YEAR brow pencil by liaoqinmei

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									                                                            NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2

Essentials –
R & V –unfamiliar words and their meanings are decoded using knowledge of grapho-phonic, syntactic and semantic cueing systems
W & D –words and phrases, symbols, images and audio have meaning.
                                                                      Semester 1                                                                                              Semester 2
                                            Focused Teaching                               Key Resources                                           Focused Teaching                                     Key Resources
                                 Revise graphemes                               THRASS CHARTS                                       Final consonant blends                              Sounds Like More Fun
                                 - two THRASS boxes a week                                                                          -ft, nd, mk, st, ty, nt, mp, sk, sp                 Sounds Easy
                                                                                                                                                                                        Starting Blending (Burrabooks)
                                                                                                                                                                                        THRASS Chart
                                                                                                                                                                                        Appendix 2.1
                                 Revise short vowels                            Oxford Sound Stories                                Long vowels -Magic “e”                              Sounds Like More Fun (Edsco)
                                 - in medial position                                                                               - a_e (bake)                                        THRASS Chart
                                 - two per week                                                                                     - i_e (time)                                        Appendix 2.1
                                                                                                                                    - u_e (tube)
                                                                                                                                    - e_e (Scene)
                                                                                                                                    - o_e (rope)
                                 Revise digraphs                                PM Alphabet Blends; Oxford Sound Stories            Long vowels
                                 -sh, th, ch, wh                                                                                    - oo (moon)
                                 - two per week                                                                                     - y (fly)
                                 Introduce and teach                                                                                - y (baby)
                                 -ph                                                                                                - oy (boy)
Phonological Knowledge (sound)




                                 Initial consonant blends                       Sounds Like More Fun                                Dipthongs –first sound is long and second
                                 Review                                         Sounds Easy                                         vowel is silent
                                 - br, cr, dr, fr, gr, pr, tr                   Starting Blending (Burrabooks)                      - ai, ea, ee, oa
                                 Introduce and teach                            THRASS Chart                                        - ay,
                                 - bl, cl, fl, gl, pl, sl                       Appendix 2.1`                                       - ow (town)
                                 -sc, sk                                                                                            -ow (snow)
                                 sn, sm, sp, st, sw, tw,                                                                            - ou (house)
                                                                                                                                    Short vowels
                                                                                                                                    - oo (book)
                                                                                                                                    - ea (bread)
                                                                                                                                    Homophones
                                                                                                                                    As encountered eg. high frequency, within texts
                                                                                                                                    -two/to/too
                                                                                                                                    - see/sea
                                                                                                                                    - off/of (confused sound/mispronounced)
         -




                                                                Norville State School                                      Page 1                                                     15/08/2011
                                                      NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2


Essentials –
R & V –unfamiliar words and their meanings are decoded using knowledge of grapho-phonic, syntactic and semantic cueing systems


                                                                           Semester 1                                                                                                    Semester 2
                                          Focused Teaching                                          Key Resources                                       Focused Teaching                                          Key Resources
                              Consolidation and development of                      Appendix 2.2 sight-words (word walls)                 Consolidation and development of                        Appendix 2.2 sight-words (word walls)
                            Word Banks                                              Spelling lists to be formulated from a combination    Word Banks                                              Spelling lists to be formulated from a combination
Visual Knowledge




                            - sight and spelling of contextual lists, sight words   of: sight words, words linked to phonics,             - sight and spelling of contextual lists, sight words   of: sight words, words linked to phonics,
                            list and local words lists                              theme/unit words, number names, days of week          list and local words lists                              theme/unit words, number names, days of week
                                                                                    and months of year.                                                                                           and months of year.
          Compound words –two little words can make a                               “A Sound Way”         Cont. Compound words –two little words can                                              “A Sound Way”
          big word                                                                                        make a big word
          Bathroom, eyebrow, football, lunchbox, pigtail,                                                 Bathroom, eyebrow, football, lunchbox, pigtail,
          wallpaper, bluebird, eyelash, milkshake, rainbow,                                               wallpaper, bluebird, eyelash, milkshake, rainbow,
          farmyard, sunshine                                                                              farmyard, sunshine
Essentials –
R & V –unfamiliar words and their meanings are decoded using knowledge of grapho-phonic, syntactic and semantic cueing systems
                                                                           Semester 1                                                                                                    Semester 2
                            Focused Teaching                                        Key Resources                                          - Focused Teaching                                     Key Resources
                                                                                                                                          Consolidation                                            - Appendix 8 -Spelling Rules
                                                                                                                                          Plurals –revise adding „s‟ cats, dogs, hats etc         - Inflectional endings -change function of word,
                                                                                                                                          Comparatives –er, est                                   (number and tense) –adding to known words
Word Function (morphemic)




