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AC9E2LA07: Year 2 English Content Descriptor – Language for expressing and developing ideas
AC9E2LA07 Year 2 English

AC9E2LA07 – Year 2 English: Language for expressing and developing ideas

Strand
Language
Substrand
Language for expressing and developing ideas

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 that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

Elaborations

  • • 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
  • • building extended noun groups using articles and adjectives; for example, “the longest side”
  • • building extended verb groups using verbs; for example, “was touched”
  • • 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”

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.