You are on page 1of 20

LESSON: 1 (Writing 1)

MAIN SKILL(S) FOCUS: Writing


WEEK THEME: World of Self, Family & Friends
3-5
TOPIC: Introduction
LANGUAGE/GRAMMAR FOCUS: Review of present simple to describe self

CROSS TEACHER’S
MATERIALS / CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE NOTES /
REFERENCES ELEMENT STRATEGIES
REMARKS

MAIN SKILL MAIN SKILL Plan a lesson to review learning Large paper, Values Your choice, depending
from Year 1. coloured pencils. (Friendship) on the needs of
Writing Writing individuals in your class.
4.2 4.2.1 In this lesson, pupils work in pairs or
Communicate basic Ask for and give basic small groups to ask and answer You can offer more or
information intelligibly for personal information using questions about themselves on less support for the
a range of purposes basic questions topics such as their name, age, speaking and writing, and
in print and digital media and statements favourites. encourage pupils to write
more or less detail
Then they will write about their depending on the level of
partner (My new friend) and draw a literacy of your pupils and
picture (for example, of them, their what you would like to
COMPLEMENTARY COMPLEMENTARY review.
family, pet, a favourite something).
SKILL SKILL
Have pupils introduce their partner
Speaking Speaking to the class.
2.3 2.3.1
Communicate Introduce self and others to
appropriately to a small or an audience using fixed These pictures can be left on the
large group phrases classroom wall to help you and the
pupils get to know each other.

4
Primary Year 2 Scheme of Work
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
WEEK THEME: World of Self, Family and Friends
6-8 TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week / It’s (days) / On + day

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 Language Strategies 2 and 5 may be
See Teacher’s Book. p.58 suitable.
Listening Listening
1.2 1.2.1 Lesson Delivery Use other strategies if
Understand meaning Understand with See Teacher’s Book. appropriate.
in a variety of familiar support the main idea
contexts of simple Post lesson
sentences
See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.1 2.1.1
Communicate simple Give simple personal
information intelligibly information using basic
statements

5
Primary Year 2 Scheme of Work
LESSON: 3 (Speaking 1)

MAIN SKILL(S) FOCUS: Speaking


WEEK THEME: World of Self, Family and Friends
9-11
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week / Present simple for regular activities ( I +verb + on + day)

CROSS TEACHER’S
CONTENT MATERIALS / DIFFERENTIATION
LEARNING STANDARD LEARNING OUTLINE CURRICULAR NOTES /
STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 Language Strategies 1, 2, 3 or 6


See Teacher’s Book. p.59 may be suitable.
Speaking Speaking
2.1 2.1.1 Lesson Delivery Use other strategies if
Communicate simple Give simple personal See Teacher’s Book. appropriate.
information intelligibly information using basic
statements
Post lesson
See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.1
Understand meaning Understand with support
in a variety of familiar the main idea of simple
contexts sentences

6
Primary Year 2 Scheme of Work
LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
WEEK THEME: World of Self, Family and Friends
12-13
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Present simple On (day) we (verb).

CROSS TEACHER’S
LEARNING MATERIALS / DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE CURRICULAR NOTES /
STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.60 Language Strategy 5 may be
See Teacher’s Book. suitable.
Reading Reading
3.2 3.2.2 Lesson Delivery Use other strategies if
Understand a variety of Understand specific See Teacher’s Book. appropriate.
linear and non-linear print information and details of
and digital texts by using simple sentences
NB – this is a reading lesson.
appropriate
Have pupils read and match,
reading strategies
draw a line before/while
listening.

COMPLEMENTARY Post lesson


COMPLEMENTARY SKILL See Teacher’s Book.
SKILL
Listening
Listening 1.2.1
1.2 Understand with support
Understand meaning in a the main idea of simple
variety of familiar sentences
contexts

7
Primary Year 2 Scheme of Work
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
WEEK
THEME: World of Self, Family and Friends
14-15
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week / Food vocabulary (review)

