Grammar in Year 2

1. Grammar in Year 2 • Expanded noun phrases-the blue whale • Conjunctions-and, so, but, because, while, although • Contracted words-it’s, they’re, isn’t • Similes- white as a ghost • Adverbs- kindly, carefully, quickly

2. Reading strategies • Blend the phonemes • Decoding the words • Looking for clues in the pictures • Chunking – split the words into smaller parts • Compare the words with other words that they have seen- e.g. house, mouse • Reading the whole sentence and then going back to the word

3. Comprehension • Understanding the text • Engaging with the text • Critically evaluating the text

4. PREDICTING You make informed guesses about the text.

5. SCANNING Your eyes dart around a text searching for a specific word/phrase/.

6. Making links with other books Talk about other books that you have read which have a similar story line or characters

7. QUESTIONING You ask questions about a text to clarify your ideas.

8. CLARIFYING You identify new words that you don’t understand. How can you find out what the word means?

9. READING BACKWARDS ANDFORWARDS When you have to read back in a text or read forward in order to make connections or clarify your ideas

10. EMPATHISING When you put yourself in someone else’s shoes and feel what they feel. happy jealous sad angry

11. VISUALISING You see a picture in your mind to help gain a better impression or understanding of the text.

12. INFERRING When someone makes a point that isn’t obvious and you have to read ‘between the lines’ to find the meaning

13. Inference: is an interpretation that goes beyond the literal information given. Deduction: is an understanding based on the evidence given in the text. e.g. the police find a body with a knife sticking out of it. They can deduce that the person has probably been murdered. They could infer that someone didn’t like that person.

14. Thinking about the clues and evidence what can you work out about the character from the pictures?

15. Illustrations • Picture books are suitable for children of all ages and can really help to develop inference and deduction skills. • Encourage your child to answer questions about illustrations. • The illustrations in the Oxford Reading Tree books are a good discussion tool.

16. 1 What is this person doing? Why? Why does this man look cross? What do you think he is saying? Does this person like sweeping the snow? What makes you think that?

17. Using text to infer and deduce In order to be able to infer and deduce from a text children need to be able to decode confidently, fluently and not robotically. The text should not be too hard for them otherwise they will focus all their energies on trying to decode and get a literal meaning and will miss the subtle clues given.

18. Questioning Asking questions about the text your child is reading encourages them to think more deeply about it. Eventually they begin to ask themselves questions about what they have read. There are some example questions in your child’s Reading Journal.

19. Example questions • What words make you think that? Why? • How do you feel about………? Why? • Can you explain why………….? • At the end of the story the main character is feeling ……. Does this surprise you? • What does this tell you about what ……….was thinking? • Do you think this is true/untrue? Why do you think this? • What do you think the ………. is thinking? If it were you what would you be thinking? • Predict what you think is going to happen next. Why do you think this? • From what you have read, can you tell me what you feel about….? • Who would you like to meet most in the story? Why? • What is your opinion? What did you like/dislike about the story? Can you find pages in the book to show me?

20. Modelling Does your child know what a ‘good reader’ sounds like? As teachers we always model an activity before asking the children to carry it out. Children need to experience good models to know what is expected of them, reading is no different. Children need to hear and see what a good reader sounds like. Adults both at school and home need to share quality story books with children. They should model the use of fluency, expression and demonstrate their thought processes i.e. Oh, I wonder what will happen next? I wonder how that characters feeling? I didn’t like that part of the story because… I didn’t think that was going to happen etc.

21. Good readers… • Are reactive and responsive to the text • Are not speed readers nor read word…for…word • Predict what will happen – connect reading to what they already know • Form a mental image while they read • “Self question” while they read • Check their understanding and make sure it is clear through re-reading when they are confused • Summarise, interpret and think about what they are reading • Enthusiastic about reading and do not find reading a chore Good readers LOVE reading!

22. Remember…. As adults we infer and deduce naturally and automatically as we read. Children need to be taught to infer and deduce, we cannot assume they will just be able to do it. It is through good questioning, discussion and modelling that young children will begin to develop these skills ready for KS2.

23. Sleepy Tom was late for school again. • What do we know about the person in this sentence? • Why was he sleepy? • How do we know that he is often late for school?

24. John had got up early to learn his spellings. He was very tired and decided to take a break. When he opened his eyes again the first thing he noticed was the clock on the chair. It was an hour later and nearly time for school. He picked up his two books and put them in a bag. He started pedalling to school as fast as he could. However, John ran over some broken bottles and had to walk the rest of the way. By the time he had crossed the bridge and arrived at class, the test was over. • What was John trying to learn? • How did John travel to school? • Why did John have to walk the rest of the way to school? • What did John do when he decided to take a break?