Welcome to Year 2 – Fabulous Flamingos and Precious Peacocks
The year 2 team for the 2023 – 24 academic year is as follows:
Fabulous Flamingos (2FF)
Mr Allaway (Class Teacher)
Mrs Doshi (LSA)
Precious Peacocks (2PP)
Ms Patel (Class teacher and KS1 Progress Lead)
Ms Parmar (Class Teacher)
Ms Raval (Teacher Trainee)
Welcome to Year 2 at Avanti House Primary School. Please see our latest school newsletter for update about special events and inspiring learning.
Home Learning will be detailed in our weekly Learning Menus which are shared via Google Classroom. Please check Google Classroom and Tapestry regularly for updates about your child and their development.
Dear parents/carers,
Please see the curriculum overviews below:
Year-2-Autumn-1-Curriculum Overview-2023-24_
Year-2-Autumn-2-Curriculum Overview-2023-24
Year-2-Spring-1-Curriculum Overview-2023-2024
Here are some sections on our website which you will find helpful to support your child in their learning:
For Phonics: https://avanti.org.uk/avantihouse-primary/phonics/
For Reading: https://avanti.org.uk/avantihouse-primary/reading/
For Maths: https://avanti.org.uk/avantihouse-primary/ks1-maths/
For KS1 SATS: https://avanti.org.uk/avantihouse-primary/ks1-sats/
https://www.topmarks.co.uk/
https://www.phonicsplay.co.uk/
https://www.bbc.co.uk/bitesize/levels/z3g4d2p
https://www.oxfordowl.co.uk/for-home/
Dear year 2 parents,
Thank you to those who attended our parent curriculum coffee mornings. Please see the presentation as promised.
Parent Curriculum Coffee Morning
Some parents asked about initial assessments so you could print out the sounds mat below and check which sounds your child knows:
Phonics Phase-2-3-and-5-phonemes-sound-mat
The ones he/she struggle with, are the ones you need to focus on teaching. Remember many children are good at reading words with most of the sounds but they need to learn to spell words using those sounds too. Below is a document that has a list of words for each of the sounds for your easy reference:
Reading
We want every child to be a confident reader by the end of year 2!! Comprehension is generally more challenging than word reading but they are both equally important as we develop a love and pleasure for reading in all the children.
Year 2 Reading for Parents Booklet
After some of the parent ‘Come Read with Me’ sessions, parents asked for some more information about the ‘reading dogs’ we are using to develop the children’s reading skills so below is a short summary of each one:
Reading-Comprehension-Questions-Year-2
We hope it helps. Please continue to complete the weekly comprehension homework – this is essential as build their reading stamina as time goes on and they get use to reading and answering questions based on a text more independently on paper (rather than just orally in guided reading sessions). Thank you.
Below are some of the key objectives we will cover throughout the academic year:
Word Reading
- Read accurately by blending the sounds in words that contain the common graphemes and alternative sounds for graphemes.
- Read accurately more complex words of two or more syllables (e.g. downstream, hideaway, comfortable).
- Read a wider range of common exception (tricky) words.
- Read words containing common suffixes (e.g. ‘es’, ‘ed’).
Experienced Reading
- Read at a fluent pace, taking note of punctuation.
- Use expression when reading.
- Check the text makes sense and self – correct inaccurate reading.
Comprehension
- Comment on plot, setting and characters in familiar and unfamiliar stories.
- Discuss the meanings of words, linking new meanings to known vocabulary.
- Demonstrate understanding by sequencing events in books.
- Look through a variety of books with growing independence to predict story development.
- Make inferences on the basis of what is being said and done.
- Identify words and phrases chosen for effect on the reader.
- Discuss their favourite words and phrases.
- Recognise simple recurring literary language in stories and poetry.
- Locate key vocabulary and information in fiction texts to find answers to simple questions.
- Find information in non-fiction, making full use of non-fiction layout.
Below are two videos that show a guided reading session with a teacher in a school setting, which is similar to what we do at school:
Below are some examples of expected writing (as per parents’ feedback):
Y2 Expected Writing Exemplification
Y2 Greater Depth Writing Exemplification
The objectives (below) have been identified as being the minimum requirements your child should meet in order to ensure continued progress throughout the following year. All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.
Vocabulary, Grammar and Punctuation (Organisation and Purpose)
- Write different kinds of sentence: statement, question, exclamation, command.
- Use expanded noun phrases to add description and specification. (e.g. the dark spooky woods)
- Use a wider range of sentence openings (e.g. adverbs)
- Write using subordination (when, if, that, because).
- Use and understand present tense and past tense.
- Consistent use of a wider range of punctuation: capital letters, full stops, questions marks, exclamation marks and commas in a list.
