Transcript Y2 Curriculum and SATs Information

New
Curriculum
Year 2
2015
New Assessments
 Reading
 Writing Spelling
 Maths
Grammar
Grammar
The
spoken word – [generally if things sound
correct it is correct to write down – standard English is the spoken
word]
Sentence
types
Word categories
Punctuation
Tenses
Grammatically correct
It
is usually correct
grammatically if it sounds right.
Children need, also, to be able
to hear the sounds in a word in
order to spell them.
So, the spoken word is very
important.
Sentence types - at end of Year 2
 Commands
Check all the spellings in your writing.
 Statements
The girl was walking slowly to town.
 Questions
Do you know what time it is?
 Exclamations
I can’t believe it!
Commands
 Check
all the spellings in your writing.
 Place the casserole into the oven.
 Brush your teeth for at least 2 minutes.
-The ‘bossy’ VERB is at the start of the
command (known as imperative verb)
-It tells someone what to do (instruction)
-It ends with a full stop (usually)
Statements
 In
this story there is a green frog.
 The children are playing in the park.
 It is raining heavily outside.
-It doesn’t require a response
-States something
-It ends with a full stop (usually)
Questions
 What
time does the film start?
 Where are you going on holiday?
 Is it time for P.E. yet?
-Often start with a wh word (What, When,
Who, Which, Where…but also Do.. or Is..etc
-It requires a response.
-It ends with a question mark.
Exclamations

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
Your outfit looks absolutely amazing!
Oh no!
There’s a spider in your hair!
-Requires the speaker to exclaim/ change
voice.
-How/What ….sentence starter, if not a question.
-Ends with an exclamation mark.
-Could just be one or two words.
Review
Sentence types - at end of Year 2
 Commands
Check all the spellings in your writing.
 Statements
The girl was walking slowly to town.
 Questions
Do you know what time it is?
 Exclamations
I can’t believe it!
Word Categories
verb
noun
adjective
adverb
conjunction/
connective
verbs
 Word
that can be done (not necessarily an
action)
 To be or not to be/ has and have
 Symbols can help (muscle flex)
 Games -another verb for..(degrees of
emphasis)
- alphabet verbs.. (axed the TV
show, bounced the ball, caught the fish)
-commands/ instructions for
boxed games or recipes
Once, long ago there lived a little girl called
Goldilocks. She was the prettiest but also
the naughtiest girl in the woods. One day
whilst wandering in amongst the bushes,
she spotted a tiny cottage nestling in
between the trees.
nouns
Naming word
 Can be singular or plural- add s/es [from year 1 currently – used to be in y3
curriculum] Clapping syllable game - exception = y]
 Common or proper
 Object - bananas, pencil, gate, foxes
Person - Sophie, Bob, Mr Jenkins
Place - Coventry, India, Scotland
(plus days of week and months of year)
 Symbol- touching the head
 Games –shopping list –apple, banana, carrot,
-I spy with my little eye a noun
beginning with...
-memory game (IWB school, table/tray at
home
Noun riddle- I am the colour of butter, I appear in Spring, I am a trumpet but
make no sound......

adjectives
Describing words
 They modify nouns
 Can be used to compare- bigger, biggest
 Can come before or after the noun
The spider with black legs/ The black-legged spider
The wizard was old and wizened/ The wizened, old
wizard ...
 Two adjectives can be separated by a comma. E.g
noun phrase. The battered, old door
 Symbol- wriggling the fingers
 Games –amazing adjectives– The hairy, growling
butterfly went to the park!
-tidy game-Pass me the car/ the small, yellow
car/the small, yellow car with stripes on it/

adverbs
Modifies the verb (or adjective)
 Can describe
time (frequently, rarely, often)
manner (quickly, slowly, with grace)
or place (here, there, everywhere)
 Can come before or after the verb
The spider wriggled wildly/ The mildly agitated spider
The wizard grinned often/ The frequently moody
babysitter.../ The bride was truly beautiful
 Games – Charades- How did you... Eat? (greedily,
slowly, at speed, with enthusiasm) Dance?
(gracefully, with energy)
 Symbol – arms up and down

conjunction/ connecting
word
conjunction
 a word used to connect clauses or sentences
(e.g. and, but, if ).
Connecting word
 two clauses are joined together using a
connecting word
although
because
so
therefore
if
unless
but
however
Punctuation
Full stop
 Comma
 Capital letter
 Exclamation mark
 Question mark
 Speech marks
 Apostrophes for contractions
do not/ don’t
will not/ won’t
I am/I’m
o Possessive apostrophe Sam’s book

Tenses
 present
tense and past tense
 Decision based on the verb [to be]
Sentence
Jo was walking.
Jez is going for a swim.
I am cleaning my car.
Past
tense
Present
tense
What can you do?



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

Play some of the suggested games.
Go online to find out more/ do some exercises but
don’t overdo it!
Read and note examples of grammar in your
child’s reading. Which noun in that sentence is
described as frizzy?
Read and note punctuation – e.g recognising
speech marks helps them predict the next word
Children to do written response in their diary e.g
find 10 verbs [white+ readers]
Be selective so they don’t become confused.
READING

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Does it look right? (Phonemes= sounds graphemes= written
representation)
Does it sound right? (grammatically e.g. I catched the ball.
Exception words caught, swam.
Does it make sense? (comprehension)
You said “Bla bla bla” what does it actually say? – read what
child says, what does it actually say and get them to go back
and check.
Try that again. [don’t tell them too soon a word is wrong – say
go back and say it again]
Read it smoothly ‘like a flowing river..all the way to the full stop’
[more confident readers]
LISTEN to your own reading [child – s a n d w I c h – spot and
with s then predict. WIW]
Don’t be the monitor !! [don’t point to the word – make them
do it otherwise they won’t develop their strategies]
Orange plus readers – track words from left down not point to
every word. Texts are denser, won’t be able to read ahead]
Just point to unfamiliar word
Mathematics

Children will sit two tests: Paper 1 and Paper 2:

Paper 1 is for arithmetic, lasting approximately 25
minutes and worth 25 marks. It covers calculation
methods for all operations.

Paper 2 covers problem solving, reasoning and
mathematical fluency, lasts for approximately 35
minutes and is worth 35 marks.

Pupils will still require calculation skills and questions
will be varied including multiple choice, matching,
true/false, completing a chart or table or drawing a
shape. Some questions will also require children to
show or explain their working out.
Key Skills – [see parent support booklet.
www.acresfield.cheshire.sch.uk]

Recognise the place value of each digit in a 2 digit
number e.g. 37

Read and write numbers to at least 100

Recall and use the 2, 5 and 10 times tables

Count in steps of 2, 3, and 5 from any number forward
or backward.

Recognise, find, name and write the following
fractions 1/3 ¼ ½ and ¾

Use knowledge of number bonds to solve problems
e.g 3 + 7 = 10 so 30 + 70 = 100