Learning Area: English Grammar

Year Group: Year 2 Term: 3

Timing Objectives Intro Sequence of Learning Resources Assessments

Week 19 Understand that nouns The things we say The things we say Week 19 Canteen Informal, over the
Canteen represent people, places, WALT: Knowing who is speaking using Explain the purpose of quotation marks. Note a new line is worksheet Displayed shoulder marking during
Monday a.m. concrete objects and abstract quotation marks. used for each speaker. Students circle in coloured pencil on IWB lesson with checklist
45mins concepts; that there are three Canteen day each character speech. Adaptions evaluation.
types of nouns: common, proper WALT: Recognise prepositional Canteen day Splitting the IWB WILF
and pronouns; and that noun words, they tell us where things are Students write full sentences filling in the missing screen to show 2- Students should be able
groups/ phrases can be located to each other. prepositional word, so the sentence makes sense. sided sheet. to classify and categorise
expanded using articles and Classifying Split the IWB Strong students will noun groups.
adjectives (ACELA1468). WALT: use knowledge about common Classifying finish first Neat writing.
items (noun groups) to classify then Students write one name for each of the food groups. They If students finish early
categorise lists or groups. then complete the table with a word beginning with the they use the
letter indicated. The first one has been done for them. dictionary to find the
Banana. meaning to – classify,
Conclude with asking students for their answers. Use table, quotation
name cards to choose students. marks.

Timing Objectives Intro Sequence of Learning Resources Assessments

Week 20 Identify visual representations of Talking Marks Talking Marks Week 20 Recycling Informal, over the
Recycling characters’ actions, reactions, WALT: write the characters speech in Talking marks are called quotation marks. worksheet Displayed shoulder marking during
Monday a.m. speech and thought processes in the quotation marks. Write down what Betty Bottle and Casey Can said in your on IWB lesson with checklist
45mins narratives, and consider how Is or are? books. Adaptions evaluation.
these images add to or WALT: Use is or are in sentences if Put in the quotation marks in the first and second Splitting the IWB WILF
contradict or multiply the things are singular or plural. sentence. Use a new line for each character. Don't forget screen to show 2- Talking Marks
meaning of accompanying Containers the full stop. sided sheet. Students write the
words (ACELA1469) WALT: match/categorise similar Is or are? Strong students will characters speech in the
noun groups. We use is if we are talking about one person or thing. We finish first quotation marks.
use are if there is more than one. If students finish early Is or are?
Example: The boy is putting the can into the recycle bin. they use the Students use is or are in
The cans are empty. dictionary to find the sentences when things
Split the IWB meaning to – are singular or plural.
Containers container, punnet, Containers
Students write the words for each container. Then draw in hamper. Students should be able
the pictures to fill each container with what they hold. to match/categorise
Moving on… similar noun groups.
Students then draw pictures for each speech bubble.
Timing Objectives Intro Sequence of Learning Resources Assessments
Week 21 Understand that simple Joining sentences Joining sentences Week 21 Weather Informal, over the
Weather connections can be made WALT: Join sentences because it gives Students move back to their desks and join the two worksheet Displayed shoulder marking during
Monday a.m. between ideas by using our writing and thoughts flow. We sentences together with the conjunction. Demonstrate on IWB lesson with checklist
45mins a compound sentence with two join sentences together with first example Today is sunny (but) yesterday was cold. Adaptions evaluation
or more clauses usually linked by conjunctions and conjunctions mean Remember there are no capital letters in the middle of a Students create their WILF: Students join
a coordinating conjunction a part of speech that connects sentence unless it is a proper noun. own code and give it sentences together using
(ACELA1467). phrases. Weather verbs to another student to the conjunctions.