Composition
- Create a narrative with some detail of character, setting and plot.
- Use organisational features of non-fiction text (titles, sub headings, illustrations and captions)
- Express their own viewpoint by simple comments or actions.
- Make simple additions and corrections to their writing.
Transcription (Spelling and Handwriting)
- Accurately spell common phonically decodable two and three syllable words.
- Add suffixes to nouns (e.g. add –er, -est; plurals – es, – changing y to ies).
- Common exception (“tricky”) words spelt accurately.
- Correctly use an apostrophe for omission of letters (wasn’t didn’t it’s).
- Spell the days of the week and months of the year are accurately (including use of capital letters)
- Clear letter formation, with ascenders and descenders distinguished.
- Upper and lower case letters not mixed within words.
Also, closely linked to writing is spelling, grammar and punctuation (SPAG).
SPAG
Year 2 Spelling Patterns
- Silent letters k, g and w (as in ‘knock’, ‘gnat’ and ‘write’)
- Words ending le, el, al and il (as in ‘meddle’, ‘tunnel’, ‘animal’, ‘pencil’).
- Verbs ending y which then changes to ies and ied (as in ‘copy’, ‘copies’ and ‘copied’)
- Dropping the e off the end of a word when adding -ing, -ed, -er (as in ‘hiking’, ‘hiked’ and ‘hiker’)
- Words which need a consonant to be doubled before adding -ing, -ed (as in ‘pat’, ‘patting’, ‘patted’)
- Unusual uses of vowels, such as ‘o’ being used for the ‘u’ sound (‘other’) and ‘a’ being used for the ‘o’ sound (‘warm’)
- Words containing suffixes (groups of letters added to the end of a word) including -ly, -ment, -ful, -ness and –less
- Words where apostrophes are used to show contractions, such as: ‘do not’ changing to ‘don’t’
- Words ending -tion such as (‘fiction’)
- Homophones, which are pairs of words that sound the same, but are spelt differently (such as: ‘hear’ and ‘here’)
- Y2 Writing Mat – the words here are the most essential for the children to learn to read and spell in their daily writing across the curriculum (know as Common Exception Words).
Maths
Please see the link below for more resources, information and videos to help support you help your child in their maths learning:
https://avanti.org.uk/avantihouse-primary/ks1-maths/.
Please see below for a copy of the presentation during our workshop to parents last academic year:
Year 2 Maths Presentation for Parents Jan 2020 FINAL
Thank you for those who managed to attend – we hope you find the information helpful to enhance our children’s learning.
*Below are some sample tests that parents wanted us to provide:
Year 2 Maths Arithmetic Test 1 Questions
Year 2 Maths Arithmetic Test 2 Questions
Year 2 Maths Arithmetic Test 3 Questions
Year 2 Maths Arithmetic Test 4 Questions
** We aim to teach the maths objectives in different subjects across the curriculum and we explain how we can use the concepts in real-life as well, so it is more meaningful for the children.
Year-1-Common-Exception-Words_Mat
Common-exception-words-years-1-and-2-alphabet-word-mat
Common-Exception-Words-Years-1-and-2-Word-Mat
New-curriculum-spellings-for-year-1-and-2-Mat
Year-2-Common-Exception-Words_Mat
We will continue to try to add some of the strategies we have taught in class here so it helps you with consolidating the learning at home. We hope it helps!!
Below is an excellent video that explains what we have been learning in maths for addition, especially when adding two 2-digit numbers:
Below is an excellent video that explains what we have been learning in maths for subtraction – we have done a lot of work on this as it has been challenging for the children:
Below is a video to explain the concept of the part-part-whole model:
Below is a document with some questions from previous KS1 SATs papers:
Selected Y2 Maths SATs Questions
The information below is based previous year’s guidance from the government. We will keep you updated with the latest information as and when it is appropriate. Thank you.
What are SATs?
In the UK SATs are Standard Assessment Tests administered by primary schools in England to children in Year 2 and Year 6 to gauge their educational progress. SATs stands for Standard Assessment Tests. The setting and marking of SATs are carried out in UK schools by the Standards & Testing Agency’s guidance.
KS1 SATs 2020 – Year 2 Tests
- Reading
- Maths
By using teacher assessment, schools and the government are able to judge a child’s performance in a subject over a longer period of time.This means that teachers are able to account for a child’s whole knowledge and ability in a subject, not just that which comes to the fore in a test environment.
What are SATs for?
SATs are predominantly used as a way for both parents and teachers to learn more about their child’s academic strengths and weaknesses. They give teachers the chance to see how children are doing in comparison to their peers not only within the same school, but also nationally.