Assessment pointers validate teachers’ professional judgement when reporting against a

five-point scale. The pointers:

 are examples of evidence in relation to the achievement standard
 should be used with the annotated student work samples
JUDGING STANDARDS IN YEAR 2  exemplify what students may demonstrate rather than a checklist of everything they
ENGLISH should do.

YEAR 2 ENGLISH ACHIEVEMENT STANDARD

Reading and Viewing
At Standard, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to
communicate factual information. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and
images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of
a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail.
Students make connections between texts by comparing content. They explain their preferences for aspects of texts using other texts as comparisons.
Writing and Creating
Students create texts, drawing on their own experiences, their imagination and information they have learnt. They create texts that show how images support the meaning of
the text. Students accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately.
Speaking and Listening
Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students
use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. Students create texts that
show how images support the meaning of the text. They create texts, drawing on their own experiences, their imagination and information they have learnt. Students use a
variety of strategies to engage in group and class discussions and make presentations.

2017/13206 [PDF 2017/13212] Published: April, 2017

YEAR 2 ENGLISH ASSESSMENT POINTERS – READING
A B
The student demonstrates excellent
achievement of what is expected for
this year level.
Interpreting Explains literal and implied meanings
in different types of literature,
describing main ideas using supporting
detail (ACELY1670).
Reads a wide range of texts,
monitoring meaning and
self-correcting consistently using
context, prior knowledge,
punctuation, language and phonic
knowledge (ACELY1669).
Reads a range of texts that contain
varied, unfamiliar sentence structures,
unfamiliar vocabulary, a number of
high-frequency sight words and
interprets images that provide
additional information (ACELY1665
).
Reads words with multiple syllables
fluently, using
letter-sound
knowledge (ACELA1823) (ACELA1824)
(ACELA1825) (ACELT1592) .
Conventions of text / Compares shared characteristics in
Text structure text structures and language features
used to describe characters and
events, or to communicate factual
information across a range of texts
(ACELA1825).
The student demonstrates
high achievement of what
is expected for this year level.
Describes literal and implied
meaning, and main ideas using
supporting detail in a range of
texts.
Reads a range of less
predictable texts, monitoring
meaning and self-correcting
using context, prior knowledge,
punctuation, language and
phonic knowledge.
Reads less predictable texts that
contain varied, unfamiliar
sentence structures, some
unfamiliar vocabulary, a
number of high-frequency sight
words and images that provide
additional information.
Uses knowledge of a wide
variety of letter-sound
relationships to read words of
one or more syllables, with
fluency.
Identifies shared characteristics
in text structures and language
features used to describe
characters and events, or to
communicate factual
information across similar texts.
C D
The student demonstrates
satisfactory achievement of what
is expected for this year level.
Identifies literal and implied
meaning, main ideas and
supporting detail in a text.
Reads less predictable texts,
monitoring meaning and
self-correcting using context,
prior knowledge, punctuation,
language and phonic
knowledge.
Reads texts that contain varied
sentence structures, some
unfamiliar vocabulary, a
number of high-frequency sight
words and images that provide
additional information.
Uses knowledge of a wide
variety of letter-sound
relationships to read words of
one or more syllables, with
developing fluency.
Identifies text structures and
language features used to
describe characters and events,
or to communicate factual
information.
E
The student demonstrates The student demonstrates
limited achievement of what very low achievement of what
is expected for this year level. is expected for this year level.
Recalls some main ideas and Does not meet the
identifies literal, and some requirements of a D grade.
implied, meaning in a text.
Reads short texts, attempting to
monitor meaning and
self-correct using phonic
knowledge.
Reads a limited range of short,
less predictable texts that
contain some varied sentence
structure, some unfamiliar
vocabulary and some
high-frequency words.
Attempts to read words of one
or more syllables, with limited
fluency.
Identifies some characteristics Does not meet the
of text structures or language requirements of a D grade.
features in similar texts.
 A B C D E
The student demonstrates The student demonstrates The student demonstrates The student demonstrates The student demonstrates
excellent achievement of what high achievement of what satisfactory achievement of what limited achievement of what very low achievement of what
is expected for this year level. is expected for this year level. is expected for this year level. is expected for this year level. is expected for this year level.

Conventions of text / Text Explains the purpose and Discusses the purpose and States text’s purpose to States text’s purpose to Does not meet the requirements
structure identifies the audience of audience of imaginative, entertain, inform or persuade entertain, inform or persuade. of a D grade.
imaginative, informative and informative and persuasive and suggests an intended
persuasive texts (ACELT1589) . texts. audience.

