Cambridge Primary

Scheme of Work – English Stage 2

Introduction
This document is a scheme of work created by Cambridge International as a suggested plan for delivery of Cambridge Primary English Stage 2.
Learning objectives for the stage have been grouped into topic areas or ‘units’. These have then been arranged in a recommended teaching order,
but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme of work assumes a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number
and title of each unit for Stage 2 can be seen in the table on the next page. The scheme of work is based on the minimum length of a school year to
allow flexibility. You should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into
your own term times.
Some learning objectives are designed to be recurring across all units. As such, these are listed separately at the beginning of the scheme of work
as ongoing work across Stage 2. Each term consists of three units. Phonics, spelling and vocabulary learning objectives for the whole term are
listed first followed by learning objectives relating directly to the unit topic. Learning objectives are given using their curriculum framework codes and
a summary rather than following the precise wording in the curriculum framework. Activities and resources are suggested against the objectives to
illustrate possible methods of delivery. In the fiction and non-fiction units, these include more general activities that can be carried out at any point
across the unit to reinforce learners’ skills.
There is no obligation to follow the published Cambridge schemes of work to deliver Cambridge Primary. They have been created solely to provide
an illustration of how delivery might be planned over the six stages. A step-by-step guide to creating your own scheme of work and implementing
Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary support site. Blank
templates are also available on the Cambridge Primary support site for you to use if you wish.
Two sample lesson plans (short-term plans), with suggested resources, are included in Appendix A at the end of this document.

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Overview
Nine units of work are suggested for Stage 2. In each school term there are three units: fiction, non-fiction and poetry. The range of topics
suggested is:

TERM 1 TERM 2 TERM 3

Fiction Unit 1A: Stories with familiar Unit 2A: Traditional tales from Unit 3A: Stories by significant
(40% of teaching settings different cultures children’s authors
time) Reading, retelling and writing stories Reading, retelling and writing traditional Reading and retelling stories by
with familiar settings. tales and stories from other cultures. significant children’s authors and
writing a story.
Non-fiction Unit 1B: Instructions Unit 2B: Dictionaries and Unit 3B: Non-chronological reports
(40% of teaching Reading, analysing and writing explanations Reading, speaking and writing
time) instructions. Using dictionaries and reading and non-chronological reports.
writing explanations.
Poetry Unit 1C: Poems with familiar Unit 2C: Poems by significant poets Unit 3C: Poems with language play
(20% of teaching settings Reading, learning and reciting poems Reading, learning and reciting poems
time) Reading, learning and reciting poems by significant poets. by significant poets and poems with
with familiar settings. language play, including humorous
poems.
For learners to become more proficient in English skills, it is important that they keep revisiting and consolidating skills in different contexts. For this
reason, many of the learning objectives are revisited in different ways in every unit. This gives all learners the opportunity to grasp the ideas
involved. Within each term, the order in which units are taught is not important – the level of expectation is consistent across all three units. It is
important, however, that you teach the Term 1 units before the Term 2 units, and the Term 2 units before the Term 3 units.
The teaching and learning of English skills is a continuum. The prior knowledge expected for these units is developed in Stage 1, and the skills and
understanding developed in Stage 2 are important for learners to make good progress in subsequent stages. If the Stage 2 level of work is not
appropriate for the learners in your class, it is recommended that you use ideas from the Stage 1 or Stage 3 units of work: comparable texts are
often studied in each stage, so matching a text type with the appropriate learning objectives is usually straightforward.
In general, specific texts are not recommended because of the different resources available in each school and location. You have the flexibility to
include resources that they have available and locally or nationally relevant resources. Descriptions of the types of texts you will need are given at
the beginning of each unit. Books with large pictures and text are particularly useful for teaching learners of this age – the more the learners can see
and read the text, the more effective the teaching will be. It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to
record brief texts for general discussion and analysis.
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V1 8Y01 English Stage 2 3
Learners should be familiar with the literacy skills developed in Stage 1. In particular, at the start of the Stage 2 work, it is assumed that all learners
can:
 spell phonically regular, monosyllabic words with short vowels
 recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot
 read and spell about 120 high frequency words
 read simple texts using a variety of strategies, including decoding phonically regular words with a short vowel phoneme, recognising more high
frequency words, using picture cues to help to work out the words
 form all letters correctly and use some joining to support spelling
 write short texts independently, using phonic spellings for more complex words.

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Ongoing work
The learning objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these learning objectives, or you may prefer to allocate a set amount of time each week.

