Professional Documents
Culture Documents
English Language
Scheme of Work for
Phonics
Primary Year 2
Scheme of Work for Phonics
Year 2 English
Differentiation strategies 6
Formative assessment 10
Scheme of Work 11
Glossary of terms in Year 2 curriculum framework
A range of target language phonemes in Year 2 means a suitable variety of phonemes from
the phonics table, based on your judgment of how well the pupils you teach can read. These
are in addition to the phonemes already covered in Year 1.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with
different contexts. Please use your own judgment here.
Please use your own judgment on very short simple narratives, based on the level and
interest of the pupils you teach.
3
Year 2 English Scheme of Work For Phonics
Speaking
10 Speaking 2.1 simple information
Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively. Examples
include pupils saying their name and age, or saying what they like. Superminds 1 provides
frequent opportunities for pupils to communicate simple information.
Reading
17 Reading 3.1 linear and non-linear texts
Recognise words in linear and non-linear texts Linear texts contain only words. Pupils usually read their content in the sequence in which it
by using knowledge of sounds of letters appears on the page. Examples of linear texts include: dialogues, stories and descriptions.
Non-linear texts combine words and pictures. They involve a different kind of reading from
See also linear texts, as pupils may move between the words and the pictures as they read, not always
Reading 3.2 (p.21-24) in a sequence.
Examples of non-linear texts include graphs, diagrams, and some computer games.
Different types and amount of support can be given to less proficient pupils, depending on their needs, and these can provide extra challenge for more
proficient pupils.
Different pairings and groupings will allow pupils to work in different ways - teachers can sometimes pair up pupils who can help and support each other
(e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers
should make sure to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on your assessment. For example, if a number of pupils are not
able to read well yet, a teacher might decide on a Reading target for each child, and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks. It should be noted that the Schemes of Work for Primary Year 1 and 2 give
recommendations for less proficient readers to be given support during some reading lessons.
However, pupils with lower literacy proficiency will need extra support. It is recommended that teachers select relevant material from LINUS,
Literasi Bahasa Inggeris (LBI) Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the
Scheme of Work in the Differentiation column.
Note the following Content and Learning Standards which develop these skills:
1. Content Standard
Listening 1.1
Recognise and reproduce target language sounds
Learning Standard
Listening 1.1.1
Recognise and reproduce with support a range of high frequency target language phonemes
2. Content Standard
Reading 3.1:
Recognise words in linear and non-linear texts by using knowledge of sounds and letters
Learning Standard
Reading 3.1.1
Identify, recognise and name the letters of the alphabet
Reading 3.1.2
Recognise and sound out with some support beginning, medial and final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC, CVCV, CCV)
Reading 3.1.4
Segment phonemes (CVC, CCVC, CVCV, CCV)
Formative Assessment
Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as language learners, and in communicating this information
clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative assessment is therefore also informative. Formative
assessment of Listening or Reading may involve talking with pupils about different listening and reading strategies they can use. Some of this
discussion may be in L1, as the focus is on learning, not on language performance. Formative assessment of Speaking, may involve highlighting how
well a pupil has communicated a message, as well as some explicit or implicit correction of pronunciation, vocabulary or grammar. The picture is
similar with formative assessment of Writing, with spelling and punctuation replacing pronunciation.
There are five common ways of collecting information and learning to understand what pupils have done well, and what they need to improve:
Formative assessment also involves teachers in reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular
value when considering the non-textbook lessons, where learning from the textbook can be reviewed and/or enriched.
Note: Some learning standards are taken from Year 1.
TOPIC: Unit 11 Let’s Hear ! , Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The mermaid’s Tail
LANGUAGE/GRAMMAR FOCUS:
Sounds
Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening Listening Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Listen to the rhyme Relevant pages strategies in the KSSR any suitable materials
Recognise and reproduce with support a Page 80-97 Teacher’s Guidebook for their pupils from the
reproduce target limited range of high Lesson delivery English Language Year 1 suggested pages.
language sounds frequency target 1.Do the action by BPK
language phonemes More materials here: Page 85-90 ( for the
Post lesson actions )
https://goo.gl/W1AeW9
COMPLEMENTARY COMPLEMENTARY 1.Circle / Match the Use any appropriate
CONTENT STANDARD LEARNING STANDARD words with the relevant https://goo.gl/2tKBDP strategies in the KSSR
Reading Reading sounds Teacher’s Guidebook
3.1 Recognise words in English Language Year 2
linear and non-linear 3.1.2 Recognise and Language Skills:
https://goo.gl/DRDw4 by BPK
texts by using knowledge sound out with support w
of sounds of letters beginning, medial and L1.1.1
final sounds in a word R3.1.1 https://goo.gl/zU51AF
R3.1.2
3.1.3 Blend https://goo.gl/mqbqdE
phonemes (CVC, R3.1.3
CCVC) R3.1.4 https://goo.gl/Se6dLR
3.1.4 Segment *Choose any suitable
phonemes activities in the
learning outline for
your lesson.
