Year 2 Unit Planner

Vic Curriculum Foci: English and Health

Title: Our Healthy Bodies
Level: 2
Duration: 6 weeks
Unit Overview

Students will read informative texts to build their knowledge on how to stay healthy. They will examine familiar advertisements that contain health messages and how these messages relate to their own health decisions and
behaviours. As they develop their content knowledge through reading, students will learn about cause and effect. They will explore the language structures and features of a persuasive text and will write an exposition to persuade
their audience to make healthy choices.

Big Understanding

● Students will understand how to make healthy choices in their everyday life and examine influences that can affect their choices.

Essential Question - How can we keep ourselves and others safe, happy and healthy?

Guiding Questions:

● How do advertisements, posters and health messages help us make healthy decisions?
● What types of advertisements promote health in our community? (e.g. TV, signs, posters and campaigns)
● How can we keep ourselves safe, happy and healthy?
● What is the role of the Roxburgh Rise PS nurse?
● What can we do to keep ourselves safe?
● How can we stay healthy and active throughout our day? (e.g. fruit snack, drink water, brain breaks)

Vocabulary – Bold 3 to 4 words that are going to be explicitly taught with multiple exposures.

Tier 1 – F-2

Tier 2

Tier 3 - nutrition

Mentor Texts Videos/Links

Get Epic https://classroom.kidshealth.org/index.jsp?Grade=pk&Section=body

· Brush Your Teeth https://www.getepic.com/app/read/66703 Lesson ideas with teacher guide – The sleep one would be particularly relevant and beneficial for our students.

· Take a Bath https://www.getepic.com/app/read/37240

· Keep It Clean – Achoo https://www.getepic.com/app/read/11893 https://www.teachervision.com/human-growth-and-development/printable/56163.html

Printable/downloadable articles, worksheets etc

· Germs Are Not For Sharing https://www.getepic.com/app/read/68828
Teacher resource books
· Why We Exercise https://www.getepic.com/app/read/64843
Succeeding with Multiple Intelligences
· Why We Eat Healthy Foods https://www.getepic.com/app/read/64841
 · See How We Move https://www.getepic.com/app/read/59778 Differentiation in Action

· Sleep All Night Healthy Sleeping Habits https://www.getepic.com/app/read/37238 Improving Thinking in the Classroom

· Fitness Fun https://www.getepic.com/app/read/35129

https://www.abc.net.au/education/#!/media/104606/
· 12 Tips For a Healthy Diet https://www.getepic.com/app/read/38615

· My Body Needs Food https://www.getepic.com/app/read/32535

· Choose Good Food https://www.getepic.com/app/read/8981

· What’s On My Plate? https://www.getepic.com/app/read/36243

· Where Does Our Food Come From? https://www.getepic.com/app/read/8058

· Sugars and Fats https://www.getepic.com/app/read/34363

· Why We Exercise https://www.getepic.com/app/read/64843

· Active Kids https://www.getepic.com/app/read/8202

· My Stomach https://www.getepic.com/app/read/29441

· See What We Eat https://www.getepic.com/app/read/55577

PM eCollection

· Teeth (Level 29) https://app.pmecollection.com.au/book/9780170422345

· The Common Cold (Level 26) https://app.pmecollection.com.au/book/9780170422093

· A Healthy Body (Level 20/21) https://app.pmecollection.com.au/book/9780170255172

· Play Sport (Level 18/19) https://app.pmecollection.com.au/book/9780170256339

· Living and Growing (Level 16/17) https://app.pmecollection.com.au/book/9780170256056

· In the Morning (Level 14) https://app.pmecollection.com.au/book/9780170327633

Clickview

· Healthy Habits on Clickview https://online.clickview.com.au/libraries/categories/10067907/healthy-habits?

sort=productionyear

· My Body on Clickview https://online.clickview.com.au/libraries/categories/10067858/my-body?

sort=productionyear

Websites

· Nestle for Healthier Kids https://www.n4hk.com.au/

· Women and Children’s Health Network – a site for students to use to research
http://www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=284

Persuasive Texts:

· Don’t feed the Bear by Kathleen Doherty

· Don’t let the pigeon drive the bus by Mo Willems

· The little book of little activists by Penguin young readers

· The big Bed by Bunmi Laditan

· The perfect Pet by Margie Palatini

 · Can I be your dog? By Troy Cummings

· I wanna New Room by Karen Kaufman Orloff

· Be glad your dad is not an Octopus! By Matthew Logelin

· Earrings! By Judith Viorst

· The Day the Crayons Quit by Drew Daywalt

· I can be anything! Don’t tell me I can’t by Diane Dillon

https://library.sunshineonline.com.au/books/book/?bid=170006&ls=learning-space-3

Graphic Organisers

T Chart

Formative Assessment: Summative Assessment:

