English Education-Resources Level 2

Year(s)

Level(s)

Duration

Teacher

Classroom

2

o  Listening Reading Viewing

Processes and strategies

o Select and use sources of information, processes, and strategies with increasing confidence to identify, form, and express ideas

• Recognises connections between oral, written, and visual language.

• Selects and uses the sources of information (meaning, structure, and visual and grapho-phonic information) and prior knowledge with increasing confidence to make sense of increasingly varied and complex texts.
• Uses an increasing knowledge of letter clusters, affixes, roots, and compound words to confirm predictions.
• Uses processing and comprehension strategies with understanding and confidence.
• Is developing the ability to think critically about texts.
• Monitors, self-evaluates, and describes progress with some confidence.

Purposes and audiences

o Show a developing understanding of how texts are shaped for different purposes and audiences.

• Recognises how texts are constructed for purposes and audiences.
• Understands that texts are created from a particular point of view.

 Ideas

o Show a developing understanding of ideas within, across, and beyond texts.

• Uses their personal experience to make meaning from texts.
• Makes meaning of increasingly complex texts by identifying ideas and language in them.
• Makes and supports inferences from texts with some independence.

Language features

o Show an understanding of how language features are used within and across texts.

• Recognises a large and increasing bank of high-frequency and topic-specific words.
• Recognises that oral, written, and visual language features are used for effect.
• Shows an increasing knowledge of the conventions of text.
• Knows that authors and illustrators have different voices and styles.

Structure

o Show a developing understanding of structures.

• Understands that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning.
• Recognises an increasing range of text forms and differences between them.

o  Speaking, Writing, Presenting

Processes and strategies

o Select and use sources of information, processes, and strategies with increasing confidence to identify, form, and express ideas.

• Uses an increasing knowledge of the connections between oral, written, and visual language when creating texts.
• Creates texts by using meaning, structure, and visual and grapho-phonic information with increasing confidence.
• Seeks feedback and makes changes to texts to improve clarity and meaning.
• Is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.

Purposes and audiences

o Show a developing understanding of how to shape texts for different audiences and purposes.

• Through choice of content, language, and text form, constructs texts that demonstrate a developing awareness of audience and purpose.
• Expects the texts they create to be understood and appreciated by others.
• Develops and conveys personal voice where appropriate.

Ideas

o Form and express ideas on a range of topics, using supporting details.

• Forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge.
• Begins to add or delete details and comments, showing some selectivity in the process.

Language features

o Use language features appropriately, showing a developing understanding of their effect.

• Uses a large and increasing bank of high-frequency words, topic-specific words, and personal content words.
• Uses oral, written, and visual language features to create meaning and impact.
• Spells most high-frequency words correctly and shows some knowledge of common spelling patterns.
• Gains increasing control of text conventions, including some grammatical conventions.

 Structure

o Organise texts using a range of structures.

• Uses knowledge of word and sentence order to communicate meaning when creating text.
• Organises and sequences ideas and information with some confidence.
• Begins to use a variety of sentence structures, beginnings, and lengths.

Additional Curriculum areas

o Technology  

o Learning Languages 

o Arts 

o Science 

o Te Reo  

o Maths  

o Health and P.E.

o Social Sciences

Write the Achievement Objective(s) to be assessed:

Students will:

Specific Learning Outcomes

By the end of this unit, students will be able to:

Setting

o New Zealand    o Rekohu (The Chatham Islands)   o Asia 

o Australia               o Americas                                o Global

Perspective:      o The Past (History)       o The Present (Current Issues)           o The Future.

                           o Multicultural        o Indigenous people       o Equality         o Rights       o Gender    

Key Competencies focus:

(Select only those being focused on)

o managing self

o relating to others

o participating and contributing

o thinking

o using language, symbols, and texts.

Teaching and Learning Activities

Resources

Assessment Schedule

Unit Evaluation