WEEK:
TOPIC: Unit 11 Let’s Hear ! ,, Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The Mermaid’s Tail
LANGUAGE/GRAMMAR FOCUS:
Sounds
Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading 3.1.3 Pre-lesson Language Use any appropriate Teachers may choose
3.1 Recognise and sound 1..Sing a song strategies in the KSSR any suitable materials
3.1 Recognise words in out with some support LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
linear and non-linear beginning, medial and Lesson delivery Relevant pages English Language Year 1 suggested pages.
texts by using knowledge final sounds in a word Page 80-97 by BPK
of sounds of letters 1.Blend and segment the Page 85-90 ( for the
words More materials here: actions )
COMPLEMENTARY Post lesson
LEARNING STANDARD https://goo.gl/W1AeW9 Use any appropriate
COMPLEMENTARY Writing 1.List out words with ea strategies in the KSSR
CONTENT STANDARD 4.1.2 sound https://goo.gl/2tKBDP Teacher’s Guidebook
i) Form upper and English Language Year 2
lower case letters of by BPK
https://goo.gl/DRDw4
Writing regular size and shape Language Skills:
4.1 Form letters and w
words in neat legible ii) write letters and R3.1.1
print using cursive writing words in a straight line R3.1.2 https://goo.gl/zU51AF
from left to right with
R3.1.3
regular spaces between https://goo.gl/mqbqdE
words and spaces R3.1.4
W4.1.2 https://goo.gl/Se6dLR
iii) copy letters and *Choose any suitable
familiar high frequency activities in the
words and phrases learning outline for
correctly your lesson.
WEEK:
TOPIC: Unit 15 A Hot Day , Unit 16 Louise and the Mouse , Unit 17 Don’t Lie , Unit 18 At the Beach
LANGUAGE/GRAMMAR FOCUS:
Review Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Focus
Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening Listening Pre-lesson Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Recite the poem strategies in the KSSR any suitable materials
Recognise and reproduce with support a LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
reproduce target limited range of high Lesson delivery Relevant pages English Language Year 1 suggested pages.
language sounds frequency target 1.Do the action for the Page 98 - 113 by BPK
language phonemes sounds Page 85-90( for the
2. Blending of sounds More materials here: actions )
TOPIC :Unit 15 A Hot Day , Unit 16 Louise and the Mouse , Unit 17 Don’t Lie , Unit 18 At the Beach
LANGUAGE/GRAMMAR FOCUS:
Focus
Sounds Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading Reading Pre-lesson LINUS Module Book 1 Language Use any appropriate Teachers may choose
3.1 Recognise words in 3.1.1 Identify and 1.Blending the sounds strategies in the KSSR any suitable materials
linear and non-linear recognise the shapes of Relevant pages Teacher’s Guidebook for their pupils from the
texts by using knowledge the letters in the alphabet Lesson delivery Page 98 - 113 English Language Year 1 suggested pages.
of sounds of letters by BPK
3.1.2 Recognise and 1.Complete the story More materials here: Page 85-90( for the
sound out with support actions )
beginning, medial and Post lesson https://goo.gl/W1AeW9
final sounds in a word 1.Role play and write the Use any appropriate
correct responds https://goo.gl/2tKBDP strategies in the KSSR
3.1.3 Blend Teacher’s Guidebook
phonemes (CVC, English Language Year 2
CCVC) Language Skills:
https://goo.gl/DRDw4 by BPK
R3.1.1 w
3.1.4 Segment R3.1.2
phonemes https://goo.gl/zU51AF
R3.1.3
COMPLEMENTARY R3.1.4 https://goo.gl/mqbqdE
CONTENT STANDARD COMPLEMENTARY W4.1.2
Writing LEARNING STANDARD https://goo.gl/Se6dLR
4.1 Form letters and Writing *Choose any suitable
words in neat legible 4.1.2 activities in the
print using cursive writing i) Form upper and learning outline for
lower case letters of your lesson.
