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English

Year 2 English

In Year 2 the boys arrive with skills in reading, writing and phonic spelling; their handwriting is cursive and they are fluent in most aspects. Reading, writing, speaking and listening continue to frame the curriculum in English and cross-curricular opportunities are plentiful and encouraged. The development of knowledge through Year 1 is consistently accelerated; now it is time to become self-motivated, resourceful and self-critical learners. They can read keywords from our scheme and are ready to pull these skills together to up-level their writing, to develop their editing ability and to begin the life-long process of perfecting their written work. Praise is given for effort, but there is more emphasis on enabling self-assessment and the motivation to progress at a great rate.  

Throughout the year the boys will develop their skills in planning, writing and editing. They will use VCOP (Vocabulary, Connectives, Openers and Punctuation) guidance and prompts, along with ‘Writers’ Directory’, dictionaries and thesauruses where appropriate. The boys are encouraged to independently source answers and to self and peer assess to improve and develop their writing. 

Writing will be meaningful and will follow their interests. Throughout the year they will experience planning and writing pieces around the genres: ‘stories and fables’, ‘proverbs’, ‘reports’, ‘directions’, ‘informative research-based pieces’, ‘persuasive’, ‘character description’, ‘advertisements’,‘letter-writing’, ‘diaries’, ‘playlets / dialogue’ and ‘poetry’ writing among opportunities.

Autumn Term

Reading: 

The boys continue to read through the scheme at their level and pace. Formal reading comprehensions continue, with the onus on listening, spotting key words and recording in basic sentences. Fairy tales, traditional tales, contemporary tales, classic poetry. Teacher reads a more advanced book to the boys to encourage imagination and to develop comprehension and vocabulary. The boys begin to use the Accelerated Reader Scheme.

Spelling:

This is highly differentiated and addresses phonics where required and covers extensive topic based vocabulary where appropriate. Use of The Writers’ Dictionary is promoted for extension. -ge, -dge, -c before e, i and y; kn- & gn; wr-; -le; -el; -al; -il; -y

Vocabulary:

Using suffixes to form nouns; compound nouns; using suffixes to form adjectives

Grammar:

conjunctions, noun phrases, sentence types: statements, questions

Punctuation:

Throughout the year expectations and teaching are bespoke to individual boys ready for the next steps: capitals, full stops, commas for lists and additional information, apostrophes for omission and possession and speech marks...colons and semicolons.

Spring Term

Reading:

The boys begin to emerge as ‘Free Readers’ joining our Accelerated Reader motivation and tracking programme. Formal reading comprehension becomes a more independent and timed task, involving reading, tracking, scanning and answering in complete, more complex sentences. The boys are expected to embrace the extension opportunities and present their work verbally. Word play, instructions, explanations, non-chronological report. Teacher read book. Accelerated Reader continues, with boys extending their targets.

Spelling:

This is highly differentiated and addresses phonics where required and covers extensive topic based vocabulary where appropriate. Individual challenges are encouraged. Adding -es to words ending in -y; adding -ed to words ending in -y; adding -er or -est to root words ending in -y; adding -ing; adding new endings to root words ending in -e; adding new endings to one-syllable words with short vowel sounds; al & all; ‘u’ sound spelt ‘o’; ‘ee’ sound spelt ‘ey’.

Vocabulary:

Using suffixes to form adverbs from adjectives; using suffixes in adjectives.

Grammar:

Sentence types: exclamations and commands; present and past tenses

Punctuation:

Throughout the year expectations and teaching are bespoke to individual boys ready for the next steps: capitals, full stops, commas for lists and additional information, apostrophes for omission and possession and speech marks...colons and semicolons

Summer Term

Reading:

This is fluent and used across all subject areas as a resource for gathering information on myriad subjects and topics. Formal reading comprehensions cross all subject areas and require speed and accuracy. Boys are expected to be able to use the Library to find useful books and to locate data via indexes, contents and glossaries for independent project work. Teacher read book.Accelerated Reader continues. 

Spelling:

This is highly differentiated and addresses phonics where required and covers extensive topic based vocabulary where appropriate. Individual challenges are encouraged. Gifted and talented boys may enter competitions and the Spelling Bee. ‘o’ sound after ‘w’ & ‘qu’; ‘er’ after ‘w’; ‘sh’ spelt ‘s’; suffixes: -ment, -ness, -ful, -less, -ly; apostrophes for contractions & possession; -tion; homophones

Vocabulary:

synonyms and antonyms

Grammar:

review of all aspects covered; progressive verb forms in the present and past tense

Punctuation:

throughout the year expectations and teaching are bespoke to individual boys ready for the next steps: capitals, full stops, commas for lists and additional information, apostrophes for omission and possession and speech marks...colons and semicolons