CROSS
TEACHER’S
CONTENT LEARNING MATERIALS / CURRICUL DIFFERENTIATION
LEARNING OUTLINE NOTES /
STANDARD STANDARD REFERENCES AR STRATEGIES
REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A story about days of the Language Strategy 6 may be suitable.
Task 10 (with flashcards or realia of week, for example
Language Arts Language Arts known words from the list) The Very Hungry Caterpillar Use other strategies if
5.2 5.2.1 (Book available or see appropriate.
Express personal Name people, things, https://www.youtube.co
Lesson delivery m/watch?v=vkYmvxP0
responses to literary actions, or places of 1. Ask pupils to sit or stand in
texts interest in texts AJI
a circle. Place the flashcards/realia in Also, movie at:
the middle of the circle. Ask pupils to https://www.youtube.co
point to the food they like. m/watch?v=75NQKSm1YY )

COMPLEMENTARY COMPLEMENTARY 2. Review the words by Flashcards/realia/toys of


SKILL SKILL helping pupils to say I like x. or My food:
favourite is x.
Listening Listening apple pear
1.2 1.2.1 strawberry
Understand meaning Understand with support 3. Ask pupils if they ate any of
orange cake
in a variety of familiar the main idea of simple these foods this week. Ask them
ice cream
contexts sentences which day they ate it on. NB This
cheese
asks about the past. Do not focus on
sausage
this, just elicit the days of the week in
lolly pop
association with the foods.
watermelon
leaf

4. Introduce the caterpillar. Ask caterpillar


pupils what it likes to eat.

8
Primary Year 2 Scheme of Work
5. Read/tell/show the story
(Very Hungry Caterpillar), asking
questions to check understanding
and using the images to support
understanding. NB pupils do not
need to understand every word, just
the general idea of the story.

6. Ask pupils if their prediction


about what the caterpillar eats were
correct.

7. Write the days of the week


on the board.

8. Repeat the story and


encourage pupils to remember what
the caterpillar eats on each day.

9. Pupils work in pairs or small


groups to note in their exercise book
what the caterpillar eats each day.
They could write the words or draw
pictures, depending on the
proficiency level of your class.

Post lesson
Task 11

9
Primary Year 2 Scheme of Work
LESSON: 6 (Listening 2)
MAIN SKILL(S) FOCUS: Listening
WEEK
THEME: World of Self, Family and Friends
16-18
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: I + verb (+phrase) + on + day+s

CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards for Language Strategy 3 may be
Task 4: Identify the flashcard actions from p.56-60 suitable at stage 8 (see
Listening Listening (these can be Learning Outline).
1.2 1.2.2 handdrawn if
Lesson Delivery necessary) : play
Understand meaning Understand with support 1. Review the flashcards on Use other strategies if
in a variety of familiar specific information and football, go swimming, appropriate.
the board from the pre-lesson task play the piano etc.
contexts details of simple by checking pupils know these
sentences Enough for one per
expressions. Then mime each one pupil (they can be
and ask pupils to guess what you are repeated)
doing.
COMPLEMENTARY COMPLEMENTARY Word cards for days
SKILL SKILL of the week
2. Ask pupils to stand in a
circle. Say the action words and
Speaking Speaking pupils mime. Ask pupils to turn to
2.1 2.1.1 their neighbour to do this in pairs.
Communicate simple Give simple personal
information intelligibly information using basic
statements 3. Put the days of the week
word cards around the classroom.
Give each pupil an action flashcard.

4. Say the sentence I (verb)


on (day). The pupil with the action
flashcard should take it and stand by
the correct day. Repeat for all cards.

5. Ask pupils to tell you a


sentence for their action and day
10
Primary Year 2 Scheme of Work
(where they are standing).

6. Pupils return to their places.


Tell pupils a sentence about your
week (e.g. I ride my pony on
Mondays). They should tell you if it is
right or wrong. Repeat a few times.

7. Pupils do the Right or


Wrong activity in pairs.

8. Feedback as a whole class


by asking pupils to tell you what their
partner does in the week. Depending
on your class, you could ask them to
say:
X said, “I xxx on xxxs’
She xxxxs on xxxxs.
She doesn’t xxx on xxxs.

