Year 2 English ASENGY2

Year 2 English Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 2 English by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

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.

Content Descriptors by Strand

This standard is supported by 27 Content Descriptors:

Language

Literature

Literature and contexts

AC9E2LE01 discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Engaging with and responding to literature

AC9E2LE02 identify features of literary texts, such as characters and settings, and give reasons for personal preferences

Examining literature

AC9E2LE03 discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways AC9E2LE04 identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs

Creating literature

AC9E2LE05 create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

Literacy

Texts in context

AC9E2LY01 identify how similar topics and information are presented in different types of texts

Interacting with others

AC9E2LY02 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

Analysing, interpreting and evaluating

AC9E2LY03 identify the purpose and audience of imaginative, informative and persuasive texts AC9E2LY04 read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting AC9E2LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

Creating texts

AC9E2LY06 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 AC9E2LY07 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 AC9E2LY08 write words legibly and with growing fluency using unjoined upper-case and lower-case letters

Phonic and word knowledge

AC9E2LY09 manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words AC9E2LY10 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 AC9E2LY11 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 AC9E2LY12 build morphemic word families using knowledge of prefixes and suffixes

At a Glance

Strand	Substrand	CDs	Elaborations
Language	Language for interacting with others	2	6
Language	Text structure and organisation	3	10
Language	Language for expressing and developing ideas	5	13
Literature	Literature and contexts	1	3
Literature	Engaging with and responding to literature	1	2
Literature	Examining literature	2	4
Literature	Creating literature	1	2
Literacy	Texts in context	1	2
Literacy	Interacting with others	1	4
Literacy	Analysing, interpreting and evaluating	3	11
Literacy	Creating texts	3	10
Literacy	Phonic and word knowledge	4	9
Total		27	76

Frequently Asked Questions

What should students know by the end of Year 2 English?

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.

How many Content Descriptors support this standard?

27 Content Descriptors support this Achievement Standard (Language: 2, Language: 3, Language: 5, Literature: 1, Literature: 1, Literature: 2, Literature: 1, Literacy: 1, Literacy: 1, Literacy: 3, Literacy: 3, Literacy: 4).

How does this compare to Year 1?

The Year 1 English standard (ASENGY1) covers the preceding year level. Standards build progressively, with Year 2 expectations extending what was introduced in Year 1.

Is this from the latest Australian Curriculum?

Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.