The text length increases in varying degrees for Stage 2, and the complexity of the sentence structures in the Reading and Writing strands also increases. In the Oral Interaction at Stage 2, learners have to listen for detail and produce more extended oral texts.
Oral Interaction
These texts are examples of the types of oral texts that learners are required to comprehend and produce in a variety of contexts, including community contexts.
Reading, Understanding and Responding
The Teaching Components at Stage 2 include drawing attention to syllabification and chunking text to promote fluent reading. In addition they encourage building understanding of prefixes, suffixes and word stems to increase word knowledge. All texts promote a focus on word, sentence and whole text analysis.
Writing
The Stages 1-2 then model text structures and describe language features of typical classroom tasks. There are likely to be many learners who will enter school in the primary years already competent in these skills. Diagnostic and placement assessments will determine this. The content of texts used in Stages 1-2 as writing models is, like that of the texts for Oral Interaction and Reading, drawn from a number of curriculum contexts.
Updated on: 13 Nov 2020
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Stage 2 learners in primary schools are those who have established a strong foundation for their English language. They will have acquired approximately a 1000-2000 word working vocabulary. They will be gradually consolidating their English skills. Early phase learners in late primary years will be well below their age level cohort but will be moving closer towards using and producing cohort level texts. They will still need considerable intensive support.
