Year 2 Narrative Texts Unit | Worksheets, Games & Assessment

Year 2 Narrative Texts Unit | Worksheets, Games & Assessment

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Year 2 Narrative Texts Unit | Worksheets, Games & Assessment
  • Year 2 Narrative Texts Unit | Worksheets, Games & Assessment
Year 2 Narrative Texts Unit | Worksheets, Games & Assessment

Year 2 Narrative Texts Unit | Worksheets, Games & Assessment

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E2LE03 discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
AC9E2LE05 create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
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
Australian Curriculum v8.4
ACELT1591 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
ACELT1593 Create events and characters using different media that develop key events and characters from literary texts
ACELT1833 Innovate on familiar texts by experimenting with character, setting or plot
ACELY1671 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
ACELY1672 Re-read and edit text for spelling, sentence-boundary punctuation and text structure
ACELY1674 Construct texts featuring print, visual and audio elements using software, including word processing programs
Victorian Curriculum 2.0
VC2E2LE03 discuss the plots, characters and settings of a range of literary texts and identify how language is used to present these features in different ways
VC2E2LE05 create texts by adapting structures and language features of previously encountered literary texts through writing, drawing and performance
VC2E2LY11 create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate
VC2E2LY12 re-read and edit texts for spelling, sentence boundary punctuation and text structure
New South Wales
EN1-OLC-01 EN1-UARL-01 EN1-VOCAB-01 EN1-CWT-01 EN1-SPELL-01 EN1-PHOKW-01 EN1-HANDW-01
Western Australia
WA2ELIEX1 Discuss the characters, settings and events of a range of texts and identify how language is used to present these features in different ways
WA2ELICR1 Create and edit literary texts by adapting structures and language features of literary texts through drawing, writing, performance and digital tools
WA2ELYC1 Plan, 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 correct spelling of some common two-syllable words
WA2ELYC4 Use features of digital tools to create or add to texts
New Zealand
NZ-Y3-ENG-R-C-TSSF-1 NZ-Y3-ENG-R-CA-IP-1 NZ-Y2-ENG-R-C-TSSF-1 NZ-Y2-ENG-R-CA-IP-1 NZ-Y3-ENG-OL-CII-VR-2 NZ-Y3-ENG-OL-CII-TOR-1 NZ-Y3-ENG-W-C-WTE-1 NZ-Y2-ENG-OL-CII-VR-2 NZ-Y2-ENG-OL-CII-TOR-1 NZ-Y2-ENG-W-C-WTE-1 NZ-Y3-ENG-W-C-WTI-1 NZ-Y2-ENG-W-C-WTI-1 NZ-Y3-ENG-W-C-WTP-1 NZ-Y2-ENG-W-C-WTP-1 NZ-Y3-ENG-W-WC-WC-1 NZ-Y2-ENG-W-WC-WC-1 NZ-Y3-ENG-W-WP-E-1 NZ-Y2-ENG-W-WP-E-1
United Kingdom
UK-LKS2-ENG-R-C Pupils should be taught to: develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
UK-LKS2-ENG-W-C Pupils should be taught to: plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2 organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences proofread for spelling and punctuation errors read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
UK-LKS2-Y3-ENG-SPK Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play/improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication
UK-LKS2-ENG-W-V Pupils should be taught to: develop their understanding of the concepts set out in English appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4 in [English appendix 2]/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf) indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using and punctuating direct speech use and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.2.3 CCSS.ELA-LITERACY.RI.2.7 CCSS.ELA-LITERACY.RI.2.9 CCSS.ELA-LITERACY.RL.2.2 CCSS.ELA-LITERACY.RL.2.3 CCSS.ELA-LITERACY.RL.2.6 CCSS.ELA-LITERACY.RL.2.7 CCSS.ELA-LITERACY.RL.2.9 CCSS.ELA-LITERACY.SL.2.4 CCSS.ELA-LITERACY.L.2.1 CCSS.ELA-LITERACY.W.2.1 CCSS.ELA-LITERACY.W.2.2 CCSS.ELA-LITERACY.W.2.3 CCSS.ELA-LITERACY.W.2.5 CCSS.ELA-LITERACY.W.2.6 CCSS.ELA-LITERACY.W.2.7
Texas (TEKS)
TEKS-ELAR-G2-2C TEKS-ELAR-G2-7B TEKS-ELAR-G2-7D TEKS-ELAR-G2-7E TEKS-ELAR-G2-8 TEKS-ELAR-G2-8A TEKS-ELAR-G2-8B TEKS-ELAR-G2-8C TEKS-ELAR-G2-8D TEKS-ELAR-G2-9A TEKS-ELAR-G2-9C TEKS-ELAR-G2-10D TEKS-ELAR-G2-10E TEKS-ELAR-G2-11 TEKS-ELAR-G2-11A TEKS-ELAR-G2-11B TEKS-ELAR-G2-11C TEKS-ELAR-G2-11D TEKS-ELAR-G2-11E TEKS-ELAR-G2-12 TEKS-ELAR-G2-12A TEKS-ELAR-G2-12B TEKS-ELAR-G2-12C TEKS-ELAR-G2-13G
Ontario
CAN-G2-LANG-C1.1 CAN-G2-LANG-C1.2 CAN-G2-LANG-C1.5 CAN-G2-LANG-C1.6 CAN-G2-LANG-C3.3 CAN-G2-LANG-C3.4 CAN-G2-LANG-C3.5 CAN-G2-LANG-D1.1 CAN-G2-LANG-D1.2 CAN-G2-LANG-D1.3 CAN-G2-LANG-D1.4 CAN-G2-LANG-D1.5 CAN-G2-LANG-D2.1 CAN-G2-LANG-D2.3 CAN-G2-LANG-D2.4 CAN-G2-LANG-D2.5 CAN-G2-LANG-D2.6 CAN-G2-LANG-D3.1 CAN-G2-LANG-D3.2 CAN-G2-LANG-D3.3

Modifications

Help Year 2 students plan, write and discuss narrative texts with this ready-to-teach English unit. Students explore how stories entertain readers, identify beginning–middle–end structure, practise engaging openings, use dialogue and prepositional phrases, magnify important moments, and create narrative problems and solutions.

The unit supports narrative writing lessons, literature response, explicit language teaching, writing groups, independent practice and assessment evidence.

What's Included

  • An editable PowerPoint presentation for explicit instruction
  • An editable 10-question quiz
  • Narrative Writing Toolbox classroom display
  • Spin a Story and Story Feature Sort games and activities
  • Five student worksheets: Story Structure Detective, Begin With a Bang, Dialogue Detective, Preposition Path and Magnify the Moment
  • Matching answer or suggested-answer pages for all five worksheets
  • A two-page Narrative Writing Challenge assessment
  • A Narrative Texts Year 2 marking rubric

Learning Focus

  • Recognise narrative purpose and beginning–middle–end structure
  • Craft engaging openings, problems and solutions
  • Use dialogue and prepositional phrases effectively
  • Develop important moments with well-chosen detail
  • Plan, compose and discuss narrative texts

Classroom Use

Use the presentation for explicit instruction, the games for partner or literacy-centre practice, the worksheets for skill consolidation, and the assessment and rubric to collect evidence of students' understanding and composition of narrative texts.

This digital resource includes editable presentation and quiz files, colour display and activity pages, black-and-white worksheets, answers, assessment and rubric. It is licensed for single-classroom use. No physical product will be shipped.

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