Are you looking to plan effectively using the Australian Curriculum, Assessment and Reporting Authority (ACARA) – English: Year 2?
Download your free copy of Year 2 English (Black & White) | Australian Curriculum Checklist.
THIS RESOURCE INCLUDES:
This resource includes separate pages of the Australian Curriculum, Assessment and Reporting Authority (ACARA) – English: Year 2 and has been reproduced into a checklist to make you a more productive planner.
The following content descriptions that are included in this package are:
LANGUAGE VARIATION AND CHANGE
ACELA1460 – 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.
LANGUAGE FOR INTERACTION
ACELA1461 – 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.
ACELA1462 – Identify language that can be used for appreciating texts and the qualities of people and things.
TEXT STRUCTURE AND ORGANISATION
ACELA1463 – Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose.
ACELA1464 – Understand how texts are made cohesive through language features, including word associations, synonyms and antonyms.
ACELA1465 – Recognise that capital letters signal proper nouns and commas are used to separate items in lists.
ACELA1466 – Know some features of text organisation, including page and screen layouts, alphabetic order, and different types of diagrams, for example, timelines.
EXPRESSING AND DEVELOPING IDEAS
ACELA1467 – 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.
ACELA1468 – 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 / phases can be expanded using articles and adjectives.
ACELA1469 – 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.
ACELA1470 – 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.
PHONICS AND WORD KNOWLEDGE
ACELA1474 – 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.
ACELA1471 – Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words.
ACELA1472 – Build morphemic word families using knowledge of prefixes and suffixes.
ACELA1823 – Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds.
ACELA1824 – 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.
ACELA1825 – Understand that a sound can be represented by various letter combinations.
LITERATURE AND CONTEXT
ACELT1587 – Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created.
RESPONDING TO LITERATURE
ACELT1589 – Compare opinions about characters, events and settings in and between texts.
ACELT1590 – Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences.
ACELT1591 – Discuss the characters and settings of different texts and explore how language is used to present these features in different ways.
ACELT1592 – Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs.
ACELT1593 – Create events and characters using different media that develop key events and characters from literary texts.
ACELT1833 – Innovate on familiar texts by experimenting with character, setting and plot.
TEXTS IN CONTEXT
ACELY1665 – Discuss different texts on a similar topic, identifying similarities and differences between the texts.
INTERACTING WITH OTHERS
ACELY1666 – Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions.
ACELY1789 – 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.
ACELY1667 – Rehearse and deliver short presentations on familiar and new topics.
INTERPRETING, ANALYSING, EVALUATING
ACELY1668 – Identify the audience of imaginative, informative and persuasive texts.
ACELY1669 – 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.
ACELY1670 – 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.
ACELY1671 – 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.
ACELY1672 – Re-read and edit text for spelling, sentence-boundary punctuation and text structure.
ACELY1673 – Write legibly and with growing fluency using unjoined upper case and lower case letters.
ACELY1674 – Construct texts featuring print, visual and audio elements using software, including word processing programs.
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Australian Curriculum, Assessment and Reporting Authority (ACARA)
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