                                                                                                                                          Incidental as need arises -
                                                                                                                                          Plurals –adding „es‟ to words ending in “ch‟, and
                                                                                                                                          „ss‟
                                                                                                                                           Tense –ed, ing
                                                                                                                                          Noun forming suffix-’er’ (one who) –adding to
                                                                                                                                          known words build –builder, talk -talker
                                                                                                                                          Incidental as need arises                               Appendix B Additional spelling rules
                                                                                                                                          - Forming plurals of words ending in „y‟ –change
                                                                                                                                          the „y‟ to „i „ when before adding es
                                                                                                                                          - Adding „es‟ to words ending in „th and „sh‟
                                                                                                                                          -Drop the „e‟ before adding „ing/ed‟

                                                                                                                                          Incidental as need arises                               Apostrophe –contractions
                                                                                                                                          Contractions                                            An apostrophe is used to indicate the place in a
                                                                                                                                                                                                  word where a letter or letters have been omitted in
                                                                                                                                                                                                  a contraction.



                                                                   Norville State School                                         Page 2                                                       15/08/2011
                                              NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2


Essentials Writing and Designing
–writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources
                                                                    Focused Teaching                                                                                Resources
         Revise and consolidate                                                       Introduce and teach                                                             Refer to spelling continua
         As appropriate model and discuss ways of spelling unknown words:            Words within words                                                               A Sound Way –p
          - Sound/symbol correspondence (spelling the way it sounds)                  - syllables (1-4 syllables)                                                     THRASS Chart
          - careful articulation (spelling the way you say it)                        - high frequency words (sight word lists, words linked to phonics, unit words,  Spelling Continua –Resource Book
Spelling Strategies




          - visual memory (spelling the way it looks                                  number names/days of week/ months of year
         Dictionary Skills                                                           Introduce and teach                                                              “A Sound Way” (p.25-46) relate to phonic
         Revise and consolidate                                                       - Alphabetical ordering                                                         sequence
          - Recognises letters                                                        - Locating words in picture dictionaries
          - Knows the sequence of the alphabet                                        - Use of personal writing dictionaries
          - Locates letters of the alphabet in relation to each other                 - Opening dictionaries at directed letters eg. Open at „C” –C is found near the
          - Introduction to picture dictionaries                                      beginning of the alphabet
          - Appreciation of the dictionary as a tool and as a source of information
          - -Awareness of alphabetical order (first letter, second letter etc)
Essentials Writing and Designing
-writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources
-text users make choices about grammar and punctuation
-common spelling patterns of mono-syllabic words, two-syllable words and high-frequency words, are used to spell familiar and unfamiliar words
         Students use editing guide in groups and individually to self-monitor writing

                      Introduce and teach                                             Third Read Have I checked my spelling?                                              Appendix E –Four Reads
                      Four Reads Editing Model                                        - Underline misspelt words with
                      First Read Does my writing make                                     a wriggly line (as used in
                      sense?                                                              Microsoft documents)
                       - Introduce ^ (carat) to add
                           missing words                                              -   Use picture dictionaries and personal dictionaries to check spelling –rewrite
                       - Cross out unnecessary words                                      correct word above their first attempt
                      Second Read Have I used the correct punctuation?
                       - Use a coloured crayon to                                     Fourth Read Can I make my writing better?
Editing




                           write over capitals and to                                 - Reread to add extra information or to add describing words (adjectives)
                           fill in forgotten full stops




                                                        Norville State School                             Page 3                                                      15/08/2011
                                  NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2


