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Literacy
RL.2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Samples: When I Woke Up. My Froggy Friend. My BFF. My Friends. Mr H Bear. Our Opera House Excursion -Narrative.
RL.2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
RL.2.3 – Describe how characters in a story respond to major events and challenges.
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Literacy
RL.2.4 – Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Samples: When I Woke Up. My Froggy Friend. Gayle the Young Whale. My BFF. My Friends. Mr H Bear.
RL.2.5 – Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Samples: I've Got the Chicken Pox - Email. Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1.
RL.2.6 – Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Literacy
RL.2.7 – Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Literacy
RL.2.10 – By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Samples: When I Woke Up. My Froggy Friend. Gayle the Young Whale. I've Got the Chicken Pox - Email. My BFF. My Friends. Mr H Bear.
Literacy
W.2.8 – Recall information from experiences or gather information from provided sources to answer a question.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
SL.2.2 – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.3 – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1.a – Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.1.b – Build on others’ talk in conversations by linking their comments to the remarks of others.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.1.c – Ask for clarification and further explanation as needed about the topics and texts under discussion.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
SL.2.4 – Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Literacy
RF.2.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.a – Distinguish long and short vowels when reading regularly spelled one-syllable words.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
RF.2.3.b – Know spelling-sound correspondences for additional common vowel teams.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
RF.2.3.c – Decode regularly spelled two-syllable words with long vowels.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
RF.2.3.d – Decode words with common prefixes and suffixes.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
RF.2.3.e – Identify words with inconsistent but common spelling-sound correspondences.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
RF.2.3.f – Recognize and read grade-appropriate irregularly spelled words.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Literacy
RF.2.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.a – Read grade-level text with purpose and understanding.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
RF.2.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
RF.2.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literacy
L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3.a – Compare formal and informal uses of English.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
L.2.4.c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
L.2.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.2.5.a – Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
RL.3.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Samples: When I Woke Up. My Froggy Friend. Gayle the Young Whale. I've Got the Chicken Pox - Email. My BFF. My Friends. Mr H Bear.
Literacy
RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3.a – Identify and know the meaning of the most common prefixes and derivational suffixes.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Language for interaction
ACELA1476 – Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELA1477 – Examine how evaluative language can be varied to be more or less forceful
Samples: Cultural Celebrations. Crocodiles. A Report about Bees. A Report about Rainforests. Venus Fly Trap. Bike Safety Talk.
Text structure and organisation
ACELA1478 – Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELA1479 – Understand that paragraphs are a key organisational feature of written texts
Samples: The Frog's Secret. Elephants -Information Report. Summer Olympic Games -Information Report.
ACELA1480 – Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters
Samples: Contractions. Look, Cover, Write - Contractions using 'not'. Look, Cover, Write - Contractions using 'have'.
ACELA1790 – Identify the features of online texts that enhance navigation
Samples: How To Play Hopscotch - Procedure. My Friends. The Eiffel Tower -Information Report.
Expressing and developing ideas
ACELA1481 – Understand that a clause is a unit of meaning usually containing a subject and a verb and that these need to be in agreement
Samples: Clauses: subject and verb. Clauses with action verbs. Clauses with saying verbs. Clauses with relating verbs.
ACELA1482 – Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Gayle the Young Whale. My BFF. My Friends. Mr H Bear.
ACELA1483 – Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELA1484 – Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
ACELA1486 – Recognise high frequency sight words
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literature and context
ACELT1594 – Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors' reasons
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Responding to literature
ACELT1596 – Draw connections between personal experiences and the worlds of texts, and share responses with others
Samples: When I Woke Up. My BFF. Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1.
ACELT1598 – Develop criteria for establishing personal preferences for literature
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Examining literature
ACELT1599 – Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
ACELT1600 – Discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose
Samples: When I Woke Up. My Froggy Friend. Gayle the Young Whale. My BFF. My Friends. Mr H Bear.
Creating literature
ACELT1601 – Create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle
Samples: Narrative Writing Stimulus -The Little Puppy. Narrative Writing Stimulus -My Pet Camel. The Magic Carpet.
