Ribbleton Avenue Methodist Junior School
"Brighter futures built with Ambition, Courage and Respect; filled with Love, Hope and Faith"
Pre Key Stage 2
English – Reading Progression Year 2
Previous Learning (Y1) | Repeated Learning | New Learning (Y2) |
PHONICS AND WORD READING Book Bands Accurately read orange and/or turquoise and/or purple banded books with greater fluency and confidence. Application of Phonics and CEW Apply phonic knowledge and skills as the route to decode words, Blending Blend sounds in unfamiliar words using the GPCs that they have been taught * (see English Appendix 1 NNC) Reading Skills Respond speedily, giving the correct sound to graphemes for all of the 40+ phonemes. Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Read words containing taught GPCs. Suffixes Read words containing -s, -es, -ing, -ed and -est endings. Prefixes and Contractions Read words with contractions, e.g. I’m, I’ll and we’ll.
COMMON EXCEPTION WORDS Common Exception Words (see NNC English Appendix 1 for Year group lists) Read and spell all words from the Y1 common exception words list, noting unusual correspondences between spelling and sound and where these occur in the word, e.g. school not scool and our not owr FLUENCY Use of phonics to ensure fluency Accurately read texts that are consistent with their developing phonic knowledge, that do not require them to use other strategies to work out words. Rereading texts to promote fluency Reread these books to build up fluency and confidence in word reading. Reading at pace Read words accurately and fluently without overt sounding and blending, e.g. at between 0 and 72 words per minute, in age-appropriate texts. Expression Begin to explore different character voices in well-known stories. DEVELOPING AND MAITAINING READING FOR PLEASURE Reading choices Make personal reading choices and give reasons for choices. Retelling and learning by heart Orally retell known stories Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud. UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher. Record at least once a week in a reading journal. Self-checking Check that a text makes sense to them as they read and to self- correct. WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Discuss word meaning and links new meanings to those already known. Developing an awareness of language choice for interest Identify, discuss and collect their favourite words and phrases INFERENCE AND PREDICTION Inferences Begin to make simple inferences. Predictions Predict what might happen on the basis of what has been read so far. POETRY AND PERFORMANCE Forms of poetry Recite simple poems by heart. Performance Act out what they have read using language from the text. NON-FICTION Organisational features Locate specific features of a non-fiction book e.g. the contents page, index, glossary, sub-title. Navigating texts in print and online Navigate texts in print and on screen with some support selecting if required. PARTICIPATING IN DISCUSSION Rules for discussion and debate Take turns and listen to what others have to say about a book. Group discussions and presentations Make contributions in group discussions about a book.
| PHONICS AND WORD READING Blending Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for grapheme Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Read words containing taught GPCs. Suffixes Read and explain most words containing common suffixes –ing, -ed, -er, -est, * see NNC Appendix 1 English Prefixes and Contractions Read words with contractions, e.g. I’m, I’ll and we’ll.
COMMON EXCEPTION WORDS Read and spell all words from the Y1 common exception words list, noting unusual correspondences between spelling and sound and where these occur in the word, e.g. school not scool and our not owr FLUENCY Use of phonics to ensure fluency Accurately read texts that are consistent with their developing phonic knowledge, that do not require them to use other strategies to work out words. Rereading texts to promote fluency Reread these books to build up fluency and confidence in word reading.
UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher. Record at least once a week in a reading journal.
WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Discuss and clarifies the meanings of words, linking new meanings to known vocabulary. Developing an awareness of language choice for interest Identify, discuss and collect their favourite words and phrases Predictions Predict what might happen on the basis of what has been read so far in a text. POETRY AND PERFORMANCE Performance Act out what they have read using language from the text. NON-FICTION Navigating texts in print and online Navigate texts in print and on screen with some support selecting if required. PARTICIPATING IN DISCUSSION Rules for discussion and debate Take turns and listen to what others have to say about a book. Group discussions and presentations Make contributions in group discussions about a book.
| PHONICS AND WORD READING Book Bands Accurately read gold and/or white and/or lime banded books with greater fluency and confidence. Application of Phonics and CEW Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. Blending Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for grapheme Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Read words containing taught GPCs. Reading Skills Accurately read most words of two or more syllables. Suffixes Read and explain most words containing common suffixes –ness, -ment, -ful, -less, -ly, -ing, -ed, -er, -est, -y. * see NNC Appendix 1 English
COMMON EXCEPTION WORDS
Common Exception Words (see NNC English Appendix 1 for Year group lists) Read and spell all words from the Y1 and Y2 common exception words list, noting unusual correspondences between spelling and sound and where these occur in the word, e.g. father not farther, parents not pairents FLUENCY Use of phonics to ensure fluency Read aloud books (closely matched to their improving phonic knowledge), sounding out unfamiliar words accurately, automatically and without undue hesitation. Rereading texts to promote fluency Reread these books to build up fluency and confidence in word reading. Reading at pace Read words accurately and fluently without overt sounding and blending, e.g. at between 72 and 90 words per minute, in age-appropriate texts. Use different character voices in well-known stories.
Expression Is expressive when reading aloud, e.g. shouts or acts surprised for words in bold.
DEVELOPING AND MAINTAINING READING FOR PLEASURE Reading choices Read books for a range of purposes e.g. enjoyment, research. Retelling and learning by heart Orally retell a range of familiar stories, e.g. fairy tales Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud. UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher. Record at least once a week in a reading journal. Self-checking Check that the text makes sense to them as they read and to correct inaccurate reading.
COMPARING, CONTRASTING AND COMMENTING Text types Become increasingly familiar with a range of stories, fairy stories and traditional tales. Text types and discussion Listen to a wide range (beyond their current reading level) of fiction, poetry, plays, non-fiction and reference books or textbooks and take part in discussion about them, explaining their understanding and expressing their views. Key reading skills Recognise simple recurring literary language in stories and poetry Dictionary use Use a dictionary with help to check the meaning of a word. Links and comparisons Make links between the text they are reading and other texts they have read (in texts that they can read independently). Questioning, evidence and reasoning Ask and answer questions about a text. Themes Discuss themes e.g. rich and poor, good over evil, wish or foolish. Events and key information Discuss the sequence of events in books and how items of information are related. Terminology use for text discussion Give evidence from the text when answering a comprehension question. WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Discuss and clarifies the meanings of words, linking new meanings to known vocabulary. Developing an awareness of language choice for interest Identify, discuss and collect their favourite words and phrases Predictions Predict what might happen on the basis of what has been read so far in a text. Language devices Discuss the possible meaning of a new word by reading around it and exploring the context. INFERENCES AND PREDICTIONS Predictions Predict what might happen on the basis of what has been read so far in a text. Inferences Make inferences about characters and events e.g. I can talk about how a character may be feeling. POETRY AND PERFORMANCE Forms of poetry Continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some with appropriate intonation to make the meaning clear. Performance Act out what they have read using language from the text. NON-FICTION Organisational features Recognise that non-fiction books are often structured in different ways. Retrieving and recording information Talk about how information is organised and locate information in non-fiction texts. PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others. Rules for discussion and debate Take turns and listen to what others have to say about a book. Group discussions and presentations Make contributions in group discussions about a book. |