Exchange five prompts for decoding re-read these books to build up their guided reading with a focus on word fluency and confidence in word recognition independent reading Year 2 Reading comprehension Key teaching strategies – develop pleasure in reading, motivation to read, vocabulary and understanding by: to, discussing and reading aloud to children listening expressing views about a wide range of guided reading with a focus on contemporary and classic poetry, stories language comprehension and non-fiction at a level beyond that at book talk which they can read independently performance poetry the sequence of events in story mapping discussing books and how items of information are boxing-up increasingly familiar with oral story-telling becoming and retelling a wider range of stories, fairy stories and traditional introduced to non-fiction books using non-fiction across the being that are structured in different curriculum (for example, recipe books, labelled diagrams, websites) simple recurring literary oral story-telling recognising language in stories and reading aloud to children guided reading with a focus on language comprehension book talk and clarifying the systematic vocabulary development discussing meanings of words, linking new semantic strategies meanings to known their favourite words and book talk discussing to build up a repertoire of book talk continuing poems learnt by heart, appreciating performance poetry these and reciting some, with appropriate intonation to make the meaning understand both the books that they can already read accurately and fluently and those that they listen to by:
Exchange five prompts for decoding re-read these books to build up their fluency and confidence in word guided reading with a focus on word recognition independent reading Year 2 Reading – comprehension Key teaching strategies 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 reading aloud to children guided reading with a focus on language comprehension book talk performance poetry discussing the sequence of events in books and how items of information are story mapping boxing-up becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional oral story-telling being introduced to non-fiction books that are structured in different using non-fiction across the curriculum (for example, recipe books, labelled diagrams, websites) recognising simple recurring literary language in stories and oral story-telling reading aloud to children guided reading with a focus on language comprehension book talk discussing and clarifying the meanings of words, linking new meanings to known systematic vocabulary development semantic strategies discussing their favourite words and book talk continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning book talk performance poetry understand both the books that they can already read accurately and fluently and those that they listen to by: