{"id":1611,"date":"2013-01-29T21:22:15","date_gmt":"2013-01-29T21:22:15","guid":{"rendered":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/?page_id=1611"},"modified":"2019-09-05T10:37:48","modified_gmt":"2019-09-05T09:37:48","slug":"year-2-literacy-objectives","status":"publish","type":"page","link":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/parents\/year-2-literacy-objectives\/","title":{"rendered":"Year 2 English Objectives"},"content":{"rendered":"<p><strong>Year 2<\/strong><\/p>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>Children learn to:<\/strong><\/p>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>Speak and listen for a wide range of purposes in different contexts<\/strong><\/p>\n<p><strong>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Speaking <\/strong><\/p>\n<ul>\n<li>speak with clarity and use intonation when reading and reciting texts<\/li>\n<li>tell real and imagined stories using the conventions of familiar story language<\/li>\n<li>explain ideas and processes using language and gesture appropriately<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Listening and Responding<\/strong><\/p>\n<ul>\n<li>listen to others in class, ask relevant questions and follow instructions<\/li>\n<li>listen to talk by an adult, remember some specific points and identify what they have learned<\/li>\n<li>respond to presentations by describing characters, repeating some highlight and commenting constructively<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Group discussion and interaction<\/strong><\/p>\n<ul>\n<li>ensure everyone contributes, allocate tasks, and consider alternatives and reach agreement<\/li>\n<li>work effectively in groups by ensuring each group member takes a turn challenging, supporting and moving on<\/li>\n<li>listen to each other\u2019s views and preferences, agree the next steps to take and identify contributions by each group member<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Drama<\/strong><\/p>\n<ul>\n<li>adopt appropriate roles in small or large groups and consider alternative courses of action<\/li>\n<li>present part of traditional stores, own stories or work from different parts of the curriculum for members of their own class<\/li>\n<li>consider how mood and atmosphere are created in live or recorded performance<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Read a wide range of texts on screen and on paper<\/strong><\/p>\n<p><strong>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Word reading skills and strategies<\/strong><\/p>\n<ul>\n<li>recognise less common digraphs and trigraphs, exploring word families<\/li>\n<li>routinely apply phonic knowledge for reading unknown or difficult words<\/li>\n<li>use syntax, context and word structure when reading for meaning<\/li>\n<li>use knowledge of word structure to support reading, including polysyllabic words<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understanding and interpreting texts <\/strong><\/p>\n<ul>\n<li>draw together ideas and information from across a whole text, using simple signposts in the text<\/li>\n<li>give some reasons for why things happen or characters change<\/li>\n<li>explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points<\/li>\n<li>explore how particular words are used, including words and expressions with similar meanings<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Engaging with and responding to texts <\/strong><\/p>\n<ul>\n<li>read whole books on their own, choosing and justifying selections<\/li>\n<li>engage with books through exploring and enacting interpretations<\/li>\n<li>explain their reactions to texts, commenting on important aspects<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>Write a wide range of texts on paper and on screen<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Creating and shaping texts<\/strong><\/p>\n<ul>\n<li>draw on knowledge and experience of texts in deciding and planning what and how to write<\/li>\n<li>sustain form in narrative, including use of person and time<\/li>\n<li>maintain consistency in non-narrative, including purpose and tense<\/li>\n<li>make adventurous word and language choices appropriate to style and purpose of text<\/li>\n<li>select from different presentational features to suit particular writing purposes on paper and on screen<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Text structure and organisation<\/strong><\/p>\n<ul>\n<li>use planning to establish clear sections for writing<\/li>\n<li>use appropriate language to make sections hang together<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>10.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sentence structure and punctuation<\/strong><\/p>\n<ul>\n<li>write simple and compound sentences and begin to use subordination in relation to time and reason<\/li>\n<li>use tense consistently (present, past and imperative)<\/li>\n<li>use question marks and use commas to separate items in a list<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>11.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Word structure and spelling<\/strong><\/p>\n<ul>\n<li>spell new words using phonics and a range of self-checking strategies<\/li>\n<li>spell correctly common inflections, including plurals, tenses (<em>-ing<\/em>, <em>-ed<\/em>), words with double letters and common prefixes<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline;\">\u00a0<\/span><\/p>\n<p><strong>12.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Presentation<\/strong><\/p>\n<ul>\n<li>write legibly, with ascenders and descenders distinguished<\/li>\n<li>use upper and lower case letters appropriately within words<\/li>\n<li>word process short narrative and non-narrative texts<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Year 2 \u00a0 Children learn to: \u00a0 Speak and listen for a wide range of purposes in different contexts 1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Speaking speak with clarity and &hellip;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":5765,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/1611"}],"collection":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/comments?post=1611"}],"version-history":[{"count":4,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/1611\/revisions"}],"predecessor-version":[{"id":19323,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/1611\/revisions\/19323"}],"up":[{"embeddable":true,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/5765"}],"wp:attachment":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/media?parent=1611"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}