Key Stage 1.2 - 1.5h - Eaux-Vives

Story Telling, Reading and Writing

Students also learn to retell familiar stories and come up with alternative endings. While working on their accurate and speedy word reading skills, they are exposed to a wide range of stories, poems, plays and information books. The sooner that children can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum.

In writing, students at the beginning of year 2 should be able to compose individual sentences orally and then write them down. They should be able to spell correctly many of the words covered in year 1. They should also be able to make phonically plausible attempts to spell words they have not yet learnt. It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2. Increasingly, they will realise that there is not always an obvious connection between the way a word is said and the way it is spelt. Variations include different ways of spelling the same sound, the use of so-called silent letters and groups of letters in some. Pupils’ motor skills also need to be sufficiently advanced for them to write down ideas that they may be able to compose orally. In addition, writing is intrinsically harder than reading: pupils are likely to be able to read and understand more complex writing (in terms of its vocabulary and structure) than they are capable of producing themselves.