Understand patterns of WALT: Understand pattern of speech Write a verb for each noun. Choose the verb from the crack. WILF: Students matching
repetition and contrast in simple such as recognising a verb for each cloud to match the noun. Demonstrate rain patters the verb to the noun.
texts (ACELA1448) noun. A verb is an action of a noun (onomatopoeias)mimic the sound they describe. WILF: Alphabetically
Know some features of text (person, place, animal or thing. Split the IWB ordered groups of words.
organisation including page and WALT: Recognise alphabetical order Alphabetical order
screen layouts, alphabetical of words, when two words begin with Write each group of words into alphabetical order.
order, and different types of the same letter, look at the second When two words begin with the same letter, look at the
diagrams, for example timelines letter. second letter.
(ACELA1466) Demonstrate Snow, sunshine.
Timing Objectives Intro Sequence of Learning Resources Assessments
Week 22 Understand that nouns Adjectives are describing word. Adjectives Week 22 Senses Informal, over the
Senses represent people, places, Adjectives give more description Students choose an adjective for each sense. worksheet Displayed shoulder marking during
Monday a.m. concrete objects and abstract about a noun, so the reader or Demonstrate sight (colourful, beautiful). Smell (smoky, on IWB. lesson with checklist
45mins concepts; that there are three audience can visualise exactly what is delicious, strange, strong, sweet). Sound (loud, beautiful, Magazines x 22 evaluation.
types of nouns: common, proper being described. squeaky). Taste (delicious, sweet, smoky, strong, strange). Adaptions WILF: Matching the 5
and pronouns; and that noun Understand a contraction is two Touch (warm, smooth, strange). Students create an senses with appropriate
groups/ phrases can be words joined together and shortened What can you see and hear? advertising poster adjective (describing
expanded using articles and using an apostrophe to replace letters Homophones, words that sound the same but have selling something words)
adjectives (ACELA1468). left out. It is an abbreviation - using different meanings and spelling. specific. WILF: Understand the
Orally manipulate more complex fewer letters to shorten a word. Demonstrate See and Sea. Here and Hear. meaning of each
sounds in spoken words through WALT: Using adjectives to describe Split the IWB homophone.
knowledge of blending and what our five senses are sensing. Contractions WILF: Correct format of
segmenting sounds, phoneme WALT: Understand that we can The words underlined are called contractions. An contracting common
deletion and substitution in shorten common words by leaving apostrophe (') is used to show that one or more letters word phrases.
combination with use of letters out a letter. The letter we leave out is have been left out. Students write the contractions the
in reading and symbolised by an apostrophe. first two are in the joke. Students write the contracted
writing (ACELA1474) words in their books.
Adjective poster
Students make an adjective poster. From magazines and
newspapers cut out pictures of: something you can see.
Something you can hear. Something you can smell.
Something you can touch. Something you can taste. Paste
these onto a sheet of paper. Next to each picture, write
on adjective to describe it.
Timing Objectives
Week 23/24 Understand the use of
vocabulary about familiar and
Monday a.m. new topics and experiment with
45mins and begin to make conscious
choices of vocabulary to suit
audience and
purpose (ACELA1470).
Understand how texts are made
cohesive through language
features, including word
associations, synonyms, and
antonyms (ACELA1464)
Timing Objectives
Week 25 The Know some features of text
Post Office organisation including page and
screen layouts, alphabetical
Monday a.m. order, and different types of
45mins diagrams, for example timelines
(ACELA1466).
Understand how texts are made
cohesive through language
features, including word
associations, synonyms, and
antonyms (ACELA1464).
Timing Objectives
Week 26 Recognise that capital letters
Australia signal proper nouns and
Monday a.m. commas are used to separate
45mins items in lists (ACELA1465).
