# Complete retained Year 2 national meanings Retained extract only. The current national year-page returned a navigation shell on 12 October 2026; this is not a newly acquired national reissue. Curriculum material follows provider terms and exclusions; see rights. ## xl/worksheets/sheet1.xml · row 256 A: English B: English C: Year 2 D: The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Teaching and learning programs should balance and integrate all 3 strands. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 2, students learn that there are different modes of communication with distinct features that can be used when sharing ideas, thoughts and opinions with familiar audiences for different purposes. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts that may be imaginative, informative and persuasive. Texts may include oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, various types of information texts, short films and animations, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. As Year 2 students transition to become independent readers, they continue to develop their decoding and comprehension skills, using a range of texts. Informative texts present new content about topics of interest and topics being studied in other learning areas, and may include illustrations and diagrams that extend the text. Literary texts may include sequences of events that span several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words, more complex words that need to be decoded using phonic and morphemic knowledge, and a range of punctuation conventions. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Year 2 students create texts whose purposes may be imaginative, informative and persuasive. Texts created may include recounts of stories and experiences, reports and explanations of learning area content, explanations of simple processes, and expressions of opinions about texts or experiences, including supporting reasons. These texts are created for an audience. E: ENGENGY2 ## xl/worksheets/sheet1.xml · row 257 A: English B: English C: Year 2 E: ENGENGY2_1LANG H: Language ## xl/worksheets/sheet1.xml · row 258 A: English B: English C: Year 2 E: ENGENGY2LANG_1 I: Language for interacting with others ## xl/worksheets/sheet1.xml · row 259 A: English B: English C: Year 2 E: AC9E2LA01 J: investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions ## xl/worksheets/sheet1.xml · row 260 A: English B: English C: Year 2 E: AC9E2LA01_E1 K: exploring culturally specific greetings and expressions of politeness ## xl/worksheets/sheet1.xml · row 261 A: English B: English C: Year 2 E: AC9E2LA01_E2 K: exploring First Nations Australian cultural protocols in Welcome to Country and Acknowledgement of Country, and the greeting words used by local First Nations Australians ## xl/worksheets/sheet1.xml · row 262 A: English B: English C: Year 2 E: AC9E2LA01_E3 K: exploring how familiarity with a group or individual influences language choices ## xl/worksheets/sheet1.xml · row 263 A: English B: English C: Year 2 E: AC9E2LA02 J: explore how language can be used for appreciating texts and providing reasons for preferences ## xl/worksheets/sheet1.xml · row 264 A: English B: English C: Year 2 E: AC9E2LA02_E1 K: exploring how language is used to appreciate texts using more precise vocabulary; for example, “I liked how the author described the setting because …” ## xl/worksheets/sheet1.xml · row 265 A: English B: English C: Year 2 E: AC9E2LA02_E2 K: exploring verbs used to express degree of preference; for example, “liked”, “preferred”, “enjoyed” ## xl/worksheets/sheet1.xml · row 266 A: English B: English C: Year 2 E: AC9E2LA02_E3 K: identifying First Nations Australian language words specific to Country/Place that help the reader to be specific when appreciating the setting in a text ## xl/worksheets/sheet1.xml · row 267 A: English B: English C: Year 2 E: ENGENGY2LANG_2 I: Text structure and organisation ## xl/worksheets/sheet1.xml · row 268 A: English B: English C: Year 2 E: AC9E2LA03 J: identify how texts across the curriculum are organised differently and use language features depending on purposes ## xl/worksheets/sheet1.xml · row 269 A: English B: English C: Year 2 E: AC9E2LA03_E1 K: identifying the typical features of a text; for example, a typical introduction to a narrative or the use of dot points in instructions ## xl/worksheets/sheet1.xml · row 270 A: English B: English C: Year 2 E: AC9E2LA03_E2 K: identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure ## xl/worksheets/sheet1.xml · row 271 A: English B: English C: Year 2 E: AC9E2LA03_E3 K: identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discuss their purposes ## xl/worksheets/sheet1.xml · row 272 A: English B: English C: Year 2 E: AC9E2LA04 J: understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred ## xl/worksheets/sheet1.xml · row 273 A: English B: English C: Year 2 E: AC9E2LA04_E1 K: identifying language used to build information across a text; for example, through connecting similar and dissimilar things ## xl/worksheets/sheet1.xml · row 274 A: English B: English C: Year 2 E: AC9E2LA04_E2 K: mapping examples of word associations in texts; for example, words that refer to the main character in a story: “Isy”, “she”, “I”, “sister”, “student” ## xl/worksheets/sheet1.xml · row 275 A: English B: English C: Year 2 E: AC9E2LA04_E3 K: tracking how a person or thing is identified through a section of a text; for example, “eggs”, “they”, “them” ## xl/worksheets/sheet1.xml · row 276 A: English B: English C: Year 2 E: AC9E2LA04_E4 K: 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) ## xl/worksheets/sheet1.xml · row 277 A: English B: English C: Year 2 E: AC9E2LA04_E5 K: using personal and possessive pronouns to link entities previously mentioned in the text ## xl/worksheets/sheet1.xml · row 278 A: English B: English C: Year 2 E: AC9E2LA05 J: navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links ## xl/worksheets/sheet1.xml · row 279 A: English B: English C: Year 2 E: AC9E2LA05_E1 K: recognising how numbered chapters, organisation of tables of content and alphabetical order of indexes operate to support access to information ## xl/worksheets/sheet1.xml · row 280 A: English B: English C: Year 2 E: AC9E2LA05_E2 K: exploring how the navigation tools of different websites can be used to locate information ## xl/worksheets/sheet1.xml · row 281 A: English B: English C: Year 2 E: ENGENGY2LANG_4 I: Language for expressing and developing ideas ## xl/worksheets/sheet1.xml · row 282 A: English B: English C: Year 2 E: AC9E2LA06 J: understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction ## xl/worksheets/sheet1.xml · row 283 A: English B: English C: Year 2 E: AC9E2LA06_E1 K: using coordinating conjunctions; for example, “and”, “but”, “so” to construct compound sentences; for example, “The wolf huffed / and he puffed / and he blew the house down!” ## xl/worksheets/sheet1.xml · row 284 A: English B: English C: Year 2 E: AC9E2LA07 J: understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups ## xl/worksheets/sheet1.xml · row 285 A: English B: English C: Year 2 E: AC9E2LA07_E1 K: 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 ## xl/worksheets/sheet1.xml · row 286 A: English B: English C: Year 2 E: AC9E2LA07_E2 K: building extended noun groups using articles and adjectives; for example, “the longest side” ## xl/worksheets/sheet1.xml · row 287 A: English B: English C: Year 2 E: AC9E2LA07_E3 K: building extended verb groups using verbs; for example, “was touched” ## xl/worksheets/sheet1.xml · row 288 A: English B: English C: Year 2 E: AC9E2LA07_E4 K: 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” ## xl/worksheets/sheet1.xml · row 289 A: English B: English C: Year 2 E: AC9E2LA08 J: understand that images add to or multiply the meanings of a text ## xl/worksheets/sheet1.xml · row 290 A: English B: English C: Year 2 E: AC9E2LA08_E1 K: identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting ## xl/worksheets/sheet1.xml · row 291 A: English B: English C: Year 2 E: AC9E2LA08_E2 K: identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words ## xl/worksheets/sheet1.xml · row 292 A: English B: English C: Year 2 E: AC9E2LA09 J: experiment with and begin to make conscious choices of vocabulary to suit the topic ## xl/worksheets/sheet1.xml · row 293 A: English B: English C: Year 2 E: AC9E2LA09_E1 K: selecting vocabulary appropriate to the topic to replace everyday language ## xl/worksheets/sheet1.xml · row 294 A: English B: English C: Year 2 E: AC9E2LA09_E2 K: discussing new vocabulary encountered in learning area texts ## xl/worksheets/sheet1.xml · row 295 A: English B: English C: Year 2 E: AC9E2LA09_E3 K: exploring language used to describe characters in narratives, including nouns; for example, “magician”, “wizard”, “sorcerer”, and adjectives such as “gentle”, “timid” or “frightened” ## xl/worksheets/sheet1.xml · row 296 A: English B: English C: Year 2 E: AC9E2LA09_E4 K: identifying words from First Nations