Essentials Writing and designing
-writers and designers use correct formation, entries, exits and joins of Queensland Modern Cursive Script
         Evaluate                                                                   Introduce and teach                               Handwriting: a handbook, Department of
         –pencil hold, posture, paper position, letter formation, spatial awareness Addition of Entries and Exits                     Education1984 (p29-32)
         Revise-                                                                    In Yr 2 lines from Term 2                         Appendix D Handwriting Train
         Basic patterns, letter shapes and letters                                  Order of instruction
         -suggested order I, l, t, x,z, c,a,d, g,j,q, o,r,n,m,h,k,b,p,u,v,w,y,e,s,f  - exits only a,h, k, l, t,
         Revise Capital letters                                                      - rounded entries r,n,m,x
Handwriting




         –names, places, days, months etc                                            - pointed entries I, j, p, u, v, w, y
                                                                                     - letters that change f,z
                                                                                     - letters that don‟t change b,c,d,e,g,o,q,s

                                                                                      Sentences
                                                                                      -writing complete sentences




                                             Norville State School                                        Page 4                   15/08/2011
                                                 NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2

Essentials –Reading and Viewing
-purposes for reading and viewing are identified and are supported by the selection of texts based on an overview of titles, visuals and headings
-readers and viewers make connections between their prior knowledge and the subject matter of the text
-reading fluency is supported by the use of decoding strategies, recognition of high frequency words, prediction and self-correction, including pausing, re-reading words and phrases and reading on, in combination with a developing
vocabulary and prior knowledge of subject matter.
-words, groups of words, visual resources and images elaborate ideas and information, and portray people, characters, places, events and things in different ways
–comprehension involves using language elements and contextual clues to interpret, infer from and evaluate familiar texts
–unfamiliar words and their meanings are decoded using knowledge of grapho-phonic, syntactic and semantic systems
–readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, questioning, identifying main ideas, inferring, monitoring, summarising and reflecting
          A balanced reading program requires students to be involved in a range of contexts for reading. These include: Reading to, Guided, Shared, Independent, Language               Appendix F –Guided Reading
          experience (links speaking, listening, reading, viewing, writing and designing), Focused Reading and Incidental reading activities.                                            “An Observation Survey” –Marie Clay
          Reading for meaning involves the use and monitoring of cues from these sources: The sense or meaning of words (semantic knowledge); The way sentences are put                  “First Steps –Reading Resource Book –Ch 2
          together –their structure (syntactic knowledge) and the print itself –including letters, and letter-sound relationships (grapho-phonic knowledge)
                                                                                                                                                                                           (further strategies)
                                                                                                                                                                                           Appendix F -“6 Reading Strategies Cards”
                    Revise and consolidate                                                     Cueing Systems                                                                              Appendix G -Here, Hidden, Head Charts
                    Concepts of Print                                                           - Use picture cues to construct meaning
                     Direction:                                                                 - Use picture cues to predict outcomes
                     - Reading a left-to-right page sequence                                    - Using known sight words                                                                    Three Level Guides (orally)
                     - Reading left to right in a sentence, with a return sweep                 - Using substitutions                                                                      -     Literal level – reading for accuracy (HERE -I can
                     - Finding the beginning and ending of a book                               - Monitoring whether reading is making sense -Focus on frequent returns to the text              find the answer right here in the text)
                                                                                                                                                                                           -     Inferential Level – drawing conclusions from the
                     - Finding the beginning and ending of a story                                  in order to verify and justify their choices
                                                                                                                                                                                                 text –(HIDDEN –I need to read around the text to
                    Print Concepts:                                                             - Self-correcting                                                                                discover what the author meant)
                     - Locating text                                                            - Using an outside source (wall charts etc)                                                -     Evaluative Level –forming and defending
                     - One to one correspondence                                                - Using sound/symbol relationships                                                               opinions –(HEAD –I need to use my prior-
                     - Knowing a letter                                                         - Using semantic cues (prior knowledge / predicting)                                             knowledge “the knowledge in my head” to think
                     - Knowing a word                                                           - Reading on and re-reading words and phrases                                                    about what the author is saying.)
                     - Saying a sound for some letters                                          - Identifying smaller words in bigger words eg. out in shout
                     - Knowing the name of some letters                                         -
                     - Knowing sound sequence in words                                          Introduce and teach
                     - Recognising -a first letter, a last letter, a capital letter, a small    People have different purposes for reading
                          letter, words in isolation                                           -     For enjoyment eg. fiction story books, poetry
                     -                                                                         -     For information eg. factual texts, non-fiction
                    Punctuation:
                     - Question mark                                                           Introduce and teach
                     - A full stop                                                             Texts can be selected for different purposes
                     - A comma                                                                 - Titles, visuals and headings give us an overview of what can be expected in a text
Reading & Viewing