Post lesson
Task 1 (you will need to make notes
as pupils talk about their weekly
activities for this)

11
Primary Year 2 Scheme of Work
LESSON: 7 (Speaking 2)
MAIN SKILL(S) FOCUS: Speaking
WEEK THEME: World of Self, Family and Friends
19-20
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: I / we + verb + on + day+s

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Picture Language Strategies 2 or 5 may be


Task 4: Identify the flashcard flashcards of suitable.
Speaking Speaking actions (from
2.1 2.1.1 Lesson 6) Use other strategies if
Lesson delivery
Communicate simple Give simple personal 1. Write numbers 1 to 6 (or one to six)* appropriate.
information intelligibly information using basic on the board. If you have a numbers song, you One or two
statements could sing the song. dice per pair or
group (or
whole class if *You could extend this to
2. Review the action flashcards and put not available) 12 and use two dice for this
COMPLEMENTARY COMPLEMENTARY activity.
them on the board next to a number as the
SKILL SKILL
pupils say them correctly.

Listening A worksheet
Listening for each pupil
1.2 1.2.2 3. Ask pupils to close their eyes or turn
Understand with support around. Remove an action card from the with a table for
Understand meaning pairwork
in a variety of familiar specific information and board. Ask pupils to tell you which card you
details of simple removed. They can tell you the number and/or interview (see
contexts below)
sentences the action. Repeat.

4. Put the pictures back on the board


and write the phrase next to them (you can
elicit spelling, ask pupils to write in their
notebooks or ask a pupil to come and write on
the board).

5. Give out papers. Pupils work in pairs


to tell each other what they do in the week.
12
Primary Year 2 Scheme of Work
They should choose (if possible) from the
actions on the board 1 - 6. The partner listens
and writes in the table (they can write the
words or the number from the board).

6. Ask pupils to compare their


worksheets to find any activity that they do at
the same time. If they do, they should say Let’s
do it together! You will need to model this and
explain together using gesture and mime.

7. Tell pupils to stand up and walk


around the room to talk to new partners. They
should try to find something in common:
A: I play football on Saturdays.
B: I play football on Saturdays, too.
A&B: Let’s do it together!
Model and practice the dialogue before
beginning the activity.

8. Feed back by asking pupils to tell you


what they have in common, e.g. We play
football on Saturdays.
Make notes on what pupils say here, you will
need this to prepare the next lesson.

Post lesson
Task 3
Example table for pairwork interview worksheet for Lesson 7
Day Activity

Mondays

Tuesdays I play football

Wednesdays

Thursdays

Fridays

Saturdays

Sundays

13
Primary Year 2 Scheme of Work
LESSON: 8 (Reading 2)
MAIN SKILL(S) FOCUS: Reading
WEEK THEME: World of Self, Family and Friends
22-24 TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: I / we + verb + on + day+s , /ei/ sound in words from unit

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Task 4 Picture flashcards of Language Strategies 1 or 3 may be
actions suitable.
Reading Reading Lesson delivery
3.1 3.1.2 One worksheet for each Use other strategies if
1. Write the words on the board: play
Recognise words in Recognise and sound out watch day game pupil, in two parts. Part appropriate.
linear and non-linear with some support
ball 1 – see below. Part 2 –
texts by using beginning, medial and sentences based on
what hurray
knowledge of sounds final sounds in a word
match pupils’ responses in
and letters When writing the
Elicit the common letter (a). Lesson 7)
worksheet part 2, you
Ask pupils to read the words to their could choose pupils who
partner. participate less often,
who have lower
COMPLEMENTARY proficiency or who have
COMPLEMENTARY 2. Model the /ei/ sound. Ask pupils to
SKILL low motivation. This will
SKILL tell their partner which words have this
help involve them more in
sound.
their learning.
Reading Reading Feedback on 1 and 2 whole class and
3.1 3.1.1 check pronunciation.
Recognise words in Identify, recognise and
linear and non-linear name the letters of the If appropriate, select
texts by using 3. Elicit spellings for /ei/ sound: ay suitable activities for your
alphabet and a+C+e (ask pupils to say the letter
knowledge of sounds pupils from LINUS
and letters names). Module 1 to be added in
Ask pupils to write (or tell you) more words to this lesson to focus on
which follow this rule. phonemes from Lines a
and b of the Year 1
4. Give pupils the worksheet. Ask Phonics Table (see
them to read the sentences in part 1 and syllabus)
circle the /ei/ sounds. Then they should
read them with their partner before
14
Primary Year 2 Scheme of Work
checking whole class.