Australians’ languages relevant to a topic ## xl/worksheets/sheet1.xml · row 297 A: English B: English C: Year 2 E: AC9E2LA10 J: recognise that capital letters are used in titles and commas are used to separate items in lists ## xl/worksheets/sheet1.xml · row 298 A: English B: English C: Year 2 E: AC9E2LA10_E1 K: identifying how capital letters are used in the titles of texts ## xl/worksheets/sheet1.xml · row 299 A: English B: English C: Year 2 E: AC9E2LA10_E2 K: 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.” ## xl/worksheets/sheet1.xml · row 300 A: English B: English C: Year 2 E: ENGENGY2_2LIT H: Literature ## xl/worksheets/sheet1.xml · row 301 A: English B: English C: Year 2 E: ENGENGY2LIT_1 I: Literature and contexts ## xl/worksheets/sheet1.xml · row 302 A: English B: English C: Year 2 E: AC9E2LE01 J: discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators ## xl/worksheets/sheet1.xml · row 303 A: English B: English C: Year 2 E: AC9E2LE01_E1 K: discussing the depiction of characters in particular settings in well-known fairytales from wide-ranging world authors; for example, children in forests, and royalty in castles and towers ## xl/worksheets/sheet1.xml · row 304 A: English B: English C: Year 2 E: AC9E2LE01_E2 K: recognising recurring characters in particular settings in texts by First Nations Australian authors ## xl/worksheets/sheet1.xml · row 305 A: English B: English C: Year 2 E: AC9E2LE01_E3 K: exploring the way wide-ranging Australian authors and illustrators depict the Australian outback and the associated characters ## xl/worksheets/sheet1.xml · row 306 A: English B: English C: Year 2 E: ENGENGY2LIT_2 I: Engaging with and responding to literature ## xl/worksheets/sheet1.xml · row 307 A: English B: English C: Year 2 E: AC9E2LE02 J: identify features of literary texts, such as characters and settings, and give reasons for personal preferences ## xl/worksheets/sheet1.xml · row 308 A: English B: English C: Year 2 E: AC9E2LE02_E1 K: discussing preferences for stories set in familiar or unfamiliar worlds, or about characters whose lives are like or unlike their own ## xl/worksheets/sheet1.xml · row 309 A: English B: English C: Year 2 E: AC9E2LE02_E2 K: discussing their feelings about the positive and negative behaviours of non-human characters, such as animals ## xl/worksheets/sheet1.xml · row 310 A: English B: English C: Year 2 E: ENGENGY2LIT_3 I: Examining literature ## xl/worksheets/sheet1.xml · row 311 A: English B: English C: Year 2 E: AC9E2LE03 J: discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways ## xl/worksheets/sheet1.xml · row 312 A: English B: English C: Year 2 E: AC9E2LE03_E1 K: comparing how similar characters or settings are described in texts from different contexts; for example, how the seasons are described ## xl/worksheets/sheet1.xml · row 313 A: English B: English C: Year 2 E: AC9E2LE03_E2 K: identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts ## xl/worksheets/sheet1.xml · row 314 A: English B: English C: Year 2 E: AC9E2LE03_E3 K: identifying the language used to describe the landscape in First Nations Australians’ stories ## xl/worksheets/sheet1.xml · row 315 A: English B: English C: Year 2 E: AC9E2LE04 J: identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs ## xl/worksheets/sheet1.xml · row 316 A: English B: English C: Year 2 E: AC9E2LE04_E1 K: exploring poems, chants, rhymes or songs from different home languages of class members ## xl/worksheets/sheet1.xml · row 317 A: English B: English C: Year 2 E: ENGENGY2LIT_4 I: Creating literature ## xl/worksheets/sheet1.xml · row 318 A: English B: English C: Year 2 E: AC9E2LE05 J: create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools ## xl/worksheets/sheet1.xml · row 319 A: English B: English C: Year 2 E: AC9E2LE05_E1 K: inventing some speech, dialogue or behaviour for a favourite character, which may include the use of video and audio tools, for an alternative event or outcome in the original text ## xl/worksheets/sheet1.xml · row 320 A: English B: English C: Year 2 E: AC9E2LE05_E2 K: reviewing and developing sentences; for example, adding prepositional phrases such as “with a long tail” to improve descriptions ## xl/worksheets/sheet1.xml · row 321 A: English B: English C: Year 2 E: ENGENGY2_3LITCY H: Literacy ## xl/worksheets/sheet1.xml · row 322 A: English B: English C: Year 2 E: ENGENGY2LITCY_1 I: Texts in context ## xl/worksheets/sheet1.xml · row 323 A: English B: English C: Year 2 E: AC9E2LY01 J: identify how similar topics