Reading conferencing notes/anecdotal/observation notes Writing (rubric to be used by teachers and students for assessment)

Running records (analysed) - week ??? Writing an exposition including:

Information and Persuasive text (as they write it) - statement of position

Think Alouds - arguments including elaboration

Reading Response - conclusion

Level 1 -

Level 2 -

Level 3 -

Reading (Common Assessment Task) - Hayley to present criteria to team

Locating key information within a text - differentiated to F&P level

- skimming and scanning info within a text

Level 1 - I can find key information in a text to answer questions

Level 2 - I can answer literal questions by locating key information in a text

Level 3 - I can use text features to locate important information

Speaking and Listening - student self assessment rubric and teacher assessment rubric (Hayley to present to team)

Ideas - to be linked into inquiry time

- create a jingle

- create an advertisement

Knowledge/Skills ENGLISH & Health

For this unit of work, foci have been taken from F&P Level M

Text Structure Grammar/Vocabulary/Language Features Spelling Planning/Drafting/Editing Reading Strategies Cross Curriculum
/Revising/Publishing
Language Features ● learning how Examine health messages and how they relate to health
Genre: Persuasive Text-
a suffix affects decisions and behaviours (VCHPEP077)
Type: Exposition ● appealing to the emotions of the reader Understand the Genre Within the Text:
meaning and
Top Level Structure: ● modality to persuade investigating ● understand that to Summarising
Cause & Effect the ways write a factual text the ● identifying familiar advertisements that contain
● using thought provoking questions words change ● remember important information while
writer needs to become health messages (AD, FN, S)
when suffixes reading to understand the meaning of the text
● repetition of words and phrases to help the very knowledgeable about
Structure are added, for
reader connect to the stance the topic ● summarise information in the text, ● identifying popular health slogans and
Write Ways example, selecting the information that is important (main discussing the behaviours these slogans are
● verbs and verb groups e.g. hope, believe, think dropping the Writing in the Genre
- statement of idea, key words, locating information) encouraging (FN, S, AD)
or verb group - should not be supporting final 'e' when
position which ● write a piece that is
'-ing' is added interesting and enjoyable ● creating their own positive health message and
includes an
appeal to the to read Beyond the Text: sharing it with the class (HBPA, S, AD, FN)
Vocabulary
reader ● provide supporting
● Visual Synthesising
● Understand a few words specific to the big details in each category
- arguments, memory to
understanding ● talk about what the reader knows about
making your point write HFW ● use vocab specific to the topic before reading the text and identify new
and then ● understand the meaning of verbs in all tenses where spelling the topic knowledge gained from reading
elaborating is not
● understand some content-specific words
predictable
- conclusion, introduced, explained and illustrated in context
restating your (because, said, Structure About the Text:
● use a glossary to learn or check the meaning of
statement of
words bird, phone) - statement of Analysing
position and/or position which
appeal ● uses connectives to sequence ideas (first, then, includes an appeal ● distinguish between fiction and non fiction
next, finally) to the reader ● notice how a writer uses common (simple)
- arguments, making connectives e.g. because, to clarify relationships
● uses vocabulary to express cause and effect between ideas
your point and then
(the excursion was cancelled because it rained) elaborating ● use some specific academic language to
- conclusion, talk about book print and features e.g. front and
● uses some modal language to influence or
restating your back cover, author, illustrator, photograph, title, etc
persuade (should, will).
statement of
position and/or
appeal ● recognises that texts can present different
Grammar points of view
Speaking & Listening Capabilities
● write a complete simple sentence ● distinguishes between fact and opinion in
texts
● verbs
● listening for specific information and providing ● cause and effect
● adverbs - absolutely, partly, mostly, definitely two or more key facts from an informative text
● connectives words - firstly, secondly spoken or read aloud
Planning for Word Work After Reading
● identifies main ideas of a spoken text using
● take apart compound words
● learning how to join simple sentences with supporting details
conjunctions, for example ‘and’, ‘but’ or ‘so’, to ● recognise and use contractions
 construct compound sentences ● add -s or -es to a singular noun to make a
plural noun

● change /y/ to /i/ and add -es to a singular

noun to make a plural noun

● add the suffix -er to a word

● take apart a variety of words with different

word endings (table/tables, seem/seems/seemed,
round/rounder)

● recognise and break apart words with some

prefixes e.g. unhappy, inside

● take apart two syllable words

● solve words using letter sounds e.g. v-i-ll-a-

ge

● homophones

EAL Considerations

STAGE Text Structure Grammar/Vocabulary/Language Features Spelling Planning/Drafting/Editing Speaking and Listening
/Revising/Publishing

