YEAR 2 PARENTS’ MEETING WRITING -­‐ WORKING AT THE EXPECTED STANDARD
The pupil can write a narra=ve about their own and others’ experiences (real and fic=onal), aHer discussion with the teacher: ➤
demarca=ng most sentences with capital leLers and full stops and with some use of ques=on marks and exclama=on marks . ? ! ➤
using sentences with different forms in their wri=ng (statements, ques=ons, exclama=ons and commands) ➤
Statement: A sentence which tells you something e.g. A rainbow has 7 colours. They are beauHful to look at ➤
QuesHon: A sentence when something is asked which ends with a ? e.g. What did you have for dinner? ➤
ExclamaHon: A sentence that is used when someone is surprised. It starts with how or what and contains a noun and a verb e.g. What big feet you have. ➤
Commands: A sentence that tells you to do something e.g. Help me! Stop it. ➤
using some expanded noun phrases to describe and specify e.g. the beauHful buPerfly ➤
using present and past tense mostly correctly and consistently ➤
using co-­‐ordina=on (or / and / but) and some subordina=on (when / if / that / because) e.g. joining two sentences together/ to extend an idea e.g. I wanted to go swimming but the swimming pool was closed. My mum said I could go the park if I finished my home learning on Hme. ➤
segmen=ng spoken words into phonemes and represen=ng these by graphemes, spelling many correctly ➤
spelling many common excep=on words* ➤
spelling some words with contracted forms* ➤
adding suffixes to spell some words correctly in their wri=ng e.g. –ment, –ness, –ful, –less, –ly*e.g. amusement, kindness, harmless, loudly ➤
using the diagonal and horizontal strokes needed to join leLers in some of their wri=ng ➤
wri=ng capital leLers and digits of the correct size, orienta=on and rela=onship to one another and to lower case leLers ➤
using spacing between words that reflects the size of the leLers.
WRITING
READING
READING-­‐ WORKING AT THE EXPECTED STANDARD
In age-­‐appropriate books, the pupil can: ➤
read accurately most words of two or more syllables read most words containing common suffixes* ➤
read most common excep=on words*. ➤
read words accurately and fluently without overt sounding and blending. ➤
sound out most unfamiliar words accurately, without undue hesita=on. ➤
In a familiar book that they can already read accurately and fluently, the pupil can: ➤
check it makes sense to them ➤
answer ques=ons and make some inferences on the basis of what is being said and done.
READING -­‐ INFERENCE AND DEDUCTION
YOU DON'T ALWAYS HAVE TO HAVE THE PICTURE TO HELP YOU ANSWER THE QUESTIONS
The Lighthouse Keeper’s Lunch Once there was a lighthouse keeper called Mr Grinling. At night =me he lived in a small white coLage perched high on the ……….. In the day =me he ………… out to his lighthouse on the rocks to clean and polish the light. Mr Grinling was a most …………………… lighthouse keeper. Come rain or shine he tended his light. Some=mes at night, as Mr Grinling lay sleeping in his warm bed, the ships would toot to tell him that his light was shining brightly and clearly out to sea. Each morning while Mr Grinling polished the light Mrs Grinling worked in the kitchen of the liLle white coLage on the cliffs ………….. a ……………….. lunch for him. Once she had prepared the lunch she packed it into a special basket and clipped it on to the wire that ran from the liLle white coLage to the lighthouse on the rocks. But one Monday something terrible happened. Mrs Grinling had prepared a par=cularly appe=sing lunch. She had made a mixed seafood salad, a Lighthouse sandwich, cold chicken garni, sausage and crisps, peach surprise, iced sea biscuits, drinks and assorted fruit. She put the lunch in the basket as usual and sent it down the wire. But the lunch did not arrive. It was spoLed by three …………………. seagulls who set upon it and ………………. it with great gusto. “Clear off you varmints,” shouted Mr Grinling, but the seagulls took not the slightest no=ce. That evening Mr and Mrs Grinling decided on a plan to baffle the seagulls. “ Tomorrow I shall =e the napkin to the basket,” said Mrs Grinling. “Of course, my dear,” agreed Mrs Grinling, “a sound plan.” How can I help? Reading at Home ➤ Talk about the front cover-­‐the picture, =tle etc. Ask what the