Year 2
Outcomes
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Reading
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Word Reading
Pupils should revise and consolidate the GPCs and the common exception words taught in year 1. The exception words taught will vary slightly, depending on the phonics programme being used. As soon as pupils can read words comprising the year 2 GPCs accurately and speedily, they should move on to the years 3 and 4 programme of study for word reading. When pupils are taught how to read longer words, they should be shown syllable boundaries and how to read each syllable separately before they combine them to read the word. Pupils should be taught how to read suffixes by building on the root words that they have already learnt. The whole suffix should be taught as well as the letters that make it up. Pupils who are still at the early stages of learning to read should have ample practice in reading books that are closely matched to their developing phonic knowledge and knowledge of common exception words. As soon as the decoding of most regular words and common exception words is embedded fully, the range of books that pupils can read independently will expand rapidly. Pupils should have opportunities to exercise choice in selecting books and be taught how to do so.
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Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
Play Activities 404Examples
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Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
Examples
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Read accurately words of two or more syllables that contain the same graphemes as above
Examples
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Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
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Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
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Comprehension
Pupils should be encouraged to read all the words in a sentence and to do this accurately, so that their understanding of what they read is not hindered by imprecise decoding (for example, by reading 'place' instead of 'palace'). Pupils should monitor what they read, checking that the word they have decoded fits in with what else they have read and makes sense in the context of what they already know about the topic. The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words. Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character's behaviour in a story; why certain dates are commemorated annually). 'Thinking aloud' when reading to pupils may help them to understand what skilled readers do. Deliberate steps should be taken to increase pupils' vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language. Discussion should be demonstrated to pupils. They should be guided to participate in it and they should be helped to consider the opinions of others. They should receive feedback on their discussions. Role-play and other drama techniques can help pupils to identify with and explore characters. In these ways, they extend their understanding of what they read and have opportunities to try out the language they have listened to.
- Develop pleasure in reading, motivation to read, vocabulary and understanding by:
- Understand both the books that they can already read accurately and fluently and those that they listen to by:
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Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Examples
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Word Reading
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Writing
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Transcription
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Spelling
In year 2, pupils move towards more word-specific knowledge of spelling, including homophones. The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Pupils should do this both for single-syllable and multi-syllabic words. At this stage children's spelling should be phonically plausible, even if not always correct. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words can be used as an opportunity to teach pupils about alternative ways of representing those sounds. Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling. They should also draw from and apply their growing knowledge of word and spelling structure, as well as their knowledge of root words.
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Spell by:
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Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
Play Activities 301Examples
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Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
Play Activities 107Examples
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Learning to spell common exception words
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Distinguishing between homophones and near-homophones
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Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
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Add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly
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Apply spelling rules and guidance, as listed in English Appendix 1
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Spell by:
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Spelling
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Vocabulary, Grammar & Punctuation
The terms for discussing language should be embedded for pupils in the course of discussing their writing with them. Their attention should be drawn to the technical terms they need to learn.
- Develop their understanding of the concepts set out in English Appendix 2 by:
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Learn how to use:
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Sentences with different forms: statement, question, exclamation, command
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Expanded noun phrases to describe and specify [for example, the blue butterfly]
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The present and past tenses correctly and consistently including the progressive form
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Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
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Sentences with different forms: statement, question, exclamation, command
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Transcription
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Spelling
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New Work for Year 2
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The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y
The letter j is never used for the /dʒ/ sound at the end of English words. At the end of a word, the /dʒ/ sound is spelt -dge straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds (sometimes called 'short' vowels). Example words: badge, edge, bridge, dodge, fudge After all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as -ge at the end of a word. Example words: age, huge, change, charge, bulge, village In other positions in words, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u. Example words: gem, giant, magic, giraffe, energy, jacket, jar, jog, join, adjustExamples
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The /s/ sound spelt c before e, i and y
Example words: race, ice, cell, city, fancyExamples
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The /n/ sound spelt kn and (less often) gn at the beginning of words
The 'k' and 'g' at the beginning of these words was sounded hundreds of years ago. Example words: knock, know, knee, gnat, gnawExamples
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The /r/ sound spelt wr at the beginning of words
This spelling probably also reflects an old pronunciation. Example words: write, written, wrote, wrong, wrapExamples
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The /aɪ/ sound spelt -y at the end of words
This is by far the most common spelling for this sound at the end of words. Example words: cry, fly, dry, try, reply, JulyExamples
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Adding -es to nouns and verbs ending in -y
The y is changed to i before -es is added. Example words: flies, tries, replies, copies, babies, carriesExamples
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Adding the endings -ing, -ed, -er, -est and -y to words ending in -e with a consonant before it
The -e at the end of the root word is dropped before -ing, -ed, -er, -est, -y or any other suffix beginning with a vowel letter is added. Exception: being. Example words: hiking, hiked, hiker, nicer, nicest, shinyExamples
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Adding -ing, -ed, -er, -est and -y to words of one syllable ending in a single consonant letter after a single vowel letter
The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep the vowel 'short'). Exception: The letter 'x' is never doubled: mixing, mixed, boxer, sixes. Example words: patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runnyExamples
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The /ɔ:/ sound spelt a before l and ll
The /ɔ:/ sound ('or') is usually spelt as a before l and ll. Example words: all, ball, call, walk, talk, alwaysExamples
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The /i:/ sound spelt -ey
The plural of these words is formed by the addition of -s (donkeys, monkeys, etc.). Example words: key, donkey, monkey, chimney, valleyExamples
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Contractions
In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can't - cannot). It's means it is (e.g. It's raining) or sometimes it has (e.g. It's been raining), but it's is never used for the possessive. Example words: can't, didn't, hasn't, couldn't, it's, I'llExamples
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Homophones and near-homophones
It is important to know the difference in meaning between homophones. Example words: there/their/they're, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knightExamples
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The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y
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New Work for Year 2
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Vocabulary, Grammar & Punctuation
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Word
Formation of nouns using suffixes such as -ness, -er and by compounding [for example, whiteboard, superman] Formation of adjectives using suffixes such as -ful, -less (A fuller list of suffixes can be found on page 54 in the year 2 spelling section in English Appendix 1) Use of the suffixes -er, -est in adjectives and the use of -ly in Standard English to turn adjectives into adverbsExamples
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Sentence
Subordination (using when, if, that, because) and co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or commandExamples
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Punctuation
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl's name]Examples
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Terminology for Pupils
Noun, noun phrase Statement, question, exclamation, command Compound, suffix Adjective, adverb, verb Tense (past, present) Apostrophe, commaExamples
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Word