regular size and shape
LESSON: 5 (Listening )
TOPIC: Units 19 We are the Big Boys , Unit 20 It’s shopping time , Unit 21 Sue’s True Friend, Unit 22 Shawn
LANGUAGE/GRAMMAR FOCUS:
Review Row l: /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
TOPIC: Units 19 We are the Big Boys , Unit 20 It’s shopping time , Unit 21 Sue’s True Friend, Unit 22 Shawn
LANGUAGE/GRAMMAR FOCUS:
Focus Row m: Sounds /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/
(aw)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading
Reading 3.1.1 Identify and Pre-lesson Language Use any appropriate Teachers may choose
3.1 Recognise words in recognise the shapes of 1.Match the strategies in the KSSR any suitable materials
linear and non-linear the letters in the alphabet sentence parts LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
texts by using knowledge Relevant pages English Language Year 1 suggested pages.
of sounds of letters 3.1.2 Recognise and by BPK
sound out with support Lesson delivery Page 98 - 113
beginning, medial and 1.Read the story based Page 85-90( for the
final sounds in a word on the pictures given More materials here: actions )
TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book
LANGUAGE/GRAMMAR FOCUS:
Review Row m: Sounds /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Focus Row n : Sounds :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening Listening Pre-lesson Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1. Recite the poem LINUS Module Book 2 strategies in the KSSR any suitable materials
Recognise and reproduce with support a with actions Relevant pages Teacher’s Guidebook for their pupils from the
reproduce target limited range of high English Language Year 1 suggested pages.
language sounds frequency target 2. Listen and chant Page 98 - 113 by BPK
language phonemes Page 85-90( for the
Lesson delivery actions )
1.Blending and More materials here:
COMPLEMENTARY COMPLEMENTARY segmenting
CONTENT STANDARD LEARNING STANDARD 2. Chant https://goo.gl/W1AeW9 Use any appropriate
Reading Reading strategies in the KSSR
3.1 Recognise words in 3.1.1 Identify and https://goo.gl/2tKBDP Teacher’s Guidebook
linear and non-linear recognise the shapes of Post lesson English Language Year 2
texts by using knowledge the letters in the alphabet 1. Do the action for the by BPK
sound
https://goo.gl/DRDw4
of sounds of letters
3.1.2 Recognise and w
sound out with support Language Skills:
beginning, medial and L1.1.1 https://goo.gl/zU51AF
final sounds in a word R3.1.1
R3.1.2 https://goo.gl/mqbqdE
3.1.3 Blend
phonemes (CVC, R3.1.3
https://goo.gl/Se6dLR
CCVC) R3.1.4
TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book
LANGUAGE/GRAMMAR FOCUS:
Focus Sounds Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading 3.1.1 Identify and
3.1 Recognise words in recognise the shapes of Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
linear and non-linear the letters in the alphabet 1.Complete the Relevant pages strategies in the KSSR any suitable materials
texts by using knowledge crossword puzzle Teacher’s Guidebook for their pupils from the
of sounds of letters 3.1.2 Recognise and 2.Complete the poem Page 98 - 113 English Language Year 1 suggested pages.
sound out with support by BPK
beginning, medial and Lesson delivery More materials here:
final sounds in a word 1.Match the pictures with Page 85-90( for the
the correct words https://goo.gl/W1AeW9 actions )
COMPLEMENTARY 3.1.3 Blend 2.Match the pictures with
CONTENT STANDARD phonemes (CVC, the correct sentences https://goo.gl/2tKBDP Use any appropriate
CCVC) strategies in the KSSR
4.1 Form letters and Teacher’s Guidebook
words in neat legible 3.1.4 Segment
https://goo.gl/DRDw4 English Language Year 2
print using cursive writing phonemes Post lesson w by BPK
1.Match the
sentence parts https://goo.gl/zU51AF
2. Write the sentences
COMPLEMENTARY https://goo.gl/mqbqdE
LEARNING STANDARD Language Skills:
4.1.2 R3.1.1 https://goo.gl/Se6dLR
i) Form upper and R3.1.2
lower case letters of
R3.1.3
regular size and shape
R3.1.4
ii) write letters and W4.1.2
words in a straight line
from left to right with *Choose any suitable
regular spaces between activities in the
words and spaces learning outline for
your lesson.
iii) copy letters and
familiar high frequency
words and phrases
correctly
WEEK:
TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude
LANGUAGE/GRAMMAR FOCUS:
Review Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Focus Sound Row o :eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening
Listening 1.1.1 Recognise and Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.1 reproduce with support a 1.Listen to the story Relevant Pages strategies in the KSSR any suitable materials
Recognise and limited range of high 159 – 175 , 190 - 195 Teacher’s Guidebook for their pupils from the
reproduce target frequency target Lesson delivery English Language Year 1 suggested pages.