Use of evidence Describes, in detail, comparisons Describes connections made Makes connections between Makes limited connections Does not meet the requirements
between characters, events and between texts by comparing texts by comparing content. between texts. of a D grade.
settings across a range of content.
texts (ACELT1587) (ACELT1591).

Describes specific aspects to Describes specific aspects to Expresses personal preference States preference for specific
explain personal preference for express personal preference for for specific texts, with some texts.
specific texts (ACELT1590). specific texts. reasons.
YEAR 2 ENGLISH ASSESSMENT POINTERS – VIEWING
A B
The student demonstrates
excellent achievement of what
is expected for this year level.
Interpreting Draws on elements of visual
language to explain literal and
implied meaning, main ideas
and supporting detail in a range
of texts (ACELA1462)
(ACELY1668) .
Conventions of text / Text Describes shared characteristics
structure of visual language in texts that
assist in describing characters
and events, or communicate
factual information
(ACELA1463).
Use of evidence Describes, in detail, connections
made between texts by
comparing visual
language(ACELA1464)
(ACELT1592)
Creating texts Creates texts which innovate
representations of characters
and events from familiar visual
texts (ACELA1469) (ACELT1833).
The student demonstrates
high achievement of what
is expected for this year level.
Draws on elements of visual
language to describe literal and
implied meaning, main ideas
and supporting detail in texts.
Identifies shared characteristics
of visual language in texts that
assist in describing characters
and events, or communicate
factual information.
Describes connections made
between texts by comparing
visual language.
Creates texts which develop
representations of characters
and events from familiar visual
texts.
C D
The student demonstrates
satisfactory achievement of what
is expected for this year level.
Draws on elements of visual
language to identify literal and
implied meaning, main ideas
and supporting detail in texts.
Identifies some elements of
visual language in texts that
assist in describing characters
and events, or communicate
factual information.
Makes connections between
texts by comparing visual
language.
Creates texts which reflect
representations of characters
and events from familiar visual
texts.
E
The student demonstrates The student demonstrates
limited achievement of what very low achievement of what
is expected for this year level. is expected for this year level.
With assistance, recognises Does not meet the requirements
elements of visual language to of a D grade.
identify literal meaning, some
ideas and supporting detail in
texts.
Recognises some elements of Does not meet the requirements
visual language in texts that of a D grade.
assist in describing characters
and events, or communicate
factual information.
Makes limited connections Does not meet the requirements
between texts, with some of a D grade.
reference to visual language.
Creates simple texts which Does not meet the requirements
broadly reflect representations of a D grade.
of characters and events from
familiar visual texts.
YEAR 2 ENGLISH ASSESSMENT POINTERS – WRITING AND CREATING
A B
The student demonstrates
excellent achievement of what
is expected for this year level.
Text structure Creates written, digital and
multimodal texts, using images
and other multimodal elements,
to support and extend the
meaning of the
text (ACELY1674) .
Creates detailed texts, drawing
on own experiences,
imagination and information
learnt for different purposes and
audiences(ACELA1470)
(ACELY1671).
Spelling Accurately and consistently
spells words with regular
spelling patterns, words with
less common long vowel
patterns and spells some words
with two or more syllables
(ACELY1672) (ACELA1471)
(ACELA1472) (ACELA1823)
(ACELA1824) (ACELA1825).
Punctuation Consistently, and with some
accuracy, uses capital letters
and full stops and is beginning to
use other punctuation
correctly (ACELA1468)
(ACELA1465) (ACELY1672).
The student demonstrates
high achievement of what
is expected for this year level.
Creates written, digital and
multimodal texts, using images
to support and extend the
meaning of the text.
Creates texts, drawing on own
experiences, imagination and
information learnt for different
purposes.
Accurately spells words with
regular spelling patterns, words
with less common long vowel
patterns and spells some words
with two or more syllables.
Punctuates most sentences
correctly with capital letters and
full stops and experiments with
the use of additional sentence
boundary punctuation.
C D
The student demonstrates
satisfactory achievement of what
is expected for this year level.
Creates written, digital and
multimodal texts, using images
which support the meaning of
the text.
Creates texts, drawing on own
experiences, imagination and
information learnt.
Accurately spells words with
regular spelling patterns and
spells some words with less
common long vowel patterns.
Beginning to use capital letters
and full stops with some
consistency and experiments
with the use of some additional
sentence boundary punctuation.
The student demonstrates
limited achievement of what
is expected for this year level.
Creates written, spoken, digital
and multimodal texts, using
some images which relate to the
text.
