New South Wales Curriculum - Stage 2

Objective A
Objective B
Objective C
Objective D
Objective E

Objective A

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing


Speaking and Listening 1

Outcome: A student communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)


  • understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Understand and apply knowledge of language forms and features

  • understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

Respond to and compose texts

  • interact effectively in groups or pairs, adopting a range of roles
  • use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1688, ACELY1792)


Writing and Representing 1

Outcome: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences

Understand and apply knowledge of language forms and features

  • plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1682, ACELY1694)

  • understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Respond to and compose texts

  • plan and organise ideas using headings, graphic organisers, questions and mind maps

  • create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601, ACELT1794)

  • create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
  • Select a setting, character and plot in Story Machine to create an imaginative text and present it in a visual format using sound effects and voiceovers (Extending Literacy)

  • reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

  • reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)


Handwriting and using digital technologies

Outcome: A student uses effective handwriting and publishes texts using digital technologies


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • recognise that effective handwriting and presentation of work is required in order to communicate effectively for a range of audiences

Understand and apply knowledge of language forms and features

  • write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate fluency and legibility
  • recognise that legibility requires consistent size, slope and spacing

Respond to and compose texts

  • write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1684, ACELY1696)

  • use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697)


Reading and Viewing 1

Outcome: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • discuss how a reader's self-selection of texts for enjoyment can be informed by reading experiences

Understand and apply knowledge of language forms and features

  • use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

  • understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

  • know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

  • identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Develop and apply graphological, phonological, syntactic and semantic knowledge

  • use graphological, phonological, syntactic and semantic strategies to respond to texts, eg knowledge of homophones, contractions, syllables, word families and common prefixes
  • identify syllables in multisyllabic words in order to support decoding of longer words in context to make meaning
  • recognise high frequency sight words (ACELA1486)
  • Work through the Spelling modules in Skill Builder to build understanding of how to apply letter-sound relationships to read and write multisyllabic words with more complex letter patterns e.g. Module #6 – Double headers (Extending Literacy)
  • Explore Spelling Module #28 - Homophones to assist with the recognition of how to write high frequency homophonous words (Skill Builder - Extending Literacy)

Respond to, read and view texts

  • read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691)

  • use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
  • use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts


Spelling

Outcome: A student uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand how accurate spelling supports the reader to read fluently and interpret written text

Understand and apply knowledge of language forms and features

  • understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1485, ACELA1779)
  • View Spelling modules in Skill Builder and complete associated worksheets to study:
    • letter-sound relationships e.g. Module #8 – The Problem of ‘c’ and ‘g’
    • less common letter patterns e.g. Module #22 – Problem Vowels
    • double letters e.g. Module #5 - Double Trouble & Module #6 - Double Headers
    • spelling generalisations e.g. Module #3 - The Magic ‘e’, Module #4 - Magic Endings, Module #7 - At the Double & Module #9 - Predictable Plurals
    • morphemic word families e.g. Modules #23, 24 & 25 - Tricky Clusters
    • prefixes and suffixes: Module #12 - What goes before –prefixes, Module #13 - What goes after – suffixes, Module #15 - The twins ‘able and ‘ible’, Module #17 - Disappearing Letters & Module #21 - Awkward Endings

    (Extending Literacy)

  • recognise homophones and know how to use context to identify correct spelling (ACELA1780)

  • understand how knowledge of word origins supports spelling
  • View Spelling Module #11 - Time travel - tense endings in Skill Builder and complete associated worksheets to study how word origins support spelling (Extending Literacy)

Respond to and compose texts

  • use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to spell unknown words
  • Work through the Spelling modules in Skill Builder to build understanding of how to use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to spell unknown words. (Extending Literacy)

Objective B

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context


Speaking and Listening 2

Outcome: A student identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • discuss ways in which spoken language differs from written language and how spoken language varies according to different audiences, purposes and contexts

  • understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

  • understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Understand and apply knowledge of language forms and features

  • identify organisational patterns and language features of spoken texts appropriate to a range of purposes

Respond to and compose texts

  • plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

  • listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

  • plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)


Writing and Representing 2

Outcome: A student identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand how characters, actions and events in imaginative texts can engage the reader or viewer

Understand and apply knowledge of language forms and features

  • examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Respond to and compose texts

  • discuss how texts, including their own, are adjusted to appeal to different audiences, how texts develop the subject matter and how they serve a wide variety of purposes
  • express a point of view for a particular purpose in writing, with supporting arguments
  • make constructive statements that agree/disagree with an issue
  • compare and review written and visual texts for different purposes and audiences


Reading and Viewing 2

Outcome: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

  • understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Understand and apply knowledge of language forms and features

  • identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

  • understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

  • explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1483, ACELA1496)

  • identify the features of online texts that enhance navigation (ACELA1790)

  • recognise the use of figurative language in texts, eg similes, metaphors, idioms and personification, and discuss their effects

  • recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

  • discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

  • identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Respond to, read and view texts

  • discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)


Grammar, punctuation and vocabulary

Outcome: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning

Understand and apply knowledge of language forms and features

  • understand that paragraphs are a key organisational feature of written texts (ACELA1479)

  • understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

  • understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
  • Read the Adverbs and Prepositions modules via the Grammar link in Skill Builder to refine understanding of how adverbs and prepositions work in different ways (Extending Literacy)

  • understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

  • understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)

  • investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
  • Locate examples of direct and indirect speech in stories from the Reading Library e.g. Princess Nightmare (Animal - Extending Literacy)

Understand and apply knowledge of vocabulary

  • learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Respond to and compose texts

  • experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms and personification
  • incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)

Objective C

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical


Thinking imaginatively, creatively and interpretively

Outcome: A student thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts


Content Description:

Related Ziptales Activities:

Students:Engage personally with texts

  • share responses to a range of texts and identify features which increase reader enjoyment
  • respond to texts by identifying and discussing aspects of texts that relate to their own experience

Develop and apply contextual knowledge

  • discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension (ACELT1605)

Understand and apply knowledge of language forms and features

  • identify creative language features in imaginative, informative and persuasive texts that contribute to engagement
  • identify and discuss how vocabulary establishes setting and atmosphere

Respond to and compose texts

  • create literary texts that explore students' own experiences and imagining (ACELT1607)

  • make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1594, ACELT1602)

Objective D

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world


Expressing themselves

Outcome: A student responds to and composes a range of texts that express viewpoints of the world similar to and different from their own


Content Description:

Related Ziptales Activities:

Students:Engage personally with texts

  • recognise how texts draw on a reader's or viewer's experience and knowledge to make meaning and enhance enjoyment

Develop and apply contextual knowledge

  • draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Understand and apply knowledge of language forms and features

  • understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Respond to and compose texts

  • identify the point of view in a text and suggest alternative points of view (ACELY1675)

  • discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Objective E

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English


Reflecting on learning

Outcome: A student recognises and uses an increasing range of strategies to reflect on their own and others’ learning


Content Description:

Related Ziptales Activities:

Students:Develop and apply contextual knowledge

  • recognise how own texts can be influenced by a rich text environment

Understand and apply knowledge of language forms and features

  • appreciate how the reader or viewer can enjoy a range of literary experiences through texts

Respond to and compose texts

  • develop criteria for establishing personal preferences for literature (ACELT1598)


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