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

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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

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17 direct matches to ACELY1669 | 3 other related resources
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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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Online

Web-based literacy intervention for struggling readers

  • TLF-IDS7083

This teacher resource describes the Academy of READING online strategy implemented at Palmyra Primary School in Western Australia to help years 2 and 3 students who were making little progress in reading. The resource is organised in eight sections: Summary, Target student group, Method, Results, Lessons learned, Research ...

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Video

Assessment and intervention for an SSP approach: Q&A

  • TLF-IDA005043

This video answers questions from teachers and school leaders about assessment and intervention for systematic synthetic phonics (SSP).

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Video

Data analysis for 1:1 instruction (Tier 3)

  • TLF-IDA005042

This video presents an explanation of how to use data analysis to plan for 1:1 instruction (Tier 3) in your systematic synthetic phonics lessons.

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Video

Data analysis for whole-class instruction (Tier 1)

  • TLF-IDA005040

This video presents an explanation of how to use data analysis to plan for whole class instruction (Tier 1) in your systematic synthetic phonics lessons.

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Video

Areas for phonics assessment

  • TLF-IDA005038

This video provides an overview of the areas of assessment in a systematic synthetic phonics (SSP) approach.

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Video

Fluency and progress monitoring: Q&A

  • TLF-IDA005037

This 26-minute video supports teachers to teach reading by answering common questions about fluency and progress monitoring.

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Video

Using a progress monitoring tool

  • TLF-IDA005036

This video explains what a progress monitoring tool is, what it is used for and how to use it to assess an individual student's progress in both reading and writing.

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Video

Fluency at sentence and text level

  • TLF-IDA005035

This video explores fluency at the sentence and text level and what this involves for both reading and writing. It provides suggestions on how you can support your students to develop this fluency through your phonics instruction.

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Video

An overview of fluency

  • TLF-IDA004968

This video outlines the components of fluency (accuracy, rate and prosody) and what needs to be put in place in a systematic synthetic phonics classroom to support the development of fluency.

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Downloadable

Using decodable texts in the classroom

  • TLF-IDA002828

This infographic guides teachers on using decodable texts with students as part of your systematic synthetic phonics instruction.

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Text

Fluency development slides

  • TLF-IDA002834

These example slides show a range of tasks for building fluency. The activities can be used for whole-class or small-group instruction, as well as for independent or paired practice.

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Video

Data analysis for small group instruction (Tier 2)

  • TLF-IDA005041

This video presents an explanation of how to use data analysis to plan for small group instruction (Tier 2) in your systematic synthetic phonics lessons.

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Video

Using data to inform instruction

  • TLF-IDA005039

This video presents on explanation of how to use data analysis to plan your systematic synthetic phonics lessons.

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Video

Choosing and using decodable texts: Q&A

  • TLF-IDA002832

This video is of a Q&A session about choosing and using decodable texts in your classroom. It is presented by literacy specialists Rebecca McEwan and Elaine Stanley

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Video

How to choose a decodable text

  • TLF-IDA002831

This video provides an overview of how to choose a decodable text for your students' needs. It is presented by literacy specialists Elaine Stanley and Rebecca McEwan.

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Text

Free decodable texts

  • TLF-IDA002771

This document summarises some of the free online decodable texts for Australian classrooms available on third-party websites.

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Text

Faraway Places

  • TLF-IDA002743

This imaginative digital text is an illustrated rhyming poem for teachers to read aloud to students. It is about a girl who visits different and amazing places. The resource includes a teaching sequence related to the Big Six components of literacy development (oral language, phonological awareness, phonics, fluency, vocabulary ...

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Text

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

  • TLF-IDM021435

This resource developed by the Queensland Curriculum and Assessment Authority provides teachers with a collection of strategies and activities for developing students’ comprehension. It is a companion document to the series of guides on teaching reading and viewing. The strategies are listed alphabetically in the table ...

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Video

How to make a story interesting

  • TLF-IDM020937

To make a good story, author Tony Wilson says you need your characters to either make difficult decisions or do something difficult. Can you think of any good stories you've read where neither of these things happen? It's very difficult! Think about a tricky decision you've had to make or perhaps it's a tricky thing you've ...

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