Updated minimum expectations of progress for Year 2
Once children are reading Grey books, do not accelerate children off the programme (unless fluent).
Autumn half-term: Blue
End of Autumn: Grey
Spring half-term: Grey
End of Spring term: Comprehension
Keeping children on the programme until they have read all the core Grey Storybooks will help them achieve fluency, as well as give them plenty of practice in reading challenging words with Set 3 graphemes. Many children will also benefit from following Read Write Inc. Comprehension and/ or reading Grey Storybooks Set A.
Please do NOT ask children to repeat a Storybook level.
Consider using Book Bag Books, more Storybooks or Non-fiction books following Day 1 and 2 of the timetable on page 52, Phonics Handbook 2. For Hold a sentence, select sentences from the story.
Yellow group assessment
Use the yellow assessment to check for fluency. If children are reading slower than 60 WPM after reading the core Yellow Storybooks, consider moving them onto Blue Storybooks, so they are able to increase their fluency as they practise reading stories with Set 3 sounds.
Identify these children as ‘Spotlight’ children during lessons and provide tutoring to build reading speed.
Grouping for Blue and Grey Storybooks
Consider creating bigger groups of children who are reading Blue and Grey Storybooks so can be taught by the teacher.
Priority Portal films to increase fluency
Increase fluency from Yellow storybooks
Share the love for reading hard words: get the dopamine flowing.
Show your joy in decoding and reading speedily: Watch how speedy we are. We can do this!
Speed Sounds lessons
Use a range of Green Words in Review the words.
Download additional multisyllabic words from Phonics Online on Oxford Owl.
Focus on teaching Set 3 sounds.
Stop using nonsense words once reading Blue and Grey books after the PSC.
Share the purpose of every activity with the children.
Story Green Words
Model how you meet the challenge of reading the words. (Fake it!)
If accuracy is low on Day 1, focus on these words again on Day 2 and Day 3. Re-teach every day until children can read the words fluently.
Give the meaning of new words by using your voice to ‘colour’ the word.
Pair similar speed children for Partner Practice and partner reading.
Increase the speed; race the teacher; review previously taught words.
Ask children to pick out the hardest words before they start reading.
Use ‘Pinny time’ to practise reading words as well as sounds.
Send Speedy Green and Red Word grids home to practise.
Challenge children to look for the best ‘teachers’ (point, prompt and praise).
Model how you don’t read the words in syllables once children can read the words.
After Partner Practice, ask children to say which words they found most challenging.
Re-practise with partner.
Read the story: Model ‘Fred in your Head’ when reading storybooks.
Model how the second/third read is without Fred Talk.
Jump in: only for a couple of pages, then get children reading the story.
‘Jump in’ with a phrase, not just a word.
Home reading: take home Storybooks and Book Bag books (no book band boxes)
Send home Speedy Green and Red word grids.
Storytime: Top down fluency:
Read and re-read your favourite stories.
Send home when children are familiar with the stories.
Hardest Word Box: Ask children to identify the hardest words from the story. Write these on cards. Practise reading the words in the box every day.
Add in other words to increase the challenge – e.g. words from other subjects, place names, hard words from home.
‘Sell’ Book Bag Books to the children so they want to read them at home – practise reading the hardest words first.
Introduce Afternoon fluency lesson in Y2. Teach Speedy Story Green Words to the class using the new tutoring steps for building reading speed.
Introduce buddy reading with Y6 children.
Organise parent meetings for Y2 children to explain how they can develop fluency at home.