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Year 2 Expectations: Spoken Language

  • Ask questions  to gain information and to clarify meaning
  • Express themselves using complete sentences when required
  • Make more specific vocabulary choices, for example – technical language
  • Take turns when talking in pairs or in small groups
  • Offer appropriate comments in paired or small group discussion
  • Begin to be aware that formal and informal situations  require a different role and language
  • Retell a familiar story using narrative language and linking words and phrases
  • Hold the attention of  listeners by adapting the way they talk
  • Begin to understand how to speak for different purposes and audiences
  • Perform a simple poem from memory


Year 2 Expectations: Word Reading

  • Decode automatically and fluently
  • Read accurately by blending the sounds in words that contain the graphemes taught
  • Recognise and read alternative sounds for graphemes
  • Read accurately words of two or more syllables that contain the same GPCs
  • Read words containing common suffixes
  • Read further common exception words
  • Read and notice unusual correspondence between grapheme and phoneme
  • Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Read books  fluently and confidently


Year 2 Expectations: Comprehension

  • Talk about and give an opinion on a range of texts
  • Discuss the sequence of events in books and how they are related to each other
  • Use prior knowledge and context and vocabulary explored to understand texts
  • Retell orally some stories, including fairy stories and traditional tales
  • Read for meaning, checking that the text makes sense and correcting inaccurate reading
  • Know and recognise simple recurring literary language in stories and poetry
  • Talk about favourite words and phrases.
  • Increase repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • Answer and ask appropriate questions and make predictions on the basis of what has been read so far
  • Draw simple inferences from illustrations, events and characters’ actions and speech.


Year 2 Expectations: Transcription

  • Segment spoken words into phonemes and record these as graphemes
  • Spell words with different alternative spellings, including a few common homophones
  • Spell longer words using suffixes such as ment, ness, ful, less, ly
  • Use knowledge of alternative phonemes to narrow down  possibilities for accurate spelling
  • Identify known phonemes in unfamiliar words and use syllables to divide words
  • Form lower-case letters of the correct size relative to one another
  • Begin to use some of the diagonal and horizontal strokes needed to join letters
  • 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


Year 2 Expectations: Composition

  • Write narratives about personal experiences and those of others (real and fictional)
  • Write for different purposes, including real events
  • Plan and discuss the content of writing and write down ideas
  • Orally rehearse structured sentences or sequences of sentences
  • Evaluate writing  independently, with peers and with  teacher
  • Proof-read to check for errors in spelling, grammar and punctuation
  • Use full stops, capital letters , exclamation and question marks accurately to demarcate sentences and commas for lists
  • Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I'
  • Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • Use present and past tenses correctly and consistently including the progressive form
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