Oz-e-English: Writing (Language) Years F-6

Unit 3: Informative – Year 2 
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Teaching Resources

Overview
Oz-e-English: Writing (Language) Year 2 is an English unit for Year 2 students.
It aligns to the Australian Curriculum Language Content Strands: 

Text structure and organisation
  • Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464).
  • Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465).


    Expressing and developing ideas
    • Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)
    • Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

    Phonics and word knowledge
    • Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)

     
    Note: Information on this page is subject to change as this program is currently being updated to align with version 9.0 of the Australian Curriculum. GGSA will release an updated version in early 2023.
    Lesson Objective
    In Lessons 1 to 10, students learn to:
    • Write, edit and improve informative sentences about sacred places.
    • Write, edit and improve informative sentences about local places.
    • Write, edit and improve informative sentences about connecting to places (around the world).
    • Write, edit and improve informative sentences about managing places.
    • Write, edit and improve informative sentences about constructing places.
    • Write, edit and improve informative sentences about landmarks.
    • Write, edit and improve informative sentences about how places are represented (maps).
    • Write, edit and improve informative sentences about how we connect with a place. 
    Success criteria
    • Use everyday language features and topic-specific vocabulary when discussing ideas and experiences.
    • Explain preferences for aspects of texts using other texts as comparisons.
    • Create texts that show how images support the meaning of the text.
    • Create texts, drawing on their own experiences, their imagination and information they have learnt.
    • Use a variety of strategies to engage in group and class discussions and make presentations.
    • Spell words with regular spelling patterns and spell words with less common long vowel patterns accurately.
    • Use punctuation accurately and write words and sentences legibly using unjoined upper- and lower-case letters. 
     Assessment
    Progress test
    Progress tests are conducted after Lesson 5. They allow teachers to monitor student understanding of the concepts taught over the past five lessons and to identify where reteaching is needed. The Teaching Guide contains the progress test script and there is a handout for students to write their answers on.
    End-of-unit assessment
    Week 10 is the end-of-unit assessment, which has the same variety of question formats as the progress tests (e.g. multiple choice, filling in blanks/punctuation, editing, constructing, and improving sentences) to assess student mastery of sentence level writing development from the unit.

    The Teaching Guide contains the testing questions and the end-of-unit assessment handout for students to write their answers on.

    Lesson objective

    Success criteria

    I do

    We do

    You do

    Edit: peer feedback

    Effective feedback

    Reflect

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