Intro Sequence of Learning Resources Assessments
We are looking at the pattern of Hanging out the washing Week 23/24 Canteen Informal, over the
sentences. Students complete each sentence so that it makes sense, worksheet Displayed shoulder marking during
WALT: Experiment with and begin to by choosing an adjective, a noun and a verb from the on IWB lesson with checklist
make conscious choices of vocabulary washing baskets. Then students make up a silly sentence Adaptions evaluation.
to suit the audience and its purpose. using the words from the washing baskets and write it in Students silent read WILF: Sentences that
WALT: Understand how texts or their books. on the mat if they make sense.
sentences are made cohesive through Peg them on the line finish early. WILF: Correct order of
language features, including word Students write the words in order from smallest meaning size of something.
associations, synonyms, and to largest meaning. Demonstrate and point out the WILF: Correctly matching
antonyms. synonyms’ association. questions to right
Split the IWB statements.
Pairing up the socks
A sentence is a group of words that go together to make
sense. Questions ask and statements answers.
Students match the questions to the answers by giving the
socks the same pattern. The answers must be in a
sentence. Put in the question marks and the full stops.
Tangled washing
Re-write the sentence so that they make sense, by leaving
a space between the words.
Intro Sequence of Learning Resources Assessments
Why we organise text in a letter Students re-write the jumbled letter making sure it is set Week 25 The Post Informal, over the
format. Commonly used when writing out correctly. Office worksheet shoulder marking during
business or formal letters using paper Split the IWB Displayed on IWB lesson with checklist
and pen. The Postie’s here Adaptions evaluation.
WALT: Use some features of text Students write the words from the letters into the correct Students write a letter WILF: Your letter is set
organisation to recognize types of letter boxes. to a friend asking out correctly, with
print formats such as letters. Abbreviations them to a sleep over address, date, greeting,
WALT: Use language features (nouns, An abbreviation is a shortening of a word to a few letters. at your place. Tell body, signing off and
verbs and adjectives) and word Example: 'Road' is written as 'Rd' them what to bring. signature.
association. Students match the abbreviations with the full word and Remember to set the WILF: Nouns, verbs and
WALT: Recognise regular write the full word in their book. (Note: A full stop is not letter out properly. adjectives are listed
abbreviations used in maps, for used if the abbreviation ends in the final letter of the full correctly.
building/businesses and titles of word. 'St' and 'street'). WILF: Your abbreviations
people. and full words match.
Intro Sequence of Learning Resources Assessments
Proper nouns begin with a capital State which state! Week 26 Australia x22 Informal, over the
letter. They are used to name special Students complete the worksheet by filling in missing worksheet Displayed shoulder marking during
places, things and people. Today we letters to the states and territory. on IWB. lesson with checklist
A short trip around Australia evaluation.
 Know some features of text are looking at the special places of Label this map of Australia with these abbreviated names Map with capital WILF: Correct location of
organisation including page and Australia. of the states and territories. An Abbreviation is shortening cities. states and territory.
screen layouts, alphabetical WALT: Name and recognise the a word to a few letters. Adaptions Capital letters.
order, and different types of states and territory boundaries of Split the IWB Extension - students WILF: Correct
diagrams, for example timelines Australia. Question time find where the capital abbreviations with capital
(ACELA1466). WALT: Recognise regular A sentence is a group of words that go together to make cities are located. letters.
Understand that different types abbreviations used in maps, for sense. For example, which country do you live in? The Have them write the WILF: Using the structure
of texts have identifiable text building/businesses and titles of written answer, 'Australia', is not a complete sentence. names on their map. of the question in your
structures and language features people. The correct way to answer the question in a sentence is: answer so your answer
that help the text serve its WALT: Use the text structure to "The country I live in is called Australia." makes sense.
purpose (ACELA1463) construct a full sentence answer. Students use the structure of the question to help form
their written answer.
Students glue their maps in their scrap book.