Texts in context
ACELY1675 – Identify the point of view in a text and suggest alternative points of view
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Interacting with others
ACELY1676 – Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELY1792 – Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Interpreting, analysing, evaluating
ACELY1678 – Identify the audience and purpose of imaginative, informative and persuasive texts
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELY1679 – Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELY1680 – Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Expressing and developing ideas
ACELA1494 – Investigate how quoted (direct) and reported (indirect) speech work in different types of text
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Literature and context
ACELT1602 – Make connections between the ways different authors may represent similar storylines, ideas and relationships
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Responding to literature
ACELT1603 – Discuss literary experiences with others, sharing responses and expressing a point of view
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
ACELT1604 – Use metalanguage to describe the effects of ideas, text structures and language features of literary texts
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
Examining literature
ACELT1605 – Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension
Samples: Mr H Bear. Our Opera House Excursion -Narrative. My Dad the soccer star! Part 1. My Dad the soccer star! Part 2.
They draw on knowledge and skills that include:
Y3.R.1 – Automatically reading all high-frequency words
Samples: Split Digraph rule. 300 High Frequency Words 101-105 reading. Digraphs 'kn'.
Y3.R.2 – Articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of regular and irregular spelling patterns)
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y3.R.5 – Applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y3.R.6 – Looking for information in visual language features (such as text boxes in non-fiction texts)
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Y3.R.7 – Understanding the purpose of basic punctuation.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
They draw on knowledge and skills that include:
Y4.R.1 – Automatically reading all high-frequency words
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y4.R.2 – Automatically selecting an appropriate decoding strategy when they encounter unknown words
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y4.R.4 – Working out the meanings of unfamiliar phrases and expressions (e.g., figures of speech) by drawing on their oral language and the context
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Y4.R.5 – Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y4.R.6 – Using visual language features to support their understanding of the ideas and information in the text.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y4.R.3 – Working out the meanings of new words, using strategies such as:
Y4.R.3.a – Applying knowledge of the meanings of most common prefixes (e.g., over-, mis-, sub-, pre-, inter-, semi-, mid-) and most common suffixes (e.g., -ist, -ity, -ty, -ion, -able/-ible, -ness, -ment)
Samples: Rule: Adding suffixes 'ing' and 'ed'. Drop e before adding ing final copy reading. When I Woke Up.
Y4.R.3.c – Inferring word meanings from known roots and affixes (e.g., by using the known meaning of tele- and -port to infer the meaning of teleport)
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Key characteristics of texts at gold level
3.RS.1 – Texts at Gold level have been designed with characteristics that include:
3.RS.1.a – Some unfamiliar contexts and settings
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.c – (in narrative texts) many characters and events and more than one storyline
Samples: Let's Take A Walk In My Town. The Wedding -Text. Going To The Hairdresser. A Visit To The Doctor -Text.
3.RS.1.d – A mix of explicit and implicit content within text and illustrations that requires students to make connections between ideas in the text and their prior knowledge in order to make simple inferences
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.f – Some unfamiliar words and phrases, the meaning of which is supported by the context or illustrations, including descriptive vocabulary, subject-specific vocabulary, and commonly used words that have multiple meanings
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
3.RS.1.g – Visual language features such as subheadings, text boxes, footnotes, glossaries, indexes, and diagrams and maps that are clearly explained and linked to the body text
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.h – Ideas and information organised in paragraphs
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Australian Marsupials -Text.
3.RS.1.i – A variety of sentence structures, including complex sentences
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.j – Frequent use of dialogue, some of which is not explicitly attributed, and more than one character speaking on a page.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. A Visit To The Doctor -Text.
Key characteristics of texts that students read at this level
4.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:
4.RS.1.a – Some abstract ideas that are clearly supported by concrete examples in the text or easily linked to the students’ prior knowledge
Samples: When I Woke Up. My Froggy Friend. Gayle the Young Whale. My BFF. My Friends. Mr H Bear.
You can go to an overview of all the curricula here.