Ongoing phonics, spelling and vocabulary

Framework Summary of learning Suggested activities
codes objectives
2Ro2 Identify syllables to aid  As learners’ phonic knowledge develops, they need to begin to segment words for spelling
2Ro3 reading and spelling. and blend them for reading using bigger ‘chunks’ of the word than phonemes. The most
useful chunk is often the syllable. Teach learners to recognise syllables both orally and in
writing.
- Clap names and the rhymes of songs. Can learners match words to the claps?
- Show learners how compound words can be broken into syllables, each of which is a
word (e.g. foot-ball, light-house, hand-bag).
- Demonstrate how to find syllables to blend for reading. Teach learners to look for the
vowel phonemes in a word and find the associated consonants. That is usually a syllable
(and all syllables must have a vowel phoneme).
- Demonstrate how to segment a word into syllables as a strategy for spelling (e.g. im-por-
tant, teach-er).
2Ro3 Recognise common prefixes  Another important chunk of a word for learners to recognise is the base word and suffixes
2Ws4 and suffixes to aid reading and prefixes:
and spelling. - remind learners of the suffixes -ing, -ed and –s
- introduce other common suffixes like -ful and –ly
- introduce prefixes like un- and dis-.
Encourage learners to identify prefixes and suffixes in reading. Demonstrate that by first
covering up the prefix and/or suffix, the base world is often more easily recognisable (e.g. un-
friend-ly). Learners can then add the prefix and/or suffix back in and explore the change in
meaning.
2Ws3 Learn to spell at least 30  Learners should continue to keep a notebook with high frequency words at Stage 2.
new high frequency words. Introduce a further 30 or more high frequency words each term.
It is a good idea to have high frequency words on display in classroom posters. You can add
to the poster as the year progresses and learners add more words to their notebooks.

 Take regular opportunities to teach and reinforce the recognition and spelling of high
frequency words. This could include:
- pointing out high frequency words when reading
- using them in writing activities and oral sentence construction
- reinforcing them in handwriting activities.

 Do ‘quick-write’ activities: teach learners to write the word as a handwriting activity on one
day, then ask them to reproduce it several times on the next day. Reinforce at the end of a
week.

Ongoing reading
Framework Summary of learning Suggested activities
codes objectives
2Ro5 Reading and listening for  Across the year, provide regular opportunities for sharing books with learners. Encourage
pleasure them to interact with the content, for example, joining in with repetitive text.

 Ensure learners have access to a wide range of fiction and non-fiction texts to encourage
reading for pleasure and with greater independence. Provide opportunities for independent
reading across the year.
2Ro2 Develop reading skills,  Share simple large print books with pictures with learners. As you read, point out and
2Ro4 using a range of strategies. discuss:
2Rx1 - new high frequency words
2Ri1 - phonically regular words which learners can decode
2Wa3 - strategies learners can use to work out unknown words, including using context and
grammar
- interesting and significant words/phrases they could add to their own vocabulary

 As you or learners read aloud, ask what, where, when, who and why questions. If reading
fiction, ask learners if they can guess the ending of the story.
V1 8Y01 English Stage 2 6
2Ro5 Develop skills as  As learners read aloud individually, encourage them to:
2Ro6 independent readers. - read with increasing independence
2Ro7 - use knowledge of grammar and context in deciphering words and sentences
2Ro10 - monitor themselves when reading to make sure they don’t lose the sense of what they
2Rx2 are reading
2Rw1 - think about what they like and/or dislike about the fiction/non-fiction text they are reading
2Rw2 - identify interesting words/phrases they could add to their own vocabulary.
2Wa3 As appropriate, encourage learners to read regularly at home with an adult or older sibling.
2SL7 Encourage listeners to pause the learners to ask questions about the story so far and to
2SL8 predict what will happen next. Reading is the best way to improve learners’ language skills,
so encourage learners to read as regularly as possible out of school.

 As learners read in guided reading groups, encourage them to use the discussion and
questioning skills you model during shared reading sessions. Encourage them to:
- use knowledge of grammar and context in deciphering words and sentences
- discuss the meaning of unfamiliar words
- read with awareness of punctuation, including speech marks
- read with expression, altering tone when interpreting dialogue
- ask and answer questions about sections of the text.

 At the end of the reading session, ask the group to discuss:

- any interesting words and phrases
- what they liked and/or disliked about the text
- for fiction, how the story begins, the main events and the resolution, and how the story
ends.
Encourage all learners to engage in the discussion. Remind them to take turns talking, to
speak clearly and to listen carefully to others’ views. Encourage them to add their own ideas
and ask questions to clarity other learners’ ideas.

V1 8Y01 English Stage 2 7

 Ongoing grammar and punctuation

Framework Summary of learning Suggested activities

codes objectives
2Wp1 Develop understanding of  When you or learners are reading aloud or writing, encourage discussion about:
2Wp2 grammar and punctuation. - identifying and taking notice of punctuation, including speech marks / using capital letters,
2Wp3 full stops and question marks
2Wp4 - identifying / using past and present tenses
2Wp5 - identifying / using words that connect sentences, e.g. and, but, then, because
2Wp6 - identifying / using sentence openings, e.g. adverbs.

 Create sets of words by taking two different types of sentences – a question and a statement -
and writing the words on separate pieces of card. Divide learners into groups and give each
group a set of word cards. Learners create two sentences from the cards. Ask one group to
read out their sentences and to explain why they put the cards in the order they chose. Other
learners listen carefully and decide whether they agree with the word order.
You could ask learners to suggest changes to their sentences to e.g. change them from
present to past tense, to add an appropriate sentence opening.

Ongoing writing
Framework Summary of learning Suggested activities
codes objectives
2Wo1 Form letters correctly and  Introduce joining of letters that represent long vowel phonemes to reinforce that two or more
2Wo2 develop skills in joining. letters are representing one phoneme. This will support learners both as they spell the
words and as they read them. Learners should not be joining whole words at this point, but
they should be joining chunks of letters within the word – most usefully long vowel
phonemes.
Once you have introduced joins, expect to see some sign of joining in all writing.

