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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.

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