “one”, “once”, “cover”, “covering”, “uncover”
xl/worksheets/sheet1.xml · row 374
A: English
B: English
C: Year 2
E: AC9E2LY12_E2
K: writing unknown words using morphemic knowledge; for example, using the known word “friend” to write “friendly” and “friendship”
xl/worksheets/sheet2.xml · row 33
A: English
B: English
C:
D:
E: Year 2
F: By the end of Year 2, students interact with others, and listen to and create spoken texts including stories. They share ideas, topic knowledge and appreciation of texts when they recount, inform or express an opinion, including details from learnt topics, topics of interest or texts. They organise and link ideas, and use language features including topic-specific vocabulary and features of voice. They read, view and comprehend texts, identifying literal and inferred meaning, and how ideas are presented through characters and events. They describe how similar topics and information are presented through the structure of narrative and informative texts, and identify their language features and visual features. They use phonic and morphemic knowledge, and grammatical patterns to read unfamiliar words and most high-frequency words. They use punctuation for phrasing and fluency. They create written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences. They use text structures to organise and link ideas for a purpose. They punctuate simple and compound sentences. They use topic-specific vocabulary. They write words using consistently legible unjoined letters. They spell words with regular spelling patterns, and use phonic and morphemic knowledge to attempt to spell words with less common patterns.