English / Year 2 / Language / Phonics and word knowledge

Version 8
View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Understand that a sound can be represented by various letter combinations (ACELA1825)

Elaborations
  • recognising sounds that can be produced by different letters, for example the long ‘a’ sound in ‘wait’, ‘stay’, ‘able’ and ‘make’
General capabilities
  • Literacy Literacy
ScOT terms

Speech sounds

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6 direct matches to ACELA1825 | 14 other related resources
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Explicit instruction for phonics - an instructional model

  • TLF-IDA002736

This self-paced learning module explains the principles of explicit instruction, and outlines an instructional model for reading and spelling, with practical guidance for implementation. It contains a webinar, free downloadable resources and further professional reading. It is the second of seven professional learning modules ...

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Video

Introduction to SSP - Module 4: features of a systematic synthetic phonics approach

  • TLF-IDA002733

This 23-minute professional learning video, presented by literacy expert Jocelyn Seamer, discusses the features of a systematic, synthetic approach to teaching phonics. It includes information on decodable texts, alphabetic code, and how to teach new sounds. The other videos in the series are; The research base of structured ...

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Video

Introduction to SSP - Module 3: key understandings

  • TLF-IDA002732

This 13-minute professional learning video, presented by literacy expert Jocelyn Seamer, discusses key understandings of a systematic, synthetic approach to teaching phonics. It includes information on alphabetic code, sight words, blending and how to meet the needs of all children in the classroom. The other videos in ...

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Video

Introduction to SSP - Module 2: framework for evidence-informed reading instruction

  • TLF-IDA002731

This 14-minute professional learning video, presented by literacy expert Jocelyn Seamer, discusses the framework for evidence-informed reading instruction. It includes information on the Simple View of Reading, Scarborough’s Reading Rope model and the Big Six of reading instruction (oral language, phonological awareness, ...

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Text

Getting started with a phonics progression

  • TLF-IDA002716

This professional learning module explains how to use a phonics progression for reading and spelling, and outlines the skills required for phonological and phonemic awareness development. It contains a recording of a webinar, free downloadable resources and further professional reading. It is the first of seven modules ...

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Video

Introduction to SSP - Module 1: the research base of structured literacy

  • TLF-IDA002712

This 13-minute professional learning video, presented by literacy expert Jocelyn Seamer, introduces the Science of Reading and explains the implications this body of research has for teaching reading. You will learn about the evidence base that supports the Science of Reading, Sweller's cognitive load theory and Dehaene's ...

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Interactive

Syllabus bites: types of sentences

  • TLF-IDM016280

A web page resource with information, teacher guides and activities on types of sentences to support the Australian Curriculum in English K–10. It has detailed activities, links to resources and quizzes.

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Video

Phonics progressions and phonemic awareness: coaching webinar questions

  • TLF-IDA003043

Literacy specialists Rebecca McEwan and Elaine Stanley present this question and answer session about using a phonics progression and developing phonemic awareness.

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Video

Demonstration of a phonics lesson

  • TLF-IDA002766

This video provides a demonstration of a phonics lesson using explicit instruction principles. It is presented by literacy specialists Elaine Stanley and Rebecca McEwan.

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Video

Explicit instruction for phonics overview

  • TLF-IDA002765

This video provides an overview of a phonics instructional model for reading and spelling. It is presented by literacy specialists Elaine Stanley and Rebecca McEwan.

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Video

Explicit instruction of phonics - an instructional model Q&A

  • TLF-IDA003047

This Q&A webinar extract answers questions from teachers and school leaders about explicit instruction for phonics instruction.

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Video

Explicit instruction for phonics - an instructional model: coaching webinar questions

  • TLF-IDA003046

Literacy specialists Rebecca McEwan and Elaine Stanley present this question and answer session about using explicit instruction principles within your phonics lesson.

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Video

Demonstration of a daily review

  • TLF-IDA003045

This video provides a demonstration of a phonics daily review using explicit instruction principles. It is presented by literacy specialists Elaine Stanley and Rebecca McEwan.

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Video

Phonics progressions and phonemic awareness: Q&A webinar questions.

  • TLF-IDA003044

This extract of a Q&A webinar answers questions from teachers and school leaders about using a phonics progression and developing phonemic awareness.

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Video

Following an evidence-based phonics progression

  • TLF-IDA002763

Literacy specialist Elaine Stanley presents this webinar extract. She provides an overview of the key elements of a quality, evidence-based phonics progression and explains how to follow a phonics progression in your classroom.

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Video

Phonological and phonemic awareness overview.

  • TLF-IDA003041

Literacy specialist Rebecca McEwan presents this webinar extract about phonological and phonemic awareness, and why it play an important role in phonics lessons.

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Video

Phonological and phonemic awareness lesson activities

  • TLF-IDA003042

Literacy specialist Rebecca McEwan presents this webinar extract about how to include phonological and phonemic awareness activities in your whole-class or small-group phonics lessons.

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Video

Radio National: The 'H' wars

  • TLF-IDM020778

How do you pronounce the letter ‘h'? Why do you think there is more than one way to pronounce this letter? Watch this video to find out why some people may pronounce the letter ‘h' as 'aitch' as opposed to 'haitch'. If you'd like to learn more on this topic, visit this site.

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Video

English Year 2 with Ms McAlister: Decoding words using segmenting and blending

  • TLF-IDM025844

In this lesson, you will learn how to segment words into smaller parts to decode unfamiliar words. Ms McAlister demonstrates how to segment using blends, diagraphs and compound words; blend the segments; and reread while enjoying a book. She provides opportunities for you to make your own compound-word games at home.

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Online

TrackSAFE Education Primary School Resources: Foundation, Year 1 and Year 2 English

  • TLF-IDM025085

This unit of work focuses on developing student understanding of the importance of being track safe and the key message 'Stop, Look, Listen, Think'. It builds students' familiarity with the vocabulary and key concepts related to rail safety and provides differentiated activities for writers at different stages of development ...

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