Year 2 English skills

investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

explore how language can be used for appreciating texts and providing reasons for preferences

identify how texts across the curriculum are organised differently and use language features depending on purposes

understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred

navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links

understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction

understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

understand that images add to or multiply the meanings of a text

experiment with and begin to make conscious choices of vocabulary to suit the topic

recognise that capital letters are used in titles and commas are used to separate items in lists

discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

identify features of literary texts, such as characters and settings, and give reasons for personal preferences

discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs

create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

identify how similar topics and information are presented in different types of texts

use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions

identify the purpose and audience of imaginative, informative and persuasive texts

read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

write words legibly and with growing fluency using unjoined upper-case and lower-case letters

manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

use phoneme-grapheme (sound-letter/s) 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

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

build morphemic word families using knowledge of prefixes and suffixes