Year 2 English Content Descriptions - Language
Year 2
Content descriptions
Language for interacting with others
Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
WA2ELAI1
For example:
- exploring culturally appropriate greetings or conventions from different home languages
- interacting with local or visiting Aboriginal and Torres Strait Islander peoples through greetings and culturally appropriate conventions
Explore how language can be used for appreciating texts and providing reasons for preferences
WA2ELAI2
For example:
- using verbs to describe a range of responses to a text, such as prefer, enjoy
- experimenting with conjunctions, such as since, although, or except for to explain their response
Text structure, organisation and features
Explore how texts across learning areas are organised differently and use language features depending on purposes
WA2ELAT1
For example:
- locating information using the subheadings in a non-fiction text
- identifying language features in texts, such as action verbs in a procedural text
- co-constructing a response to a performance from The Arts using a familiar format
Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
WA2ELAT2
For example:
- replacing repeated nouns with pronouns, such as Jack was hungry.
JackHe bought some magic beans butJack’shis mother threwthe beansthem out. - omitting words in a sentence, such as I thought my cat was hungry but he was not
hungry.
Navigate print and digital texts using chapters, table of contents, indexes, sidebar menus, drop-down menus or links
WA2ELAT3
Language for expressing and developing ideas
Understand that connections can be made between ideas by using a compound sentence with two or more independent clauses usually linked by a coordinating conjunction
WA2ELALA1
For example:
- identifying and using the coordinating conjunctions found in compound sentences: for, and, nor, but, or, yet, so
- sorting sentences into simple and compound sentence groups
Understand that, in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
WA2ELALA2
For example:
- adding words to nouns to make a noun group, such as changing the noun cat into a noun group, one (article) very old, lazy (adjectives) cat
- adding words to verbs to make a verb group, such as changing walked into walked along the road slowly
Understand that images add to or multiply the meanings of a text
WA2ELALA3
For example:
- discussing detail that is included in the images but not present in the words
- identifying and describing the way images are used to expand meaning, such as a character’s facial expression to communicate emotion, or graphs, diagrams and maps to communicate facts and details
Experiment with and begin to make conscious choices of vocabulary to suit the topic, situation or context
WA2ELALA4
Recognise that capital letters are used in titles and commas are used to separate items in lists
WA2ELALA5
For example:
- identifying the separate items in a list as indicated by the commas, such as peas, beans, carrots and pumpkin
- making use of capital letters in titles of proper nouns to help make meaning in texts
Phonic and word knowledge
Manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words
WA2ELAP1
For example:
- blending and segmenting spoken words to
- identify the phonemes in spoken words, such as proud, scratch and stick
- delete initial phonemes, such as [s] in snail
- substitute final sounds, such as the [g] in flag for [p]
Use phoneme–grapheme (sound–letter) relationships and patterns, when blending and segmenting to read and write words of one or more syllables
WA2ELAP2
For example:
- reading and writing words that contain
- less common long vowel patterns, such as <ey> they, <eigh> eight, <ea> break, <ie> chief, <y> funny, <igh> right,<o> cold, <oe> toe, <ow> flow, <ew> new
- r-controlled vowels, such as <ar> star, <er> herd, <ir> bird, <ur> fur
- diphthongs, such as <oi> boil, <ow> now, <oy> boy
- consonant clusters, such as <qu>, <spl>, <str>, <spr>, <tw>, <gh> laugh, <tch>
- blending and segmenting phonemes in words, such as cloudy or brother, as a decoding or encoding strategy
- decoding or encoding using onset and rime (initial phoneme substitution or rime substitution)
Understand that a sound can be represented by various letter combinations
WA2ELAP3
For example:
- identifying that <ee>, <ea>, <y> and <ie> can all make a long [e] sound
- recognising that the sound [s] can be represented with various letter combinations, such as <s>, <c>, <sc>, <ce> and <ss>
- know that children with the same name may spell their names differently, such as Amy/Aimee, Mark/Marc
Use phoneme–grapheme (sound–letter) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters, when reading and writing words of one or more syllables, including compound words
WA2ELAP4
For example:
- reading and writing words of more than one syllable with
- vowel digraphs, such as <ee>, <oo>, <ai>, <ay>, <ey>, <ea>, <au>, <oi>, <ou>, <ow>, <ui>
- less common long vowel patterns, such as <igh> high, <ie> chief
- consonant clusters, such as <tch>, <spl>, <scr>, <ph>, <tw>, <gh>
- silent letters, such as <k> know, <g> gnome, <t> whistle, <h> hour, <l> walk
- reading and writing compound words, such as motorcycle, whiteboard, rainbow, breakfast
Use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
WA2ELAP5
For example:
- using spelling patterns for words, such as would, could, should and walk, chalk, talk
- spelling words using morphemic knowledge for words, such as once, only, one, lonely and two, twelve, twenty, twin, twist
Build morphemic word families using knowledge of prefixes and suffixes
WA2ELAP6
For example:
- recognising that a base word is a morpheme that holds meaning
- building word families that are linked by meaning by adding prefixes and suffixes to base words, such as cover, covers, covered, uncover, uncovered, uncovering; discover, discovered, discovering