book might be about, who is in the story, where is the story happening etc. ➤ Ask ques=ons to ensure understanding e.g. of essen=al vocabulary and the story line. ➤ Encourage predic=on skills-­‐what do you think will happen next? What do you think that character will say now? ➤ Encourage reading between the lines-­‐how do you think that character is feeling? What are they thinking? Why do you think that? ➤ Encourage children to use the pictures, people’s facial expressions, body language etc to get answers. They must also look at the text. Where does it tell you that? ➤ To help with unknown words use the picture, leLer sounds, the context (what would make sense). If they are really struggling, tell them, so as not to lose the flow. ➤ Look up words together-­‐you could use a dic=onary, the internet or an app on a phone. ➤ Encourage them to use expression-­‐look for the exclama=on marks! ➤ Discuss the book – which bit did they like, which bit did you like, who was their favourite character, were any bits funny/scary. Don’t do all of the above all the Hme! ➤Let them see you reading. ➤Read liLle and oHen. ➤Encourage them to read environmental print – in the shops, in the street, in the doctor’s/den=st’s surgery, on the bus etc. ➤
Use the library-­‐it’s free. READ TO THEM-­‐this is equally as important as listening to them read. It allows them to hear vocabulary that they wouldn’t hear in a book of their level.
MATHS
MATHS-­‐ WORKING AT THE EXPECTED STANDARD
➤The pupil can par==on two-­‐digit numbers into different combina=ons of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones). ➤ The pupil can add 2 two-­‐digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representa=ons. ➤ The pupil can use es=ma=on to check that their answers to a calcula=on are reasonable (e.g. knowing that 48 + 35 will be less than 100). ➤ The pupil can subtract mentally a two-­‐digit number from another two-­‐digit number when there is no regrouping required (e.g. 74 − 33). ➤ The pupil can recognise the inverse rela=onships between addi=on and subtrac=on and use this to check calcula=ons and work out missing number problems (e.g. ∆ − 14 = 28). ➤ The pupil can recall and use mul=plica=on and division facts for the 2, 5 and 10 mul=plica=on tables to solve simple problems, demonstra=ng an understanding of commuta=vity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and wri=ng 35 ÷ 5 = 7; sharing 40 cherries between 10 people and wri=ng 40 ÷ 10 = 4; sta=ng the total value of six 5p coins). ➤ The pupil can iden=fy ⅓, ¼, ½, 2/4, ¾ and knows that all parts must be equal parts of the whole. ➤ The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note). ➤ The pupil can read scales in divisions of ones, twos, fives and tens in a prac=cal situa=on where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capaci=es using a measuring jug). ➤ The pupil can read the =me on the clock to the nearest 15 minutes. ➤ The pupil can describe proper=es of 2-­‐D and 3-­‐D shapes
(e.g. the pupil describes a triangle: it has 3 sides, 3 ver=ces and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square). Calculation Policy
Key Stage 1-­‐ Addition Key Stage 1-­‐Subtraction
Key Stage 1-­‐ Division
Key Stage 1-­‐ Multiplication How can I help? Maths
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Play times tables games (2x,3x,5x,10x)
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Play mental maths games including counting in different amounts, forwards and
backwards
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Encourage opportunities for telling the time
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Encourage opportunities for counting coins and money; finding amounts or
calculating change when shopping
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Look for numbers on street signs, car registrations and anywhere else!
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Look for examples of 2D and 3D shapes around the home
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Identify, weigh or measure quantities and amounts in the kitchen or in recipes
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Play games involving numbers or logic, such as dominoes, card games, darts,
draughts or chess