and information are presented in different types of texts ## xl/worksheets/sheet1.xml · row 324 A: English B: English C: Year 2 E: AC9E2LY01_E1 K: reading a poem, narrative and informative text about lifecycles and discussing what is learnt ## xl/worksheets/sheet1.xml · row 325 A: English B: English C: Year 2 E: AC9E2LY01_E2 K: exploring recipes presented on food packets, in recipe books, in short video clips and in a digital form, noting their shared purpose ## xl/worksheets/sheet1.xml · row 326 A: English B: English C: Year 2 E: ENGENGY2LITCY_2 I: Interacting with others ## xl/worksheets/sheet1.xml · row 327 A: English B: English C: Year 2 E: AC9E2LY02 J: 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 ## xl/worksheets/sheet1.xml · row 328 A: English B: English C: Year 2 E: AC9E2LY02_E1 K: exploring ways to comment on what others say, including using sentence starters such as “I like the way you …”, “I agree that …”, “I have a different thought …”, “I’d like to say something different …” ## xl/worksheets/sheet1.xml · row 329 A: English B: English C: Year 2 E: AC9E2LY02_E2 K: demonstrating appropriate listening behaviours, responding to and paraphrasing a partner’s contribution to a discussion; for example, in think pair share activities ## xl/worksheets/sheet1.xml · row 330 A: English B: English C: Year 2 E: AC9E2LY02_E3 K: asking relevant questions and making connections with personal experiences and the contributions of others ## xl/worksheets/sheet1.xml · row 331 A: English B: English C: Year 2 E: AC9E2LY02_E4 K: understanding how to disagree or respectfully offer an alternative ## xl/worksheets/sheet1.xml · row 332 A: English B: English C: Year 2 E: ENGENGY2LITCY_3 I: Analysing, interpreting and evaluating ## xl/worksheets/sheet1.xml · row 333 A: English B: English C: Year 2 E: AC9E2LY03 J: identify the purpose and audience of imaginative, informative and persuasive texts ## xl/worksheets/sheet1.xml · row 334 A: English B: English C: Year 2 E: AC9E2LY03_E1 K: identifying the purpose of texts written by First Nations Australian authors ## xl/worksheets/sheet1.xml · row 335 A: English B: English C: Year 2 E: AC9E2LY03_E2 K: identifying the audience of advertisements and signs ## xl/worksheets/sheet1.xml · row 336 A: English B: English C: Year 2 E: AC9E2LY04 J: read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting ## xl/worksheets/sheet1.xml · row 337 A: English B: English C: Year 2 E: AC9E2LY04_E1 K: using phonic (sound–letter) and morphemic knowledge, and knowledge of high-frequency words when decoding text ## xl/worksheets/sheet1.xml · row 338 A: English B: English C: Year 2 E: AC9E2LY04_E2 K: monitoring own reading, self-correcting or reading back, re-reading when meaning does not make sense ## xl/worksheets/sheet1.xml · row 339 A: English B: English C: Year 2 E: AC9E2LY05 J: use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning ## xl/worksheets/sheet1.xml · row 340 A: English B: English C: Year 2 E: AC9E2LY05_E1 K: listening for specific information and providing key facts or points from an informative or persuasive text ## xl/worksheets/sheet1.xml · row 341 A: English B: English C: Year 2 E: AC9E2LY05_E2 K: listening and responding to detailed instructions ## xl/worksheets/sheet1.xml · row 342 A: English B: English C: Year 2 E: AC9E2LY05_E3 K: integrating information from print, images and prior knowledge to make supportable inferences ## xl/worksheets/sheet1.xml · row 343 A: English B: English C: Year 2 E: AC9E2LY05_E4 K: identifying the main idea of a text ## xl/worksheets/sheet1.xml · row 344 A: English B: English C: Year 2 E: AC9E2LY05_E5 K: predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey ## xl/worksheets/sheet1.xml · row 345 A: English B: English C: Year 2 E: AC9E2LY05_E6 K: using prior knowledge to make and confirm predictions when reading a text ## xl/worksheets/sheet1.xml · row 346 A: English B: English C: Year 2 E: AC9E2LY05_E7 K: using graphic organisers to represent the connections between characters, order of events or sequence of information ## xl/worksheets/sheet1.xml · row 347 A: English B: English C: Year 2 E: ENGENGY2LITCY_4 I: Creating texts ## xl/worksheets/sheet1.xml · row 348 A: English B: English C: Year 2 E: AC9E2LY06 J: 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 ## xl/worksheets/sheet1.xml · row 349 A: English B: English C: Year 2 E: AC9E2LY06_E1 K: creating written texts so that readers follow the sequence of ideas or events ## xl/worksheets/sheet1.xml · row 350 A: English