YEARLY SCHEME FOR KSSR ENGLISH YEAR 2

WEE
WEE
K
9, 10
K
1,2,3,4
15,
16

5,
6 35
33,
19,
27,
34,
20
28
7,
8
29,
13,
17,
21,
23,
25,
31,
11,
30
14
18
22
24
26
32
12
36,
39,
37,
40,
38
41

THEME
THEME
THEME

UNIT/TOP
UNIT/TO
UNIT/TOP
UNIT/TOPI
UNIT/TOPI
UNIT/TOP
UNIT/TO
UNIT/TO
UNIT/TO
UNIT/TO
UNIT/
World of Stories 4 ReadPIC
IC
Me A
PICPIC
TOPIC
PIC
PIC
IC
PIC
PIC
IC
C
C Right
World
27
Do
The
World
ofof
World
of Self,
Self,
1. Hobbies
Hooray!
We

LEARNING
LEARNING
L. L.EARNING
LEARNING
STANDARDS
STANDARDS
STANDARDS
STANDARDS
STANDARDS

L
isteni
n
g
&
S
p
eaking
L
isteni
n
g
&
S
p
eaking
L
isteni
n
g
&
S
p
eaking
L
isteni
n
g
&
S
p
eaking
Story
World
of
9
When
I
Grow
Up
1.1.1
Able
to
listen
and
respond
stimulus
given
with
guidance:
World
World
of
of Self,
Stories 3
65
10
12
14
15
18
16
11
13
17Growing
Delicious
Feeling
Caring
On
Looking
Precious
ISave
Myths
Where
Reuse,
Good
Am
The
Special
The
and
Deeds
Farm
Am
Good
Recycle
Drops
Food
I? L1.1.1
isteninAble
g&S
peaking
1.1.2
to
listen
to
and
and
respond
enjoy to
to
simple
stimulus
stories
given
with
guidance:
8
Plants
World
of
Family
Thing
Knowledge
1.1.1
Able
to
listen
and
respond
to
stimulus
given
with
guidance:
Family
Are Back
1.1.1
Able
to
listen
and
respond
to
stimulus
given
with
guidance:
Knowledge
g)
oral
blending
and
segmenting
Knowledge
Family
Happy,
Sharing
Sea
1.1.1
Able
to
listen
and
respond
to
stimulus
given
with
guidance:
1.1.4
c)
body
percussion
talk
about
a
stimulus
with
guidance
Knowledge
and
g)
oral
blending
and
segmenting
SOUND
SYSTEM
VOCABULARY:
SOUND
SYSTEM:: VOCABULARY
and
VOCABULARY:
g)
oral
blending
and
segmenting
1.1.2
Able
to
listen
to
and
enjoy
simple
stories
:
VOCABULARY:
VOCABULARY:
Feeling Sad
and
b)Able
a)
environmental
instrumental
sounds
sounds
g)
oral
blending
and
segmenting
1.3.1
d)
rhythm
to
listen
andabout
rhyme
to
and
demonstrate
understanding
of oral texts by:
VOCABULARY:
VOCABULARY:
Friends
SOUND
SYSTEM
:: VOCABULARY:
1.1.4
Able
a
stimulus
with
guidance
Friends
SOUND
SYSTEM
1.1.3
Able to
to talk
listen
to, say
aloud and
recite
rhymes or sing songs.
VOCABULARY
:
1.1.4
talk
about
a
stimulus
with
guidance
SOUND
SYSTEM
:
o-e,
ie,
u-e
ea
myths,
precious,
yawns,
warehouse,
mermaid,
dawn,
waste,
oo,
oo,
ar
scrapbook,
collect,
Friends
Creatures
1.1.2 g)
1.1.4
b)
instrumental
talk
about
sounds
and
a
stimulus
enjoy and
simple
with
stories
guidance
1.1.3
to
listen
to
say
aloud
recite
rhymes or sing songs
a)Able
answering
oral
blending
simple
and
Wh-Questions
segmenting
SOUND SYSTEM : keep
VOCABULARY:
Quiet,farm,
Please
talk
about
ain
stimulus
with
guidance
ambition,
leaders,
1.2.1
to
participate
daily
radish,
library,
haystack,
shower,
seagull,
flood,
clearance,
tongue,
canteen,
basin,
fairy,wish,
deeds,
calf,
goat,
toe, 1.1.4
1.2.1 Able
participate
indemonstrate
daily conversations:
conversations:
coin,
instructions,
VOCABULARY:
wheelbarrow,
hoe,
1.2.2
follow:
1.3.1
Able
to
listen
to
and
understanding
of
SOUND
wh,
ue,
ew,
e-e,
oy,SYSTEM
-aw
ph
oe
ir
i-e
: taste,
reuse,
recycle,
throw,
Noodles,
Queue
Here,
Please
ear,
air
actress,
baker,
ure,
er
1.1.2
1.2.1
1.3.1
1.2.2
c)
body
percussion
participate
listen
to
and
in
enjoy
demonstrate
follow:
daily
simple
conversations:
stories
understanding
of oral
oral texts
texts by:
by:
1.1.4
Able
to
talk
about
a
stimulus
with
guidance
headmaster,
ay,ow
ou :
1.2.2 d) talk about
listen
to and follow:
Example
feld,
orchard,
