[T4R] The Shouting Girl Reading/Health Unit for Year 2

• exploring ways to comment on what others say, including using sentence starters such as “I like the way you …”, “I agree that …”, “I have a different thought …”, “I’d like to say something different …”
• demonstrating appropriate listening behaviours, responding to and paraphrasing a partner’s contribution to a discussion; for example, in think pair share activities
• asking relevant questions and making connections with personal experiences and the contributions of others
• understanding how to disagree or respectfully offer an alternative

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• recognising own emotions and demonstrating ways to manage how they express their emotions in different situations
• exploring self-regulation strategies to manage emotional responses
• identifying situations that may trigger strong emotional responses in themselves and others, and recognising the impact the responses can have on others
• identifying how someone might feel, think and act during an emergency through role-play and imaginative play
• predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
• recognising how self and others are feeling in a range of situations

• identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
• identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words

• exploring ways to comment on what others say, including using sentence starters such as “I like the way you …”, “I agree that …”, “I have a different thought …”, “I’d like to say something different …”
• demonstrating appropriate listening behaviours, responding to and paraphrasing a partner’s contribution to a discussion; for example, in think pair share activities
• asking relevant questions and making connections with personal experiences and the contributions of others
• understanding how to disagree or respectfully offer an alternative

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• recognising own emotions and demonstrating ways to manage how they express their emotions in different situations
• exploring self-regulation strategies to manage emotional responses
• identifying situations that may trigger strong emotional responses in themselves and others, and recognising the impact the responses can have on others
• identifying how someone might feel, think and act during an emergency through role-play and imaginative play
• predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
• recognising how self and others are feeling in a range of situations

• exploring how language is used to appreciate texts using more precise vocabulary; for example, “I liked how the author described the setting because …”
• exploring verbs used to express degree of preference; for example, “liked”, “preferred”, “enjoyed”
• identifying First Nations Australian language words specific to Country/Place that help the reader to be specific when appreciating the setting in a text

• discussing preferences for stories set in familiar or unfamiliar worlds, or about characters whose lives are like or unlike their own
• discussing their feelings about the positive and negative behaviours of non-human characters, such as animals

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• recognising own emotions and demonstrating ways to manage how they express their emotions in different situations
• exploring self-regulation strategies to manage emotional responses
• identifying situations that may trigger strong emotional responses in themselves and others, and recognising the impact the responses can have on others
• identifying how someone might feel, think and act during an emergency through role-play and imaginative play
• predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
• recognising how self and others are feeling in a range of situations

• identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
• identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses
• identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult they trust, reading signs and symbols to identify safe places, and solving a problem with friends
• proposing strategies they can use at school and home that promote healthy use of digital tools
• recognising photos and locations of safe places and a network of people who can help
• discussing the importance of seeking help when problems are too big to solve by themselves
• exploring how characters in texts use protective behaviours and help-seeking strategies to keep themselves and others safe

• comparing and contrasting features of existing products to develop new ideas, for example designing and making a puppet with a movable part after experimenting with other toys with several movable parts
• communicating design ideas by modelling or producing and labelling 2-dimensional drawings using a range of technologies, for example designing a new environment such as a cubbyhouse or animal shelter and showing different views (top view and side view) with descriptions of materials and features
• communicating an opinion about their design ideas, for example expressing own likes and dislikes about a design idea for felt finger puppets including how they have made changes to their design ideas
• describing the results from exploring design ideas, for example recording the results from people taste-testing a food product

• identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
• identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words

• selecting vocabulary appropriate to the topic to replace everyday language
• discussing new vocabulary encountered in learning area texts
• exploring language used to describe characters in narratives, including nouns; for example, “magician”, “wizard”, “sorcerer”, and adjectives such as “gentle”, “timid” or “frightened”
• identifying words from First Nations Australians’ languages relevant to a topic

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• comparing how similar characters or settings are described in texts from different contexts; for example, how the seasons are described
• identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts
• identifying the language used to describe the landscape in First Nations Australians’ stories

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• recognising own emotions and demonstrating ways to manage how they express their emotions in different situations
• exploring self-regulation strategies to manage emotional responses
• identifying situations that may trigger strong emotional responses in themselves and others, and recognising the impact the responses can have on others
• identifying how someone might feel, think and act during an emergency through role-play and imaginative play
• predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
• recognising how self and others are feeling in a range of situations

• identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
• identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words

• comparing how similar characters or settings are described in texts from different contexts; for example, how the seasons are described
• identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts
• identifying the language used to describe the landscape in First Nations Australians’ stories

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• preparing and delivering oral presentations using more formal language and specific vocabulary about content area topics
• sequencing ideas, points or events appropriately
• adjusting volume and tone when speaking in more formal situations

• identifying characters in texts who demonstrate respect and cooperation to develop respectful relationships
• identifying characters in texts who demonstrate respect for different types of families and carers, including those of different cultures, abilities or compositions
• demonstrating appropriate language (including verbal, non-verbal, body language and gestures) when encouraging and including others in physical activities, when completing movement tasks or practising for performance
• discussing strategies we can use to show respect to First Nations Australians and acknowledge difference using appropriate language
• describing behaviours that may cause hurt or harm to others, or cause them to feel disrespected, including verbal and physical forms of bullying

• identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
• identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• practising strategies they can use when they need to give or refuse consent; for example, saying yes and no in an assertive manner, using non-verbal body cues and gestures
• practising ways to interact with others in a fair and respectful way in play and other activities, regardless of differences in gender, abilities, race or personality
• exploring situations where they need to seek, give or deny permission and practising strategies to assert themselves; for example, saying no to inappropriate touching

• reading a poem, narrative and informative text about lifecycles and discussing what is learnt
• exploring recipes presented on food packets, in recipe books, in short video clips and in a digital form, noting their shared purpose

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• using phonic (sound–letter) and morphemic knowledge, and knowledge of high-frequency words when decoding text
• monitoring own reading, self-correcting or reading back, re-reading when meaning does not make sense

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information