AC9E2LA04 Year 2 English

AC9E2LA04 – Year 2 English: Text structure and organisation

Strand

Language

Substrand

Text structure and organisation

This Content Descriptor from Year 2 English provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred

Elaborations

• identifying language used to build information across a text; for example, through connecting similar and dissimilar things
• mapping examples of word associations in texts; for example, words that refer to the main character in a story: “Isy”, “she”, “I”, “sister”, “student”
• tracking how a person or thing is identified through a section of a text; for example, “eggs”, “they”, “them”
• 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)
• using personal and possessive pronouns to link entities previously mentioned in the text

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 2 ASENGY2

Year 2 English Achievement Standard

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.