                     - Quotation marks (speech marks)                                          -
                                                                                               Introduce and teach
                                                                                               People, characters, places, events and things can be portrayed in different ways
                                                                                                 - People, characters, places, events and things be referred to in different ways eg the
                                                                                                   dog –my dog Timmy –the black dog with the white spots

                                                                                               Revise and consolidate
                                                                                               - 3 Level Guides



                                                              Norville State School                                      Page 5                                                     15/08/2011
                                                   NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2

                         Essentials –Speaking and Listening
                          - The purpose of speaking and listening involves exchanging information, sharing and exploring ideas, entertaining, supporting relationships, giving opinions and getting things done.
                          - Words and phrasing, volume and pitch can add interest and emphasis, clarify meaning and be monitored by listeners
                          - Active listeners identify main ideas and information, show interest and respond
                          - In presentations, speakers can make meaning clear by sequencing ideas and information and by using visual aids, including objects and pictures
                          - Conventions for turn-taking and interruption are influenced by the context
                          - Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting
                         Auditory            Revise and consolidate                                                           Visual            Revise and consolidate
                         Perception          - Locating the direction of everyday sounds                                      Perception         - Locating and classifying people, places and things eg. From a picture of clothes, which clothes
                         Activities to       - Identifying and describing everyday sounds                                     Activities to          would you wear to the beach?
                         improve auditory    - Identifies rhyming words in simple verse                                       improve visual     - Locating, identifying and classifying particular words within a sentence or list of words
                         memory              - Discriminating between sounds in words eg. Words beginning with same           memory             - Discriminating according to colour, shape, size, texture and direction eg. Children select items from
                         (memory games           initial sounds                                                               (memory games          collections which match given description
                         eg clapping         Introduce and teach                                                              “What‟s            - Sequencing simple pictures/cartoons
                         rhythms)            -      Locating one sound from a system of sounds                                missing?”,         - Retelling stories from literature
                                             -      Locating one word within a sentence or list eg. Where does the word black Snap, Memory      Introduce and teach
                                                    come in this sentence?                                                    etc)               - Locating, identifying and classifying particular words within a sentence or list of words
                                             -      Identifying sounds within a series of sounds                                                 - Discriminating according to colour, shape, size, texture and direction eg. children select articles in
                                                                                                                                                     class which match common shapes drawn by teacher
                                                                                                                                                 - Sequencing simple pictures, cartoons and experiences
                         Application of Speaking and Listening Skills                                                          Active listeners and observers
                         Speaking and listening are done for a range of purposes                                                - Focus their attention on the speaker/action or scene (whole body listening/observing)
                         Revise and consolidate                                                                                 - Show interest by responding to what has been said/observed
                          - To share and exchange ideas and information                                                         - Identify the main idea and some supporting details of what has been said
                          - To support relationships (make and keep friends)                                                    - Can make inferences from what they see and/or hear (my friend is smiling –she is happy; the magpies are
                          - Enjoyment                                                                                           chasing the girl –they might be nesting/angry)
                          - Giving opinions                                                                                    Speakers can add interest and emphasis
                          Introduce and teach                                                                                   Revise and consolidate
                          - getting things done                                                                                - Changing volume and pitch
                                                                                                                               - Using an appropriate pace
                         Conventions for turn-taking and interruption are influenced by the context                            Introduce and teach
                         Revise and consolidate                                                                                 - Awareness of audience eg. Are they facing me? Can they hear what I am saying?
                          - Recognising and observing simple rules for taking part in conversations and discussions
                                                                                                                               Speakers and listeners use a number of strategies to make meaning
                             (classroom contexts)
                                                                                                                               Revise and consolidate
                          - Conversations and discussions involve turn-taking
                                                                                                                                - Thinking about what they know about the topic (activating prior knowledge)
                         Introduce and teach
Speaking and Listening