● copying the structure of
classroom texts, for example
using the same sentence stems
or writing the details in the
same order
A1 ● exploring a small range of
simple text types such as
recounts, narratives,
information reports
● using a range of strategies to
learn new words and phrases,
such as private rehearsal,
personal vocabulary lists, use in
own speech and writing
● suggesting the topic of a text
based on understanding
content words in a title
● using simple adjectives to
express personal opinions or
responses, such as ‘nice’, ‘little
bit’
● writing simple adjectives and
verbs as single words or part of
short phrases, for example ‘tall
tree’, ‘He runs’
● referring to classroom charts
and personal vocabulary lists to
check and confirm the spelling
of high-frequency words
● spelling some high-frequency
words accurately from memory,
including own name, short
words used regularly, and
consonant–vowel–consonant
words such as ‘bag’, ‘top’, ‘get’
● relating some letters of the
alphabet to sounds, for example
relating some vowels to their
usual or common sounds
● planning for a range of text
features, for example placing
text appropriately on a page,
leaving space for drawing
● copying out a short text jointly
constructed by the class
● making corrections to own
writing when copying text
● copying out a corrected version
of own text, for example with
corrected spelling or capital
letters
● using ruled lines to guide writing
on the page
● employing strategies such as
watching and listening to
what peers are doing,
following the speaker,
watching the teacher’s face
● recognising familiar question
stem words such as ‘Who’,
‘Where’, ‘Do
● listening to and reproducing
the sequence of ideas in a
short spoken story or recount
● recognising familiar words in
spoken texts

● being familiar with a small
range of common text types,
such as narrative, recount,
report, procedure, description,
explanation, response
● describing the purpose of a
A2 text, such as to inform, to
describe an event, to tell a
● using purpose, structure,
content and language to help
identify familiar spoken text
types
● constructing subject–verb-–
object sentences with accuracy
● giving some additional detail
● using learnt topic-specific
vocabulary in simple modelled
sentences
● using common simple past
tense forms with the suffix ‘–
ed’ consistently, though
overgeneralising rules for some
● Make a simple plan before
writing
● constructing a short, basic text
type, following the structure of a
model text, for example copying
sentence beginnings in the same
order
● identifying key points of
information from short
spoken texts with reduced
visual support
● understanding key
information after viewing
digital and multimodal texts,
such as age-appropriate
 story using short noun groups or less common irregular past ● following model texts or television shows or movies
adjectival phrases, such as ‘He tense verbs, such as ‘catched’, templates to arrange learnt text
● writing for a ‘real task’, for ● using purpose, structure,
gave me a new book’, ‘I ran ‘freezed’, ‘waked’ types
example writing an invitation content and language to help
really fast’
to a birthday party ● referring to classroom charts ● using capital and lower-case identify familiar spoken text
● using some forms of the verbs and personal vocabulary lists to letters appropriately types
● using a variety of simple text
‘to be’ and ‘to have’ correctly, access topic words
structures, such as a title, an ● completing cloze activities based
such as ‘Her name is Mia’
opening, an ending, a caption ● using sound or visual features to on a class text experience
spell new words, for example ● writing simple phrases as
‘evry’ captions or explanations for
● recognising some common images
syllables and patterns within
words, such as ‘in’, ‘on’, ‘–ing’

Sequence of Learning Weekly overview- Review and refine weekly 1-6

Building the Field

Weeks Reading Writing Speaking and Listening XXXXX

1 Mem Fox Author Study Window - to be completed during inquiry hours Text Structures & Features: Synthesising.

Informative Writing (3 different texts, one each day) Talking about what we know before and WOW Day (first week either Monday - remote or
after. Tuesday Onsite)
Building the Field focus on establishing students’ shared - writing facts
4 understandings. Throughout the building of field, students are What new information did you learn? Fitness rotations and making a healthy lunch?
engaged in extended discussions about their reading and provided - Did you know………
sessions, (use Wow Day to do KWL and Pre assessment)
with opportunities to use and reuse subject-specific language in
first day supported and contextualised ways.
possibly Learning Intention
KWL chart with guiding question
team
We are learning to locate and write facts to give information.
building Mentor Text What do you know about being healthy?
etc Teachers choose mentor text based on student interests within Healthy Bodies- Pre Test (person outline) - students to
their own classroom. A different text each day. Grammar/Punctuation/Sentence Structure: draw and label what a healthy body needs. This could
even be an advertisement? (Need to choose as a team)
We are learning to write verbs to show the correct tense.
 Comprehension Strategies: What being healthy means powerpoint

We are learning to locate information in a text to show our

understanding.
Main Idea/Summarising X 3 days
- We are learning to identify facts and details so that we can tell the
main idea (summarise information)
● summarise information in the text, selecting the information
that is important (main idea, key words, locating information)
(anchor charts around the room with facts for students to refer to)
● Check the headings, sub-headings
Word Study 2-3 sessions - Posible excursion scienceworks sportsing area
or life ed van
1 HFW?
How will students share their learning?
1 Spelling?
- ‘Health expo’ in gym – Invite parents in. Students
We are learning to read and write HFW because they are the words we use the to promote how to be healthy – can choose an
most. area e.g. healthy eating, meditation, a particular
sport…
- Differentiate activities based on learning needs.
This could be a virtual health expo depending on
We are learning to spell words with _____________ restrictions.