 Give learners opportunities to:

- draw controlled patterns to develop fine motor control and to develop the shapes and
movements used for joining letters
- practise joins using different kinds of writing and drawing implements and at different
sizes.

V1 8Y01 English Stage 2 8

  Use handwriting as part of teaching high frequency words and phonics.
2Wa2 Develop writing style  Throughout the year, as learners are undertaking writing activities, encourage them to:
2Wa3 - write in clear sentences
2Wp1 - use a range of interesting words and phrases
- use a range of words to connect sentences.
2Wp2
 Give learners a few clear success criteria for each writing activity, e.g. Include one question.
Use a different word to connect your sentences. When learners have completed their
writing, ask them to swap their writing with another learner. Learners review each other’s
work against the success criteria and give feedback on how well they have met the success
criteria and ideas for improvements.

Ongoing speaking and listening

Framework Summary of learning Suggested activities
codes objectives
2SL1 Speak confidently and make  Across the curriculum, when you have class or group discussions, encourage learners to:
2SL2 effective contributions in - recall own experiences in relation to the topic
2SL3 group and class - speak audibly
2SL6 discussions. - express ideas clearly, making careful vocabulary choices
2SL7 - listen to others attentively and respond, when appropriate, by asking relevant questions
2SL8 - extend their own idea in the light of discussion.
2Wa2
 The following activities can also be used to develop and practise speaking and listening
skills:
- Put learners into pairs and ask them to interview each other. Learners ask their partner
questions about past events, e.g. what they did over the weekend, where they went for
their last holiday, how they celebrated their last birthday. Learners then report back about
their partner either to the class or to another pair.
- Play ‘Guess who …’. Put learners into small groups. Give each group a set of cards
showing different characters who all look slightly different, e.g. long hair, short hair,
brown hair, black hair, blue eyes, brown eyes. They lay out the cards face up on the
table. One learner in the group, Learner A, secretly chooses one of the cards. Other
learners in the group ask questions until they are sure which setting/character is being

V1 8Y01 English Stage 2 9

 described – learner A can only answer ‘yes’ or ‘no’.
- Put learners into small groups and ask them to invent a story character. Learners share
ideas about the appearance and personality of their character. One learner from each
group describes their character to the class.

V1 8Y01 English Stage 2 10

TERM 1
Unit 1A: Stories with familiar settings
Reading, and retelling stories with familiar settings.

Unit 1B: Instructions

Reading, analysing and writing instructions.
Unit 1C: Poems with familiar settings
Reading, learning and reciting poems with familiar settings.

Phonics, spelling and vocabulary activities for all units

Use these activities across the term to develop learners’ phonics, spelling and vocabulary alongside the activities for each unit topic.

Framework Summary of learning Suggested activities

codes objectives
2Ro1 Apply knowledge of Expect to do a phonics or spelling session at least every other day.
2Ro2 phonemes efficiently in
Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes,
2Ro4 reading and spelling.
and the word. Learners repeat the sequence. Repeat with another word. For example, say,
2Ro6
‘Point, p-oi-n-t, point. Cart, c-ar-t, cart. House, h-ou-se, house.’
2Ws1 Learn different spellings of
2Ws2 long vowel phonemes ‘oi’, ‘ar’ Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’, ‘ue’, as well as introducing ‘oi’, ‘ar’ and ‘ou’.
2Ws3 and ‘ou’. Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
sounds. If you have cut-outs of joined letters, use them at this point to reinforce the fact that two
letters represent one sound.
Ask learners to make sets of rhyming words on analogy with a given word with a long vowel
phoneme. They will find different ways of spelling each of the long vowel phonemes, but
encourage this awareness and try to spot generalisations which could account for different
spelling variations.
These activities combine segmenting a word for spelling and blending the phonemes for reading.
Unit 1A: Stories with familiar settings
Reading, retelling and writing stories with familiar settings

This is the first of nine units for Stage 2. You should expect to cover three units a term (fiction, non-fiction, poetry). Time suggested for this unit is
four weeks.

Outline:
Learners will read and discuss a variety of stories, first enjoying them as readers, then retelling the stories orally and then in writing.

Resources needed:
 a range of illustrated large print stories with familiar settings, which most learners are able to read independently.

V1 8Y01 English Stage 2 12

 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
2Ro10 Enjoy, discuss and share Share the large print and class read-aloud books with learners and enjoy the stories.
2Ri1 opinions of books read Sometimes, pause before you read on to ask learners to predict what may be about to happen
2Ri2 together. and particularly the end of stories. Identify and discuss the meaning of unfamiliar and interesting
2Wa3 words in the stories. You could ask learners to record new words in their notebook.
2SL3 Find and discuss new and
2SL7 interesting words in reading. Encourage learners to express their own opinions and ask one another questions to find out
2SL8 about:
 characters and settings
 the way that the familiar setting impacts on the story
 how authors show that time has passed in a story
 opinions of the story – what did they enjoy, find most interesting and/or think the author could
have improved?
2Rx1 Read and respond to Help learners to begin to answer some simple questions about implicit meanings in the story and
2Ri3 question words. characters’ feelings. Ask questions beginning with:
 Who do you think …?
Start to make simple  What do you think … felt when …?
inferences.  Where do you think …?
 When did you find out …?
 Why do you think …?
 How might …?
2Wa7 Evaluate books. Once learners have read and discussed a book, ask them to write an evaluation, or simple
review, to share with others in the same class or a different class.
 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
2Wa2 Develop awareness of an When the stories have been read and enjoyed, begin to look more closely at the language the
2Wt2 author’s skill by looking at author uses. Looking at how an author uses words and phrases can lead on to learners doing
2Wp2 the connectives they use to some short, structured pieces of writing to explore and try out the language structures for
2Wp3 link sentences, their choice themselves.
2Wp6 of vocabulary and how they
signal the passage of time. Short activities and games to extend grammatical awareness can also help learners at this
stage, as long as the grammar is used in short independent writing activities too.

