AC9E2LY10 – Year 2 English: Phonic and word knowledge
Content Descriptor
This content descriptor sits within Year 2 English. Use it to identify the learning students need, connect it with the achievement standard and plan suitable evidence of learning.
What this means for planning
AC9E2LY10 connects decoding and encoding. Students use increasingly varied phoneme and grapheme matches when reading and writing words, including one or more syllables and compound words. Planning should give them repeated opportunities to apply the same knowledge in both directions.
A practical planning sequence
- Select a manageable pattern set: Choose words that foreground the target vowel pattern, consonant cluster or silent letter while revisiting previously taught correspondences.
- Connect reading and spelling: Move between hearing, segmenting, blending, reading and writing so the correspondence is used in more than one task.
- Check transfer: Include unfamiliar words and connected text to see whether students can apply the pattern beyond a practised list.
Evidence to look for
- Reading observations showing accurate blending and recognition of the selected patterns in words and text.
- Spelling samples that show how students represent sounds with the relevant graphemes.
- A brief error analysis across several samples to identify secure knowledge and the next pattern requiring instruction.
See the complete curriculum context
Open the achievement standard and all linked content descriptors together in the Year 2 English curriculum map.
Related item: Compare AC9E2LY12: morphemic word families.
A TeaCheese planning example
Use AC9E2LY10 in a TeaCheese planning brief to create a short sequence that links word reading, spelling and transfer into connected text.
Planning guides: How content descriptions work in the Australian Curriculum · Turn a content description into learning intentions and success criteria
Elaborations
- • Elaboration reading words with digraphs where one letter is not pronounced; for example, “knife” and “thumb”, when reading and using them in writing
- • Elaboration providing the sounds for less common letter–sound matches; for example, “ight”, and using them in writing
- • Elaboration reading words with vowel digraphs (“ee”, “oo”, “ai”, “ay”, “ea”)
Plan a lesson from this content description.
Start freeAchievement standard statements this supports
- They use phonic and morphemic knowledge, and grammatical patterns to read unfamiliar words and most high-frequency words.See it on the standard page →
- They spell words with regular spelling patterns, and use phonic and morphemic knowledge to attempt to spell words with less common patterns.See it on the standard page →