Term 3 Language

Posted by year2

During our Daily 5 Language experiences students have been developing their ‘writing muscle’ to build their perseverance as a writer. They have been describing different animals and their habitats and trying to persuade readers that specific animals are truly amazing.

Students have been focusing on the conventions used by writers including capitalisation and punctuation. The following questions have guided their ongoing reflections:


During our final unit of inquiry we will continue to focus on developing as both fiction and non-fiction authors. We will build on our previous learning on writing conventions and sentence fluency and introduce the organisation trait. Students will focus on crafting:

  • Bold beginnings
  • Mighty middles
  • Excellent endings

The unit will also provide opportunities for students to practice their speaking and presentation skills as they share their own personal histories with their peers.


HWEO – Language

Posted by year2


In Language this term we have been looking at sentence structures and how these might be different in other languages. To help to support this at home you could ask your child to write some sentences in English and where possible model writing it in another language. When doing this it would be useful to explain to them why the words might be written in a different order or changed and highlight any big differences or similarities to them.

In our classes students have also started to use technical vocabulary for the words in a sentence such as verbs (action/doing words), nouns (name of a people/places/things) or adjectives (descriptive words). When you are reading at home you could ask your child to point to words that fit these categories  and if they find some great examples then we would love to hear about then back in class.



In reading, students were introduced to the idea that readers have an inner voice which helps them to identify new learning, make connections and ask questions. Students practiced listening to their inner voice and recording their thoughts to “leave tracks” whilst reading.

Our current focus is on the comprehension skill of determining importance. We learned that readers can read with a question to skim and scan for useful information. Students have been practising how to do this as a class, in small-groups and independently as they investigate non-fiction texts to learn more about celebrations.

A great way to continue building this skill at home is to encourage your child to research something they are interested in together. Spend time identifying what you want to find out and framing this as a question. Using your question, model how you skim the text to get a general idea and how you scan for keywords and phrases.

Remember to think out loud to make your thinking visible!


Non -fiction Texts

Posted by year2

With the support of Mrs Leanne Sercombe, our PYP Teacher Librarian, the Year 2 classes have explored the features of non-fiction texts. The students have learnt about the layout of non-fiction texts and the key vocabulary used for each part. Over the next few weeks we will continue to learn more about non-fiction texts and by the end of the term students will be creating their own report connected to Forces.

Here are examples of non-fiction page layouts and the vocabulary we are using in our classrooms. As you explore books at home with your child help them make connections to these non-fiction features.


In order to create this report the students will be developing their research skills and linking this to the reading comprehension strategy of ‘Asking Questions’ throughout the reading process. For information on how to support this at home, please refer to the Ask Questions Parent Pipeline.



During our phonics lessons our focus has been deepening students’ understanding of the long vowels and how these are represented in words they are reading and spelling. The magic or bossy ‘e’, as you may have heard it called, applies to all of the vowels and as such is a useful one to reinforce at home. If you see a word with the silent ‘e’ at the end, spend some time talking about how it makes the vowels work together. The vowel rule “When two vowels go walking, the first does the talking” is a good way to reinforce the idea that the first vowel changes from the short sound to the long sound and the ‘e’ stays silent when you read the word.


How and why people in a community communicate and making connections

Posted by year2

The Year 2 students are exploring how and why people in a community communicate. Alongside our ongoing focus of basic sentence construction, we are considering audience and purpose (to inform, to entertain, etc.) as we write and draw to communicate a message. We have examined various texts in our environment (signs, symbols, letters, lists, books, etc.) to gather information. You can extend your child’s learning at home by discussing the purpose and audience of texts you encounter and read together. For example these could be: posters at bus stops/shops, flyers and magazines you receive in the post, notes around the home or signs in your apartment block.

When reading, students are learning to make connections between the text and their own lives or another text they have read. This is a strategy which helps readers use their prior knowledge and experiences to better understand the characters or plot of a story. Please read the Parent Pipeline: Use Prior Knowledge to Connect with Text for more information about this strategy and how to help your child practise using it at home.  

Parent Reading Workshop 2 and Decoding Strategies Information

Posted by jasonboon

A huge thank you to all the Year 2 parents who attended our second reading workshop on Thursday 12 October. Please click on the link below to view a copy of the slides.

Reading Reading Workshop Session 2

As we mentioned in the workshop, we will be using this section of the blog to regularly share information about ways you can support your child with the strategies students are learning in school to grow as readers and writers. Please find below a copy of key decoding strategies that was shared at the parent information and links to three parent pipelines from the reading CAFE that provide further details about three of the strategies.

Key Reading Strategies

Check for Understanding Parent Pipeline

Use the Beginning and End Sounds Parent Pipeline

Use Pictures, Illustrations and Diagrams Parent Pipeline

Reading Workshop for New Parents

Posted by jasonboon

Thank you to all the Year 2 parents who joined us for the New Parents Reading Workshop last Tuesday. Please see a copy of the slides below.

Reading Workshop Session 1 Slides

The next workshop on ‘Building a Reading Team – Creating a Home-School Partnership’ will take place after the mid-term break. Also later in the term we will be holding a session for domestic workers on supporting children with reading. Dates will be confirmed soon.

Home Reading

Posted by jasonboon

Home Reading

To grow as readers students need opportunities to build their confidence and practice. Fluency books provide a resource for students to practice reading independently, to reread and to share their reading success with family members.

Fluency books are ‘just right’ books based on teacher assessment. Students should be able to read them independently or read them confidently to someone at home.

Year 2 students will bring home THREE books on Monday to be returned on Thursdays and THREE books on Thursday to return the following Monday.

Books are placed in the return box in the classroom as part of morning routines. Students select and scan new fluency books during class time as part of their language learning. At the moment we are asking parents to please sign the reading log Monday – Thursday to indicate that your child has been reading. Also use this space to communicate any important messages to the teacher regarding reading at home.

As students journey through Year 2 and become increasingly confident as readers they are encouraged and taught to make reading choices based on interest and appropriateness. As a result, our Year 2 students can also take out FOUR library books.

Over the coming weeks we will be sharing further information about ways you can support reading at home.