5. Ask pupils to read the sentences


in Part 2 of the worksheet (these should be
a mix of sentences about pupils, some true
(or right), some false (or wrong), based on
their responses in Lesson 7. See below).
They should circle True or False.

6. Check answers whole class by


asking the relevant pupils to say if it is true
or false.

Post lesson
Task 12

Example sentences for worksheet part 1 (Lesson 8):

1. I play football on Mondays.

2. I go swimming on Saturdays.

3. I ride my bike on Sundays.

[Add more activities that your pupils do regularly]

Example sentences for worksheet part 2:

(Pupil’s name) I xxx on xxxs.

1. (Aishah) I play computer games on Mondays and Sundays. True / False

2. (Ryan) I ride my bike on Saturdays and Sundays. True / False

(8 - 10 sentences, depending on your class)

15
Primary Year 2 Scheme of Work
LESSON: 9 (Writing 2)
MAIN SKILL(S) FOCUS: Writing
WEEK THEME: World of Self, Family and Friends
25-26
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: My favourite day is X. / I + verb + on + day+s.

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Word cards to make Language Strategies 3 or 4
Task 1 (days of the week) up sentences. One may be suitable
Writing Writing per student. e.g. (see learning
4.3 4.3.3 outline).
Lesson delivery
Communicate with Plan, draft and write 1. Have pupils sit or stand in a circle. I / go / swimming / on
appropriate simple sentences Give each pupil a word card. Ask pupils to find / Saturdays / I / play / Use other strategies
language form and friends to make sentences. They should stand football / on / Fridays if appropriate.
style for a range of in a line to make a sentence with their words.
purposes in If you have a very large class or would like to Worksheet for each If appropriate,
print and digital control this more, children can work in groups pupil (see below) select suitable
media so that each group makes one sentence. activities for your
Ask pupils to say their sentences. Put the pupils from LINUS
sentences on the board. Elicit the need for full Module 1 to be
stops. added in to this
COMPLEMENTARY
lesson to focus on
COMPLEMENTARY SKILL
phonemes from
SKILL 2. Play a game to elicit the spelling of Lines a and b of the
Writing favourite (e.g. see pre-lesson task 7), leave Year 1 Phonics
Writing 4.2.1 the word on the board. Table (see
4.2 Ask for and give basic syllabus).
Communicate basic personal information
3. Tell pupils that your favourite day is
information using basic questions
X. Tell them what you do on that day. Ask
intelligibly for a and statements
pupils to write their favourite day in their
range of purposes in exercise books. They can also write what they
print and digital do on that day, depending on the proficiency
media level of your class or pupils. Monitor and help
pupils as necessary.

16
Primary Year 2 Scheme of Work
4. Ask pupils to check their partner’s
writing.

5. Hand out worksheet to pupils. They


should write their favourite day at the top of the
page. On the lines at the bottom, they write My
favourite day is X. They can also write I xxx on
xxxs if they drafted this in stage 3. They draw
a picture in the box.

6. Display pupils’ work in the classroom.


Ask pupils to tell the class about their work.

Post lesson
Task 5

Suggested design of worksheet for Lesson 9:

Day: _____________________________________

_________________________________

_________________________________

_________________________________

17
Primary Year 2 Scheme of Work
LESSON: 10 (Language Arts 2)
MAIN SKILL(S) FOCUS: Language Arts
WEEK THEME: World of Self, Family and Friends
27-29
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week and food vocabulary review

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Plan a Language Arts lesson linked to Your choice Science and Your choice depending
the main and the complementary depending on the Technology on your lesson
Language Arts Language Arts content and learning standards. focus of your
5.2 5.2.1 lesson.
Express personal Name people, things, You could extend Lesson 5 by
responses to literary actions, or places of rereading The Very Hungry Caterpillar Suggested
texts interest in texts. and providing some activities to material:
develop understanding of life cycles in The Very Hungry
nature, specifically the butterfly. Caterpillar

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.1 2.1.3
Communicate simple Give a short sequence
information intelligibly of basic instructions

18
Primary Year 2 Scheme of Work
LESSON: 11 (Speaking 3)

MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends
WEEK
30-31 TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
Do you…?
Yes, I do…/ No, I don’t

