• Pupils should listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.
• Recognise and join in with predictable phrases.
• Learn to appreciate rhymes and poems, and to recite some by heart.

Year 2 Reading

Continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

Recognise simple recurring literary language in stories and poetry

Discuss and clarify the meanings of words, linking new meanings to known vocabulary

Discuss their favourite words and phrases

Continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say

Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Year 2

Teachers should make sure that pupils listen to and discuss a wide range of stories, poems, plays and information books; this should include whole books. The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum.

Letters and Sounds Phase 1 Aspect 4

It is important for children to experience a rich repertoire of poems, rhymes and songs. They need to build a stock of rhymes through hearing them repeated in different contexts.

Talking About Sounds

Repeat favourite rhymes and poems in different voices together (e.g. whispering, growling, shouting, squeaking) and discuss the differences.

Phase 6 (Year 2)

In reading simple poems, children need to adapt to and explore the effects of poetic language, continuing to develop their understanding of rhythm, rhyme and alliteration.