Year 2 English · AC9E2LE02

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

Readers notice characters, settings, events and language, then explain which features they prefer and why

Ready to project and teach

Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Readers notice characters, settings, events and language, then explain which features they prefer and why.

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

Big idea: Identify literary features and support preferences with reasons

Learning routine: Identify feature → Describe it → State preference → Give reason

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Move from feature to preference

character is resourcefulsetting feels mysteriousI preferred the settingbecause the clues made me curious

A preference is stronger when linked to a named literary feature.

Compare two features

charactersettingproblemending

Different readers may prefer different features for valid reasons.

Sort and notice

Sort details into character, setting, problem and ending.

Guided practice

  1. Sort and notice — Sort details into character, setting, problem and ending.
  2. Build or improve — Choose a favourite feature and build an opinion–reason response.
  3. Explain your choice — Use the words literary feature, preference, reason to explain what you changed and why.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LE02 - Identify features of literary texts, such as characters and settings, and give reasons for personal preferences
Example 1

character is resourceful setting feels mysterious I preferred the setting because the clues made me curious

Example 2

character setting problem ending

Example 3

Move from feature to preference character is resourceful setting feels mysterious I preferred the setting because the clues made me curious A preference is stronger when linked to a named literary feature.

Example 4

Compare two features character setting problem ending Different readers may prefer different features for valid reasons.

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: discussing preferences for stories set in familiar or unfamiliar worlds, or about characters whose lives are like or unlike their own
  • E2: discussing their feelings about the positive and negative behaviours of non-human characters, such as animals
Questions and answersWith answers

Revision Notes

  • Remember: Identify literary features and support preferences with reasons
  • Use the routine: Identify feature → Describe it → State preference → Give reason
  • 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

  • Retelling instead of responding: Name the feature and explain your reaction to it.
  • Preference without reason: Use because and refer to a detail.
  • 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

  • Name two literary features.
  • What is a personal preference?
  • Can readers prefer different features?
  • How do you support a reason?

Mastery evidence

  • Identify characters
  • Identify settings
  • Identify other features
  • State preferences
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Readers notice characters, settings, events and language, then explain which features they prefer and why.

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

Big idea: Identify literary features and support preferences with reasons

Learning routine: Identify feature → Describe it → State preference → Give reason

Related resourcesKeep teaching

Related Classroom Views

Continue through closely related Year 2 English concepts.

Explore all Year 2 English topics

Teach & ExplainTeaching slides and samples

Teach this topic step by step

Explore optional teaching slide packs for classroom lessons and explanations at home.

Browse Teach & Explain · Browse Print & Go

Teachers: follow SkillrHub on TPT, then email us to request a free sample before buying. Include the year, subject and topic or curriculum code.

Request a free sample

After trying the sample, honest feedback is welcome. A TPT review is optional, where available, and does not need to be positive.