kid,
stew,
belongings,
flute,
multipurpose,
duck,
classrooms,
heal,
ladybird,
merman,
ducklings,
vapour,
injure,
carefully,
paste,
shovel,
watering
can,
VOCABULARY:
oneself
planting,
pull,
au,
oi,
a-e
vases,
doe,
jungle,
pencil
thirsty,
holders,
Keep
of
the
Grass,
No
butter,
chef,
a)
exchange
greetings
simple
instructions
in
the
classroom
b)
giving
True/False
replies
assembly,
pudding,
items,
Read
in
g
computer
loud,
chicken,
rainwater,
pyjamas,
sailors,
victims,
soft,
chicks,
whenever,
laboratory,
salty,
donate,
trousers,
mopping,
goat,
Example::
magazines,
1.1.4 a)
1.3.1
g) simple
a)
b)
answering
make
oral
polite
simple
blending
polite
requests
talk
listen
directions
about
simple
requests
toand
and
ato
Wh-Questions
segmenting
stimulus
demonstrate
in
with
theunderstanding
guidance
school
of oral texts by:
Proud,
hatch,grey,
to
give:
gloves,
rake,
trowel,
Example
fnd,
cans,
suddenly,
lime
juice,
share,
fried 1.2.3
instructions
inplaces
the classroom
Parking,
No
Hand
astronaut,
painter,
SOUND
hungry,
coop,
1.3.1 d)Able
Able
listen
to and demonstrate
understanding of oral texts by:
introduce,
made,
SOUND
die,
bone,
lie,
cone,
pie,
beach,
pole,
school
bitter,
watering,
shorts,
donations,
happily,
meat,
sweet,
hall,
coat,
putting
camels,
breathe,
go
wheat,
sour,
jacket,
out, Read
talkto
about
oneself
newspapers,
yellow,
fried,
pond,
menu,
lonely,
flowerpot,
hole,
grow,
creatures,
dolphin,
2.1.1
blend
recognise
and
articulate
initial,
medial
and
thenon-linear
fnal
2.2.3
Able
to
read
and
understand
simple
sentences
in
linear
and
Example
or,
ur
:
weak,
rice,
kites,
carrot
rinses,
stew,
in
g
phone,
No
Smoking,
sailor,
footballer,
SOUND
1.3.1
1.1.3
1.2.3
c)
a)
Able
express
answering
to
listen
give:
apologies
simple
to
to,
and
say
Wh-Questions
demonstrate
aloud
and
recite
understanding
rhymes
or
sing
of
oral
songs
texts
by: sounds
Example
simple
instructions
in school
mug,
mat,
pet,
Example
::claw,
flute,
beak,
rude,
rule
straight,
washing,
whip,
flip-flops,
ostriches,
underwater,
rough,
trophy,
turn
flows,
trainers,
milking,
smooth,
left,
strips,
save,
in Readin
book,
SYSTEM:
cook,
look,
rooster,
stool,
colourful,
different,
a)
answering
simplemembers
Wh-Questions
chat,
towards,
red,
dye,
hibiscus,
tear,
whale,
dead,
jellyfsh,
g
blue,
dew,
boy,
dolphin,
Example:
clue,
hew,
coy,
-cream
joy,
sue,
new,
graph,
bird,
doe, hard,
recycling
pies,
peaches,
bin,
factory,
bake,
SYSTEM
e)
introduce
family
and
friends
No
Entry,
Do
Not
dentist,
voice,
actor,
juice,
carrot,
in
single
wristband,
Read
in
g
2.1.1
Able
to
blend
recognise
and
articulate
initial,
medial
and
the
fnal
sounds
texts
front
senses,
wrap,
saving,
lawn,
slippers,
kingdom,
of,
decorate,
paws,
bell,
turn
large,
boots,
honey,
right,
gifts,
steal,
sheet,
clay. Read
SYSTEM:
1.3.1in
1.1.4
a)gAble
b)
answering
giving
simple
to talk
listen
True/False
directions
about
simple
and demonstrate
ato
replies
Wh-Questions
stimulus
places in
with
the
understanding
guidance
school
of oral texts by:
arm,
car,
dark,
flags,
green,
angry,
petal,
simmer,
seahorses,
photo,
august,
eve,
dawn,
dirt,
theme,
hoe,
wheat,
frst,
fawn,
automatic,
roe
these,
girl
wheel,
jaw
qualities,
importance,
visit,
Disturb,
feast,
clear,
ear,
gear,
air, shapes,
wish,
twins,
bay,
cure,
pure,
sure,
important,
need,
2.1.1
Able
to
blend
recognise
and
articulate
initial,
medial
and
the
fnal
sounds
1.3.1
listen
to
and
demonstrate
