Curriculum+Level+2+Learning+languages

Curriculum levels

=Level Two English=

Processes and strategies
Students will: • Select and use sources of information, processes, and strategies with some confi dence to identify, form, and express ideas. INDICATORS: – selects and reads texts for enjoyment and personal fulfilment; – recognises connections between oral, written, and visual language; – selects and uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts; – uses an increasing knowledge of letter clusters, affixes, roots, and compound words to confirm predictions; – selects and uses processing strategies and an increasing range of comprehension strategies with some understanding and confidence; – thinks critically about texts with some confidence; – monitors, self-evaluates, and describes progress with some confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences
• Show some understanding of how texts are shaped for different purposes and audiences. INDICATORS: – recognises how texts are constructed for different purposes, audiences, and situations; – understands that texts are created from a particular point of view; – evaluates the reliability and usefulness of texts with some confidence.

Ideas
• Show some understanding of ideas within, across, and beyond texts. INDICATORS: – uses their personal experience and world and literacy knowledge to make meaning from texts; – makes meaning of increasingly complex texts by identifying main ideas; – makes and supports inferences from texts with some independence.

Language features
• Show some understanding of how language features are used for effect within and across texts. INDICATORS: – recognises that oral, written, and visual language features can be used for effect; – uses a large and increasing bank of high-frequency, topic specific, and personal-content words to make meaning; – shows an increasing knowledge of the conventions of text; – recognises that authors have different voices and styles.

Structure
• Organise texts, using a range of structures INDICATORS: – uses knowledge of word and sentence order to communicate meaning when creating text; – organises and sequences ideas and information with some confidence; – begins to use a variety of sentence structures, beginnings, and lengths.

Processes and strategies
Students will: • Select and use sources of information, processes, and strategies with some confi dence to identify, form, and express ideas. INDICATORS: – shows some understanding of the connections between oral, written, and visual language when creating texts; – creates texts by using meaning, structure, visual and graphophonic sources of information, and processing strategies with growing confidence; – seeks feedback and makes changes to texts to improve clarity and meaning; – is reflective about the production of texts: monitors, selfevaluates, and describes progress with some confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences
• Show some understanding of how to shape texts for different purposes and audiences. INDICATORS: – constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form; – expects the texts they create to be understood, responded to, and appreciated by others; – develops and conveys personal voice where appropriate.

Ideas
• Select, form, and express ideas on a range of topics. INDICATORS: – forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge; – begins to add or delete details and comments, showing some selectivity in the process.

Language features
• Use language features appropriately, showing some understanding of their effects. INDICATORS: – uses oral, written, and visual language features to create meaning and effect; – uses a large and increasing bank of high-frequency, topic specific, and personal-content words to create meaning; – spells most high-frequency words correctly and shows growing knowledge of common spelling patterns; – uses a range of strategies to self-monitor and self-correct spelling; – writes legibly and with increasing fl uency when creating texts; – gains increasing control of text conventions, including some grammatical conventions. .

Structure
• Show some understanding of text structures. INDICATORS: – understands that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning; – recognises an increasing range of text forms and differences between them.