Particularly useful at this stage are games and activities which extend:
 different ways of joining sentences and linking ideas
 making careful vocabulary choices to describe people and events
 changing how characters and settings are described and considering the impact it has on the
reader
 finding ways of showing that time has passed.

V1 8Y01 English Stage 2 14

 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
2Wo5 Write a story with planned Once learners have read, discussed and considered a story, they should attempt to write their
2Wo6 structure, characters and own version of it, or to retell it. Before they begin to write, encourage them to plan their story
2Wa1 setting, interesting words using a simple flow diagram to map out the basic structure of the story – its beginning, middle
2Wa2 and phrases, a variety of and end.
2Wa4 connecting words, and
2Wt1 words to signal the passing Encourage learners to write carefully chosen words and phrases on their plan to describe the
2Wt2 of time. main characters and the setting. Some learners may benefit from using a planning sheet.
2Wp1
2Wp2 Depending on the development of learners, work can vary between:
2Wp5  writing longer captions under a sequence of pictures to retell the story
 drawing a picture of the story before writing it
 writing about some particular aspects of the story
 retelling the story in a story frame
 retelling the story independently.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 a variety of sentence openings
 sentence punctuation correctly (capital letters, full stops, question marks)
 speech marks to show dialogue
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.

V1 8Y01 English Stage 2 15

 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
2Wo3 Re-read and improve own After learners have finished their first draft of their story, ask them to revisit it four times to check
2Wp1 writing. that:
2Wp3  their story makes sense and they have followed their plan
2Wp4  they have spelled most words correctly and the verbs are in the past tense for narration
2Ro7  the punctuation, including question marks and speech marks, is correct
 they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 16

Unit 1B: Instructions
Reading, analysing and writing instructions

This is the second of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this
unit is four weeks.

Outline:
Learners will read and discuss a variety of instructions, first enjoying them as readers, then analysing the texts and giving instructions orally, then
writing their own instructions.

Resources needed:
 a range of large print instructions, which most learners are able to read independently.

V1 8Y01 English Stage 2 17

 Unit 1B: Instructions
Framework Summary of learning Suggested activities
codes objectives
2Rx1 Follow instructions and ask Explore the texts. Give groups of learners a variety of instructions and ask them to find features
2Rx2 and answer questions about in common and differences.
2Rv1 them.
2Rv2 Let learners read and follow simple instructions to make or construct something, and then
2Wa5 evaluate the instructions. Can they explain to others in their group what they did? Let others ask
2SL1 them questions about their experiences and encourage good responses.
2SL2
2SL3
2SL7
2Rv1 Develop reading skills, using Share the simple large print books with learners. As you read, point out:
2Rv2 a range of strategies.  features of layout and text type
 different ways of organising the information.
2SL3 Experience giving Give learners opportunities to give one another instructions for something they are familiar with,
2SL7 instructions and using such as:
sequencing language.  playing playground games
 doing new activities in PE
 making patterns using shapes, beads or cubes.
 Unit 1B: Instructions
Framework Summary of learning Suggested activities
codes objectives
2Wo6 Write instructions with Once learners have read and given instructions, and discussed features, they should try to write
2Wa5 appropriate features for the their own. Ideally, this will follow directly from an activity you have done together in the classroom
2Wa6 text type. (e.g. made pizza, made simple circuits in science, set up an experiment, played a game). Most
2Wt2 learners will benefit from using a planning sheet.
2Wt4
2Wp1 Depending on the development of learners, work can vary between:
 writing the instructions on a worksheet
 sequencing pictures and using them as the basis for the instructions
 writing and drawing instructions.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 time sequencing words to show the order of the instructions.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their instructions, ask them to revisit it four times to
2Wo3 writing. check that:
2Wp1  the instructions make sense
2Wp3  they have spelled most words correctly and the verbs are all in the present tense
2Wp4  the punctuation is correct
 they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 19

Unit 1C: Poems with familiar settings
Reading, learning and reciting poems with familiar settings

This is the third of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit
is two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying them as readers, then reciting poems and writing their own version.

Resources needed:
 a range of large print poems, which most learners are able to read independently
 a number of poetry books, containing poems which most learners are able to read with a little support.
 Unit 1C: Poems with familiar settings
Framework Summary of learning Suggested activities
codes objectives
2Ro10 Read, enjoy, discuss and Share the poems together, discuss and enjoy them. Encourage learners to express their own
2Ri3 compare poems. opinions and ask one another questions to find out about:
2Rw3  powerful words and images
2Wa3  the picture the poem paints in learners’ minds
2SL3  the patterns of rhymes and rhythms
2SL7  patterns of sounds including alliteration
 the layout on the page.

