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Literacy
L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3.a – Compare formal and informal uses of English.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Expressing and developing ideas
ACELA1485 – Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example 'tion'
Samples: ch after a consonant. Look, Cover, Write - Rule: 'ch' or 'tch'?. Look, Cover, Write - Word building 'catch'.
They draw on knowledge and skills that include:
Y3.R.1 – Automatically reading all high-frequency words
Samples: Split Digraph rule. 300 High Frequency Words 101-105 reading. Digraphs 'kn'.
Y3.R.2 – Articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of regular and irregular spelling patterns)
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y3.R.5 – Applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
They draw on knowledge and skills that include:
Y3.W.2 – Using their visual memory to spell personal vocabulary and high-frequency words (e.g., many words from essential lists 1-4 and some from list 5 and list 61)
Samples: Clauses: subject and verb. Compound sentences - Simple use of conjunctions. Pronouns. Simple synonyms.
Y3.W.3 – Encoding (spelling) unfamiliar words by:
Y3.W.3.a – Using their knowledge of phoneme-grapheme relationships, along with their developing awareness of spelling conventions, to select correct spelling patterns for sounds in words (e.g., spelling the k sound correctly in both catch and kitchen)
Samples: ch after a consonant. Look, Cover, Write - Rule: 'ch' or 'tch'?. Look, Cover, Write - Word building 'catch'.
Y3.W.3.b – Applying their growing knowledge of useful spelling rules (e.g., the rules relating to adding simple plural suffixes such as those in baby/babies and half/halves) and their growing knowledge of morphology (e.g., adding a d to hear to make heard)
Samples: ch after a consonant. Look, Cover, Write - Rule: 'ch' or 'tch'?. Look, Cover, Write - Word building 'catch'.
Y3.W.3.c – Applying their expanding knowledge of graphemes (e.g., of graphemes such as or, awe, oar, and oor, which record similar sounds) to write words correctly
Samples: ch after a consonant. Look, Cover, Write - Rule: 'ch' or 'tch'?. Look, Cover, Write - Word building 'catch'.
They draw on knowledge and skills that include:
Y4.W.3 – Encoding (spelling) by:
Y4.W.3.a – Using their knowledge of diverse phoneme-grapheme relationships (e.g.,ship, chef, ocean, station, special), of the meaning and spelling of morphemes (e.g., root words and affixes), and of common, reliable spelling rules and conventions
Samples: drop one l in all final. drop le then add ly. prefix fin. Look, Cover, Write - Rule: 'g says j'.
Y4.W.3.b – Using their visual memory to help them spell personal vocabulary and high-frequency words correctly (the high-frequency words include most words from essential lists 1-4 and many from essential lists 5-71)
Samples: Contractions. Verb types. Action verbs. Clauses with action verbs. Tense with verbs. Modal verbs.
You can go to an overview of all the curricula here.