● What’s the topic of this section?

Understand how to use digraphs, long vowels, blends, silent letters and
● What’s the subtopic on this page? syllabification to spell simple words including compound words
(VCELA226)
● Tell what it is mostly about?
Week 1
● What details support the subtopic?
(smart spelling examples) Mem Fox unit reflection and window displays?
Reading Strategies, Serravallo F & P Levels J-Z digraphs - consonant - mb, kn, wr

Reading Strategies: digraphs - vowels - ai, ur, ow, ea, ey, er, oi, or, ou Week 2 - exercise

Discuss with the team silent letters/Split digraphs - o-e, a-e, i-e We are learning what a healthy body needs so we can be
healthy ourselves.
- what is happening with our data long vowel sounds - igh, ay, y as in pony,
Session 1
- individual classes

compound words.

expression syllabification.

monitoring & self correcting

Session 2
using context clues to decode
-

- Otherwise we do safety in the environment and

2 Building the Field We are learning to locate and write facts to give information. Synthesising. medication
- writing facts Talking about what we know before and eg. crossing the road, helmet, sun smart,
after. hazards, taking medication yourself.
Comprehension Strategies: - Did you know………
What new information did you learn?
We are learning to locate information in a text to show our
understanding.
Grammar/Punctuation/Sentence Structure:
Week 3
We are learning how to add suffixes to a base word so it makes sense.
Session 1
Main Idea/Summarising - ed ending (t)
Who is important to you? Why are they
3 days Learning Intention
important to you?
- We are learning to identify facts and details so that we can tell Word Study:
the main idea How do they help you stay happy safe and healthy
1 HFW? Activity: Record and make a tally

1 Spelling? Session 2
Reading Strategies:
We are learning to read and write HFW because they are the words we use the We are learning who can help us keep ourselves happy
Discuss with the team most. and healthy.
 - Differentiate activities based on learning needs. How can we keep ourselves safe, happy and healthy?
What is the role of the nurse?
We are learning to spell words with _____________
Activity: Visit Sonia in first aid
(smart spelling sequence)

Week 4

Session 1:

We are learning how can we stay healthy and active

3 Deconstruct a Mentor Text
** Teachers to create their own modelled persuasive text to deconstruct
and use for mini lessons**
Audience & Text Structure -
Refer to example mentor text on google drive for how to annotate your
modelled text and turn it into a worked example
We are learning to write compound sentences to share our opinions.
facts and opinions
● learning how to join simple sentences with conjunctions, for example
‘and’, ‘but’ or ‘so’, to construct compound sentences
We are learning to edit our writing so it makes sense to others.
Orally forming and justifying their
opinions.
throughout our day.
Eg. Eating breakfast every day, brushing your teeth twice
a day, physical activity, eating fruit and vegetables,
washing hands
Activity: Food: Food choice – Sort food into healthy vs
non-healthy, healthy food collage, create a healthy lunch
e.g. make a salad or a wrap, food groups, making a
healthy food pyramid.

Grammar/Punctuation/Sentence Structure:
Session 2
We are learning to write in the correct tense
We are learning about health messages in
● tenses (regular) Advertisements.
Activity: Examine health messages and how they relate to
(link into actions e.g. hop, hopping, jump, jumping) health decisions and behaviours

Auskick
Word Study McDonalds tv commercials (look at the bad)

Learning Intention 1 HFW? Why did the health minister allow us an hour of excercise
1 Spelling? during lockdown?
We are learning to identify the features of a persuasive text
We are learning to read and write HFW because they are the words we use the The free fruit at Woolworths do you take some? Write a
Comprehension Strategies:
most. letter to get free fruit at school to promote healthy eating.
Facts and Opinions
- Differentiate activities based on learning needs.
- sorting facts and opinions
We are learning to spell words with _____________ Week 5
- collaborative work
(smart spelling sequence)

Learning Intention
-
We are learning to identify facts and opinions Week 6
Reading Strategies: Session 1
Discuss with the team We are learning what having a healthy mind looks, sounds
(using context clues?) and feels like.

Advertisents? Are you okay

4 Deconstruct a XXXXXXX Text: Writing Cycle - Introduce Rubric students will be assessed with Talk for writing - saying aloud what you
want to write.
** Teachers to create their own modelled text to deconstruct** Planning Summative Assessment
Healthy Bodies- Post Test (person outline or an
Learning intention advertisement on how to be healthy)
Orally forming and justifying their
Author’s Purpose/Message We are learning to plan a persuasive text. What do the students now know about being healthy?
opinions.
 We are learning to identify the author’s message in a persuasive text. - exposition

●What is the most important idea the writer wants you to Composing
learn? How do you know? (reading and viewing)
Learning Intention We are learning to… so/because

We are learning to compose a persuasive text.

