Cranbourne East Primary School
Term 3 Literacy Planner 2017
Year 2
What do you want to accomplish
this Term in Reading?
How will you measure this?
*Areas below are what you plan to address this term. The needs of the learning space must be taking into account so this may be altered.
Comprehension
Use prior knowledge to
connect with text
(VCELY222)
Read to answer a question
(VCELY222)
Infer from text features,
pictures & words (VCELY222)
Pictures & words +
background knowledge =
inference (VCELY222)
Summarise a text
(VCELY222)
Compare authors different
points of view (VCELY222)
Compare the similarities and
differences between texts
(VCELY220)
READING
Building Comprehension knowledge and including essential standards regularly.
Spreadsheets, PLC discussions
Accuracy Fluency Expanding Vocabulary
Not to be taught in isolation
Level
Flip the Sound (VCELY221) Read at a just right rate Recognise compound
(VCELA218) (VCELY221) sentences (VCELA214)
Recognising when reading Pause for full stops and Use dictionaries and
doesnt make sense (VCELY221) commas (VCELY221) glossaries as
Cross Checking: Do the pictures Use exclamation & tools (VCELA213)
and/or words look, sound
question marks to reflect Use prior knowledge
right? (VCELY221) meaning of the text to identify word
Skip the word, then come back (VCELY221)
and reread (VCELY221)
meanings (VCELY221)
Change voice to read
Chunk letters and sounds Identify words used to
with expression (VCELY221)
describe characters
together (VCELY221)
(VCELA215)
(VCELA218)
Identify suffixes on
words (VCELA217)
Identify connectives that
link sentences together
(VCELA214)
 Compare the characters in a
text (VCELA215)

SPEAKING AND LISTENING

What do you want to accomplish Presenting and formal discussion
this Term in Speaking and
Listening?
How will you measure this? Spreadsheets and observations participation from students and engagement
*Areas below are what you plan to address this term. The needs of the learning space must be taking into account so this may be altered.
Understand that spoken, Identify aspects of Compare opinions about Identify, reproduce and
visual and written forms of different types of literary characters, events and experiment with rhythmic,
language are different modes texts that entertain, and settings in and between sound and word patterns
of communication with
give reasons for personal texts in poems, chants, rhymes
different features and their
preferences and songs
use varies according to the
Content audience, purpose, context
Description and cultural background
identifying examples and describing features of texts discussing each others exploring poems, chants,
features of different kinds from different cultures preferences for stories set rhymes or songs from
of spoken, non-verbal, including recurring in familiar or unfamiliar different cultures which
written and visual language patterns, style of worlds, or about people class members may bring
communication from illustrations, elements of whose lives are like or from home
Aboriginal and Torres humour or drama, and unlike their own learning to recite, sing or
Strait Islander identifying the features create interpretations of
Elaboration communities and from which give rise to their poems, chants, rhymes or
 several Asian cultures personal preferences songs from students own
within Australia, and connecting the feelings and other different
associating those features and behaviours of animals cultures
with particular in anthropomorphic stories
communities with human emotions and
recognising some phrases relationships
in the languages of the drawing, writing and using
class and community, for digital technologies to
example greetings and capture and communicate
expressions of politeness favourite characters and
events
Greetings and Socratic circles
communication in Book Talk small group buddy talk about a book
Related different languages Creating and performing poems
Activities Speedy chats

WRITING
What do you want to accomplish Using grammar and punctuation scope and sequence explicitly throughout learning session.
this Term in Writing?
How will you measure this? Planners, spreadsheets
*Areas below are what you plan to address this term. The needs of the learning space must be taking into account so this may be altered.
Text Type: Recount (2 weeks)
Hooking your audience Text structure Interesting ideas Word choice Clear and cohesive
Writing Traits Sensible paragraphs Sentence structure Have a go spelling Punctuation +Narrative +Persuasive
Who, what, when, where, why table
3 line poem
Poetry/word Acrostic
sorting ideas String Poem
Writing ideas Holidays, Wow Day, Videos, Activitys outside/inside, dont let the pigeon drive the bus, mr bean at the swimming pool
Understand how texts are Construct texts featuring Recognise that capital Reread and edit text for
made cohesive by the use print, visual and audio letters signal proper nouns spelling, sentence-
of resources, including elements using software, and commas are used to boundary punctuation and
Content word associations, including word processing separate items in lists text structure
Descriptions synonyms, and antonyms programs

