Year 2 – English

Reading into Writing Journey

The curriculum is planned in such a way that the children are immersed into the whole class text through a range of reading strategies, such as role play, graphic organisers, role on the wall and character analysis. The children are taught to understand the text they are reading through VIPERS where they are exposed to a range of reading skills. Examples of these questions can be found here.

VIPERS skills include:

VOCABULARY

INFER

PREDICT

EXPLAIN

RETRIEVE

SEQUENCE

 

Phonics – Little Wandle

Phonics is a major aspect of the Key Stage 1 curriculum. At Sneyd Academy, we teach the Little Wandle framework for Phonics in Year 1. Parent information about Little Wandle can be found on their website: https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

By the end of Year 2, children should be secure on the Phonics sounds for Phase 5.

Common Exception Words (CEWs) are also an important element of the Phonics Letters and Sounds Framework. A list of the CEWs for Year 2 can be found here.

Follow the link for Phonic Jargon Buster.

 

Spellings

Once pupils have mastered Phase 5, we then move them onto the No Nonsense Spelling Scheme where they learn spelling rules and patterns.

Grammar

Children need to be able to show understanding of different grammatical terms and be able to use them in their writing.

Year 2 children are assessed on their knowledge of these grammar terms through termly SPAG Tests (Spellings, Punctuation and Grammar). We have designed a Jargon Buster specifically for the key themes within Year 2. Click here.

 

Super Sentences

Super sentences are used in each year group and have been designed to encourage and help the children use a range of skills within their writing.

Below is a list of the super sentences taught in Year 2:

Super Sentence	Explanation	Example
Expanded noun phrases	Adjectives are used before and after the noun to describe it.	The brave knight in shining armour charged into battle.
Subordinating conjunctions	Using when, if, that, because in a sentence.	I like to go to the park when it is sunny.
Coordinating conjunctions	Using or, and, but in a sentence.	I wanted to watch Doctor Who but my Dad was watching Top Gear.

 

Word of the Day

Each day, a new word is chosen to be The Word of the Day. This could be related to the topic or book that the class are learning about or could be an interesting word that the teacher feels would be useful or fun. The word is then displayed in the classroom for the rest of the year for the children to use in their speaking and listening and, in turn, their written work. Teachers encourage the children to use these words in their writing – and reward them when they do – as it helps to extend their vocabulary.