understanding
of
oral
texts
by:
bay,
clay,
day,
journey,
whistle,
desert,
heading,
mermarket,
seeds,
gloves,
hump,
forward,
treasure,
patterns,
belt,
strip,
wings,
moon,
zoo
root
countries,
favourite,
2.1.1
syllable
Able
blend
within
recognise
given
and
context:
articulate
initial,
refreshing,
blue,
tail,
bright, Read
in
single
2.3.1
read
simple
texts
with
guidance:
fsherman,
turtle,
in
g
boil,
taut,
dine,
coil,soil,
cane,
whip
hike,
date,
lime
bow, mermaid,
caring,
loving,
2.1.1
Able to
towords
blend
recognise
and
articulate
initial, medial
medial and
and the
the fnal
fnal sounds
sounds
Handicapped,
chair,
funfair
a)answering
simple
Wh-Questions
cloud,
loud,
berth,
fern,
herd
friendships,
spend,
Read
in
g
neighbour,
rich,
couch,
loud,
pouch
landmarks,
backward,
equal,
medium,tracksuit
grains,
ways.
fold,
branches,
fork,
hill,
thick,
ai
,
ee
funfair,
shed,
tear,
in
single
calm,
black,
garden,
stuck,
thorn,
stalk,
Same
sick,died,
autumn,
a)
answering
simple
Wh-Questions
Example
low,grow
gate :
seedbed,
generous,
crow, Read
National
Anthem,
occupation,
deliver,
in
single
f)
(wh)
(ph)
in
g
syllable
words
within
given
context:
2.1.1
a)
Able
fction
to
blend
recognise
and
articulate
initial,
medial
and
the
fnal
cycle,
park,
in
single
igh,
oa
castlr,
storm,
thorny,
bottoms,
pond,
porch,
twigs,
tracksuit,
tunnel,
torch,
wide,
musical,
instrument,
gardener,
stem,
however,
sunlight,
Able towords
blend within
recognise
and
articulate initial, medial and the fnal sounds
sounds
poor,
wedding,
lake,
barracuda,
responsible,
kind,
attention,
proudly,
travel,
space,
take 2.1.1 syllable
given
context:
Initial
tongs,
fsh
present,
together.
rock,
pit,
jersey,
heavy,
fort
cave,
jumper,
load,
badly,
direction,
nostrils,
hurt,
dress,
2.1.2
2.1.1
syllable
Able
to
words
blend
within
phonemes
recognise
given
and
into
context:
articulate
recognizable
initial,
words
medial
and
and
read
the
them
fnal
aloud
sounds
pianist,
receive,
Read
in
g
b)
(or),
(ur)
in
single
painful,
symbol,
joy,
alive,
protect,
stingray,
sailfsh,
syllable
words
within
given
context:
born, fork, port,
lonely,
playground,
board,
push,
rush,
care,
librarian,public,
breakfast,
lunch,
in single
hidden,
hay,
blouse,
grab,
hide,
island,
skirt,
brain
along,
Read
in
g
c)
(ure),
(er)
scout,
famous,
a)
(oo)
slice,
sieve,
pure,
beauty,
florist,
danger,
hydroponics,
porcupine
fsh,
Writi
n
g
burn,sounds.
church, curl wolf,
award.
rule,
habit, shelves,
attend,
arrange,
2.1.1
2.1.3
in
single
g)Able
b)
e)
f)
(ew)
(oy)
(e-e),
(ow),
(oe)
(ir)
(oi)
(i-e)
segment
recognise
words
into
and
phonemes
articulate
initial,
to spell
medial
the
fnalaloud
sounds
2.1.2
to
blend
phonemes
recognizable
words
andand
read
them
syllable
words
within
given
context:
c)
(ure),
(er)
outside,
woodcutter,
headscarf,
locate,
scream,
singlet,
sock.
Example:
practice,
chart
syllable
words
within
giveninto
context:
pretty,
gently,
container,
lid,
octopus,
tuna,
Able
to
blend in
phonemes
into
recognizable words and read them aloud
complete,
revise,
preheat,
beat, 2.1.2
guard
post,
b)
(ar)
3.1.1
Able
to
write
neat
legible
print:
bridge,
alone,
waistcoat,
smell.
river,
tower,
in
2.2.4
2.1.2
single
syllable
Able
to
words
read
blend
and
within
phonemes
understand
given
into
context:
a
recognizable
paragraph
of
words
5-8
simple
and
read
sentences
them
aloud
2.1.3 a)
segment
words into
to spell
(ai),to
(ee)
acrostic,
poem,
nutrient,
rockwool.
