English Year 2

A year 2 speaker

  • I can ask question to get more information and clarify meaning.
  • I can talk in complete sentences.
  • I can decide when I need to use specific vocabulary.
  • I can take turns when talking in pairs or a small group.
  • I am aware that formal and informal situations require different language (beginning).
  • I can retell a story using narrative language and linking words and phrases.
  • I can hold the attention of people I am speaking to by adapting the way I talk.
  • I understand how to speak for different purposes and audiences (beginning).
  • I can perform a simple poem from memory.

A year 2 reader

Word reading

  • I can decode automatically and fluently.
  • I can blend sounds in words that contain the graphemes we have learnt.
  • I can recognise and read alternative sounds for graphemes.
  • I can read accurately words of two or more syllables that contain the same GPCs.
  • I can read words with common suffixes.
  • I can read common exception words.
  • I can read and comment on unusual correspondence between grapheme and phoneme.
  • I read most words quickly and accurately when I have read them before without sounding out and blending.
  • I can read most suitable books accurately, showing fluency and confidence. 

Comprehension

  • I can talk about and give an opinion on a range of texts.
  • I can discuss the sequence of events in books and how they relate to each other.
  • I use prior knowledge, including context and vocabulary, to understand texts.
  • I can retell stories, including fairy stories and traditional tales.
  • I can read for meaning and check that the text makes sense. I go back and re-read when it does not makes sense.
  • I can find recurring language in stories and poems.
  • I can talk about my favourite words and phrases in stories and poems.
  • I can recite some poems by heart, with appropriate intonation.
  • I can answer and ask questions.
  • I can make predictions based on what I have read.
  • I can draw (simple) inferences from illustrations, events, characters’ actions and speech.

A year 2 writer

Transcription

Spelling

  • I can segment spoken words into phonemes and record these as graphemes.
  • I can spell words with alternatives spellings, including a few common homophones.
  • I can spell longer words using suffixes such as ‘ment’, ‘ness’, ‘ful’, ‘less’, ‘ly’.
  • I can use my knowledge of alternative phonemes to narrow down possibilities for accurate spelling.
  • I can identify phonemes in unfamiliar words and use syllables to divide words.

Handwriting

  • I can form lower-case letters of the correct size relative to one another.
  • I can begin to use some of the diagonal and horizontal strokes needed to join letters.
  • I show that I know which letters are best left unjoined.
  • I use capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
  • I use spacing between words that reflects the size of the letters.

Composition

  • I can write narratives about personal experiences and those of others, both real and fictional.
  • I can write for different purposes, including real events.
  • I can plan and discuss the content of writing and record my ideas.
  • I am able to orally rehearse structured sentences or sequences of sentences.
  • I can evaluate my own writing independently, with friends and with an adult.
  • I can proof-read to check for errors in 

Grammar and punctuation

Sentence structure

  • I can use subordination and co-ordination.
  • I can use expanded noun phrases.
  • I can say how the grammatical patterns in a sentence indicate its function.

Text structure

  • I consistently use the present tense and past tense correctly.
  • I can use the progressive forms of verbs in the present and past tense.

Punctuation

  • I use capital letters for names of people,  places, day of the week and the personal pronoun ‘I’.
  • I correctly use question marks and exclamation marks,
  • I can use commas to separate items in a list.
  • I can use apostrophes to show where letters are missing and to mark singular possession in nouns. 

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