KS1 – Year 2 English – New Curriculum, 2017

Children aged 6 to 7 in year 2, should be comfortable with the level of difficulty presented by this KS1 English revision material.

KS1 – Year 2 English – New Curriculum, 2017

October 25, 2017 admin

READING Words

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

e.g. When we see a letter we change it to a sound using the lips, tongue, nose, throat.

For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat

Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:

  • recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
  • identify the sounds that different combinations of letters make and
  • blend these sounds together from left to right to make a word.

The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for grapheme:

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught:

In ‘plain english’ this means how a particular letter sounds.

 

Make the sound for letters in this order:
Set 1 – s a t p
Set 2 – i n m d
Set 3 – g o c k
Set 4 – ck e u r
Set 5 – h b f ff l ll s ss

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word:

When we see a letter we change it to a sound using the lips, tongue, nose, throat,

For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat

Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:

  • recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
  • identify the sounds that different combinations of letters make and
  • blend these sounds together from left to right to make a word.

The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.

Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the words:

When we see a letter we change it to a sound using the lips, tongue, nose, throat,

For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat

Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:

  • recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
  • identify the sounds that different combinations of letters make and
  • blend these sounds together from left to right to make a word.

The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.

Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered:

When we see a letter we change it to a sound using the lips, tongue, nose, throat,

For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat

Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:

  • recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
  • identify the sounds that different combinations of letters make and
  • blend these sounds together from left to right to make a word.

The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.

Read aloud books closely matched to your improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation reread these books to build up your fluency and confidence in word reading:

When we see a letter we change it to a sound using the lips, tongue, nose, throat,

For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat

Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:

  • recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
  • identify the sounds that different combinations of letters make and
  • blend these sounds together from left to right to make a word.

The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.

READING Comprehension

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
  • 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
  • being introduced to non-fiction books that are structured in different ways
  • recognising simple recurring literary language in stories and poetry
  • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • discussing your 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

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
  • 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
  • answering and asking questions
  • 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

Explain and discuss your understanding of books, poems and other material, both those that they listen to and those that they read for themselves

SPELLING Spellings

Spell by:

  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which 1 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 more words with contracted forms
  • learning the possessive apostrophe (singular) [for example, the girl’s book]
  • distinguishing between homophones and near-homophones

Add suffixes to spell longer words including -ment, -ness, -ful, -less, -ly

Apply spelling rules and guidance, as listed in Spelling-Year-2

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

WRITING Handwriting

Form lower-case letters of the correct size relative to one another:

You should revise and practise correct letter formation frequently.

Practise writing with a joined style as soon as you can form letters securely with the correct orientation.

Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined:

Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters

Use spacing between words that reflects the size of the letters

WRITING Composition

Develop positive attitudes towards and stamina for writing by:

  • writing narratives about personal experiences and those of others (real and fictional)
  • writing about real events
  • writing poetry
  • writing for different purposes

Consider what they are going to write before beginning by:

  • planning or saying out loud what they are going to write about
  • writing down ideas and/or key words, including new vocabulary
  • encapsulating what they want to say, sentence by sentence

Make simple additions, revisions and corrections to your own writing by:

  • evaluating your writing with the teacher and other pupils
  • rereading to check that your writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
  • proofreading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)

Read aloud what they have written with appropriate intonation to make the meaning clear

WRITING, Vocab,Grammar,Punctuate

Develop your understanding of the concepts set out in grammarby:

  • learning how to use both familiar and new punctuation correctly – see Grammar, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

  • sentences with different forms: statement, question, exclamation, command
  • expanded noun phrases to describe and specify [for example, the blue butterfly]
  • the present and past tenses correctly and consistently, including the progressive form
  • subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • the grammar for year 2 in Grammar
  • some features of written Standard English

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