B: English C: Year 2 E: AC9E2LY06_E2 K: using vocabulary, including topic-specific vocabulary, appropriate to the purpose ## xl/worksheets/sheet1.xml · row 351 A: English B: English C: Year 2 E: AC9E2LY06_E3 K: using digital tools to create texts ## xl/worksheets/sheet1.xml · row 352 A: English B: English C: Year 2 E: AC9E2LY06_E4 K: using simple and compound sentences correctly and flexibly to express and combine ideas ## xl/worksheets/sheet1.xml · row 353 A: English B: English C: Year 2 E: AC9E2LY06_E5 K: editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one ## xl/worksheets/sheet1.xml · row 354 A: English B: English C: Year 2 E: AC9E2LY06_E6 K: reviewing sentences for grammatical accuracy; for example, use of pronouns ## xl/worksheets/sheet1.xml · row 355 A: English B: English C: Year 2 E: AC9E2LY07 J: 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 ## xl/worksheets/sheet1.xml · row 356 A: English B: English C: Year 2 E: AC9E2LY07_E1 K: preparing and delivering oral presentations using more formal language and specific vocabulary about content area topics ## xl/worksheets/sheet1.xml · row 357 A: English B: English C: Year 2 E: AC9E2LY07_E2 K: sequencing ideas, points or events appropriately ## xl/worksheets/sheet1.xml · row 358 A: English B: English C: Year 2 E: AC9E2LY07_E3 K: adjusting volume and tone when speaking in more formal situations ## xl/worksheets/sheet1.xml · row 359 A: English B: English C: Year 2 E: AC9E2LY08 J: write words legibly and with growing fluency using unjoined upper-case and lower-case letters ## xl/worksheets/sheet1.xml · row 360 A: English B: English C: Year 2 E: AC9E2LY08_E1 K: consolidating a functional pencil grip/grasp ## xl/worksheets/sheet1.xml · row 361 A: English B: English C: Year 2 E: ENGENGY2LITCY_5 I: Phonic and word knowledge ## xl/worksheets/sheet1.xml · row 362 A: English B: English C: Year 2 E: AC9E2LY09 J: manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words ## xl/worksheets/sheet1.xml · row 363 A: English B: English C: Year 2 E: AC9E2LY09_E1 K: blending and segmenting sounds in words; for example, “b-r-o-th-er” or “c-l-ou-d-y” ## xl/worksheets/sheet1.xml · row 364 A: English B: English C: Year 2 E: AC9E2LY09_E2 K: deleting and substituting sounds (phonemes) in spoken words to form new words; for example, delete the initial “scr” in “scratch” and substitute new initial sounds (phonemes) to form words such as “catch”, “batch” and “hatch”; substituting a medial sound (phoneme) to form a new word; for example, “stack” becomes “stick” ## xl/worksheets/sheet1.xml · row 365 A: English B: English C: Year 2 E: AC9E2LY10 J: 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 ## xl/worksheets/sheet1.xml · row 366 A: English B: English C: Year 2 E: AC9E2LY10_E1 K: reading words with digraphs where one letter is not pronounced; for example, “knife” and “thumb”, when reading and using them in writing ## xl/worksheets/sheet1.xml · row 367 A: English B: English C: Year 2 E: AC9E2LY10_E2 K: providing the sounds for less common letter–sound matches; for example, “ight”, and using them in writing ## xl/worksheets/sheet1.xml · row 368 A: English B: English C: Year 2 E: AC9E2LY10_E3 K: reading words with vowel digraphs (“ee”, “oo”, “ai”, “ay”, “ea”) ## xl/worksheets/sheet1.xml · row 369 A: English B: English C: Year 2 E: AC9E2LY11 J: 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 ## xl/worksheets/sheet1.xml · row 370 A: English B: English C: Year 2 E: AC9E2LY11_E1 K: using known words and knowledge of spelling patterns and morphemes to write unknown words; for example, “one”, “once”, “only” and “lone” ## xl/worksheets/sheet1.xml · row 371 A: English B: English C: Year 2 E: AC9E2LY11_E2 K: using context to read the correct word when an unknown word has more than one plausible pronunciation ## xl/worksheets/sheet1.xml · row 372 A: English B: English C: Year 2 E: AC9E2LY12 J: build morphemic word families using knowledge of prefixes and suffixes ## xl/worksheets/sheet1.xml · row 373 A: English B: English C: Year 2 E: AC9E2LY12_E1 K: using morphemic knowledge of words to spell unknown words; for example, “one”, “once”, “cover”, “covering”, “uncover” ## xl/worksheets/sheet1.xml · row 374 A: English B: English C: Year 2 E: AC9E2LY12_E2 K: writing unknown words using morphemic knowledge; for example, using the known word “friend” to write “friendly” and “friendship” ## xl/worksheets/sheet2.xml · row 33 A: English B: English C: D: E: Year 2 F: 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.