St. Sebastian's R. C. Primary School


Year 2

Word Reading


Pupils should be taught to: 

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent 
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes 
  • read accurately words of two or more syllables that contain the same graphemes as above 
  • read words containing common suffixes 
  • read further common exception words, noting unusual correspondences 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 encountered 
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation 
  • re-read these books to build up their fluency and confidence in word reading.


Reading Comprehension


Pupils should be taught to: 


  • 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 
    • discussing the sequence of events in books and how items of information are related 
    • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales 
    • being introduced to non-fiction books that are structured in different ways 
    • recognising simple recurring literary 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 what is being said and done 
    • answering and asking questions 
    • predicting what might happen on the basis of what has been read so far 
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say 
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.