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READING SKILLS (YEAR 2)
CONTENT STANDARD FOCUS LEARNING STANDARD
Identify and distinguish the letters of
the alphabet* 3.1.1 Identify, recognise
*Preliterate children will need more support and name the letters of the
to achieve this Learning Standard, literate alphabet
children more challenge and less support
Distinguish and articulate beginning,
3.1 3.1.2 Recognise and sound
medial and final sound words*
Recognise words in out with some support
*Preliterate children will need more support
linear and non linear beginning, medial and final
to achieve this Learning Standard, literate
texts by using sounds in a word
children more challenge and less support
knowledge of sounds of Blend phonemes to recognise words*
letters *Preliterate children will need more support 3.1.3 Blend phonemes
to achieve this Learning Standard, literate (CVC, CCVC, CVCV, CCV)
children more challenge and less support
Segment words into phonemes to spell*
*Preliterate children will need more support 3.1.4 Segment phonemes
to achieve this Learning Standard, literate (CVC, CCVC, CVCV, CCV)
children more challenge and less support
Understand the main idea in a variety of text 3.2.1 Understand the main
types on familiar topics idea of simple sentences
3.2.2 Understand specific
Understand specific details in a variety of text
information and details of
types on familiar topics
3.2 simple sentences
Understand a variety of 3.2.3
linear and non i) Reread a word, phrase or
linear print and digital sentence to
Use appropriate word attack skills to
texts by using understand meaning
understand specific meaning
appropriate reading ii) Ignore unknown words
strategies in order to understand a
phrase or sentence
3.2.4 Use a picture
dictionary to find, list and
Use appropriate basic dictionary skills
categorise words from Year
2 topics and theme
3.3
Read and understand a variety of 3.3.1 Read and enjoy simple
Read independently for
fiction and non-fiction texts with print and digital games at
information and
confidence and enjoyment sentence level
enjoyment

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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 READING SKILLS

PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

1
 Hardly identifies, recognises and names the letters of the Requires support
alphabet even with a lot of support from the teacher. to achieve
 Hardly blends and segments words (CVC, CCVC, CVCV, curriculum target
CCV) even with a lot of support from the teacher. (A1 Low)

 Identifies, recognises and names the letters of the

2
alphabet with a lot of support from the teacher. On track to
 Blends and segments a few words (CVC, CCVC, CVCV, CCV) achieve
with a lot of support from the teacher. curriculum target
 Hardly understands main ideas of simple sentences even (A1 Low)
after repeated readings.
 Identifies, recognises and names the letters of the
alphabet with minimal support from the teacher.

3
 Blends and segments words (CVC, CCVC, CVCV, CCV) with
Achieves
support from the teacher.
expectations of
 Understands main ideas, specific information and details
curriculum target
of simple sentences.
(A1 Low)
 Uses picture dictionary and appropriate word attack skills
to understand specific meaning with support from the
teacher.
 Blends and segments words (CVC, CCVC, CVCV, CCV)

4
without hesitation.
Working towards
 Understands main ideas, specific information and details
exceeding
of simple sentences appropriately.
expectations (A1
 Uses picture dictionary and appropriate word attack skills
Mid)
to understand specific meaning with minimal support from
the teacher.
 Uses phonics to read words and identify word families

5
confidently.
On track to exceed
 Understands main ideas, specific information and details
expectations (A1
of simple sentences confidently.
Mid)
 Uses picture dictionary and appropriate word attack skills
to understand specific meaning confidently.

6
 Reads simple sentences independently.
 Understands main ideas, specific information and details Exceeds
of simple sentences independently. expectations
 Uses appropriate word attack skills and monolingual (A1 Mid)
dictionary to understand specific meaning independently.

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YEAR 2 (2018) TRANSIT FORM FOR CLASSROOM ASSESSMENT

READING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
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20
21
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