Title:
Year 2 – Phase 1
Word Reading
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 suffixes by building on the root words
that have already been learnt
Read most words at an instructional level,
i.e. 93-95 per cent of words read quickly and
accurately, without overt sounding and
blending, when they have been frequently
encountered
Names:
Comments:
Themes and
Conventions
Listen to, discuss and
express views about a
wide range of
contemporary and classic
poetry, stories and nonfiction at a level beyond
that at which they can
read independently
Clarify
Use the grammar of a
sentence to decipher
new or unfamiliar
words
Check that the text
makes sense to them
as they read and
correct inaccurate
reading
Comprehension
Monitor and
S&R
Summarise
Identify and
discuss the main
events or key
points in a text
Retell a story
clearly and with
appropriate detail
Make comparisons
between books, noting
similarities, differences
and preferences between:
Extract
information
from the text
and discuss
orally with
reference to
the text
Understand
how to use
alphabetically
ordered texts
to retrieve
information
Inference
Respond and
Explain
Participate in
discussions about
books, poems and
other works that are
read to them and
those they can read
for themselves by:
• taking turns and
listening to what
others say
• expressing views
• asking questions
Make simple predictions,
linking to own experience
Make simple inferences
about characters’ thoughts
and feelings and reasons
for actions
Language
for Effect
Identify
rhyming and
alliterative
words
Identify key themes and
discuss reasons for events
in stories
Make predictions about
expectations of a text by
skim reading, title,
contents, illustrations
Guided Reading Session Breakdown:
Book Introduction and strategy check:
Independent Reading:
Teacher: Listens in, observe reader’s
behaviour to gather evidence of strategy
used. Interact with children to assist
problem solving. Praise!
Floating Questions:
Return to text (after reading):
Child: Reads to themselves softly of silently and request help in problem solving when
required.
Title:
Year 2 – Phase 2
Word Reading
Read accurately by blending the sounds in
words that contain the graphemes taught so
far especially recognising alternative sounds
for graphemes
Themes and
Conventions
Make comparisons
between books, noting
similarities, differences
and preferences between:
Read accurately words of two or more
syllables that contain the same graphemes
as above
Read suffixes by building on the root words
that have already been learnt
Read most words at an instructional level,
i.e. 93-95 per cent of words read quickly and
accurately, without overt sounding and
blending, when they have been frequently
encountered
Names:
Comments:
Identify how features are
linked to purpose, e.g. why
an information text has
subheadings or why
characters and settings in
stories are described
Clarify
Use the grammar of a
sentence to decipher
new or unfamiliar
words
Check that the text
makes sense to them
as they read and
correct inaccurate
reading
Comprehension
Monitor and
S&R
Summarise
Discuss the
sequence of
events within a
book and how
items of
information are
related
Identify or
provide own
synonyms for
specific words
within the text
Use
bibliographic
knowledge to
help retrieve
specific
information
Inference
Language
for Effect
Make simple predictions,
linking to own experience
Begin to
understand the
effects of
different words
and phrases,
e.g. to create
humour, images
and
atmosphere
Respond and
Explain
Identify cause and
effect in narrative
and non-fiction, e.g.
character
motivation; why
certain information
has been included
Make simple inferences
about characters’ thoughts
and feelings and reasons
for actions
Identify key themes and
discuss reasons for events
in stories
Make predictions about
expectations of a text by
skim reading, title,
contents, illustrations
Guided Reading Session Breakdown:
Book Introduction and strategy check:
Independent Reading:
Teacher: Listens in, observe reader’s
behaviour to gather evidence of strategy
used. Interact with children to assist
problem solving. Praise!
Floating Questions:
Return to text (after reading):
Child: Reads to themselves softly of silently and request help in problem solving when
required.
Title:
Year 2 – Phase 3
Word Reading
Read accurately by blending the sounds in
words that contain the graphemes taught so
far especially recognising alternative sounds
for graphemes
Themes and
Conventions
Make comparisons
between books, noting
similarities, differences
and preferences between:
Read accurately words of two or more
syllables that contain the same graphemes
as above
Read suffixes by building on the root words
that have already been learnt
Read most words at an instructional level,
i.e. 93-95 per cent of words read quickly and
accurately, without overt sounding and
blending, when they have been frequently
encountered
Names:
Comments:
Identify how features are
linked to purpose, e.g. why
an information text has
subheadings or why
characters and settings in
stories are described
Clarify
Use the grammar of a
sentence to decipher
new or unfamiliar
words
Check that the text
makes sense to them
as they read and
correct inaccurate
reading
Comprehension
Monitor and
S&R
Summarise
Discuss the
sequence of
events within a
book and how
items of
information are
related
Use
bibliographic
knowledge to
help retrieve
specific
information
Inference
Respond and
Explain
Identify cause and
effect in narrative
and non-fiction, e.g.
character
motivation; why
certain information
has been included
Make predictions using
experience of reading
books in the same genre,
by the same author or
based on similar themes
Identify or
provide own
synonyms for
specific words
within the text
Language
for Effect
Identify how
vocabulary
choice affects
meaning,
identifying or
providing own
synonyms for
specific words
within the text/
Guided Reading Session Breakdown:
Book Introduction and strategy check:
Independent Reading:
Teacher: Listens in, observe reader’s
behaviour to gather evidence of strategy
used. Interact with children to assist
problem solving. Praise!
Floating Questions:
Return to text (after reading):
Child: Reads to themselves softly of silently and request help in problem solving when
required.