Timing Objectives Onjective Sequence of Learning Resources Assessments
Revision 3 Identify visual representations of Understand that different types of Students are advised they are being tested on what they Week 19 Canteen Informal, over the
Monday a.m. characters’ actions, reactions, texts have identifiable text structures have learned. Black folders up and test sheets handed out. worksheet Displayed shoulder marking during
45mins speech and thought processes in and language features that help the Go through Revision 3 ask for any questions as you go on IWB lesson with checklist
narratives, and consider how text serve its purpose (ACELA1463). through. Adaptions evaluation.
these images add to or Recognise that capital letters signal Split the IWB Nil WILF: Speech marks,
contradict or multiply the proper nouns and commas are used Allow 30 mins for students to finish. capital letters, word
meaning of accompanying to separate items in lists You are looking for neat printing. association, verbs,
words (ACELA1469). (ACELA1465). Colour the pictures if you have finished. adjectives, full sentences,
Understand that simple Understand how texts are made plurals or single and
connections can be made cohesive through language features, abbreviations.
between ideas by using including word associations,
a compound sentence with two synonyms, and antonyms
or more clauses usually linked by (ACELA1464).
a coordinating conjunction Understand the use of vocabulary
(ACELA1467). about familiar and new topics and
Know some features of text experiment with and begin to make
organisation including page and conscious choices of vocabulary to
screen layouts, alphabetical suit audience and
order, and different types of purpose (ACELA1470).
diagrams, for example timelines Build morphemic word families using
(ACELA1466). knowledge of prefixes and suffixes
(ACELA1472).
Timing Objectives Objectives Sequence of Learning Resources Assessments
Revision 3a Identify visual representations of Understand that different types of Display Parts of Speech 1 IWB, as a class we work through Parts of Speech 1 IWB Informal, over the
Monday a.m. characters’ actions, reactions, texts have identifiable text structures Each part of speech to explain how a word is used. Blank piece of paper x shoulder marking during
45mins speech and thought processes in and language features that help the Then we fan fold a sheet of blank paper like a fan into 22 lesson with checklist
narratives, and consider how text serve its purpose (ACELA1463). eight folds. Adaptions evaluation.
these images add to or Recognise that capital letters signal The first word we write will an article either The or A Nil WILF: Speech marks,
contradict or multiply the proper nouns and commas are used Today it is capital letters, word
meaning of accompanying to separate items in lists Article - The association, verbs,
words (ACELA1469). (ACELA1465). Noun - dog adjectives, full sentences,
Understand that simple Understand how texts are made Verb in past tense ‘ed’ swam plurals or single and
connections can be made cohesive through language features, Preposition, below, in, on, around, under, beside abbreviations.
between ideas by using including word associations, Article – the
a compound sentence with two synonyms, and antonyms Adjective – blue
or more clauses usually linked by (ACELA1464). Noun – tree
a coordinating conjunction Understand the use of vocabulary Full stop - .
(ACELA1467). about familiar and new topics and
Know some features of text experiment with and begin to make Students unfold their fan and read the sentence.
organisation including page and conscious choices of vocabulary to
screen layouts, alphabetical suit audience and
order, and different types of purpose (ACELA1470).
diagrams, for example timelines
(ACELA1466).

Timing Objectives Intro Sequence of Learning Resources Assessments

Revision 3b Identify visual representations of Recall Display Parts of Speech 1 IWB, Display Parts of Speech 2 IWB, as a class we work through Parts of Speech 2 IWB Informal, over the
Friday PM. characters’ actions, reactions, as a class we work through Each part Students work through Parts of Speech 2 Parts of Speech 2 shoulder marking during
45mins speech and thought processes in of speech to explain how a word is activity displayed on lesson with checklist
narratives, and consider how these
used. Students colour the butterfly IWB evaluation.
images add to or contradict or
Then we fan fold a sheet of blank Colour butterfly x22 WILF: Speech marks,
multiply the meaning of
accompanying words (ACELA1469). paper like a fan into eight folds. Adaptions capital letters, word
Understand that simple connections The first word we write will an article Nil association, verbs,
can be made between ideas by either The or A adjectives, full sentences,
using a compound sentence with Today it is plurals or single and
two or more clauses usually linked Article - The abbreviations.
by a coordinating conjunction Noun - dog
(ACELA1467). Verb in past tense ‘ed’ swam
Know some features of text
Preposition, below, in, on, around,
organisation including page and
under, beside
screen layouts, alphabetical order,
and different types of diagrams, for Article – the
example timelines (ACELA1466). Adjective – blue
Noun – tree
Full stop - .