Give learners opportunities to discuss their individual response to the poem with a partner and
then share the responses with the class.

Compare the poems and find similarities and differences.

2Ro2 Develop reading skills, Share the poems with learners. As you read, point out:
2Ro4 noticing unfamiliar words  the punctuation and its effect on the meaning
2Ro6 and punctuation.  words and phrases from the poems they might want to use in their own writing.
2Ro7
2Rx1 Ask some questions that encourage learners to find information in the poems.
2Rx3
2Rw3 Learn and recite favourite Encourage learners to learn and recite poems to the class. This will help them to:
2SL9 poems.  appreciate the patterns of rhyme, rhythm and sounds
2SL10  develop a more extensive vocabulary
2SL11  appreciate the structure of the poem
 develop awareness of how speakers can vary speaking to match different types of poems.
 Unit 1C: Poems with familiar settings
Framework Summary of learning Suggested activities
codes objectives
2Wo2 Write a poem based on a Once learners have read, discussed and considered a poem, they should attempt to write their
2Wo6 model. own version of it. Before they write their poem, encourage them to plan it.
2Wa2
Depending on the development of learners, work can vary between:
 copying the original
 rewriting the original, replacing pairs of rhyming words
 writing a new verse for the poem
 writing a new version of the poem.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their poem, ask them to revisit it four times to check
2Wo3 writing. that:
2Wp1  the poem makes sense and they have followed their plan
2Wp3  they have spelled most words correctly
2Wp4  the punctuation is correct
 they have chosen the best words, including a variety of words to link ideas.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 22

TERM 2
Unit 2A: Traditional tales from different cultures
Telling, retelling and writing traditional tales and stories from other cultures.
Unit 2B: Dictionaries and explanations
Using dictionaries and reading and writing explanations.
Unit 2C: Poems by significant poets
Reading, learning and reciting poems by significant poets.

Phonics, spelling and vocabulary activities for all units

Use these activities across the term to develop learners’ phonics, spelling and vocabulary alongside the activities for each unit topic.

Framework Summary of learning Suggested activities

codes objectives
2Ro1 Apply knowledge of Expect to do a phonics or spelling session at least every other day.
2Ro2 phonemes efficiently in
Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes,
2Ro4 reading and spelling.
and the word. Learners repeat the sequence. Repeat with another word. For example, say,
2Ro6
‘Pear, p-ear, pear. Fork, f-or-k, fork. Hurt, h-ur-t, hurt.’
2Ws1 Learn different spellings of
2Ws2 long vowel phonemes ‘oi’, Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, ‘oi’, ‘ar’, ‘ou’, as well as introducing ‘air’,
2Ws3 ‘ar’ and ‘ou’. ‘or’ and ‘er’. Use card/wooden cut-out letters so that learners have both an aural and a visual
input for these sounds. If you have cut-outs of joined letters, use them at this point to reinforce
Learn to read and spell at the fact that two/three letters represent one sound.
least 30 new high frequency Ask learners to make sets of rhyming words on analogy with a given word with a long vowel
words. phoneme. They will find different ways of spelling each of the long vowel phonemes, but
encourage this awareness and try to spot generalisations which could account for different
spelling variations.
These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 8Y01 English Stage 2 23

Unit 2A: Traditional tales from different cultures
Reading, retelling and writing traditional tales and stories from other cultures

This is the fourth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit
is four weeks.

Outline:
Learners will read and discuss a variety of stories, first enjoying them as readers, then retelling the stories orally and then in writing.

Resources needed:
 a range of illustrated large print traditional stories and stories from other cultures (including stories from the country you are in), which most
learners are able to read independently.
 Unit 2A: Traditional tales from different cultures
Framework Summary of learning Suggested activities
codes objectives
2Ro10 Enjoy, discuss and share Share the large print and class read-aloud books with learners and enjoy the stories.
2Ri1 opinions of books read Sometimes, pause before you read on to ask learners to predict what may be about to happen
2Ri2 together. and particularly the end of stories.
2Wa3
2SL3 Find and discuss new and Encourage learners to express their own opinions and ask one another questions to find out
2SL4 interesting words in reading. about:
2SL5  characters and settings – encourage learners to find words from the text to support their
2SL7 opinions
2SL8  features they notice of traditional tales
 themes of the stories (e.g. rags to riches, kindness overcoming evil)
 understanding how authors show that time has passed in a story
 opinions of the story – what did they enjoy, find most interesting and/or think the author could
have improved?
2Rx1 Read and respond to Help learners to begin to answer some simple questions about implicit meanings in the story and
2Ri3 question words. characters’ feelings. Ask questions beginning with:
 Who do you think …?
Start to make simple  What do you think … felt when …?
inferences.  Where do you think …?
 When did you find out …?
 Why do you think …?
 How might …?
2Wa7 Evaluate books. Once learners have read and discussed a book, ask them to write an evaluation, or simple
review, to share with others in the same class or a different class.
 Unit 2A: Traditional tales from different cultures
Framework Summary of learning Suggested activities
codes objectives
2Wa2 Develop awareness of an When the stories have been read and enjoyed, begin to look more closely at the language the
2Wt2 author’s skill by looking at author uses. Looking at how an author uses words and phrases can lead on to learners doing
2Wp2 the connectives they use to some short, structured pieces of writing to explore and try out the language structures
2Wp3 link sentences, their choice themselves.
2Wp6 of vocabulary and how they
signal the passage of time. Short activities and games to extend grammatical awareness can also help learners at this
stage, as long as the grammar is used in short independent writing activities too.

