Saturday, 5 November 2011


Prepositions – Place (Position and Direction)
English Usage Example
• in  room, building, street, town, country
 book, paper etc.
 car, taxi
 picture, world  in the kitchen, in London
 in the book
 in the car, in a taxi
 in the picture, in the world
• at  meaning next to, by an object
 for table
 for events
 place where you are to do something typical (watch a film, study, work)  at the door, at the station
 at the table
 at a concert, at the party
 at the cinema, at school, at work
• on  attached
 for a place with a river
 being on a surface
 for a certain side (left, right)
 for a floor in a house
 for public transport
 for television, radio  the picture on the wall
 London lies on the Thames.
 on the table
 on the left
 on the first floor
 on the bus, on a plane
 on TV, on the radio
• by, next to, beside  left or right of somebody or something  Jane is standing by / next to / beside the car.
• under  on the ground, lower than (or covered by) something else  the bag is under the table
• below  lower than something else but above ground  the fish are below the surface
• over  covered by something else
 meaning more than
 getting to the other side (also across)
 overcoming an obstacle  put a jacket over your shirt
 over 16 years of age
 walk over the bridge
 climb over the wall
• above  higher than something else, but not directly over it  a path above the lake
• across  getting to the other side (also over)
 getting to the other side  walk across the bridge
 swim across the lake
• through  something with limits on top, bottom and the sides  drive through the tunnel
• to  movement to person or building
 movement to a place or country
 for bed  go to the cinema
 go to London / Ireland
 go to bed
• into  enter a room / a building  go into the kitchen / the house
• towards  movement in the direction of something (but not directly to it)  go 5 steps towards the house
• onto  movement to the top of something  jump onto the table
• from  in the sense of where from  a flower from the garden

Wednesday, 12 October 2011

English Year 2

English in Year 2
In Year 2 children practice the literacy skills learned in the previous years and begin to use them with ease. By Year 2, most students can read and write at a basic level. They tackle more and more texts in and out of the classroom as they work to become rapid and accurate readers. The majority of children entering Year 2 can read automatically some 150 of the most frequently occurring words in English and can spell many of them. During Year 2, their phonic knowledge and speed of blending increases so that they can decode words independently and quickly. They routinely apply their phonic knowledge as the prime approach to reading unfamiliar and more complex words.
At this stage children also become better story writers as they learn to write basic sentences and short narratives about an event or a character. By the end of Year 2, most children write stories with a clear and sustained form, a logical sequence of events and a consistent use of person and time.
Children’s handwriting often becomes smaller and neater, and the cursive alphabet may be introduced. The majority of children begin practicing and using the four basic handwriting joins.
At the end Year 2 your child will take national tests which mark the end of Key Stage 1. Teacher assessment for seven year olds covers:
~ reading
~ writing
~ speaking and listening
~ maths
~ science

These assessments take account of how your child performed in Key Stage 1 tasks and tests for seven year olds. The tasks and tests cover:
~ reading
~ writing (including handwriting and spelling)
~ maths

The tasks and tests can be taken at a time the school chooses. They last for less than three hours altogether. The results are not reported separately but are used to help the teacher assess your child's work. By the age of seven, most children are expected to achieve level 2.The teacher assessment is moderated by your local authority. This is to make sure teachers make consistent assessments of children's work.

For more information about literacy learning in Year 2 please see: National Strategies Website: Overview of learning: Literacy for Year 2
What are the Learning Objectives for English In Year 2?

The learning objectives for Year 2 are divided into different learning strands. Learning strands provide a clearer structure for teaching literacy and tracking children's progress within primary learning. For simplicity and use on this website we have put the 12 learning strands into 3 main groups:

• 1: Communication, Speaking and Listening including:
~ Speaking
~ Listening and responding
~ Group discussion and interaction
~ Drama
• 2: Reading including:
~ Word recognition: decoding (reading) and encoding (spelling)
~ Word structure and spelling
~ Understanding and interpreting texts
~ Engaging and responding to texts
• 3: Writing including:
~ Creating and shaping texts
~ Text structure and organisation
~ Sentence structure and punctuation
~ Presentation
The Learning Objectives for English In Year 2 are:
• 1: Communication, Speaking and Listening including:
• Speak with clarity and use appropriate intonation when reading and reciting texts
• Tell real and imagined stories using the conventions of familiar story language
• Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication
• Listen to others in class, ask relevant questions and follow instructions
• Listen to talk by an adult, remember some specific points and identify what they have learned
• Respond to presentations by describing characters, repeating some highlights and commenting constructively
• Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement
• Work effectively in groups by ensuring that each group member takes a turn challenging, supporting and moving on
• Listen to each other's views and preferences, agree the next steps to take and identify contributions by each group member
• Adopt appropriate roles in small or large groups and consider alternative courses of action
• Present part of traditional stories, their own stories or work drawn from different parts of the curriculum for members of their own class
• Consider how mood and atmosphere are created in live or recorded performance

• 2: Reading including :
• Read independently and with increasing fluency longer and less familiar texts
• Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns
• Know how to tackle unfamiliar words that are not completely decodable
• Read and spell less common alternative graphemes including trigraphs
• Read high and medium frequency words independently and automatically
• Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters
• Draw together ideas and information from across a whole text, using simple signposts in the text
• Give some reasons why things happen or characters change
• Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points
• Read whole books on their own, choosing and justifying selections
• Engage with books through exploring and enacting interpretations
• Explain their reactions to texts, commenting on important aspects
• 3: Writing including :
• Draw on knowledge and experience of texts in deciding and planning what and how to write
• Sustain form in narrative, including use of person and time
• Maintain consistency in non-narrative, including purpose and tense
• Make adventurous word and language choices appropriate to the style and purpose of the text
• Select from different presentational features to suit particular writing purposes on paper and on screen
• Use planning to establish clear sections for writing
• Use appropriate language to make sections hang together
• Write simple and compound sentences and begin to use subordination in relation to time and reason
• Compose sentences using tense consistently (present and past)
• Use question marks, and use commas to separate items in a list
• Write legibly, using upper and lower case letters appropriately within words, and observing correct spacing within and between words
• Form and use the four basic handwriting joins
• Wordprocess short narrative and non-narrative texts
The information on this page is sourced from the Primary Framework for Literacy. For more information about learning strands and the primary curriculum please visit the National Stratagies Primary Framework Website >>