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 Language Strategy 2, 3 or 7 may be


See Teacher’s Book. p.61 suitable.
Speaking Speaking
2.1 2.1.1 Lesson Delivery Use other strategies if
Communicate simple Give simple personal See Teacher’s Book. appropriate.
information intelligibly information using basic
statements
Post lesson
See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions

19
Primary Year 2 Scheme of Work
LESSON: 12 (Listening 3)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
WEEK LANGUAGE/GRAMMAR FOCUS:
32-33 We’re lost
Lake
Wait and see
Come with me
Thank you very much

CROSS TEACHER’S
CONTENT MATERIALS / DIFFERENTIATION
LEARNING STANDARD LEARNING OUTLINE CURRICULAR NOTES /
STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 Values Strategy 6 may be


See Teacher’s Book. p.62 (asking for help suitable.
Listening Listening when you need it)
1.2 1.2.3 Lesson Delivery Use other strategies if
Understand meaning Understand with support See Teacher’s Book. appropriate.
in a variety of familiar very short simple
contexts narratives
NB – this lesson focuses on Activity
1 (picture story), which continues
onto page 63.

COMPLEMENTARY COMPLEMENTARY Post lesson


SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.2
Understand meaning Understand with support
in a variety of familiar specific information and
contexts details of simple
sentences

20
Primary Year 2 Scheme of Work
LESSON: 13 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
WEEK THEME: World of Self, Family and Friends
34-36
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Recycled story language from lesson 17

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.63 Values Strategy 2 may be
See Teacher’s Book. (asking for help suitable.
Reading Reading when you need it)
3.1 3.1.3 Use other strategies if
Recognise words in Blend phonemes (CVC, Lesson Delivery appropriate.
linear and non-linear CCVC, CVCV, CCV)
See Teacher’s Book.
texts by using
knowledge of sounds
of letters
Post lesson
See Teacher’s Book.

COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Listening
1.1 Listening
Recognise and 1.1.1
reproduce target Recognise and reproduce
language sounds with support a range of
high frequency target
language
phonemes

21
Primary Year 2 Scheme of Work
LESSON: 14 (Writing 3)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
WEEK
TOPIC: Free Time
37-38
LANGUAGE/GRAMMAR FOCUS:
How many days do….?
Possessive ’s

CROSS TEACHER’S
LEARNING MATERIALS / DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE CURRICULAR NOTES /
STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.64 Language Strategy 2 may be
See Teacher’s Book. suitable.
Writing Writing
4.3 4.3.1 Use other strategies
Communicate with Use capital letters and Lesson Delivery if appropriate.
appropriate language full stops appropriately in
See Teacher’s Book.
form and style for a range guided writing at
of purposes in sentence level
print and digital media
Post lesson
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.2
Understand meaning in a Understand with support
variety of familiar specific information and
contexts details of simple
sentences

22
Primary Year 2 Scheme of Work
LESSON: 15 (Language Arts 3)
MAIN SKILL(S) FOCUS: Language Arts
WEEK
THEME: World of Self, Family and Friends
39-40
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Your choice of phoneme blends CVC, CCVC, CVCV, CCV

CROSS TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Design your own Language Arts Your choice, as Language Your choice, as
lesson appropriate to your appropriate to your
Language Arts Language Arts linked to the main and the lesson. lesson.
5.1 5.1.2 complementary content and learning
Enjoy and appreciate Say the words in simple standards. Some example songs
rhymes, poems and texts, and sing simple can be found here:
songs songs with intelligible In this lesson, pupils listen to and join
pronunciation, rhythm in a song which focuses on blending https://www.kizphonics.
and intonation phonemes. They should see and work com/phonics-
i) simple chants and with the words of the song in written phonemesongs/
raps ii) simple rhymes iii) form as well.
simple action songs iv)
simple songs http://www.earlychildho
odeducationzone.com/
best-phonics-songs/

COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Reading
3.1 Reading
Recognise words in 3.1.3
linear and non-linear Blend phonemes (CVC,
texts by using CCVC, CVCV, CCV)
knowledge of sounds
and letters

23
Primary Year 2 Scheme of Work

You might also like