2Wt1 Retell stories, using
2SL5 language from the original
2SL6 text to ensure a good story
2SL9 structure, showing
awareness of audience by
including relevant details,
and expressing ideas
precisely.
Particularly useful at this stage are games and activities which extend:
 different ways of joining sentences and linking ideas
 making careful vocabulary choices in describing people and events
 changing how characters and settings are described and considering the impact it has on the
reader
 finding ways of showing that time has passed.
Once learners have read, discussed and considered a story, they should attempt to retell it. They
could retell it individually to an audience, in groups, or through role-play or using puppets.
As they retell the story, encourage them to use words and phrases from the original text.

V1 8Y01 English Stage 2 26

 Unit 2A: Traditional tales from different cultures
Framework Summary of learning Suggested activities
codes objectives
2Wo5 Write a story with planned Once learners have read, discussed, considered and retold a story orally, they should attempt to
2Wo6 structure, characters and write their own version of it. Before they begin to write, encourage them to plan their story using
2Wa1 setting, interesting words a simple flow diagram to map out the basic structure of the story – its beginning, middle and end.
2Wa2 and phrases, a variety of
2Wa4 connecting words, and Encourage learners to write carefully chosen words and phrases on their plan to describe the
2Wt1 words to signal the passing main characters and the setting. Some learners may benefit from using a planning sheet.
2Wt2 of time.
2Wp1 Depending on the development of learners, work can vary between:
2Wp2  writing longer captions under a sequence of pictures to retell the story
2Wp5  drawing a picture of the story before writing it
 writing about some particular aspects of the story
 retelling the story in a story frame
 retelling the story independently
 writing another story in the same setting or with the same theme.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 a variety of sentence openings
 sentence punctuation correctly (capital letters, full stops, question marks)
 speech marks to show dialogue
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.

V1 8Y01 English Stage 2 27

 Unit 2A: Traditional tales from different cultures
Framework Summary of learning Suggested activities
codes objectives
2Ro7 Re-read and improve own After learners have finished their first draft of their story, ask them to revisit it four times to check
2Wo3 writing. that:
2Wp1  their story makes sense and they have followed their plan
2Wp3  they have spelled most words correctly and the verbs are in the past tense for narration
2Wp4  the punctuation, including question marks and speech marks, is correct
 they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 28

Unit 2B: Dictionaries and explanations
Using dictionaries and reading and writing explanations

This is the fifth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit
is four weeks.

Outline:
Learners will read and discuss a variety of explanations, first enjoying and exploring them as readers, then giving explanations orally and then in
writing.

Resources needed:
 simple illustrated dictionaries
 a range of large print explanations, which most learners are able to read independently.

V1 8Y01 English Stage 2 29

 Unit 2B: Dictionaries and explanations
Framework Summary of learning Suggested activities
codes objectives
2Ro9 Know how to use a Introduce the dictionary to learners, Discuss:
dictionary.  the organisation of the dictionary (check they know the alphabet!)
 the language of the dictionary (headword, definition, example, parts of speech, etc.)
 how to find words efficiently in the dictionary.
2Ro9 Find information quickly and Share the large print books and explanations with learners. As you read together model how to
2Ro10 interpret the information they read explanations and ask questions about the texts that encourage discussion about how you
2Rx1 have. can:
2Rx3  use organisational devices, including the contents page, to quickly find your way round a text
2Rx4  find information by reading the relevant bit of the text only
2Rv1  skim a text for relevant information
2Rv2  scan a text for particular words
2SL3  use flow charts, charts, graphs, etc. to find information.
2SL5
Discuss the features of explanations:
 they explain how or why something happens
 the text is ordered in a way that gradually builds up an understanding of how or why
something happens
 they are usually written in the present tense
 they often use the language of time
 they can include pictures to help you understand.
2Wo7 Make simple notes. After learners have read an explanation, ask them to:
 tell you what they have found out
 jot down the key ideas in the text.
2SL3 Give an oral explanation. Ask learners to give a simple explanation of a process or how something works. They may like to
2SL5 have some visual aid like a flow chart or labelled diagram. As they speak, encourage them to
2SL6 think about:
 the order in which they give the information
 the details they include
 the explanatory language they use, including connectives like because, so and then.
 Unit 2B: Dictionaries and explanations
Framework Summary of learning Suggested activities
codes objectives
2Wo4 Write an explanation based After learners have read, analysed and spoken an explanation, they should try to write one.
2Wo6 on ones read. Ideally, this will follow directly from something has been experienced together in the classroom.
2Wa5 Most learners will benefit from using a planning sheet.
2Wp1
2Wa5 Depending on the development of learners, work can vary between:
2Wt4  writing the explanation on a worksheet under a flow diagram
 sequencing pictures and using them as the basis for the explanation
 writing and drawing diagrams and charts as a simple explanation
 writing an explanation.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of a piece of their explanation, ask them to revisit it
2Wo3 writing. four times to check that:
2Wp1  the explanation makes sense and they have followed their plan
2Wp3  they have spelled most words correctly and the verbs are all in the present tense
2Wp4  the punctuation is correct
 they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 31

Unit 2C: Poems by significant poets
Reading, learning and reciting poems by significant poets

This is the sixth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit
is two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying them as readers, then reciting and exploring the poems and writing their own
version.

Resources needed:
 a range of large print poems, which most learners are able to read independently
 a number of poetry books, containing poems which most learners are able to read with a little support.
 Unit 2C: Poems by significant poets
Framework Summary of learning Suggested activities
codes objectives
2Ro10 Read, enjoy, discuss and Share the poems together, discuss and enjoy them. Encourage learners to express their own
2Ri3 compare poems. opinions and ask one another questions to find out about:
2Rw3  powerful words and images
2Wa3  the picture the poem paints in learners’ minds
2SL3  the patterns of rhymes and rhythms
2SL7  patterns of sounds including alliteration
 the layout on the page.

Give learners opportunities to discuss their individual response to the poem with a partner and
then share the responses with the class.

Compare the poems and find similarities and differences.

2Ro2 Develop reading skills, Share the poems with learners. As you read, point out:
2Ro4 noticing unfamiliar words  punctuation and its effects on meaning
2Ro6 and punctuation.  words and phrases from the poems they might want to use in their own writing.
2Ro7
2Rx1 Ask some questions that encourage learners to find information in the poems.
2Rx3
2Rw3 Learn and recite favourite Encourage learners to learn and recite poems. This will help them to:
2SL4 poems.  appreciate the patterns of rhyme, rhythm and sounds
2SL11  develop a more extensive vocabulary
 appreciate the structure of the poem
 develop awareness of how speakers can vary speaking and expression to match different
types of poems.
 Unit 2C: Poems by significant poets
Framework Summary of learning Suggested activities
codes objectives
2Wo1 Write a poem based on a Once learners have read, discussed and considered a poem, they should attempt to write their
2Wo2 model. own version of it. Before they write their poem, encourage them to plan it.
2Wo5
2Wo6 Depending on the development of learners, work can vary between:
2Wa2  copying the original
 rewriting the original, replacing pairs of rhyming words
 writing a new verse for the poem
 writing a new version of the poem.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their poem, ask them to revisit it four times to check
2Wo3 writing. that:
2Wp1  the poem makes sense and they have followed their plan
2Wp3  they have spelled most words correctly
2Wp4  the punctuation is correct
 they have chosen the best words, including a variety of words to link ideas.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 34

TERM 3
Unit 3A: Stories by significant children’s authors
Reading and retelling stories by significant children’s authors and writing a story.
Unit 3B: Non-chronological reports
Reading, speaking and writing non-chronological reports.
Unit 3C: Poems with language play
Reading, learning and reciting poems by significant poets and poems with language play, including humorous poems.

Phonics, spelling and vocabulary activities for all units

Use these activities across the term to develop learners’ phonics, spelling and vocabulary alongside the activities for each unit topic.

Framework Summary of learning Suggested activities

codes objectives
2Ro1 Apply knowledge of Expect to do a phonics or spelling session at least every other day.
2Ro2 phonemes efficiently in
Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes,
2Ro4 reading and spelling.
and the word. Learners repeat the sequence. Repeat with another word. For example, say,
2Ro6
‘Hear, h-ear, hear. Beard, b-ear-d, beard. Bread, b-r-ea-d, bread.’
2Ws1 Learn different spellings of
2Ws2 long vowel phonemes ‘oi’, Revisit all the long vowel phonemes and reinforce the different common spellings for them all.
2Ws3 ‘ar’ and ‘ou’. Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
sounds. If you have cut-outs of joined letters, use them at this point to reinforce the fact that two
Learn to read and spell at letters represent one sound.
least 30 new high frequency Ask learners to make sets of rhyming words on analogy with a given word with a long vowel
words. phoneme. They will find different ways of spelling each of the long vowel phonemes, but
encourage this awareness and try to spot generalisations which could account for different
spelling variations.
These activities combine segmenting a word for spelling and blending the phonemes for reading.

Unit 3A: Stories by significant children’s authors

V1 8Y01 English Stage 2 35
Reading and retelling stories by significant children’s authors and writing a story

This is the seventh of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this
unit is four weeks.

Outline:
Learners will read and discuss a variety of stories by significant children’s authors, first enjoying them as readers, then exploring them in more
detail, and finally writing their own story.

Resources needed:
 a range of large print books featuring stories by significant children’s authors, including different stories by the same author, which most
learners are able to read independently.

V1 8Y01 English Stage 2 36

 Unit 3A: Stories by significant children’s authors
Framework Summary of learning Suggested activities
codes objectives
2Ro10 Enjoy, discuss and share Share the large print and class read-aloud books with learners and enjoy the stories. Sometimes,
2Ri1 opinions of books read pause before you read on to ask learners to predict what may be about to happen and
2Ri2 together. Find and discuss particularly the end of stories.
2Wa3 new and interesting words in
2SL3 reading. Encourage learners to express their own opinions and ask one another questions to find out
2SL4 about:
2SL5  characters and settings – encourage learners to find words from the text to support their
2SL7 opinions
2SL8  themes of the stories
 understanding how authors show that time has passed in a story
 opinions of the story – what did they enjoy, find most interesting and/or think the author could
have improved?
2Ro5 Broaden the range of books Discuss the author:
read and begin to develop  What can learners find out about them from the blurb in the book?
likes and dislikes.  Can they find other books by the same author?
 What would encourage them to try to find more books by a particular author?

