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Year 2: Investigating eggs in stories and science

Australian Curriculum summary tables

Students will be provided with opportunities to engage with aspects of the following content descriptions, through their elaboration in this unit of work.

Australian Curriculum: English

Strand and sub-strand Content description Elaboration in this unit of work
Language
Language for interaction

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

Sequence 8: Finding words from the text that describe the characters, and thinking of more.
Sequence 12: Introducing the language of appraisal. Positive and negative words in Guji-Guji.

Text structure and organisation

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

Sequence 2: Constructing an explanation of the life cycle of a chicken.
Sequence 3: Constructing a life cycle. Developing a rubric.
Sequence 5: Modelling and deconstruction of information report.
Sequence 9: Comparing the structure of a narrative text and an information report.

 

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

Sequence 6: Looking at cohesion through pronoun reference in an information report.
Sequence 10: Identifying the different words that refer to the same character(s).

Expressing and developing ideas

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

Sequence 4: Researching the life of a different creature.
Sequence 6: Expanding noun groups using determiners/articles and adjectives.
Sequence 10: Comparing noun groups from narrative and information report texts.

 

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. ACELA1469

Sequence 10: Analysing how the visuals support the text of Guji-Guji.

 

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. ACELA1470

Sequence 4: Looking at topic-specific language for the life cycle of an echidna.

Literature
Responding to literature

Compare opinions about characters, events and settings in and between texts. ACELT1589

Sequence 8: Constructing a Venn diagram comparing The Ugly Duckling and Guji-Guji, and character analysis of characters.
Sequence 9: Expressing preference and opinions about stories.
Sequence 12: Examining points of view in relation to how characters see themselves and are seen by others.

 

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

Sequence 8: Giving reasons for personal preference of either The Ugly Duckling or Guji-Guji.
Sequence 9: Reflecting on the way stories end.
Sequence 12: Writing opinions of characters and justifying with evidence from the text.

Examining literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways. ACELT1591

Sequence 8: Constructing a Venn diagram comparing The Ugly Duckling and Guji-Guji.
Sequence 9: Discussing plot, character and setting in stories read during guided reading and/or independent reading.
Sequence 10: Examining how language supports the visual.

Literacy
Texts in context

Discuss different texts on a similar topic, identifying similarities and differences between the texts. ACELY1665

Sequence 4: Examining similarities between the explanations of the life cycle of a chicken and the life cycle of an echidna.
Sequence 6: Comparing the language of an information report and a narrative.
Sequence 8: Comparing The Ugly Duckling and Guji-Guji.

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions. ACELY1666

Sequence 3: Working in collaborative learning teams to jointly construct a life cycle of the chicken.
Sequence 8: Sharing opinions about the stories.

 

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. ACELY1789

Sequence 3: Working in collaborative learning teams to jointly construct a life cycle of the chicken.

Interpreting, analysing, evaluating

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. ACELY1669

Sequence 5: Reading a variety of texts to research information about a chosen creature.

 

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. ACELY1670

Sequence 5: Reading a variety of texts to research information about a chosen creature.
Sequence 12: Making connections with students’ lives by considering how we are viewed by different people.

Creating texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose ACELY1671

Sequence 2: Reconstructing a life cycle of a chicken, adding arrows to show the order of events.
Sequence 4: Taking notes in a worksheet for a life cycle. Focus on structure and vocabulary.
Sequence 7: Constructing an information report.

 

Reread and edit text for spelling, sentence-boundary punctuation and text structure. ACELY1672

Sequence 7: Editing an information report against a rubric.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)

Australian Curriculum: Science

Strand and sub-strand Content description Elaboration in this unit of work
Science understanding Biological sciences

Living things grow, change and have offspring similar to themselves. ACSSU030

Sequence 1: Watching chickens hatching.
Sequence 2: Looking at the life cycle of a chicken.
Sequence 4: Looking at the life cycle of an echidna.
Sequence 5: Looking at information reports about chickens and crocodiles.
Sequence 7: Researching an egg-laying creature.

Science as human endeavour
Nature and development of science

Science involves asking questions about, and describing changes in, objects and events. ACSHE034

Sequence 3: Demonstrating understanding of a life cycle diagram.
Sequence 4: Recording the life cycle of an echidna.
Sequence 7: Recording information about an egg-laying creature.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)