English / Year 2 / Literacy / Interpreting, analysing, evaluating

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Elaborations
  • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
  • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
  • using knowledge of sound–letter relationships and high frequency sight words when decoding text
  • monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
  • using grammar and meaning to read aloud with fluency and intonation
General capabilities
  • Literacy Literacy
ScOT terms

Reading,  Predictions (Stories),  Word attack

Online

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Read between the lines: neighbourhood

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Read between the lines: park

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Make it happen: find Honey

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Make it happen: find a dog-walker

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Make it happen: give away a bike

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Make it happen: plan a party

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Books in Homes Primary Programme

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Dragon's jumble: dream: four parts

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My day: Jeneka: level 2

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Meeting Initial Needs In Literacy

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Teaching Reading and Viewing - Comprehension Strategies and activities for Years 1-9

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