exploring how texts
develop their themes and
ideas, building information
by connecting similar and
contrasting dissimilar
things
mapping examples of word
associations in texts, for
example words that refer
to the main character
Elaborations
Hooking your audience
Writing Traits Sensible paragraphs
String Poem
N,V, A, ADV sorting table
Acrostic
Poetry/word Brainstorm mind map
sorting ideas
Book review
Write a letter to the author
Pen pals
Letters to buddies
Emails
Writing ideas Write a sequel
experimenting with and talking about how a reading their work and
combining elements of comma can be used to adding, deleting or
software programs to separate two or more changing words,
create texts elements in a list, for prepositional phrases or
example At the museum sentences to improve
they saw a tiger, a meaning, for example
dinosaur and two snakes replacing an everyday
noun with a technical one
in an informative text
checking spelling using a
dictionary
checking for inclusion of
relevant punctuation
including capital letters to
signal names, as well as
sentence beginnings, full
stops, question marks and
exclamation marks
making significant changes
to their texts using a word
processing program ( for
example add, delete or
move sentences)
Text Type: Response (2 weeks)
Text structure Interesting ideas Word choice Clear and cohesive
Sentence structure Have a go spelling Punctuation +Narrative +Persuasive
 Recognise that capital Create events and Build on familiar texts by Reread and edit text for
letters signal proper nouns characters using different experimenting with spelling, sentence-
and commas are used to media that develop key character, setting or plot boundary punctuation and
Content separate items in lists events and characters text structure
Descriptions from literary texts
talking about how a innovating on known reading their work and
comma can be used to creating imaginative narratives in shared or adding, deleting or
separate two or more reconstructions of stories independent writing by changing words,
elements in a list, for and poetry using a range changing or adding to prepositional phrases or
example At the museum of print and digital media details of the characters, sentences to improve
they saw a tiger, a telling known stories from setting or plot meaning, for example
dinosaur and two snakes a different point of view replacing an everyday
orally, in writing or using noun with a technical one
digital media, constructing in an informative text
a sequel to a known story checking spelling using a
dictionary
checking for inclusion of
relevant punctuation
including capital letters to
signal names, as well as
sentence beginnings, full
stops, question marks and
exclamation marks
making significant changes
to their texts using a word
processing program ( for
example add, delete or
Elaborations move sentences)
Text Type: Persuasive (2 weeks)
Hooking your audience Text structure Interesting ideas Word choice Clear and cohesive
Writing Traits Sensible paragraphs Sentence structure Have a go spelling Punctuation +Narrative +Persuasive
Mind map of arguments
Poetry/word T chart (pros and cons)
sorting ideas Cinquain
Writing a letter to someone
Fizzy drink in bubbler
Cats Vs. Dog
Writing ideas Chocolate bars eat in front of students
 Mini debates
Understand how texts are
made cohesive by the use
of resources, including
Content word associations,
Descriptions synonyms, and antonyms
exploring how texts
develop their themes and
ideas, building information
by connecting similar and
contrasting dissimilar
things
mapping examples of word
associations in texts, for
example words that refer
to the main character
Elaborations
Hooking your audience
Writing Traits Sensible paragraphs
Acrostic
Labelling
Mind Map
Poetry/word Cinquain
sorting ideas Can/ have/ are table
Recognise that capital Reread and edit text for
letters signal proper nouns spelling, sentence-
and commas are used to boundary punctuation and
separate items in lists text structure
talking about how a reading their work and
comma can be used to adding, deleting or
separate two or more changing words,
elements in a list, for prepositional phrases or
example At the museum sentences to improve
they saw a tiger, a meaning, for example
dinosaur and two snakes replacing an everyday
noun with a technical one
in an informative text
checking spelling using a
dictionary
checking for inclusion of
relevant punctuation
including capital letters to
signal names, as well as
sentence beginnings, full
stops, question marks and
exclamation marks
making significant changes
to their texts using a word
processing program ( for
example add, delete or
move sentences)
Text Type: Report (1 week)
Text structure Interesting ideas Word choice Clear and cohesive
Sentence structure Have a go spelling Punctuation +Narrative +Persuasive