Timing Objectives Intro Sequence of Learning Resources Assessments
Week 28 Understand the use of Questions - A question ends with a? In their writing books students change each statement Week 28 Frogs Informal, over the
Frogs vocabulary about familiar and A question is asking for a response. It into a question. worksheet Displayed shoulder marking during
new topics and experiment with can be a response such as Can a tadpole swim? Are the frogs croak? Have the frogs on IWB. lesson with checklist
Monday a.m. and begin to make conscious acknowledgement like do you grown into tadpoles? A4 coloured paper to evaluation.
45mins choices of vocabulary to suit understand. Or it can be to solve a Was or were? make information WILF: Questions that
audience and problem. Statements can be turned In their books students write and complete these card x22 make sense from the
purpose (ACELA1470). into questions and we do this if we sentences with was or were. Adaptions statements.
Understand how texts are made ourselves are unsure if what we are The female frogs were laying their eggs. Extension – students WILF: Was is for singular
cohesive through language reading is true. It is the start of The boy was collecting spawn with his net. make a chart of all the thing and were for more
features, including word critically thinking about the A frog was in our backyard last night. better words you can than one thing.
associations, synonyms, and information we are receiving. Many children were at the pond. use than went. WILF: matching noun to
antonyms (ACELA1464). WALT: Rephrase a statement into a Split the IWB verb description.
Use comprehension strategies to question. Better words than went
build literal and inferred WALT: Recognise when we use was Students re-write each sentence using a better word than
meaning and begin to analyse or were. We use was if we are talking went. (drifted, slithered, jumped).
texts by drawing on growing about one person or thing. We use What would you like to know about frogs?
knowledge of context, language were if we are talking about more Students write two questions and do some research to
and visual features and print and than one. find the answers, they then make an information card to
multimodal text structures WALT: Expand our vocabulary to give display your findings.
(ACELY1670) more description about what
something is doing. (expanding verbs)
Timing Objectives Intro Sequence of Learning Resources Assessments
Week 29 Understand the use of Stretching sentences Stretching sentences Week 29 Animal Informal, over the
Animal vocabulary about familiar and Use adjectives from the box to Use adjectives from the box to stretch these sentences young worksheet shoulder marking during
young new topics and experiment with stretch these sentences and make and make them more interesting. Displayed on IWB lesson with checklist
Monday a.m. and begin to make conscious them more interesting. Whose Baby – Students match the animal to its young and Adaptions evaluation.
45mins choices of vocabulary to suit Stretching sentences write the answer in their books (hint: do the easy ones first Extension - create a WILF: Using correct
audience and WALT: Experiment with and begin to then progress to the others) sentence and descriptive language to
purpose (ACELA1470). make conscious choices of vocabulary Split the IWB underline the noun, describe nouns.
Understand how texts are made to suit audience and purpose. Nouns, verbs and adjectives verb and adjective. WILF: Correct matching
cohesive through language Whose Baby A noun is a word that names a person, animal, thing or __________________ of parent animal to baby
features, including word WALT: Understand how texts are place. Ape, bear, cougar, animal.
associations, synonyms, and made cohesive through language A verb describes what is happening and an adjective duckling, emu, frog, WILF: Correct use of
antonyms (ACELA1464). features like word associations. describes a noun. goat, horse, iguana, verbs, nouns and
WALT: Use Nouns, verbs and Students sort the words in the sentences into nouns, joey, kid, llama, adjectives.
adjective to write interesting texts. verbs and adjectives. mound, nest, otter,
Noun – puppy, kitten, lambs, children, horses. pen, quokka, rat,
Verb – chewed, slept, patted, watched, galloping. snake, tiger,
Adjective – naughty, new, tiny, woolly, young. underground, vampire
 bat, wren, x?, yak,
zoo.
