Qsa Literacy Monitoring Yr 2

Year 2 Monitoring map Literacy
In Year 2, children: Listening and Speaking (LS 2)

i. Identify and use spoken text structures for familiar and some new audiences and recognise that structures help the text to serve its purpose Speak clearly in group discussions to extend ideas, share information and opinions, reflect on texts, describe, compare and classify Identify and use social conventions and agreed protocols independently in familiar group settings
T1 T2 T3 T4
In Year 2, children: Viewing and Reading (VR 2)

Text knowledge
T1 T2 T3 T4
In Year 2, children: Writing and Creating (WC 2)

i.
Text knowledge
T1 T2 T3 T4
i.
Identify a purpose for viewing and reading learning area texts and give reasons for selections
ii.
ii. Text knowledge
ii.
View and read written, visual and multimodal learning area texts Use text-processing strategies before, during and after viewing and reading, including: using knowledge of text types that organise ideas, including cause and effect using knowledge of key words questioning and crosschecking the text using knowledge of word order in compound sentences Show understanding of independently viewed and read texts, including multimodal texts, by: using page and screen layout, diagram, alphabetical order and menu bars to aid text navigation summarising ideas and information interpreting visual, print and audio features and how they clarify and extend information making obvious inferences from implied ideas and information Make meaning by interpreting words that add information to link ideas
iii. iii.
iii. iv. v.
Identify the purpose, audience and topic for writing and creating a small range of learning area texts for familiar and new audiences Write and create texts to: report, plan and reflect on topic information express opinions represent ideas and relationships Re-read texts for meaning and structure Plan using modelled questions, prepared charts and tables Compose short texts using: knowledge of structures and features of texts known topic information visual features to express ideas and extend information editing and displayed charts for spelling and punctuation Write simple sentences and compound sentences (consisting of two or more clauses joined by coordinating conjunctions) using correct structure Use consistent subjectverb agreement to maintain past and present tense Use coordinating conjunctions (words that link phrases and clauses in such a way that the elements have equal status in meaning), synonyms, antonyms, repeated words and topic vocabulary to link ideas and make connections Use: common, proper and abstract nouns (referring to ideas, states or qualities) noun groups/phrases and adjectives to expand meaning verbs and adverbs to enhance the quality of writing phrases to indicate time and place Select pronoun to refer to the correct noun where they are closely located in the text Select and sequence events and ideas, maintaining cohesion Use: capital letters and full stops accurately question and exclamation marks commas to separate items quotation marks for direct speech Spell high-frequency sight words, familiar words and topic vocabulary correctly Spell unfamiliar words using: morphemes (the smallest meaningful or grammatical unit in language) regular spelling patterns including blends, short-vowel digraphs (two vowels that represent a single sound), common long-vowel patterns and final soft consonants common prefixes and suffixes syllabification, including two-syllable words with inflectional endings Confirm spelling, word meaning or choice of word using a dictionary or other authoritative sources Use new vocabulary to express opinions, elaborate ideas, compare and evaluate Use visual features including illustrations and diagrams to clarify and extend written information in print and digital texts, e.g. maps, data displays, colour and font
Comprehension
iv.
Plan, rehearse and deliver spoken presentations specific to learning areas by: adding supporting details using notes based on a modelled structure incorporating visual and multimodal features Demonstrate listening and understanding by: identifying main ideas and supporting details recounting events or processes in appropriate sequence following instructions to undertake learning tasks asking questions to seek more detail and clarify ideas responding to specific non-verbal cues, e.g. change in tone, pace, volume, pitch Use words and word groups within different sentence structures when: asking questions to request information using commands to give sequenced instructions making statements to answer questions with relevant information, express feelings and opinions, evaluate and offer evidence for a point of view Maintain appropriate tense and consistent subjectverb agreement
vi. iv.
v. Comprehension
vii.
Grammar knowledge Word knowledge Visual knowledge
viii.
ix.
v.
Grammar knowledge
vi.
vi.
Track pronoun to the noun it refers to where they are closely located in the text
x. xi.
Grammar knowledge
vii.
vii.
Word knowledge
viii.
Use common, proper and abstract nouns (referring to ideas, states or qualities)
Independently read and understand, with phrasing and fluency: a range of high-frequency sight words with automaticity familiar learning area vocabulary common irregular words Decode words using and combining cuing systems, including: semantic cues such as prefixes and suffixes, base words, phrases, sentences and visual features grammatical cues phonic cues such as syllables, vowel patterns, consonant digraphs and three-letter blends Compare and describe how visual features add to or contradict information or enhance the meaning of words in the text
xii.
xiii. xiv.
viii.
ix.
Use synonyms, antonyms, connectives, repetition and word associations to maintain cohesion Identify sounds, including vowel/consonant digraphs (two letters that represent a single sound) and less common soundletter combinations, in spoken words
x. Word knowledge
ix. xi. Interpret and use vocabulary drawn from learning experiences to add detail, define and link ideas and experiment with selecting words to clarify meaning
Visual knowledge
xv. xvi. xvii .

Qsa Literacy Monitoring Yr 2

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Year 2 Monitoring map Literacy

In Year 2, children: Listening and Speaking (LS 2)

In Year 2, children: Viewing and Reading (VR 2)

In Year 2, children: Writing and Creating (WC 2)

ii. Text knowledge

xv. xvi. xvii .

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