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Year 2 English · Key Stage 1 · Reading – comprehension

Year 2 book talk: discussing and explaining ideas

In Year 2, children are expected to join in discussion about books and poems, taking turns and listening to what others say, and to explain what they understand about what they have heard and what they have read themselves. Good book talk goes beyond “I liked it”. It means giving a reason, pointing to the words or pictures, and responding to someone else’s idea. These habits prepare children to answer questions about texts, orally and later in writing.

Discussing books and poems, explained

Discussion in school often happens with a partner, in a small group or as a whole class. Children talk about books and poems that are read to them and about those they read for themselves. The books they listen to are often more complex than the ones they can read alone, so discussion lets them think about big ideas, like fairness or bravery, that they may not yet be able to read about independently. Teachers don’t expect a perfect answer. They are listening for thinking.

In Year 1, children started explaining what had been read to them. In Year 2 they explain books they have read for themselves too, and are expected to say more. Rather than just saying “I like the bear”, children are taught to give a reason with “because”, and then to back it up from the book: “In the story he shares his food with the little bird.” Children also practise retelling part of a story in their own words, saying what a character wants and how they feel, and explaining what a poem made them think of. The curriculum describes this as explaining and discussing their understanding of books, poems and other material.

Taking turns and listening are skills in themselves, and teachers demonstrate them rather than assume children know. A teacher might show a conversation with another adult, pointing out how they wait, look at the speaker and say “I agree with… because…” or “I see it differently…”. Children are helped to think about other people’s opinions and to accept feedback from them. They learn that disagreeing politely is helpful, because it can make us look at the book again.

Role play and drama are important tools at this age. In hot-seating, a child sits in the character’s chair and answers questions from the class as that character: “Why did you leave the house?” In freeze-frames, small groups make a still picture of a moment from the story. Acting out a scene, or using puppets, helps children understand how characters feel and why they act as they do, and gives quieter children a way in.

All this talk is practice for later work. A child who can say what they think and why will find it easier to write answers about a text in the following years. It also builds confidence that their ideas matter, which is an advantage in every subject.

Words your child will hear

Discussion
A conversation in which everyone shares ideas and listens to one another.
Opinion
What you think or feel about something, which can differ from someone else’s.
Reason
The “because” part of an answer, which explains why you think something.
Evidence
Words or pictures in the book that back up what you think.
Hot-seating
Answering questions as if you were a character from the story.
Freeze-frame
A still picture made by acting out a moment in a story and holding the pose.
Feedback
What other people tell you about your idea, which may help you think again.

What the National Curriculum says

In Year 2, pupils should be taught to:

  • 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

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: a book chat about Jack and the Beanstalk

After reading the traditional tale of Jack and the Beanstalk, ask: “Was Jack right to climb the beanstalk again?” How can the talk help your child explain their thinking?

  1. Give thinking time, then invite an opinion with a reason: “I think Jack was… because…”. If your child just says “yes”, ask “What makes you say that?”
  2. Ask for evidence from the book. “What happened in the story that makes you think that?” Let them find the page or picture, or retell the part in their own words.
  3. Add another voice, such as a sibling, relative or a toy, and ask them to give a different view. Your child listens, then responds with “I see why you think that, but…” or “I agree because…”.
  4. Try hot-seating. You play a reporter asking Jack questions, and your child answers as Jack: “Why did you go back up the beanstalk?” This helps them think about how the character felt.
  5. Finish by asking whether anyone changed their mind and why, and what they would tell a friend about the story.

A strong answer gives a view, a reason and evidence: “I think Jack shouldn’t have gone back because the giant was dangerous. In the story, the giant chased him. But I can see why he went, because his family needed money.”

Common mistakes and how to help

Interrupting or waiting to speak instead of listening

Young children are excited and afraid they will forget their idea, so they spend the time rehearsing what they want to say.

What helps: Try “say what the last person said before you add your idea”. Holding a small object to show whose turn it is can also help at home.

Saying “I liked it” and stopping there

It seems like a complete answer, and children may not know what else to say.

What helps: Offer starters: “I liked it because…”, “My favourite part was… because…”. Follow with “Tell me more” and wait patiently.

Thinking disagreeing is unkind or means someone is wrong

Children want to be liked and many go along with the loudest voice or the adult’s view.

What helps: Say that people notice different things in a book, and that a different view helps you look again. Model “I see it differently because…” yourself.

Expecting book talk to be a quiz where the adult asks and the child answers

Questions from adults at school are often a test, so children expect a right answer and are anxious about it.

What helps: Make it a conversation. Share your own thoughts, say “I wonder…” and let your child ask you questions too.

How to help at home

  • Chat at bedtime without a quiz. After a story, share one thought of your own, such as “I liked the part when…”, and ask what your child thought. Real conversation beats a list of questions.
  • Agree or disagree. Make a statement about a book, such as “The wolf was the worst character”. Ask your child to agree or disagree, and say why. Add that it’s fine to change their mind.
  • Play hot-seat. Take turns being a character from a story and answering questions. “Why were you so cross?” makes children think about feelings and reasons.
  • Let your child ask the questions. Encourage “I wonder…” questions. If your child asks something you can’t answer, look back through the book together for clues.
  • Strike a pose. Choose an exciting moment from a story and have your child freeze in the position of a character. Ask what that character is thinking, and what will happen next.

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