Oz-e-English: Writing (Language)

Unit 4: Narrative - Year 2
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Teaching Resources

Lessons
Teaching Guide
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.
Learning objectives 
In Lessons 1 to 9, students learn to:
  • Write, edit and improve sentences that use story starters (Dreamtime story).
  • Write, edit and improve sentences that use story starters (once upon a time).
  • Write, edit and improve descriptive sentences about a character (adjectives).
  • Write, edit and improve descriptive sentences about a character (adverbs).
  • Write, edit and improve descriptive sentences about a character (similes).
  • Write, edit and improve compound sentences that include more than one character.
  • Write, edit and improve compound sentences that include dialogue (questions).
  • Write, edit and improve compound sentences that include dialogue (exclamation mark).
  • Write, edit and improve compound sentences using imaginative language (past tense/adverbs).
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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