Year Two Reading Overview
YEAR 2
By the end of Year 1 children will have covered the following key objectives:
On-going learning across the year
Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
Read aloud books closely matched to their improving phonic knowledge, sound out unfamiliar words accurately, automatically and without undue hesitation
Re-read these books to build up their fluency and confidence in word reading
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
Listen to, discuss and express 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
Continue to build up a repertoire of poems learnt by heart, appreciate these and recite some, with appropriate intonation to make the meaning clear
Phase 1
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

Read accurately words of two or more syllables that contain the same graphemes as above

Read most words at an instructional level, i.e. 93- 95 per cent of words, quickly and accurately,
without overt sounding and blending, when they have been frequently encountered

Read words containing common suffixes

read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words
accurately, automatically and without undue hesitation

Can apply Hampshire or School chosen Autumn Term core spelling curriculum knowledge when reading
Inference

Make simple predictions, linking to own experience

Make simple inferences about characters’’ thoughts and feelings and reasons for actions on the basis
of what is being said and done

Identify key themes and discuss reasons for events in stories

Make predictions about expectations of a text by skim reading, title, contents, illustrations
Themes and conventions

Listen to, discuss and express 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

Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional
tales

Reading non-fiction books that are structured in different ways

Make comparisons between books, noting similarities, differences and preferences between:
narrative sequences, characters & setting

Identify how features are linked to purpose, e.g. why characters and settings in stories are
described
Comprehension

Understand both the books they can already read accurately and fluently and those they listen to

Draw on what they already know or on background information and vocabulary provided by the
teacher

Discuss and clarify the meanings of words, linking new meanings to known vocabulary

Use the grammar of a sentence to decipher new or unfamiliar words

Check that the text makes sense to them as they read and correcting inaccurate reading

Identify and discuss the main events or key points in a text

Retell a story clearly and with appropriate detail

Participate in discussions 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, express views and ask
questions
Word reading

Read further common exception words,
noting unusual correspondences between
spelling and sound and where these occur
in the word

Re-read books to build up their fluency
and confidence in word reading

Can apply Spring Term core spelling
curriculum knowledge when reading
Inference

Understand both the books they can
already read accurately and fluently
and those they listen to

Predict what might happen on the basis
of what has been read so far
Themes and conventions

Read non-fiction books that are
structured in different ways

Make comparisons between books, noting
similarities, differences and preferences
between e.g. layout, features and setting

Identify how features are linked to
purpose, e.g. why an information text has
subheadings
Language for effect

Develop pleasure in reading, motivation
to read, vocabulary and understanding

Discuss the sequence of events in
books and how items of information
are related

Discuss favourite words and phrases

Begin to understand the effects of
different words and phrases, e.g. to
create humour, images and atmosphere
Comprehension

Explain and discuss their understanding
of books, poems and other material, both
those that they listen to and those that
Phase 3
Inference

Make predictions using
experience of reading
books in the same
genre, by the same
author or based on
similar themes
Language for effect

Identify how
vocabulary choice
affects meaning,
identifying or
providing own
synonyms for
specific words
within the text

Explain and discuss their understanding of books, poems and other material, both those that they
listen to and those that they read for themselves

Language for effect

Develop pleasure in reading, motivation to read, vocabulary and understanding by recognising
simple recurring literary language in stories and poetry

Identify rhyming and alliterative words




Phase 4 – Working deeper
they read for themselves
Identify cause and effect in narrative
and non-fiction, e.g. character
motivation; why certain information has
been included
Use bibliographic knowledge to help
retrieve specific information
Discuss the sequence of events in books
and how items of information are related
Identify or provide own synonyms for
specific words within the text
During this phase, children will be given the opportunity to apply their knowledge and understanding of all year
one objectives in a wider range of reading opportunities