collaborative more language in stories (singular) [for another and make simple additions, English Appendix 2 in conversations, syllables that and poetry example, the girl’s to lower revisions and corrections discussing their writing. staying on contain the book] letters to their own writing by: discussing and and initiating and same clarifying the evaluating their use spacing responding to graphemes distinguishing meanings of words, writing with the between comments as above between teacher and other linking new words that homophones and pupils meanings to known read words reflects the use spoken near-homophones vocabulary containing size of the re-reading to language to common letters. check that their develop discussing their add suffixes to spell suffixes writing makes understanding favourite words longer words, sense and that through and phrases read further including –ment, verbs to indicate speculating, continuing to build common –ful, –less, –ly time are used hypothesising, up a repertoire of exception correctly and imagining and poems learnt by words, apply spelling rules consistently, exploring ideas heart, appreciating noting and guidance, as including verbs in these and reciting unusual audibly and listed in the continuous some, with fluently with an form appropriate increasing write from memory to intonation to make between command of simple sentences check for errors the meaning clear spelling and Standard English dictated by the in spelling, sound and teacher that include understand both the books participate in grammar and where these words using the that they can already read discussions, punctuation [for occur in the GPCs, common accurately and fluently and presentations, example, ends of word exception words those that they listen to by: performances, sentences and punctuation read most role play, drawing on what punctuated taught so far. words improvisations they already know correctly] quickly and and debates or on background read aloud what accurately, information and they have written gain, maintain and without vocabulary with appropriate monitor the overt provided by the intonation to interest of the sounding teacher make the listener(s) and checking that the meaning clear. blending, consider and text makes sense to when they evaluate different them as they read have been viewpoints, and correcting frequently attending to and inaccurate reading building on the making inferences on the basis of
collaborative conversations, staying on and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their 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 (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones add suffixes to spell longer words, including –ment, –ful, –less, –ly apply spelling rules and guidance, as listed in write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. another and to lower letters use spacing between words that reflects the size of the letters. make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] read aloud what they have written with appropriate intonation to make the meaning clear. English Appendix 2 in discussing their writing.
Year-2-Lit-objectives-2014-sarah.docx