 Animals
Sports
News Report
Weather report
Writing ideas Music
Understand how texts are
made cohesive by the use
of resources, including
word associations,
synonyms, and antonyms
Content
Descriptions
exploring how texts
develop their themes and
ideas, building information
by connecting similar and
contrasting dissimilar
things
mapping examples of word
associations in texts, for
example words that refer
to the main character
Elaborations
Hooking your audience
Writing Traits Sensible paragraphs
Create short imaginative, Construct texts featuring
informative and persuasive print, visual and audio
texts using growing elements using software,
knowledge of text including word processing
structures and language programs
features for familiar and
some less familiar
audiences, selecting print
and multimodal elements
appropriate to the
audience and purpose
experimenting with and
learning how to plan combining elements of
spoken and written software programs to
communications so that create texts
listeners and readers
might follow the sequence
of ideas or events
sequencing content
according to text structure
using appropriate simple
and compound sentence
to express and combine
ideas
using vocabulary, including
technical vocabulary,
appropriate to text type
and purpose
Text Type: Narrative (2 weeks)
Text structure Interesting ideas Word choice Clear and cohesive
Sentence structure Have a go spelling Punctuation +Narrative +Persuasive
 Cinquain
Poetry/word 3 Line
sorting ideas String
Fractured Fairytales
Alternative Ending
Theme parks
Writing ideas Sequels and prequels
Create events and Build on familiar texts by Construct texts featuring
characters using different experimenting with print, visual and audio
media that develop key character, setting or plot elements using software,
Content events and characters including word processing
Descriptions from literary texts programs
innovating on known experimenting with and
creating imaginative narratives in shared or combining elements of
reconstructions of stories independent writing by software programs to
and poetry using a range changing or adding to create texts
of print and digital media details of the characters,
telling known stories from setting or plot
a different point of view
orally, in writing or using
digital media, constructing
Elaborations a sequel to a known story
Text Type: Procedure (1 week)
Hooking your audience Text structure Interesting ideas Word choice Clear and cohesive
Writing Traits Sensible paragraphs Sentence structure Have a go spelling Punctuation +Narrative +Persuasive
Poetry/word Flow Chart
sorting ideas String Poem
Making something
Origami
Mister Maker
Finger Puppets
Handshakes
Make a game
Writing ideas Sleep over
Reread and edit text for Recognise that capital Construct texts featuring
Content spelling, sentence- letters signal proper nouns print, visual and audio
Descriptions elements using software,
 boundary punctuation and and commas are used to including word processing
text structure separate items in lists programs
reading their work and talking about how a experimenting with and
adding, deleting or comma can be used to combining elements of
changing words, separate two or more software programs to
prepositional phrases or elements in a list, for create texts
sentences to improve example At the museum
meaning, for example they saw a tiger, a
replacing an everyday dinosaur and two snakes
noun with a technical one
in an informative text
checking spelling using a
dictionary
checking for inclusion of
relevant punctuation
including capital letters to
signal names, as well as
sentence beginnings, full
stops, question marks and
exclamation marks
making significant changes
to their texts using a word
processing program ( for
example add, delete or
Elaborations move sentences)

SPELLING
What do you want to accomplish Begin and introduce etymological day
this Term in Spelling? Set up and build dictionary/word banks for students to use throughout all learning areas.
Using and creating dictionaries
How will you measure this? Planners
*Areas below are what you plan to address this term. The needs of the learning space must be taking into account so this may be altered.
Phonological sound patterns Visual verbs, adj, nouns Morphemic Etymological
Revise long vowel sounds Says, talk, walk adding s or es Days of the week
ick, ack Wash, want, watch adding d or ed Months of the year
 ock, eck Were, write, only adding ing Personal Visual Day
uck, ank Class, library, school ride rides, riding, rode
ink, onk Teacher, friend, game write wrote, writing, written
unk,ash Picture, pattern, television come comes, coming, came
esh, ish Bread, fruit, vegetable compound words
osh, ush Cereal, afternoon, night Revision
ill, all Water, orange purple
Revision in cohorts Revision