Reading at the end of Year 2

Students are beginning to use texts to meet the demands of learning across the curriculum as well as for instructional reading purposes. 

They are reading, responding to, and thinking critically about a variety of texts at Reading Recovery (RR) level 22. They are preparing for the transition to the easy chapter books as their main source of instructional reading material. 

They confidently use a range of processing and comprehension strategies to make meaning from and think critically about longer and more complex texts. 

When students at this level read, respond to, and think critically about texts, they: 

  • monitor their reading, drawing on a variety of strategies (at the sentence, paragraph, and whole-text level) when their comprehension breaks down; 
  • integrate and use a variety of comprehension strategies, including: 
    • making connections between ideas in the text and their prior knowledge in order to make simple inferences 
    • identifying and keeping track of ideas and information across longer sections of text and looking for connections between ideas and information 
    • evaluating information and ideas within a text in terms of their purpose for reading 
    • identifying a writer’s purpose for writing and explaining how they identified it, using evidence from the text. 

They draw on knowledge and skills that include: 

  • automatically reading all high-frequency words; 
  • articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of 
  • regular and irregular spelling patterns); 
  • knowing the meanings of some common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words; 
  • knowing the synonyms for, and multiple meanings of, many common words (e.g., left, might, right, fine); 
  • applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words; 
  • looking for information in visual language features (such as text boxes in non-fiction texts); 
  • understanding the purpose of basic punctuation.