Language Features
Connectives - First, Next, Finally
Learning Intention

We are learning to identify the language features of a persuasive text

Revising/Editing
- modal language
We are learning to revise and edit a persuasive text.

Comprehension Strategy:
Grammar/Punctuation/Sentence Structure:
Facts and Opinions
We are learning to write in the correct tense
Learning Intention
● tenses (irregular)
We are learning to identify facts and opinions
(link into actions e.g. hop, hopping, jump, jumping)
● learning how to join simple sentences with conjunctions, for
example ‘and’, ‘but’ or ‘so’, to construct compound sentences

Reading Strategies:

Discuss with the team

(using context clues?)

5 Author’s Purpose/Message Writing Cycle Talk for writing - saying aloud what you
want to write.
We are learning to identify the author’s message in a persuasive text. Planning
Cup
Learning intention
Week Orally forming and justifying their
●What is the most important idea the writer wants you to We are learning to plan a persuasive text.
opinions.
3/4 day learn? How do you know? (reading and viewing)
- exposition
week
Presentation Skills TBC
Comprehension Strategy:
Composing
- eye contact
Learning Intention
Learning Intention
- voice projection
We are learning to identify cause and effect
We are learning to compose a persuasive text.

Connectives - First, Next, Finally

Reading Strategies:

Discuss with the team

Revising/Editing
(using context clues?)
We are learning to revise and edit a persuasive text.

Grammar/Punctuation/Sentence Structure:
 Word Study

1 HFW?

1 Spelling?

We are learning to read and write HFW because they are the words we use the
most.

- Differentiate activities based on learning needs.

We are learning to spell words with _____________

(smart spelling sequence)

6 Author’s Purpose/Message Writing Cycle Presenting Expositions to the class/buddy

class (Speaking & Listening Rubric -
We are learning to identify the author’s message in a persuasive text. Planning
Assess Hayley)
Learning intention
ment
●What is the most important idea the writer wants you to We are learning to plan a persuasive text.
learn? How do you know? (reading and viewing)
- exposition

Comprehension Strategy:
Composing
Cause and Effect
Learning Intention
Learning Intention
We are learning to compose a persuasive text.
We are learning to identify cause and effect
Connectives - First, Next, Finally

Revising/Editing

We are learning to revise and edit a persuasive text.

APPENDIX: Vic Curriculum

Cross Curricular Area (Highlight Foci)

Standard Statement Content Descriptors (Taken From Scope and Sequence) Elaborations

By the end of Level 2, students ● identifying familiar advertisements that contain health messages (AD, FN, S)
describe changes that occur as
Examine health messages and how they relate to health decisions and ● identifying popular health slogans and discussing the behaviours these slogans are encouraging (FN, S, AD)
they grow older. They recognise
behaviours (VCHPEP077)
how strengths and achievements
● creating their own positive health message and sharing it with the class (HBPA, S, AD, FN)
contribute to identities. They
understand how emotional
responses impact on others’
feelings. They examine messages Describe physical and social changes that occur as children grow older
related to health decisions and and discuss how family and community acknowledge these (VCHPEP072)
describe how to help keep
themselves and others healthy,
safe and physically active. They
 identify areas where they can be
active and how the body reacts to
different physical activities.

Students demonstrate positive

ways to interact with others. They
select strategies at home and/or
school to keep themselves healthy
and safe and are able to ask for
help with tasks or problems. They
demonstrate fundamental
movement skills in different
movement situations and test
alternatives to solve movement
challenges. They perform
movement sequences that
incorporate the elements of
movement.

English Curriculum Maps (Highlight Foci)

Year 2 Standards/Content Descriptors/Elaborations

Level 2 Reading & Viewing

Achievement Standard
1. understand how similar texts
share characteristics by
identifying text structures and
language features used to
describe characters, settings
and events or communicate
factual information.
Content Descriptors
Understand that different types of texts have identifiable text structures and language
features that help the text serve its purpose (VCELA212)
Know some features of text organisation including page and screen layouts, alphabetical
order, and different types of diagrams (VCELA213)
Elaborations/Literacy Progressions
● identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
● becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions
● recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information
● learning about features of screen texts including menu buttons, drop down menus, links and live connections

● comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions
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 are depicted differently by different illustrators
meaning of accompanying words (VCELA215)
● exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas

Understand that nouns represent people, places, things and ideas and include common, ● exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an
proper, concrete or abstract, and that noun groups/phrases can be expanded using articles illustrator
and adjectives(VCELA216)
● exploring names of people and places and how to write them using capital letters

