Reading

To continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.

To read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

To accurately read most words of two or more syllables.

To read most words containing common suffixes.

To read most Y1 and Y2 common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

To read aloud books (closely matched to their improving phonic knowledge), sounding out unfamiliar words accurately, automatically and without undue hesitation.

To reread these books to build up fluency and confidence in word reading.

To read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute, in age - appropriate texts.

To show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher.

To check that the text makes sense to them as they read and to correct inaccurate reading.

To participate in discussion about books, poems and other works that are read to them (at a level beyond at which they can read independently) and those that they can read for themselves, explaining their understanding and expressing their views.

To become increasingly familiar with and to retell a wide range of stories, fairy stories and traditional tales.

To discuss the sequence of events in books and how items of information are related.

To recognise simple recurring literary language in stories and poetry.

To ask and answer questions about a text.

To make links between the text they are reading and other texts they have read (in texts that they can read independently).

To discuss and clarify the meanings of words, linking new meanings to known vocabulary.

To discuss their favourite words and phrases.

To make inferences on the basis of what is being said and done.

To predict what might happen on the basis of what has been read so far in a text.

To continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some with appropriate intonation to make the meaning clear.

To recognise that non fiction books are often structured in different ways.

Speaking and Listening

To listen carefully and respond with increasing appropriateness to what has been said, e.g. make a helpful contribution when speaking in a small reading group.

To fully understand instructions with more than one point in many situations and independently seek clarification when a message is not clear.

To attempt to follow instructions before seeking assistance

To show that they are following a conversation by asking relevant and timely questions.

To answer questions using clear sentences.

To begin to give reasoning behind their answers when prompted to do so.

To speak confidently within a group of peers so that their message is clear.

To practise and rehearse reading sentences and stories aloud.

To take on a different role in a drama or role play and discuss the character’s feelings.

To recognise that sometimes speakers talk differently and discuss reasons why this might happen.

To start to use subject- specific vocabulary to explain, describe and add detail.

To suggest words or phrases appropriate to the topic being discussed.

To start to vary language according to the situation between formal and informal.

To usually speak in grammatically correct sentences.

To talk about themselves clearly and confidently.

To verbally recount experiences with some added interesting details.

To offer ideas based on what has been heard.

To give enough detail to hold the interest of other participant(s) in a discussion.

To engage in meaningful discussions that relate to different topic areas.

To remain focused on a discussion when not directly involved and be able to recall the main points when questioned.

Writing

To segment spoken words into phonemes and to represent these with graphemes, spelling many of these words correctly and making phonically plausible attempts at others.

To recognise new ways of spelling phonemes for which one or more spellings are already known and to learn some words with each spelling, including some common homophones (e.g. bare/bear, blue/ blew, night/knight).

To apply further Y2 spelling rules and guidance*, which includes:

the /dʒ/ sound spelt as ‘ge’ and’ dge’ (e.g. fudge, huge) or spelt as ‘g‘ or ‘j’ elsewhere in words (e.g. magic, adjust);

the /n/ sound spelt ‘kn’ and ‘gn’ (e.g. knock, gnaw);

the/r/ sound spelt ‘wr’ (e.g. write, written);

the /l/ or /əl/ sound spelt –le (e.g. little, middle) or spelt –el (e.g. camel, tunnel) or spelt –al (e.g. metal, hospital) or spelt –il (e.g. fossil, nostril);

the /aɪ/ sound spelt –y (e.g. cry, fly, July);

adding –es to nouns and verbs ending in –y where the ‘y’ is changed to ‘i’ before the –es (e.g. flies, tries, carries);

adding –ed, – ing, –er and –est to a root word ending in –y (e.g. skiing, replied) and exceptions to the rules;

adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before (including exceptions);

adding –ing, – ed, –er, –est and –y to words of one syllable ending in a single consonant letter after asingle vowel letter (including exceptions);

the /ɔ:/ sound (or) spelt ‘a’ before ‘l’ and ’ll’ (e.g. ball, always);

the /ʌ/ sound spelt ‘o’ (e.g. other, mother, brother);

the /i:/ sound spelt –ey: the plural forms of these words are made by the addition of -s (e.g. donkeys, monkeys);

the /ɒ/ sound spelt ‘a’ after ‘w’ and ‘qu’ (e.g. want, quantity, squash)

 the /ɜ:/ sound spelt ‘or’ after ‘w’ (e.g. word, work, worm);

the /ɔ:/ sound spelt ‘ar’ after ‘w’ (e.g. warm, towards);

the /ʒ/ sound spelt ‘s’ (e.g television, usual).

To spell most Y1 and Y2 common exception words correctly

To add suffixes to spell most words correctly in their writing, e.g. –ment, –ness, –ful, –less, – ly.

To spell more words with contracted forms, e.g. can’t, didn’t, hasn’t, couldn’t, it’s, I’ll.

To learn the possessive singular apostrophe (e.g. the girl’s book).

To write, from memory, simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

To segment spoken words into phonemes and to then represent all of the phonemes using graphemes in the right order for both for single - syllable and multi - syllabic words.

To self-correct misspellings of words that pupils have been taught to spell (this may require support to recognise misspellings).

To write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.

To form lower case letters of the correct size, relative to one another.

To use spacing between words that reflects the size of the letters.

To begin to use the diagonal and horizontal strokes needed to join letters.

To write narratives about personal experiences and those of others (real and fictional).

To write about real events.

To write simple poetry.

To plan what they are going to write about, including writing down ideas and/or key words and new vocabulary

To encapsulate what they want to say, sentence by sentence.

To make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils.

To reread to check that their writing makes sense and that the correct tense is used throughout.

To proof read to check for errors in spelling, grammar and punctuation (e.g. to check that the ends of sentences are punctuated correctly).

To write for different purposes with an awareness of an increased amount of fiction and non-fiction structures.

To use new vocabulary from their reading, their discussions about it (one- to-one and as a whole class) and from their wider experiences.

To read aloud what they have written with appropriate intonation to make the meaning clear.

To use the present tense and the past tense mostly correctly and consistently.

To form sentences with different forms: statement, question, exclamation, command.

To use some features of written Standard English.

To use coordination (or/and/but).

To use some subordination (when/if/ that/because).

To use expanded noun phrases to describe and specify (e.g. the blue butterfly).

To use the full range of punctuation taught at key stage 1 mostly correctly including: - capital letters, full stops, question marks and exclamation marks; - commas to separate lists; - apostrophes to mark singular possession and contractions.

To recognise and use the terms noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, present tense, past tense, apostrophe and comma.