AC9E2LA10 Year 2 English

AC9E2LA10 – 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

recognise that capital letters are used in titles and commas are used to separate items in lists

Elaborations

• identifying how capital letters are used in the titles of texts
• identifying commas used in lists in a variety of types of texts; for example, “This class has students who speak Vietnamese, Thai and Arabic at home.”

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.