● building extended noun groups/phrases that provide a clear description of an item

● identifies the purpose of predictable texts and moderately complex texts

● monitors the development of ideas using language and visual features (topic sentences, key verbs, graphs)

2. recognise all Standard
Australian English phonemes,
and most letter–sound
matches.
3. read texts that contain varied
sentence structures, some
unfamiliar vocabulary, a
significant number of high-
frequency sight words and
images that provide
additional information
4. monitor meaning and self-
correct using context, prior
knowledge, punctuation,
language and phonic
knowledge
Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and
common long vowels, and understand that a sound can be represented by various letter
combinations(VCELA218)
Learn some generalisations for adding suffixes to words (VCELA217)
Analyse how different texts use nouns to represent people, places, things and ideas in
particular ways(VCELY223)
Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic,
semantic, contextual and grammatical knowledge using text processing strategies, including
monitoring meaning, predicting, rereading and self-correcting (VCELY221)
● identifies simple language and text features that signal purpose (diagrams, dialogue)
● uses common signposting devices such as headings, subheadings, paragraphs, navigation bars and links to navigate texts.
● describes the language and visual features of texts using metalanguage (grammatical terms such as cohesion, tense, noun groups)
● recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less common sound-letter
matches, for example ‘tion’
● reads CCVCC words (trust), CCCVC words (scrap), CCCVCC words (thrust) and applies when reading continuous texts
● reads words with r-controlled vowel combinations ar, er, or, ur, ir and writes words accordingly and applies when reading
continuous texts
● applies common phonic generalisations (long e rule, soft c and soft g rule) when reading continuous texts
● says and represents the new word when asked to delete a phoneme within an initial blend of a single-syllable word (spat/sat).
● joining discussion about how a suffix affects meaning, for example uncomfortable, older, and division, and investigating the ways
words change when suffixes are added, for example, dropping the final 'e' when '-ing' is added
● discussing the different ways that nouns and noun groups are used in various types of texts, for example, general nouns
('mammals') in information reports and specific nouns ('the neighbour's dog') in narratives
● reads aloud a decodable or simple text at a reasonable pace, grouping words into meaningful phrases
● uses punctuation cues and some intonation and expression
● reads accurately at an efficient pace without overt sounding and blending
● reads at 90 words per minute pace.
● reads new words containing taught grapheme-phoneme correspondences in a variety of contexts without using obvious sounding
out strategies
● reads high-frequency words within a continuous text accurately and without hesitation.
● reads and views predictable texts and some moderately complex texts
● using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
● using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
● using knowledge of sound–letter relationships and high-frequency sight words when decoding text
● monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar
knowledge and prior and learned topic knowledge
● using grammar and meaning to read aloud with fluency and intonation
● monitors reading for meaning using phonic knowledge and contextual knowledge and selecting strategies (such as re-reading and

5. identify literal and implied
meaning, main ideas and
supporting detail.
6. make connections between
texts by comparing content.
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 (VCELY222)
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 (VCELA214)
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 (VCELA215)
Discuss the characters and settings of different texts and explore how language is used to
present these features in different ways (VCELT219)
Discuss different texts on a similar topic, identifying similarities and differences between the
texts(VCELY220)
reading on)
● making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing
point of view on a topic
● making connections between information in print and images
● building on and using prior knowledge and vocabulary
● making valid inferences using information in a text and students’ own prior knowledge
● predicting, asking and answering questions as they read, and summarising and reviewing meaning
● responds to texts with unfamiliar content
● identifies the main idea in a predictable text
● recognises that texts can present different points of view
● distinguishes between fact and opinion in texts
● answers inferential questions.
● cites text evidence to support inferences
● interprets creative use of language (figurative language, metaphor, simile, onomatopoeia)
learning how to express ideas using compound sentences
learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences
comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions
are depicted differently by different illustrators
describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this
impacts on the characters
describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and
considering how these features construct meanings
identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe
the common features of language used
comparing two or more versions of the same story by different authors or from different cultures, describing similarities and
differences in authors’ points of view
identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and
Torres Strait Islander communities and from several Asian cultures within Australia
comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and
 differences

interprets visual elements in multimodal texts (salience, framing, colour palette)

compares and contrasts texts on the same topic to identify how authors represent the same ideas differently

Level 2 Writing

Achievement Standard Content Descriptors Elaborations/ Literacy Progressions

1. create texts that show how Understand how texts are made cohesive by the use of resources, including word ● exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
images support the meaning associations, synonyms, and antonyms (VCELA224)
of the text. ● mapping examples of word associations in texts, for example words that refer to the main character

Create events and characters using different media that develop key events and characters ● creating imaginative reconstructions of stories and poetry using a range of print and digital media
from literary texts (VCELT228)
● telling known stories from a different point of view

