The Cathedral Grammar School .::. Year 2 Standard

After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the TURQUOISE level of Ready to Read.

Texts at Turquoise level have been designed with characteristics that include:

some settings and contexts that may be outside the students' prior knowledge but can easily be related to it
a mix of explicit and implicit content that provides opportunities for students to make simple inferences
illustrations that support the meaning and may suggest new ideas or viewpoints
mostly familiar words, but some new topic words and descriptive language that are supported by the context (for example, the text may include synonyms, definitions, or explanations) and/or by illustrations
some visual language features such as labelled diagrams, inset photographs, and bold text for topic words that are linked to a glossary
a variety of sentence structures, including compound sentences and a few complex sentences, so that students are required to notice and use punctuation as a guide to phrasing and meaning
frequent use of dialogue and more than one character speaking on a page

The writing standard

After two years at school, students will create texts as they learn in a range of contexts across The New Zealand Curriculum within Level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Key characteristics of students' writing at this level:

Students will understand their purpose for writing and will write using a process and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions.

Students will independently write simple texts. These texts will include, when appropriate:

experiences, information, and/or ideas that relate to a curriculum topic, supported by some (mostly relevant) detail and/or personal comment
mainly simple and compound sentences that have some variation in their beginnings
simple conjunctions correctly used
mainly personal content vocabulary, as well as words and phrases that are drawn from the student's oral vocabulary and from the book language that they know
some attempts at variety and precision in the use of adjectives, nouns, and verbs.

The mathematics standard

After two years at school, students will be achieving at Level 1 in the mathematics and statistics learning area of The New Zealand Curriculum.

In contexts that require them to solve problems or model situations, students will be able to:

Number and algebra

apply counting-on, counting-back, skipcounting and simple grouping strategies to combine or partition whole numbers
use equal sharing and symmetry to find fractions of sets, shapes, and quantities
create and continue sequential patterns by identifying the unit of repeat
continue number patterns based on ones, twos, fives, and tens.

Geometry and measurement

compare the lengths, areas, volumes or capacities, and weights of objects and the durations of events, using self-chosen units of measurement
sort objects and shapes by different features and describe the features, using mathematical language
represent reflections and translations by creating and describing patterns
describe personal locations and give directions, using steps and half- or quarter-turns.

Statistics

investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or identifying similarities and differences in category data
describe the likelihoods of outcomes for a simple situation involving chance, using everyday language.