Timing Objectives Intro Sequence of Learning Resources Assessments
Week 30 Re-read and edit text for Riddles Riddles Week 30 Just for Fun Informal, over the
Just for Fun spelling, sentence- boundary Put in the full stops, question marks Put in the full stops, question marks and capital letters. worksheet Displayed shoulder marking during
Monday a.m. punctuation and text and capital letters. Trace the path from the elephant to the apple. Find the on IWB lesson with checklist
45mins structure (ACELY1672) WALT: Edit text to make sense. way by going through the words that need an before evaluation.
WALT: Use ‘an’ before words that them. Students write the words beginning with a vowel in Adaptions WILF: Correct use of full
start with a vowel. A, E, I, O, U. their books. Extensions- Students stops, question marks
We use ‘a’ before words starting with Split the IWB make a word search and capital letters.
consonants. Find the sound for their partner to WILF: An is placed in
Students list the animals then find the sounds in the word find the answers. Grid front of all nouns starting
search and write it next to the animal. is ten by ten. with a vowel.
Cat – meow, bee – buzz, dog – bark, elephant – trumpet,
frog – croak, horse – neigh, lamb – bar, lion – roar, monkey
– chatter, mouse – squeak, pig – oink, owl – hoot.
Calligrams.
Here are some words which look like what they mean.
Word pictures are called calligrams. Make your own
calligrams for these words or words of your choice.
tall, small, wavy, long, colours, lollipop, hair
Student Name Understand Uses quotation Make conscious Understand that Understand Know some Abbreviating Uses the text Build morphemic
common, proper marks. choices of simple patterns of features of text words. structure of word families
and pronouns; and (ACELA1469) vocabulary connections can repetition and organisation Recognise questions to using knowledge
that noun groups/ AL – always (adjectives and be made between contrast in simple including
regular write full bodied of prefixes and
phrases can be Of- Often verbs) to suit ideas by using texts (ACELA1448) alphabetical order.
abbreviations answers suffixes. Uses ed
expanded using St- sometimes audience and a compound AL – always (ACELA1466)
articles and purpose sentence with two Of- Often used in maps, for (ACELA1463) as past tense.
adjectives (ACELA1470). or more clauses St- sometimes building/busines AL – always (ACELA1472).
(ACELA1468). AL – always usually linked by a e.g. noun verb or ses and titles of Of- Often AL – always
AL – always Of- Often coordinating the cat meowed. people. St- sometimes Of- Often
Of- Often St- sometimes. conjunction (ACELA1474) St- sometimes
St- sometimes (ACELA1467). AL – always
Of- Often
AL – always St- sometimes
Of- Often
St- sometimes
Aaron
Alyssa Western
Alyssa Weal
Amelia
Angus
Carmen
Coby
Connor
Chaice
Ella
Grace
Hannah
Hamish
Ivy
Jessica
Jacinta
Kirah
Libby
Maci
Scott
Toby
Thomas

Student Name Correct use of full Text cohesion Make conscious Expand our vocabulary Recognise that capital letters Comments
stops, question and word choices of vocabulary to give more signal proper nouns and
marks and capital association to suit audience and description about what commas are used to separate
letters (ACELA1464). purpose (ACELA1470). items in lists (ACELA1465).
something is doing
(ACELY1672) AL – always AL – always AL – always
(ACELY1670)
Of- Often Of- Often Of- Often
AL – always
St- sometimes St- sometimes. St- sometimes
Of- Often
St- sometimes

Aaron
Alyssa Western
Alyssa Weal
Amelia
Angus
Carmen
Coby
Connor
Chaice
Ella
Grace
Hannah
Hamish
Ivy
Jessica
Jacinta
Kirah
Libby
Maci
Scott
Toby