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

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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

ScOT terms

Reading, Predictions (Stories), Word attack

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Sally Rippin on authors and illustrators

TLF-IDM020133

Watch this clip to find out about the relationship between authors and illustrators. What role does the publisher play in this relationship? What does Sally Rippin say about the role of illustrations in books for young children?

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Why is it useful to have a big bad wolf character in stories?

TLF-IDM020277

Watch this clip to hear Andy Griffiths explain why it's good to have villains in stories. How can the "big bad wolf" character help to move the story along? Think about some of the stories you've read lately. Which characters were the "big bad wolf" characters and what did they add to the stories?

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