                                                                                                                                - Asking questions
                          - Formal and informal contexts (the playground, home, classroom etc)
                                                                                                                                - Identifying main ideas (the “what”)
                                                                                                                               Introduce and teach
                         Speakers can make their meaning clearer to listeners                                                  - Identifying the purpose for listening eg. Do I need to find out what to do next? Some information? Is it for
                         Revise and consolidate                                                                                    enjoyment?
                          - Sequencing their information eg. time order                                                        - Identifying main ideas (the “what”) and some supporting details
                          - Using pictures and objects to focus attention and add interest eg. compose a simple                - Asking questions to gain more information (question starters who, why, when, where)
                             statement describing a drawing or object of interest
                          - Choosing words carefully eg. developing subject specific vocabulary
                         Introduce and teach
                         - Introducing the topic eg.Today I am going to talk about… This is a picture of my…. etc


                                                               Norville State School                                             Page 6                                                       15/08/2011
                                   NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2


                                                                               GRAMMAR –SCOPE AND SEQUENCE
 LANGUAGE ELEMENTS – Interpreting and constructing texts involve exploring and using grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-
                                     to-face modes (speaking and listening, reading and viewing, writing and designing) in familiar contexts
                                                                                                         Whole Text Level
Paragraphs                                                        Revise and consolidate
Paragraphs are used to group the major ideas in a text. This      Paragraphs
helps readers recognise the significant ideas and make             - visual cues e.g. use of line breaks and indentations can be used to identify paragraphs in a text
associations between them.                                        Introduce
                                                                   - paragraphs consists of a group of sentences
                                                                   - each paragraph deals with a single unified topic (main idea) or event
                                                                   - a paragraph can range from one sentence to a number of sentences
Text connectives are used to link and sequence things, ideas      Introduce and teach                                                                                                 - collaboratively locate connectives in
and events. Cohesion in a text is achieved through using a         - Connectives are words that sequence ideas                                                                        shared texts eg. Big books
range of cohesion devices that link various parts of the text      - Time and sequence connectives -then, next (recount writing)
and make the whole coherent

                                                                                                                                       Sentence Level
Mood- Different types of sentences are identified by their        Revise and consolidate
function. Statements provide information; questions seek          Simple sentence –is a unit of meaning built around an action word.
information; commands give orders; and exclamations               -recognises and identifies beginnings and ends of sentences
emphasise or express emotions                                     -capital letters and full stops, mark beginnings and ends of sentences                                              - answers in sentences
                                                                  -can complete simple sentences given a beginning or an ending                                                       - complete cloze activities
                                                                  Introduce and teach                                                                                                 - re-write inverted sentences
                                                                  Statements provide information                                                                                      - re-write jumbled sentences
                                                                  Questions ask about something or request information (answer is a statement that responds to a question)            - sequence sentences
                                                                  Commands give orders or instructions
                                                                                                                                             Clause
A clause is the basic unit of meaning in English. It     Introduce and teach
provides information about what is happening, who is     A simple sentence contains only one clause eg. when, who, what, where sentence (a clause contains one verb)
taking part and the circumstances around the activity. A
sentence can be a single clause or a combination of
clauses
                                                                                                                                          Group Level


                                                                                                                                          Word Level
Nouns, verbs, adjectives, adverbs and prepositional phrases,      Revise and consolidate
develop and elaborate ideas and portray people, characters,       Word Structure
places, events and things in different ways                       Letter (alphabet, consonants, vowels ,letter sound, letter name)



                                              Norville State School                                         Page 7                                                       15/08/2011
                                   NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2

