Reading Curriculum – Year 2

Expectations

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.

Mastery

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