Reading Stage 2
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Programme of Study for Reading: Stage 2 Class: Teacher Assessment Framework 2017-8 only To inform judgement when awarding the statement, refer to the Kite Assessment texts for stage 2 |
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| Partly achieved | . | Mostly achieved | / | Fully achieved | X | |||
| Working towards grey | Working at expected grey + gold | Greater depth grey+gold + green | ||||||
| 1. Continue to apply phonic knowledge and skills to decode words until automatic decoding has become embedded and reading is fluent | ||||||||
| 2. Read accurately by blending the sounds in words that contain the graphemes (for all 40+ phonemes – Appendix 1) taught so far, especially recognising alternative sounds for graphemes | ||||||||
| 3. Read accurately (some) (most) words of two or more syllables that contain the same graphemes as above | ||||||||
| 4. Read (most) words containing common suffixes | ||||||||
| 5. Read (many) (most) further common exception words, noting unusual correspondences between spelling and sound where these occur in the word | ||||||||
| 6. Read (many) most words quickly and accurately (and fluently e.g. over 90 words per minute), without overt sounding and blending, when they have been frequently encountered | ||||||||
| 7. Read aloud books closely matched to their improving phonic knowledge, sounding out (many) (most) unfamiliar words accurately, automatically and without undue hesitation | ||||||||
| 8. Re-read these books to build up their fluency and confidence in word reading | ||||||||
| 9. 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 | ||||||||
| 10. Discussing the sequence of events in books and how items of information are related | ||||||||
| 11. Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales | ||||||||
| 12. Being introduced to non-fiction books that are structured in different ways | ||||||||
| 13. Recognising simple recurring literary language in stories and poetry | ||||||||
| 14. Discussing and clarifying the meanings of words, linking new meanings to known vocabulary; discussing their favourite words and phrases | ||||||||
| 15. Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear | ||||||||
| 16. Drawing on what they already know or on background information and vocabulary provided by the teacher | ||||||||
| 17. Checking that the text makes sense to them as they read and correcting inaccurate reading | ||||||||
| 18. Making inferences on the basis of what is being said and done(in a familiar book that is read to them). (In a familiar book that they can already read accurately and fluently). (In a book they are reading independently). | ||||||||
| 19. Answering and asking questions | ||||||||
| 20. Predicting what might happen on the basis of what has been read so far | ||||||||
| 21. Participate in discussion 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 | ||||||||
| 22. Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. In a book they are reading independently, make links between the book they are reading and others they have read. | ||||||||
| 1-6: St 2 emerging | 7-12 St 2 developing | 13-18 St 2 securing | 19-22 St 3 ready | |||||