Reading Curriculum – Year 2


Word Reading

  • Decode automatically and fluently
  • Read accurately by blending the sounds in words that contain graphemes taught
  • Recognise and read alternative sounds for graphemes
  • Read accurately words of two or more syllables that contain the same GPCs
  • Read words containing common suffixes
  • Read further common exception words
  • Read and notice unusual correspondence between grapheme and phoneme
  • Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Read books fluently and confidently

Reading Comprehension

  • Talk about and give an opinion on a range of texts
  • Discuss the sequence of events in books and how they are related to each other
  • Use prior knowledge and context, and vocabulary explored to understand texts
  • Retell orally some stories, including fairy stories and traditional tales
  • Read for meaning, checking that the text makes sense, and correcting inaccurate reading
  • Know and recognise simple recurring literary language in stories and poetry
  • Talk about favourite words and phrases.
  • Increase repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • Answer, ask appropriate questions, and make predictions on basis of what has been read so far
  • Draw simple inferences from illustrations, events and characters’ actions and speech.


Reading-Exceeding Statements

  • Enhance meaning through expression and intonation
  • Identify and comment on main characters in stories, and the way they relate to one another
  • Self-correct, look backwards and forwards in the text and search for meaning
  • Comment on the way characters relate to one another
  • Show understanding of the main points of the text and re-tell the story
  • Make sensible predictions about what is likely to happen in the story and to different characters
  • Know how suspense and humour is built up in a story, including the development of the plot
  • Recognise similarities in the plot or characters within different stories
  • Extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary

Writing-Exceeding Statements

  • Descriptions are clear enough for people to recognise what is meant even when things are not named
  • Use some phrases and words that they come across in reading
  • Use words like ‘suddenly’ or ‘amazingly’, so that writing grips the reader’s interest
  • Stories have interesting endings that have been carefully thought about
  • Consistent in using the first or third person
  • Keep writing interesting throughout and not be tempted to look at quick ways to finish it
  • Check that capital letters, commas and question marks are used when needed and attempt to use speech marks
  • Use a dictionary to check spellings of words
  • Use specific nouns when needed, e.g. ‘terrier’ instead of ‘dog’
  • Take time to describe characters and events within stories, rather than move from one event to another