Year 2 English · AC9E2LA04

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

Pronouns help sentences connect without repeating the same noun. Readers must still be able to tell who or what each pronoun refers to

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Pronouns help sentences connect without repeating the same noun. Readers must still be able to tell who or what each pronoun refers to.

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

Big idea: Use personal and possessive pronouns to connect ideas clearly

Learning routine: Name person or thing → Replace carefully → Check reference → Remove repetition

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Replace repeated nouns with clear pronouns

Mia found Mia's hat.Mia found her hat.She put it on.The ideas now connect.

Her and she refer clearly to Mia; it refers to the hat.

Omit words when the meaning stays clear

I chose red paintSam chose bluechosen noun can be inferredavoid awkward repetition

Only omit a word when the reader can easily supply it.

Sort and notice

Underline nouns, circle pronouns and draw arrows to their references.

Guided practice

  1. Sort and notice — Underline nouns, circle pronouns and draw arrows to their references.
  2. Build or improve — Rewrite a repetitive paragraph using clear personal and possessive pronouns.
  3. Explain your choice — Use the words pronoun, reference, cohesion to explain what you changed and why.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LA04 - Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
Example 1

Mia found Mia's hat. Mia found her hat. She put it on. The ideas now connect.

Example 2

I chose red paint Sam chose blue chosen noun can be inferred avoid awkward repetition

Example 3

Replace repeated nouns with clear pronouns Mia found Mia's hat. Mia found her hat. She put it on. The ideas now connect. Her and she refer clearly to Mia; it refers to the hat.

Example 4

Omit words when the meaning stays clear I chose red paint Sam chose blue chosen noun can be inferred avoid awkward repetition Only omit a word when the reader can easily supply it.

Curriculum examplesCurriculum examples

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: identifying language used to build information across a text; for example, through connecting similar and dissimilar things
  • E2: mapping examples of word associations in texts; for example, words that refer to the main character in a story: “Isy”, “she”, “I”, “sister”, “student”
  • E3: tracking how a person or thing is identified through a section of a text; for example, “eggs”, “they”, “them”
  • E4: identifying words left out that can be inferred from the surrounding text; for example, “Xanthe went to school. She had a lovely day.” (at school is inferred)
  • E5: using personal and possessive pronouns to link entities previously mentioned in the text
Questions and answersWith answers

Revision Notes

  • Remember: Use personal and possessive pronouns to connect ideas clearly
  • Use the routine: Name person or thing → Replace carefully → Check reference → Remove repetition
  • Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
  • Self-check: change the example slightly and see whether the same reasoning still works.
Practice and reviewReady for practice

3. Common Student Misconceptions

  • Unclear pronoun reference: Repeat the noun if the reader may not know who she, he, they or it means.
  • Removing too many words: Omit words only when the missing meaning is obvious.
  • Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

  • What can she replace?
  • What does possessive mean?
  • Why can pronouns become confusing?
  • When can a word be omitted?

Mastery evidence

  • Identify pronouns
  • Use personal pronouns
  • Use possessive pronouns
  • Track references
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Pronouns help sentences connect without repeating the same noun. Readers must still be able to tell who or what each pronoun refers to.

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

Big idea: Use personal and possessive pronouns to connect ideas clearly

Learning routine: Name person or thing → Replace carefully → Check reference → Remove repetition

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