Throckley
Whole School Shared Texts
Autumn Spring Summer
Value Learning Respect Teamwork Caring Pride Success
Counting on Katherine by Helaine Becker
One Little Bird by Sheryl Webster
Under the Same Sky by Britta Teckentrup
The Invisible Boy by Trudy Ludwig Elmer by David McKee Stuck by Oliver Jeffers
years:
Primary School Year 2 English Curriculum Overview
Content Covered Grammar Coverage Recap of content from previous
Y1: Letter, capital letter word, singular, plural, sentence punctuation, full stop, question mark, exclamation mark.
Throckley Primary School
Year 2 English Curriculum Overview
New content:
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb tense (past, present) apostrophe, comma, past progressive.
Vocab to be introduced and repeated
Apostrophe, chronological order, command, commas (lists), compound sentence, comprehension, conclusion, conjunction, consonant, contraction, coordinating conjunction, Entertain, exclamation sentence, first / second person, focus, highlight, homophone, infer / inference, introduction, leaflet, narrative, narrator, noun phrase, paragraph, past / present/ future tense, perform, phrase, plot, plural, proper noun, replace, report, singular, statement, structure, sub heading, subordinating conjunction, summary / summarise, tense, trigraph, vocabulary, instructions: imperative verb, poetry: rehearse, repetition, newspaper, opinion, headline, caption, article, advert: leaflet, persuade.
Vocabulary, Punctuation and Grammar Objectives
• Learn how to use both familiar and new vocabulary correctly including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and singular possession.
• Use sentences with different forms: statement, question, command, exclamation.
• Use expanded noun phrases to describe and specify.
• Use present and past tenses correctly and consistently including the progressive form.
• Use subordinating conjunctions (when, if, that, because) and coordinating conjunctions (or, and, but).
• Write using some features of Standard English.
• Use and understand grammatical terminology when discussing their writing.
Throckley Primary School Year 2 English Curriculum Overview
Composition
The Writing Process
Plan:
• Plan or say out loud what they are going to write about.
• Write down ideas and/or key words, including new vocabulary.
Draft:
• Write narratives about personal experiences and those of others (real and fictional).
• Write about real events.
• Write poetry.
• Write for different purposes.
• Encapsulate what they want to say, sentence by sentence.
Evaluate:
• Evaluate their writing with the teacher and other pupils.
• Re-read to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs I the continuous form.
• Proof read to check for errors in spelling, grammar and punctuation.
• Read aloud what they have written with appropriate intonation to make the meaning clear.
Spelling
Using the Read Write Inc scheme, class teachers will deliver daily phonics sessions through this synthetic approach to ensure early success in reading, writing and spelling. After Christmas, most children will start the Read Write Inc spelling scheme as well as building their confidence in the Year 2 Common Exception words.
• Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
Throckley Primary School
Year 2 English Curriculum Overview
• Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.
• Learn to spell common exceptions words.
• Learning to spell more words with contracted forms.
• Learning the possessive apostrophe (singular).
• Distinguishing between homophones and near homophones.
• Add suffixes to spell longer words, including –ment, -ness, -ful, -less, -ly.
• Apply spelling rules (English Appendix 1).
• Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
Handwriting and Presentation
In order to ensure pupils develop their handwriting and have pride in their work, regular, pacey handwriting sessions will be taught weekly by class teachers following the scheme PenPals. Alongside these sessions, class teachers will continue uphold high expectations for presentation in all work books and provide additional interventions if or when needed.
• Form lower-case letters of the correct size relative to one another.
• Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to on another, are better left unjoined.
• Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
• Use spacing between words that reflects the size of the letters.
Throughout the year, class teachers will plan, teach and assess in line with the objectives and vocabulary outlined above. Working alongside Jane Considine’s The Write Stuff approach, children will discover a range of exciting, purposefully-selected texts (please see Year 2’s Reading Library below) to help support and develop their reading, spelling, handwriting and writing skills in order to become confident within their year group’s curriculum and instil a love and passion for the world of English.
For more information on how English is taught and delivered at Throckley Primary School, please see the document: English- Intent, Implement, Impact.
Year
Long Term
Paddington’s
Throckley Primary School Year 2 English Curriculum Overview Purposes studied: To entertain, to persuade and to inform Fiction Non-fiction Poetry Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 Classics Study: Treasure Island - Igloo Books Writing Outcome: Character Description Pirate Lighthouse Keeper’s Lunch - Ronda Armitage Writing Outcome: Diary entry History Grace Darling Geography Coastline The Bear and the Piano - David Litchfield Writing Outcome: Persuasive letter SAL outcome: Perform their letter Geography Woods Science Animals including Humans Easter StoryHeather Amery Writing Outcome: Retell Easter Story The Baker's Boy and the Great Fire of London - Tom Bradman Writing Outcome: Diary entry GFoL History Great Fire of London Worst Witch – Jill Murphy Writing Outcome: Narrative SAL outcome: Perform magic/witches poem Week 2 Week 3 Superworm - Julia Donaldson Writing Outcome: Fact File History Grace Darling (hero) Week 4 Lighthouse Keeper’s Lunch - Ronda Armitage Writing Outcome: Instructions History Grace Darling Geography Coastline Little People, Big Dreams - Maria Isabel Sanchez Vegara Writing Outcome: Biography David Attenborough Vlad and the Great Fire of London - Kate Cunningham Writing Outcome: GFoL shape poem History Great Fire of London Week 5 The Bear and the Piano - David Litchfield Writing Outcome: Non-chronological report about brown bears Science Animals including Humans
Guide to London - Michael Bond Writing Outcome: Information leaflet about London landmarks Geography Capital city Week 6 If I Was A SuperheroSally Gray SAL outcome: Recite a Poem History Grace Darling (hero) Week 7 Week 8
2’s Writing
Plan
Throckley Primary School
Year 2 English Curriculum Overview
Reading
Reading will remain a priority throughout the year, with a particular focus on instilling a love of books. Class teachers will regularly teach the below objectives through reading lessons, book talk discussions, English lessons, cross-curricular opportunities, and home time reading.
Word Reading:
• Continue to apply phonic knowledge and skills 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 graphemes taught so far.
• Read words containing common suffixes.
• Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the words.
• 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.
Comprehension
• 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.
• Discuss the sequence of events in a book and how items of information are related.
• Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales.
• Be introduced to non-fiction books that are structured in different ways.
• Recognise simple recurring literacy language in stories and poetry.
• Discuss and clarify the meanings of words, linking new meanings to known vocabulary.
• Discuss their favourite words and phrases.
• Continue to build up a repertoire of poems leant by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.
• Draw on what they already know or on background information and vocabulary provided by the teacher.
• Check that the text makes sense to them as they read and correct inaccurate reading
• Make inferences on the basis of what is being said and done
• Answer and ask questions about a variety of texts.
• Predict what might happen on the basis of what has been read so far.
• 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.
• Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
