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My Christmas Day -Recount (My Christmas Day)

  • Grade: Grade 2
    Activity type: Interactive Activity

My Christmas Day -Recount (My Christmas Day)

Grade 2
Reading Comprehension
My Christmas Day (recount)
Activity Type
Interactive Activity
Activity ID


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  • 1 – Grade 1
    • RL.1 – Reading: Literature
      • Literacy

        • RL.1.1 – Ask and answer questions about key details in a text.

        • RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.

        • RL.1.3 – Describe characters, settings, and major events in a story, using key details.

      • Literacy

        • RL.1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

        • RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

        • RL.1.6 – Identify who is telling the story at various points in a text.

      • Literacy

        • RL.1.7 – Use illustrations and details in a story to describe its characters, setting, or events.

        • RL.1.9 – Compare and contrast the adventures and experiences of characters in stories.

    • SL.1 – Speaking & Listening
      • Literacy

        • SL.1.2 – Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

        • SL.1.3 – Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

        • SL.1.1 – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

          • SL.1.1.a – Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

          • SL.1.1.b – Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

          • SL.1.1.c – Ask questions to clear up any confusion about the topics and texts under discussion.

      • Literacy

        • SL.1.4 – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

        • SL.1.6 – Produce complete sentences when appropriate to task and situation.

    • L.1 – Language
      • Literacy

        • L.1.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

        • L.1.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

          • L.1.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.

          • L.1.4.b – Use frequently occurring affixes as a clue to the meaning of a word.

          • L.1.4.c – Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

        • L.1.5 – With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.1.5.c – Identify real-life connections between words and their use (e.g., note places at home that are cozy).

      • Literacy

        • L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.1.2.a – Capitalize dates and names of people.

          • L.1.2.b – Use end punctuation for sentences.

    • RF.1 – Reading: Foundational Skills
      • Literacy

        • RF.1.1 – Demonstrate understanding of the organization and basic features of print.

          • RF.1.1.a – Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

      • Literacy

        • RF.1.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.1.4.a – Read grade-level text with purpose and understanding.

          • RF.1.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.

          • RF.1.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • 2 – Grade 2
    • RF.2 – Reading: Foundational Skills
      • Literacy

        • RF.2.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.2.4.a – Read grade-level text with purpose and understanding.

          • RF.2.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.

          • RF.2.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • Year 2
    • Language
      • Language for interaction

        • ACELA1461 – Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context

        • ACELA1462 – Identify language that can be used for appreciating texts and the qualities of people and things

      • Text structure and organisation

        • ACELA1463 – Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

        • ACELA1464 – Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms

        • ACELA1465 – Recognise that capital letters signal proper nouns and commas are used to separate items in lists

        • ACELA1466 – Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines

      • Expressing and developing ideas

        • ACELA1467 – Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses and coordinating conjunctions

        • ACELA1468 – Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete and abstract, and that noun groups can be expanded using articles and adjectives

        • ACELA1469 – Identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

        • ACELA1470 – Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

    • Literature
      • Responding to literature

        • ACELT1590 – Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

    • Literacy
      • Interacting with others

        • ACELY1666 – Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions

        • ACELY1789 – Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

      • Interpreting, analysing, evaluating

        • ACELY1668 – Identify the audience of imaginative, informative and persuasive texts

        • ACELY1669 – Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting

        • ACELY1670 – Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.4 – Understanding the meaning of punctuation features such as parentheses and of print features such as bold print and italics.

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

          • Y2.R.2.b – Recognising common chunks of words and making analogies to words that look similar

          • Y2.R.2.c – Using their developing knowledge of morphology (such as knowledge of prefixes and suffixes)

        • Y2.R.3 – Finding the meanings of unknown words by using strategies such as:

          • Y2.R.3.a – Rereading text to gather more information

          • Y2.R.3.b – Looking for definitions in the text

          • Y2.R.3.c – Using prior and subsequent information in the sentences

          • Y2.R.3.d – Inferring from the illustrations

  • Y3 – Year 3
    • Y3.R – Reading
      • They draw on knowledge and skills that include:

        • Y3.R.1 – Automatically reading all high-frequency words

        • Y3.R.6 – Looking for information in visual language features (such as text boxes in non-fiction texts)

        • Y3.R.7 – Understanding the purpose of basic punctuation.

  • 2 – Year 2
    • 2.RS – The reading standard
      • Key characteristics of texts at Turquoise level

        • 2.RS.1 – Texts at Turquoise level have been designed with characteristics that include:

          • 2.RS.1.a – Some settings and contexts that may be outside the students’ prior knowledge but can easily be related to it

          • 2.RS.1.b – A mix of explicit and implicit content that provides opportunities for students to make simple inferences

          • 2.RS.1.c – Illustrations that support the meaning and may suggest new ideas or viewpoints

          • 2.RS.1.d – Mostly familiar words, but some new topic words and descriptive language that are supported by the context (for example, the text may include synonyms, definitions, or explanations) and/or by illustrations

          • 2.RS.1.e – Some visual language features such as labelled diagrams, inset photographs, and bold text for topic words that are linked to a glossary

          • 2.RS.1.f – A variety of sentence structures, including compound sentences and a few complex sentences, so that students are required to notice and use punctuation as a guide to phrasing and meaning

  • 3 – Year 3
    • 3.RS – The reading standard
      • Key characteristics of texts at gold level

        • 3.RS.1 – Texts at Gold level have been designed with characteristics that include:

          • 3.RS.1.a – Some unfamiliar contexts and settings

          • 3.RS.1.b – Shifts in time and/or place

          • 3.RS.1.c – (in narrative texts) many characters and events and more than one storyline

          • 3.RS.1.d – A mix of explicit and implicit content within text and illustrations that requires students to make connections between ideas in the text and their prior knowledge in order to make simple inferences

          • 3.RS.1.g – Visual language features such as subheadings, text boxes, footnotes, glossaries, indexes, and diagrams and maps that are clearly explained and linked to the body text

          • 3.RS.1.h – Ideas and information organised in paragraphs

          • 3.RS.1.i – A variety of sentence structures, including complex sentences

          • 3.RS.1.j – Frequent use of dialogue, some of which is not explicitly attributed, and more than one character speaking on a page.

  • KS1.Y2 – KS1 Year 2
    • Year 2 programme of study
      • KS1.Y2.R.C – Reading - comprehension

        • Pupils should be taught to:

          • KS1.Y2.R.C.1 – Develop pleasure in reading, motivation to read, vocabulary and understanding by:

            • KS1.Y2.R.C.1.d: being introduced to non-fiction books that are structured in different ways

            • KS1.Y2.R.C.1.f: discussing and clarifying the meanings of words, linking new meanings to known vocabulary

            • KS1.Y2.R.C.1.g: discussing their favourite words and phrases