● orally, in writing or using digital media, constructing a sequel to a known story

Build on familiar texts by experimenting with character, setting or plot (VCELT229)

● innovating on known narratives in shared or independent writing by changing or adding to details of the characters, setting or plot

Create short imaginative, informative and persuasive texts using growing knowledge of text ● learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
structures and language features for familiar and some less familiar audiences, selecting
print and multimodal elements appropriate to the audience and purpose (VCELY230) ● sequencing content according to text structure

● using appropriate simple and compound sentence to express and combine ideas
Construct texts featuring print, visual and audio elements using software, including word
processing programs (VCELY233) ● using vocabulary, including technical vocabulary, appropriate to text type and purpose

● experimenting with and combining elements of software programs to create texts

● writes for a range of purposes (to recount a personal experience, to observe and describe, to provide a reason why, to express
thoughts and feelings about a topic)

● writes four or more sequenced and clearly connected ideas

● includes a simple orientation for the reader (At school we are learning about …)

● expresses ideas appropriate to a task or topic in connected, clearly sequenced sentences (reports or describes an event or experience
including at least one key detail; innovates on familiar texts)

● selects and discards ideas to make texts suitable for familiar audiences and purposes

● organises text logically (ideas in time sequence)

 ● uses key words from informative texts read or viewed in own writing.

● writes simple and compound sentences related to a topic using conjunctions (and, but, so, because, when)

● maintains tense within a sentence

● selects images to complement writing

● uses noun groups to develop ideas (new baby chicken)

● uses simple. Cohesive language (then, after, and)

● uses adverbs to give precise meaning to verbs (talking loudly).

● uses time connectives to sequence ideas and events (first, then, next, after)

● groups related ideas into paragraphs.

● writes simple sentences correctly

● writes compound sentences to make connections between ideas using coordinating conjunctions (and, but, so).

● uses simple adverbials to give details such as time, place and manner (in the afternoon, nearby, quickly)

● uses simple present, past and future tenses accurately to represent processes

● uses adjectives in noun groups to build more accurate descriptions of participants (the spotted dog).

● writes comprehensible sentences that may contain inaccuracies such as misuse of prepositions (they should of waited, mine is
different than/then yours) and past tense irregular verbs (he goed to the shop).

2. use some punctuation Recognise that capital letters signal proper nouns and commas are used to separate items in ● talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a
accurately lists(VCELA225)
dinosaur and two snakes’

● reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example
Reread and edit text for spelling, sentence-boundary punctuation and text
replacing an everyday noun with a technical one in an informative text
structure (VCELY231)

● checking spelling using a dictionary

● checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops,
question marks and exclamation marks

● making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

● intentionally uses simple punctuation (!, ?)

● uses commas in lists of nouns (add the sugar, lemon, water and juice)

● uses apostrophes for regular single possessives (girl’s)

● capitalises key events, geographic names, titles (Easter, Sydney, Ms).

3. write words and sentences Write words and sentences legibly using upper- and lower-case letters that are applied with ● Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate
 legibly using unjoined upper-
and lower-case letters.
Achievement Standard
Achievement Standard
4. accurately spell words with
regular spelling patterns and
can write words with less
common long vowels,
trigraphs and silent letters.
growing fluency using an appropriate pen/pencil grip and body position (VCELY232)
Level 2 Vocabulary
Content Descriptors
Level 2 Spelling
Content Descriptors
Understand how to use digraphs, long vowels, blends, silent letters and syllabification to
spell simple words including compound words (VCELA226)
Use visual memory to write high-frequency words and words where spelling is not
predictable from the sounds (VCELA227)
pen/pencil grip and body position
Elaborations/Literacy Progressions/F&P
● uses words to indicate quantity (every, some, a few)
● uses specific learning areas topic vocabulary
● uses common homophones (two, to).
● uses some precise vocabulary from learning areas
● uses connectives to sequence ideas (first, then, next, finally)
● uses vocabulary to express cause and effect (the excursion was cancelled because it rained)
● uses some modal language to influence or persuade (should, will).
● explains how unfamiliar words can be understood using grammatical knowledge, morphological knowledge and etymological
knowledge
● recognises how synonyms are used to enhance a text (transport, carry, transfer)
● draws on knowledge of word origin to work out meaning of discipline-specific terms (universe).
Elaborations/Literacy Progressions
● drawing on knowledge of high-frequency sight words
● drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)
● using known words in writing and spelling unknown words using developing visual, graphophonic and morphemic knowledge
● writing sight words (because, said) and other words that cannot be sounded out phonetically (bird, phone) by drawing on knowledge
of letter patterns, word shape and possible sequencing of letters in English (for example, jam is possible but not jxm)
● spells simple and many high-frequency words correctly
● writes most common and high-frequency words correctly
● writes common words with silent letters correctly (white)
● writes some common contractions correctly (won’t, don’t)
● uses three-letter consonant blends in words correctly (three, string, splash)
● uses knowledge of morphemes to spell compound words, where the base word remains unchanged (grandmother)
● uses bank of spelling strategies and knowledge to attempt to spell words (phonic knowledge, visual knowledge, morphemic
knowledge)