language sounds language phonemes 1Circle the correct More materials here: by BPK
pictures
2.. Number the https://goo.gl/W1AeW9 Page 85-90 ( for the
sentences in the correct actions )
COMPLEMENTARY order https://goo.gl/2tKBDP
LEARNING STANDARD 3.Recite a poem Use any appropriate
Reading strategies in the KSSR
3.1.1 Identify and Post lesson https://goo.gl/DRDw4 Teacher’s Guidebook
recognise the shapes of 1. Fill in the blanks w English Language Year 2
the letters in the alphabet 2. Rearrange by BPK
the sentences https://goo.gl/zU51AF
3.1.2 Recognise and 3. Recite the jazz chant
sound out with support 4. Complete the https://goo.gl/mqbqdE
COMPLEMENTARY beginning, medial and jigsaw puzzle
CONTENT STANDARD final sounds in a word https://goo.gl/Se6dLR
Reading Language Skills:
3.1 Recognise words in 3.1.3 Blend L1.1.1
linear and non-linear phonemes (CVC, R3.1.1
texts by using knowledge CCVC)
R3.1.2
of sounds of letters
3.1.4 Segment R3.1.3
phonemes R3.1.4
*Choose any suitable
activities in the
learning outline for
your lesson.
WEEK:
TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude
LANGUAGE/GRAMMAR FOCUS: Row o :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Writing Writing Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
4.1 Form letters and 4.1.2 1.Read the story Relevant Pages strategies in the KSSR any suitable materials
words in neat legible i) Form upper and 159 – 175 , 190 - 195 Teacher’s Guidebook for their pupils from the
print using cursive writing lower case letters of Lesson delivery English Language Year 1 suggested pages.
regular size and shape 1.Complete the story More materials here: by BPK
with the correct words
ii) write letters and 2.Fill in the blanks https://goo.gl/W1AeW9 Page 85-90( for the
words in a straight line 3. Match the pictures to actions )
from left to right with the correct words https://goo.gl/2tKBDP
regular spaces between Use any appropriate
words and spaces Post lesson strategies in the KSSR
1.Rearrange and rewrite https://goo.gl/DRDw4 Teacher’s Guidebook
iii) copy letters and the phrases to form w English Language Year 2
familiar high frequency correct sentences by BPK
words and phrases https://goo.gl/zU51AF
correctly Language Skills:
R3.1.1 https://goo.gl/mqbqdE
R3.1.2
COMPLEMENTARY COMPLEMENTARY https://goo.gl/Se6dLR
R3.1.3
CONTENT STANDARD LEARNING STANDARD
Reading Reading R3.1.4
3.1 Recognise words in 3.1.1 Identify and W4.1.2
linear and non-linear recognise the shapes of
texts by using knowledge the letters in the alphabet *Choose any suitable
of sounds of letters activities in the
3.1.2 Recognise and learning outline for
sound out with support your lesson.
beginning, medial and
final sounds in a word
3.1.3 Blend
phonemes (CVC,
CCVC)
3.1.4 Segment
phonemes
WEEK:
LANGUAGE/GRAMMAR FOCUS:
Review
Row k :/ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Row l :eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
Row m :/ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Row n :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Row 0 :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading 3.1.1 Identify and
3.1 Recognise words in recognise the shapes of Pre-lesson Language Use any appropriate Teachers may choose
linear and non-linear the letters in the alphabet LINUS Module Book 2 strategies in the KSSR any suitable materials
texts by using knowledge 1.Reading a story Relevant Pages Teacher’s Guidebook for their pupils from the
of sounds of letters 3.1.2 Recognise and 81- 175 & 190 - 195 English Language Year 1 suggested pages.
sound out with support Lesson delivery by BPK
beginning, medial and 1.Fill in the blanks
final sounds in a word 2.Number the sentences Page 85-90( for the
in the correct order actions )
COMPLEMENTARY 3.1.3 Blend More materials here:
CONTENT STANDARD phonemes (CVC, Post lesson Use any appropriate
CCVC) 1.Rearrange and https://goo.gl/W1AeW9 strategies in the KSSR
Writing rewrite the phrases to Teacher’s Guidebook
4.1 Form letters and 3.1.4 Segment form correct https://goo.gl/2tKBDP English Language Year 2
words in neat legible phonemes sentences. by BPK
print using cursive writing
Language Skills:
https://goo.gl/DRDw4
COMPLEMENTARY w
LEARNING STANDARD R3.1.1
https://goo.gl/zU51AF
R3.1.2
Writing
R3.1.3
4.1.2 https://goo.gl/mqbqdE
i) Form upper and R3.1.4
lower case letters of W4.1.2 https://goo.gl/Se6dLR
regular size and shape
*Choose any suitable
ii) write letters and activities in the
words in a straight line learning outline for
from left to right with your lesson.
regular spaces between
words and spaces