                                                                  Word (words are separated by spaces)
                                                                  -words have different jobs in sentences e.g. naming words, doing words, describing words
                                                                  - doing words (verb –tell what is happening)
                                                                  -describing words
                                                                  -there are singular and plural naming words (nouns –most nouns can be made plural by adding s)
                                                                  Introduce and teach
                                                                  Noun – a noun is a naming word (used to represent people, places, things, feelings and ideas; in a noun group
                                                                  the key noun is called “The thing”)
                                                                  - a noun can be singular or plural
                                                                  Adjective –an adjective is a describing word
                                                                  - describes the noun (describers, classifiers) eg. The blue chair …
                                                                  - occurs before the noun
                                                                  - is used to build up the noun group,
                                                                  Verb – a verb is an action word
                                                                  - doing, being, sensing, saying
                                                                  -can have positive or negative representations
                                                                  Adverb –describes the verb
                                                                  - usually end in „ly‟
                                                                  - usually follow the verb
                                                                  -answers the “how” of the verb eg, the boy walked quickly.
Speakers, writers and designers can make language                                                                                Figurative Language
choices that add metaphorical meanings to their texts eg.
Alliteration, assonance, similes, metaphors etc.
     -Speakers and writers can use words that indicate                                                                           Evaluative Language
 whether an idea, object or performance is good or bad.
                 Eg. Minnie Mouse was silly.
                                                                                                                                      Punctuation
Punctuation marks, including capital letters, full stops,        Revise and consolidate                                           Incidental exposure during reading and guided writing to :
commas, exclamation marks and question marks clarify             Capital letters                                                  - Question marks
meaning                                                           - Own name                                                      - Quotation marks (talking marks)
 --                                                               - Start of sentence                                             - Exclamation marks
                                                                  - I, names of people, days, months, seasons                     - Contractions
                                                                  Explicit teaching of Full Stop                                  - Acronyms (ANZAC)
                                                                   - End of sentence (statement)                                  - commas

                                                                  Introduce and teach
                                                                  Question Mark
                                                                  Hyphen
                                                                   –between tens and ones in written form




                                              Norville State School                                         Page 8                                                 15/08/2011
                            NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2


                                    LITERARY AND NON-LITERARY TEXT TYPES – SCOPE AND SEQUENCE
Knowledge and understanding of a range of literary and non-literary text types is developed as students use a range of strategies to interpret, construct and appreciate texts in familiar
contexts. To be developed in conjunction with units of work –consider Diagnostic Net testing in Term 2 as particular genre and text types relate to specific texts. Program should provide
opportunities for students to participate in; modelled, shared and independent writing
Literary Texts                                                               S & L Speaking and Listening; R & V Reading and Viewing; W & D Writing and Designing
Contemporary and traditional texts        Core                                                              S&L     R&V     W&D     Optional
that use language in aesthetic,
imaginative and engaging ways –to         Narrative                                                                                 Anecdote
entertain, to move, to express and        Picture book                                                                           Traditional Story (Aboriginal or Torres Strait Islander)
reinforce cultural identity and to        Story                                                                                    Cartoon Strip
                                           -        Title, orientation, complication and resolution                               Dramatic Role Play
reflect.
These texts include narrative and non-     -        Characters
narrative.                                Non-Narrative                                                                             Nursery Rhymes
                                          Rhymed verse                                                               
Non-Literary Texts
Contemporary, traditional and             Transaction                                                                               Apology
everyday texts that use language in       Personal letter (card, invitation)                                                  Request -buying and selling
precise and accurate ways to:              -       address / date                                                                   Complaint
 - transact and negotiate relationships    -       salutation, body, closing                                                        Group discussion
 - transact and negotiate goods and                                                                                                 Computer interaction
 services
 - report on things, events and issues     Report                                                                                   Book talk
                                           Observation/comment`                                                              
                                            -        from stimulus picture
                                            -        2 sentences (statements)
                                            -       1 statement of fact, 1 inference / opinion /
                                                    prediction / or feeling
                                           Journal/diary entry                                                               
                                          -         personal comment describing event, place
                                                    situation, feeling etc.
                                           Personal recount                                                                
                                            -       title, orientation, retell two events, conclusion
                                                    with personal comment
                                            -       use of time connectives first, then, next, after that                    
                                           Lists (shopping lists etc)
                                            -        title, vertical format, dot point /numbered                             



                                      Norville State School                                       Page 9                                        15/08/2011
                           NORVILLE STATE SCHOOL -ENGLISH SCOPE AND SEQUENCE -Year 2

                                          Information report                                                               
                                           -        title, general statement, three factual statements,
                                           concluding statement


- give directions                         Procedure                                                                               Demonstration (Spoken and physical)
                                          Recipe                                                                          
                                           -        title, ingredients, utensils, method
                                           -        numbered steps
                                           -        doing verbs (theme position)
                                          or
                                          Instructions                                                                    
                                           -        title, materials
                                           -        numbered steps
                                           -        doing verbs (theme position)
- Explain, analyse, argue, persuade        -        Informal presentation supported by visuals                                  Explanation
or give opinions




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