Programme of Study: Key Stage 2, Year 2
Skills available for England year 2 English objectives
Dimension
Print skill plan
Reading
Word Reading
Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
Soft and hard g and c
Consonant-l-e
Inflectional endings
Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
Soft and hard g and c
Consonant-l-e
Inflectional endings
Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
Read accurately words of two or more syllables that contain the same graphemes as above
Read accurately words of two or more syllables that contain the same graphemes as above
Read words containing common suffixes
Read words containing common suffixes
Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
Re-read these books to build up their fluency and confidence in word reading
Re-read these books to build up their fluency and confidence in word reading
Comprehension
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
Discussing the sequence of events in books and how items of information are related
Discussing the sequence of events in books and how items of information are related
Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
Being introduced to non-fiction books that are structured in different ways
Being introduced to non-fiction books that are structured in different ways
Recognising simple recurring literary language in stories and poetry
Recognising simple recurring literary language in stories and poetry
Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
Multiple-meaning words
Shades of meaning
Context clues
Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
Multiple-meaning words
Shades of meaning
Context clues
Discussing their favourite words and phrases
Discussing their favourite words and phrases
Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
Understand both the books that they can already read accurately and fluently and those that they listen to by:
Understand both the books that they can already read accurately and fluently and those that they listen to by:
Drawing on what they already know or on background information and vocabulary provided by the teacher
Drawing on what they already know or on background information and vocabulary provided by the teacher
Checking that the text makes sense to them as they read and correcting inaccurate reading
Checking that the text makes sense to them as they read and correcting inaccurate reading
Making inferences on the basis of what is being said and done
Making inferences on the basis of what is being said and done
Answering and asking questions
Main idea
Inference and analysis
Answering and asking questions
Main idea
Inference and analysis
Predicting what might happen on the basis of what has been read so far
Predicting what might happen on the basis of what has been read so far
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Writing
Transcription
Spell by:
Spell by:
Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
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
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
Learning to spell common exception words
Learning to spell common exception words
Learning to spell more words with contracted forms
Learning to spell more words with contracted forms
Learning the possessive apostrophe (singular) [for example, the girl's book]
Learning the possessive apostrophe (singular) [for example, the girl's book]
Distinguishing between homophones and near-homophones
Distinguishing between homophones and near-homophones
Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
Apply spelling rules and guidance, as listed in English Appendix 1
Revision of year 1
Two-syllable words
Silent letters
Soft g and c
Consonant-l-e
Sight words
Inflectional endings
Contractions
Apostrophes
Homophones
Comparatives and superlatives
Apply spelling rules and guidance, as listed in English Appendix 1
Revision of year 1
Two-syllable words
Silent letters
Soft g and c
Consonant-l-e
Sight words
Inflectional endings
Contractions
Apostrophes
Homophones
Comparatives and superlatives
Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far
Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far
Composition
Develop positive attitudes towards and stamina for writing by:
Develop positive attitudes towards and stamina for writing by:
Writing narratives about personal experiences and those of others (real and fictional)
Writing narratives about personal experiences and those of others (real and fictional)
Writing about real events
Writing about real events
Writing poetry
Writing poetry
Writing for different purposes
Writing for different purposes
Consider what they are going to write before beginning by:
Consider what they are going to write before beginning by:
Planning or saying out loud what they are going to write about
Planning or saying out loud what they are going to write about
Writing down ideas and/or key words, including new vocabulary
Writing down ideas and/or key words, including new vocabulary
Encapsulating what they want to say, sentence by sentence
Encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by:
Make simple additions, revisions and corrections to their own writing by:
Evaluating their writing with the teacher and other pupils
Evaluating their writing with the teacher and other pupils
Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
Read aloud what they have written with appropriate intonation to make the meaning clear
Read aloud what they have written with appropriate intonation to make the meaning clear
Vocabulary, grammar and punctuation
Develop their understanding of the concepts set out in English Appendix 2 by:
Develop their understanding of the concepts set out in English Appendix 2 by:
Learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
End punctuation
Capitalisation
Apostrophes
Possessive nouns
Learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
End punctuation
Capitalisation
Apostrophes
Possessive nouns
Learn how to use:
Learn how to use:
Sentences with different forms: statement, question, exclamation, command
Sentences with different forms: statement, question, exclamation, command
Expanded noun phrases to describe and specify [for example, the blue butterfly]
Expanded noun phrases to describe and specify [for example, the blue butterfly]
The present and past tenses correctly and consistently including the progressive form
Verb tense
Regular past tense
Irregular past tense
To be
The present and past tenses correctly and consistently including the progressive form
Verb tense
Regular past tense
Irregular past tense
To be
Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
The grammar for year 2 in English Appendix 2
Compound words
Sentence types
Comparatives and superlatives
Adverbs
Present and past tense
Conjunctions
The grammar for year 2 in English Appendix 2
Compound words
Sentence types
Comparatives and superlatives
Adverbs
Present and past tense
Conjunctions
Some features of written Standard English
Some features of written Standard English
Use and understand the grammatical terminology in English Appendix 2 in discussing their writing
Use and understand the grammatical terminology in English Appendix 2 in discussing their writing