2.1.2
blend
phonemes
intophonemes
recognizable
words and read them aloud
Example
horseshoe
crab,
upset,
advice,
workplace,
eggshells,
c)Able
(ear),
(air)
2.1.3
segment
words
into
phonemes
to spell
mixture,
lightly,
well,
handkerchief,
waterfall.
tie,
fur, 2.1.2
Able
to
blend
phonemes
into
recognizable
words
and
read
them
aloud
aid,Example
jail, laid, eel, NOTES:
energy,
brave,
a)
words
flatfsh,
clownfsh,
2.1.2
Able
to
blend
phonemes
into
recognizable
words
and
read
them
aloud.
2.2.3
2.3.1
2.1.3
g)
syllable
e)
f)
a)
(au)
(ue)
(igh),
(o-e),
(aw)
words
(oa)
(u-e)
segment
simple
within
words
texts
given
into
with
context:
phonemes
a
simple
guidance:
simple
sentences
sentences
to
spell
in in
linear
linear
and
and
non-linear
non-linear
neighbourhood,
drop,
2.2.2
Able
to
read
and
understand
phrases
in
linear
and
non-linear
texts
insert.
2.1.3
segment
words into
phonemes
to spell
shy,
twirl,
toy,
long2.1.2
Able
to
blend
phonemes
into
recognizable
words
and
read
them
aloud
free, ::green
laughing,
lionfsh,
blood,
gills,
bowl,
teaspoon,
2.2.4
Able
to
read
and
understand
a
paragraph
of
5-8
simple
sentences
2.2.3
simple
sentences
insimple
linear
and
non-linear
litter,
pick,
feed,
2.1.3
segment
words
into
to
spell
Include
teaching
2.1.3
segment
words
into
phonemes
to
spell
texts g)
2.2.2
2.2.3
2.1.2
d)Able
a)
fction
(ie) to
(a-e)
(ea)
blendand
phonemes
intophonemes
phrases
recognizable
simple
in
sentences
linear
words
and
in
and
non-linear
linear
read
and
them
texts
non-linear
aloud
2.2.4
read
understand
a
paragraph
of
5-8
sentences
sleeved
shirt, beach,
2.2.3
Able
to
simple
sentences
in
linear
and
non-linear
understanding,
female,
male,
oldest,
recess.
2.1.3
Able
to
segment
words
into
phonemes
to
spell
essence,
pour, L2.2.1
capital
letters,
anguaAble
ge Arto
ts read
texts
and
apply
word
recognition
and
word
attack
skills
by:
jog.
drawing,
full,
bloom,
2.2.2
and
understand
phrases
in
linear
and
non-linear
texts
rubbish,
template,
2.2.4
2.2.3
texts
2.1.2
2.1.3
blend
segment
phonemes
words
into
into
phonemes
a
simple
recognizable
paragraph
sentences
to
spell
of
words
5-8
in
simple
and
linear
read
sentences
and
them
non-linear
aloud
2.3.1
Able
to
read
simple
texts
with
guidance:
textsngAble to read and understand a phrases in linear and non-linear texts
bright,
question
mark
and Writi
2.2.2
whisk,
stir,
pick,
sell,
shivers.
4.3.2
take
part
with
guidance
in
a
performance
based
on:
title,
design,
slide.
2.3.1
Able
to
read
simple
texts
with
guidance:
a)
matching
words
with
spoken
words
man,
Writi
n
g
full stop.
2.2.5
2.1.3
texts
2.3.1
2.2.3
to
apply
segment
read
simple
basic
words
understand
dictionary
texts
into
with
phonemes
simple
a
skills
guidance:
simple
paragraph
using
sentences
sentences
to picture
spell
of 5-8insimple
in
dictionaries
linear
linear
sentences
and
and
non-linear
non-linear
fction
2.3.1 a)Able
Able
to write
read and
simple
texts
with
guidance:
light,
3.1.1
in
neat
legible
print:
2.2.4
Able
to
read
and
understand
a
paragraph
of 5-8insimple
sentences
warm, shake, Writi
c)
stories
b)
non
fction
2.2.3
Able
to
read
and
understand
simple
sentences
linear
and
non-linear
mug, mat
3.2.2
write
simple
sentences
with
guidance
n
g
2.2.3 b)
texts
2.2.5
a)Able
fction
read
apply
and
basic
understand
dictionarysimple
skills using
sentences
picture
in dictionaries
linear and non-linear
nonto
fction
sigh,
simple
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17
18
16
10
11
12
13
14
15
1
6
7
8
9
2
3
4
5