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Year 2 · English · Literacy

AC9E2LY05

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Literacy in Year 2.

AC9E2LY01

identify how similar topics and information are presented in different types of texts

AC9E2LY02

use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions

AC9E2LY03

identify the purpose and audience of imaginative, informative and persuasive texts

AC9E2LY04

read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting

AC9E2LY06

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

AC9E2LY07

create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

AC9E2LY08

write words legibly and with growing fluency using unjoined upper-case and lower-case letters

AC9E2LY09

manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

AC9E2LY10

use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words

AC9E2LY11

use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words

AC9E2LY12

build morphemic word families using knowledge of prefixes and suffixes

The same idea, year by year

Where AC9E2LY05 comes from and where it goes, for a student working below or above Year 2.

  1. Year 1AC9E1LY01discuss different texts and identify some features that indicate their purposes
  2. Year 1AC9E1LY02use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
  3. Year 1AC9E1LY03describe some similarities and differences between imaginative, informative and persuasive texts
  4. Year 1AC9E1LY04read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
  5. Year 1AC9E1LY05use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures
  6. Year 1AC9E1LY06create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
  7. Year 1AC9E1LY07create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace
  8. Year 1AC9E1LY08write words using unjoined lower-case and upper-case letters
  9. Year 1AC9E1LY09segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
  10. Year 1AC9E1LY10orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
  11. Year 1AC9E1LY11use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
  12. Year 1AC9E1LY12understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
  13. Year 1AC9E1LY13spell one- and two-syllable words with common letter patterns
  14. Year 1AC9E1LY14read and write an increasing number of high-frequency words
  15. Year 1AC9E1LY15recognise and know how to use grammatical morphemes to create word families
  16. Year 3AC9E3LY01recognise how texts can be created for similar purposes but different audiences
  17. Year 3AC9E3LY02use interaction skills to contribute to conversations and discussions to share information and ideas
  18. Year 3AC9E3LY03identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
  19. Year 3AC9E3LY04read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
  20. Year 3AC9E3LY05use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
  21. Year 3AC9E3LY06plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
  22. Year 3AC9E3LY07plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
  23. Year 3AC9E3LY08write words using joined letters that are clearly formed and consistent in size
  24. Year 3AC9E3LY09understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns
  25. Year 3AC9E3LY10understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words
  26. Year 3AC9E3LY11use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
  27. Year 3AC9E3LY12recognise and know how to write most high-frequency words including some homophones

Planning against AC9E2LY05?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.