Creates simple texts, drawing on
own experiences, imagination
and information learnt.
Attempts to spell words with
simple, regular spelling patterns
and spells phonetically.
Demonstrates some use of
sentence boundary punctuation.
E
The student demonstrates
very low achievement of what
is expected for this year level.
Does not meet the requirements
of a D grade.
Does not meet the requirements
of a D grade.
Does not meet the requirements
of a D grade.
YEAR 2 ENGLISH ASSESSMENT POINTERS – SPEAKING AND LISTENING
A B
The student demonstrates
excellent achievement of what
is expected for this year level.
Creating and responding Creates detailed oral texts,
drawing on personal
experiences, their imagination
and learned information,
effectively using a range of
appropriate text structures,
language features and
vocabulary (ACELT1593).
Plans, rehearses and delivers
detailed presentations providing
key relevant information on a
range of topics (ACELY1667).
Clearly explains, in detail, their
preference for particular
characters, events or settings in
a range of texts, making relevant
comparisons to other opinions,
texts or personal experiences
(ACELY1789).
Uses a wide variety of strategies
and language features to
effectively interact in a range of
situations, actively listening for
specific purposes and giving
considered and appropriate
responses (ACELA1461) .
Communication skills Speaks clearly and audibly,
varying volume, tone and pace,
to familiar and unfamiliar
audiences. (ACELA1461)
The student demonstrates
high achievement of what
is expected for this year level.
Creates oral texts with some
detail, drawing on personal
experiences, their imagination
and learned information, using
appropriate text structures,
language features and
topic-specific vocabulary.
Plans, rehearses and delivers
presentations providing key
information on familiar or
learned and/or new topics.
Explains, giving some detail,
their preference for particular
characters, events or settings in
texts, making comparisons to
other opinions, texts or personal
experiences.
Uses a wide variety of strategies
and language features to
interact in group and class
discussions, listening for specific
purposes and giving appropriate
responses.
Speaks clearly and audibly,
beginning to vary volume, tone
and/or pace, to familiar and/or
unfamiliar audiences.
C D
The student demonstrates
satisfactory achievement of what
is expected for this year level.
Creates oral texts, drawing on
personal experiences, their
imagination and learned
information, using everyday
language features and
topic-specific vocabulary, with
some awareness of text
structure.
Plans, rehearses and delivers
short presentations on familiar
or learned topics.
Explains their preference for
particular characters, events or
settings in texts, making some
comparisons to other opinions,
texts or personal experiences.
Uses a variety of strategies and
language features to interact in
group and class discussions,
listening purposefully and
responding to others.
Speaks clearly and audibly to
familiar audiences.
E
The student demonstrates The student demonstrates
limited achievement of what very low achievement of what
is expected for this year level. is expected for this year level.
Attempts to create brief oral Does not meet the requirements
texts drawing on their own of a D grade.
experiences, using limited
everyday language.
Attempts to create
presentations providing some
information on familiar topics.
Can identify characters, events
and settings in texts.
Attempts to interact in
discussions.
Attempts to speak clearly and Does not meet the requirements
audibly. of a D grade.
 A B C D E
The student demonstrates The student demonstrates The student demonstrates The student demonstrates The student demonstrates
excellent achievement of what high achievement of what satisfactory achievement of what limited achievement of what very low achievement of what
is expected for this year level. is expected for this year level. is expected for this year level. is expected for this year level. is expected for this year level.

Communication skills Uses appropriate body Uses some body language, Attempts to use some body Makes limited attempt to use Does not meet the requirements
language, gestures and eye gestures and/or eye contact. language, gestures or eye non-verbal behaviours. of a D grade.
contact (ACELY1789). contact.

Can effectively use visual cues to Uses some visual cues to stay on Uses some visual cues to Makes limited use of visual cues.
stay on topic(ACELY1789) . topic. attempt to stay on topic.

Initiates discussions and
participates confidently in
informal and formal situations
about a range of experiences,
using strategies such as
listening, taking turns and
contributing to others’
ideas(ACELY1666).
Actively participates in informal
and formal situations using
strategies such as listening,
taking turns and contributing to
others’ ideas.
Participates in informal and/or Shows limited participation in
formal situations using class discussions.
strategies such as listening,
taking turns and contributing to
others’ ideas.

Effectively uses appropriate Uses relevant props or Uses props or multimedia to Makes limited use of visual
props or multimedia to support multimedia to support their support their presentation. representations.
their presentation (ACELY1667). presentation.

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