Road Safety -Response Activity Sheets (Road Safety Sheets)

  • Road Safety -Response Activity Sheets (Road Safety Sheets)
  • Course: English
  • Grade: Year 2
  • Section: Reading Comprehension
  • Outcome: Road Safety
  • Activity Type: Printable
  • Activity ID: 2923


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United Kingdom – National Curriculum expand/collapse

  • KS1 – Key Stage 1
    • KS1.En2 – Reading
      • Knowledge, skills and understanding

        • Language structure and variation

          • KS1.En2.4 – To read texts with greater accuracy and understanding, pupils should be taught about the characteristics of different types of text [for example, beginnings and endings in stories, use of captions].

        • Literature

          • KS1.En2.3 – To develop their understanding of fiction, poetry and drama, pupils should be taught to:

            • KS1.En2.3.f – Respond imaginatively in different ways to what they read [for example, using the characters from a story in drama, writing poems based on ones they read, showing their understanding through art or music].

        • Reading strategies

          • KS1.En2.1 – Pupils should be taught to read with fluency, accuracy, understanding and enjoyment:

            • Understanding text

              • They should be taught to use grammatical understanding and their knowledge of the content and context of texts to:

                • KS1.En2.1.i – Understand how word order affects meaning

                • KS1.En2.1.j – Decipher new words, and confirm or check meaning

                • KS1.En2.1.k – Work out the sense of a sentence by rereading or reading ahead

                • KS1.En2.1.l – Focus on meaning derived from the text as a whole

                • KS1.En2.1.m – Use their knowledge of book conventions, structure, sequence and presentational devices

                • KS1.En2.1.n – Draw on their background knowledge and understanding of the content.

      • Literature

        • KS1.En2.6 – The range should include:

          • KS1.En2.6.a – Stories and poems with familiar settings and those based on imaginary or fantasy worlds

          • KS1.En2.6.e – Stories, plays and poems with patterned and predictable language

    • KS1.En3 – Writing
      • Knowledge, skills and understanding

        • Composition

          • KS1.En3.1 – Pupils should be taught to:

            • KS1.En3.1.f – Use the texts they read as models for their own writing.

Australia – Australian Curriculum expand/collapse

  • Year 1
    • Literature
      • Responding to literature

        • ACELT1582 – Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences

    • Literacy
      • Interpreting, analysing, evaluating

        • ACELY1659 – Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading

        • ACELY1660 – Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

New Zealand – National Standards expand/collapse

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.4 – Understanding the meaning of punctuation features such as parentheses and of print features such as bold print and italics.

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

        • Y2.R.3 – Finding the meanings of unknown words by using strategies such as:

          • Y2.R.3.a – Rereading text to gather more information

          • Y2.R.3.b – Looking for definitions in the text

          • Y2.R.3.c – Using prior and subsequent information in the sentences

          • Y2.R.3.d – Inferring from the illustrations

United States – Common Core State Standards expand/collapse

  • 1 – Grade 1
    • RL.1 – Reading: Literature
      • Literacy

        • RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

    • RI.1 – Reading: Informational Text
      • Literacy

        • RI.1.1 – Ask and answer questions about key details in a text.

      • Literacy

        • RI.1.4 – Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

        • RI.1.6 – Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

      • Literacy

        • RI.1.10 – With prompting and support, read informational texts appropriately complex for grade 1.

    • RF.1 – Reading: Foundational Skills
      • Literacy

        • RF.1.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.1.4.a – Read grade-level text with purpose and understanding.

          • RF.1.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.