Year 2 Summarising Unit | Reading Worksheets, Games & Assessment
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Year 2 Summarising Unit | Reading Worksheets, Games & Assessment
$4.99
Curriculum
Explore the curriculum links for this resource. Choose a curriculum to view its codes.
Australian Curriculum v9.0
AC9E2LY05 — opens in a new tab
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
Australian Curriculum v8.4
ACELY1670 — opens in a new tab
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
Victorian Curriculum 2.0
VC2E2LY10 — opens in a new tab
use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings
New South Wales
EN1-VOCAB-01 — opens in a new tab
understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-RECOM-01 — opens in a new tab
comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
Western Australia
WA2ELYA3 — opens in a new tab
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning in a range of texts for different purposes
New Zealand
NZ-Y3-ENG-R-C-IUE-1 — opens in a new tab
make use of stated and implied information or ideas in a text to make connections with their own knowledge, to draw inferences, and to make meaning
NZ-Y3-ENG-R-C-CM-1 — opens in a new tab
monitor their understanding of a range of texts and repair meaning by adjusting reading speed to accommodate complexity, rereading, visualising, checking, decoding, and asking and answering questions of the text
NZ-Y2-ENG-R-C-IUE-1 — opens in a new tab
use what is stated in a text, along with their prior knowledge, to predict what might happen next
draw inferences, using visual images in the text to check and support those inferences
NZ-Y2-ENG-R-C-CM-1 — opens in a new tab
monitor their understanding of texts and attempt to repair meaning by rereading, drawing on their prior knowledge and knowledge of words, and asking questions (e.g., what, how, or why)
NZ-Y3-ENG-R-C-SDC-1 — opens in a new tab
identify the central message or main idea in a text, and provide the key details in sequence, beginning to use paragraphs as a structural guide to identify the main ideas
NZ-Y2-ENG-R-C-SDC-1 — opens in a new tab
identify the key message or idea in a text, and retell the key details of the text in response to sequence questions (e.g., what happened? when did it happen? who did it happen to? what happened next?)
United Kingdom
UK-LKS2-ENG-R-C — opens in a new tab
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 — opens in a new tab
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
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.2.1 — opens in a new tab
CCSS.ELA-LITERACY.RI.2.4 — opens in a new tab
CCSS.ELA-LITERACY.RI.2.7 — opens in a new tab
CCSS.ELA-LITERACY.RL.2.1 — opens in a new tab
CCSS.ELA-LITERACY.RL.2.4 — opens in a new tab
CCSS.ELA-LITERACY.RL.2.7 — opens in a new tab
CCSS.ELA-LITERACY.RF.2.4.c — opens in a new tab
CCSS.ELA-LITERACY.L.2.4 — opens in a new tab
CCSS.ELA-LITERACY.L.2.4.a — opens in a new tab
CCSS.ELA-LITERACY.L.2.5 — opens in a new tab
CCSS.ELA-LITERACY.RF.2.4.a — opens in a new tab
CCSS.ELA-LITERACY.RF.2.4.b — opens in a new tab
CCSS.ELA-LITERACY.RI.2.2 — opens in a new tab
CCSS.ELA-LITERACY.RI.2.8 — opens in a new tab
CCSS.ELA-LITERACY.RI.2.10 — opens in a new tab
CCSS.ELA-LITERACY.RL.2.10 — opens in a new tab
CCSS.ELA-LITERACY.SL.2.1.c — opens in a new tab
CCSS.ELA-LITERACY.W.2.5 — opens in a new tab
CCSS.ELA-LITERACY.W.2.7 — opens in a new tab
CCSS.ELA-LITERACY.W.2.8 — opens in a new tab
Texas (TEKS)
TEKS-ELAR-G2-3 — opens in a new tab
TEKS-ELAR-G2-3A — opens in a new tab
TEKS-ELAR-G2-3B — opens in a new tab
TEKS-ELAR-G2-3D — opens in a new tab
TEKS-ELAR-G2-6 — opens in a new tab
TEKS-ELAR-G2-6B — opens in a new tab
TEKS-ELAR-G2-6C — opens in a new tab
TEKS-ELAR-G2-6D — opens in a new tab
TEKS-ELAR-G2-6E — opens in a new tab
TEKS-ELAR-G2-6F — opens in a new tab
TEKS-ELAR-G2-6G — opens in a new tab
TEKS-ELAR-G2-6H — opens in a new tab
TEKS-ELAR-G2-6I — opens in a new tab
TEKS-ELAR-G2-7C — opens in a new tab
TEKS-ELAR-G2-13E — opens in a new tab
Modifications
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Help Year 2 students identify the most important ideas in fiction and non-fiction texts, leave out minor details, and retell key information in their own words with this complete summarising unit.
Students practise main idea and key facts, beginning-middle-end summaries, SWBST story summaries, improving weak summaries and building concise non-fiction summaries.
What’s Included
- 17-page unit plan PDF
- Editable 15-slide PowerPoint teaching presentation
- Editable 10-question PowerPoint quiz with answer slides
- Summarising Toolkit classroom display
- Summary Trail and Summary Sort colour games and activities
- Five black-and-white student worksheets covering main idea, SWBST, beginning-middle-end, summary editing and non-fiction summaries
- Matching worksheet and assessment answer pages where answers are meaningful
- Summary Check assessment task
- A4 landscape five-level marking rubric
Learning Focus
- Identify main ideas and key facts
- Distinguish important information from minor details
- Summarise fiction and non-fiction texts in students’ own words
- Retell events in a logical sequence
- Improve weak or incomplete summaries
Classroom Use
Suitable for explicit comprehension teaching, guided reading, small groups, literacy centres, independent practice, oral retelling, written responses, revision and assessment.
This is a digital resource supplied in PDF and editable PowerPoint formats. No physical product will be shipped.