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Year 2

Year 2 English Key Skills

Speaking and Listening

I can speak clearly and confidently using a range of vocabulary and appropriate intonation.

I can listen carefully, remembering important points.

I can listen to and follow several instructions.

I can ask a range of questions using question stems.

I can listen to the views of others.

I can contribute to a group discussion and be cooperative

I can act out/present parts of traditional tales as well as my own stories.

I can participate in discussions, presentations, performance and role play.

Reading (word/comprehension)

I can read independently and accurately all key words from R-Y2.

I can read non-fiction books, stories and poems (reciting some) accurately, taking note of punctuation.

I can use a range of strategies for decoding unknown words.

I can identify syllables, common prefixes and suffixes and regular verb endings.

I can self-correct when reading.

I can read with understanding and talk about themes, events, characters and feelings in books.

I can predict, infer and ask questions about a text (reciprocal reading)

I can answer questions about a text both orally and written.

I can give reasons for events in a book.

I can explain why I like or dislike a book.

I can explain the purpose of alphabetical order, layout, diagrams, captions, hyperlinks and bullet points in non-fiction texts.

I can use a dictionary to locate specific words.

I can use an index and a glossary to find information.

I can read independently and in silence for 20-30 minutes from a range of texts, familiar and unfamiliar.

Writing (composition/grammar)

I can write an A4 page of meaningful sentences in a particular genre.

I can use full stops, capital letters, exclamation marks and question marks.

I can use commas for lists and description (e.g. He had a long, hairy beard, two gigantic eyes and a bulbous nose)

I can use apostrophes for contraction and possession (I’ll, we’ll, can’t…).

I can use a range of connectives to join two sentences (coordination) (e.g. and, but, so, or, because)

I am beginning to include complex sentences in some of my writing (subordination) (e.g. who, which, what, while, when, where, because, then, so that, if, to, until)

I can start my sentences with different openers (e.g. connectives, adverbs…).

I can write simple texts such as lists, stories, instructions, poems, simple reports and explanations.

I can compose my sentences orally before I begin to write them.

I can use some adventurous vocabulary (e.g. 2A sentences – The boys peeped inside the dark, dank cave. Adverbs – Tom ran quickly down the hill.)

I can use past and present tense accurately.

I can use speech marks to mark direct speech.

I know and use some common prefixes and suffixes including those that create an antonym (opposite) such as ‘un’ and ‘dis’.

I know the term synonym and can locate and use synonyms in my writing.

I am beginning to group sentences with a similar theme together, ready to form paragraphs.

I recognise and am beginning to use high frequency homophones correctly (e.g. to, too, two, there, their, they’re…)

I can use my skills to write across the curriculum.

Handwriting

I can hold a pencil correctly, sit up correctly and steady my work.

I can use and form all letters and numbers correctly.

I can keep handwriting on the line.

I can show consistency in size of letters.

I can begin to join my handwriting.

Phonics/Spelling

I can recognise, read and spell all key words for Reception, year 1 and year 2.

I can read and spell all phonic sounds and blends. (Set 2 and 3 sound)

I can use spelling rules to correctly spell words containing the suffixes: –es, -ed, -ing, -er, -est

I can spell words with contractions (e.g. I’ll, we’ll, can’t…)

I can add suffixes including –ment, -ness, -ful, -less, -ly and understand how suffixes can change a root word.

I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.

Terminology

Consolidate: finger spaces, letter, word, sentence, full stops, capital letter, question mark, exclamation mark, speech bubble, bullet points, singular/plural, adjective, verb,  connective, alliteration, simile –‘as/’like’

Introduce: apostrophe (contractions and singular possession, commas for description, speech marks, suffix, verb/adverb, statement, question, exclamation, command (bossy verbs), tense, adjective, noun, noun phrases.

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