Achievement Standard
1. listen for particular purposes.
2. listen for and manipulate
sound combinations and
rhythmic sound patterns.
3. use everyday language
features and topic-specific
vocabulary
Level 2 Speaking & Listening
Content Descriptors
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(VCELA234)
Listen for specific purposes and information, including instructions, and extend students’
own and others' ideas in discussions through initiating topics, making positive statements,
and voicing disagreement in an appropriate manner (VCELY244)
Manipulate more complex sounds in spoken words through knowledge of blending and
segmenting sounds, phoneme deletion and substitution(VCELA238)
Identify all Standard Australian English phonemes, including short and long vowels, separate
sounds in clusters (VCELA239)
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems,
chants, rhymes and songs (VCELT243)
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 (VCELA237)
● recognises spelling errors in own writing.
Elaborations/Literacy Progressions
● identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and
Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular
communities
● recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness
● using spoken language for problem solving, and exploring ideas and concepts
● listening for specific information and providing two or more key facts from an informative text spoken or read aloud
● listening to, remembering and responding to detailed instructions
● identifies main ideas of a spoken text using supporting details
● identifies purpose and intended audience of a spoken text
● infers meaning from texts that contain features such as music and environmental sounds
● asks relevant questions to extend understanding
● separating and blending more difficult sounds when saying words, for example 'squint' and 'watch'
● generating new words by deleting one phoneme and replacing it with another, for example substituting 'b' in 'back' with 's' to
make 'sack'
● listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can),
long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)
● exploring poems, chants, rhymes or songs from different cultures which class members may bring from home
● learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different
cultures
● says and represents the new word when asked to delete a phoneme within an initial blend of a single-syllable word (spat/sat).
● interpreting new terminology drawing on prior knowledge, analogies and connections with known words
● expresses causal relationships (when the egg cracked the chicken came out)

4. explain their preferences for
aspects of texts using other
texts as comparisons
5. create texts that show how
images support the meaning
of the text.
6. create texts, drawing on their
own experiences, their
imagination and information
they have learned.
7. use a variety of strategies to
engage in group and class
discussions and make
Identify language that can be used for appreciating texts and the qualities of people and
things(VCELA236)
Identify aspects of different types of literary texts that entertain, and give reasons for
personal preferences(VCELT241)
Compare opinions about characters, events and settings in and between texts (VCELT242)
Discuss how depictions of characters in print, sound and images reflect the contexts in which
they were created (VCELT240)
Rehearse and deliver short presentations on familiar and new topics, speaking clearly and
varying tone, volume and pace appropriately, and using supportive props (VCELY245)
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
● provides simple justifications (I chose cherries because they are red)
● uses some varying intonation or volume for emphasis
● regulates pace with pausing.
● exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example
‘happy’, ‘joyful’, ‘pleased’, ‘contented’
● exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion
and exclusion; learning to use language to describe actions and consider consequences
● exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’
or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’
● describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour
or drama, and identifying the features which give rise to their personal preferences
● connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
● drawing, writing and using digital technologies to capture and communicate favourite characters and events
● discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike
their own
● discusses language and audio features of the text.
● exploring iconography of Aboriginal and Torres Strait Islander cultures
● recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
● discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
● adjusting presentation for different audiences
● preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary
about content area topics
● listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key
information, and connecting new and existing knowledge about a topic
● makes short presentations using a few connected sentences, on familiar and learnt topics (retells a familiar story or describes a
process)
● speaks audibly and clearly to a familiar audience (own class)
● exploring how terms of address are used to signal different kinds of relationships
presentations. context (VCELA235) ● exploring the differences between the language used when giving a presentation and when talking to friends

● exploring culturally specific greetings and expressions of politeness

Rehearse and deliver short presentations on familiar and new topics, speaking clearly and
varying tone, volume and pace appropriately, and using supportive props (VCELY245) ● adjusting presentation for different audiences

● preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary
about content area topics

● listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key
information, and connecting new and existing knowledge about a topic

● interacts to extend and elaborate ideas in a discussion (provides an additional example)

● presents simple ideas clearly in group situations

● actively encourages or supports other speakers

● shows awareness of discussion conventions (uses appropriate language to express agreement and disagreement in class
discussions)

● uses language to initiate interactions in a small group situation (‘I have an idea’).

● organises key ideas in logical sequence

● provides some supporting details