Encourage learners to use the internet to find out more about their authors.
2Rx1 Read and respond to Help learners to begin to answer some simple questions about implicit meanings in the story and
2Ri3 question words. characters’ feelings. Ask questions beginning with:
 Who do you think …?
Start to make simple  What do you think … felt when …?
inferences.  Where do you think …?
 When did you find out …?
 Why do you think …?
 How might …?
2Wa7 Evaluate books. Once learners have read and discussed a book, ask them to write an evaluation, or simple
review, to share with others in the same class or a different class.
 Unit 3A: Stories by significant children’s authors
Framework Summary of learning Suggested activities
codes objectives
2Rw2 Develop awareness of an When the stories have been read and enjoyed, begin to look more closely at the language the
2Wa2 author’s skill by looking at author uses. Looking at how an author uses words and phrases can lead on to learners doing
2Wt2 the connectives they use to some short, structured pieces of writing to explore and try out the language structures
2Wp2 link sentences, their choice themselves.
2Wp3 of vocabulary and how they
2Wp6 signal the passage of time. Short activities and games to extend grammatical awareness can also help learners at this stage,
as long as the grammar is used in short independent writing activities too.

2Wt1 Retell stories, using
2Wp6 language from the original
2SL5 text to ensure a good story
2SL6 structure, showing
2SL9 awareness of audience by
including relevant details,
and expressing ideas
precisely.
Particularly useful at this stage are games and activities which extend:
 different ways of joining sentences and linking ideas
 making careful vocabulary choices in describing people and events
 changing how characters and settings are described and considering the impact it has on the
reader
 finding ways of showing that time has passed.
Once learners have read, discussed and considered a story, they should attempt to retell it. They
could retell it individually to an audience, in groups, or through role-play or using puppets.
As they retell the story, encourage them to use words and phrases from the original text.

V1 8Y01 English Stage 2 38

 Unit 3A: Stories by significant children’s authors
Framework Summary of learning Suggested activities
codes objectives
2Wo5 Write a story with planned Once learners have read, discussed and considered a story, they should attempt to write their
2Wo6 structure, characters and own version of it. Before they write their story, encourage them to plan it using a simple flow
2Wa1 setting, interesting words diagram to map out the basic structure of the story – beginning, middle and end.
2Wa2 and phrases, a variety of
2Wa4 connecting words, and Encourage learners to write on their plan carefully chosen words and phrases to describe the
2Wt1 words to signal the passing main characters and the setting. Some learners may benefit from using a planning sheet.
2Wt2 of time.
2Wt3 Depending on the development of learners, work can vary between:
2Wp1  writing longer captions under a sequence of pictures to retell the story
2Wp2  drawing a picture of the story before writing it
2Wp5  retelling the story in a story frame
 retelling the story independently
 writing another story in the same setting or with the same theme.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 a variety of sentence openings
 full stops or question marks to mark the end of sentences
 speech marks to show dialogue
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their story, ask them to revisit it four times to check
2Wo3 writing. that:
2Wp1  their story makes sense and they have followed their plan
2Wp3  they have spelled most words correctly and the verbs are in the past tense for narration
2Wp4  the punctuation, including question marks and speech marks, is correct
2Wp6  they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.
V1 8Y01 English Stage 2 39
V1 8Y01 English Stage 2 40
Unit 3B: Non-chronological reports
Reading, speaking and writing non-chronological reports

This is the eighth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this
unit is four weeks.

Outline:
Learners will read and discuss a variety of non-chronological reports, first enjoying them as readers, then exploring the reports and writing their own
report.

Resources needed:
 a range of large print non-chronological reports, linked to another curriculum area, which most learners are able to read independently.
 Unit 3B: Non-chronological reports
Framework Summary of learning Suggested activities
codes objectives
2Ro8 Know how to use non- Give learners different non-chronological report texts and see which features they can find (e.g.
2Ro9 chronological texts to find headings, main text, captions, labels, diagrams).
2Ro10 information.
2Rv1 Can learners remember the different ways of finding information they need to answer a question?
2Rv2 Elicit or remind them about:
 using the organisational features of the text
 using alphabetical order to find words in the index
 skimming and scanning to find bits of information
 using charts and diagrams to find information.
2Rx3 Find answers to questions Give learners the opportunity to find information in answer to a question and to present their
2Rx4 and present them orally. information orally to others. They should:
2Wo7  make simple notes to inform their oral answers
2SL3  summarise the information they found in their oral answers
2SL5  be sensitive to what other learners already know and include relevant details accordingly
2SL6  express ideas clearly and precisely.
2Wo4 Write a non-chronological After learners have read, analysed and spoken a non-chronological report text, they should try to
2Wo6 report text linked to a cross- write one. Ideally, this will follow directly from something connected to a cross-curricular topic.
2Wa2 curricular topic. Most learners will benefit from using a planning sheet.
2Wa5
2Wt3 Depending on the development of learners, work can vary between:
2Wt4  writing an extended caption to a picture related to the topic
2Wp1  writing the main text to introduce the topic
 making a little book about something they know a lot about.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 connectives to link ideas.

Always ask learners to read back what they have written soon after they have finished.
 Unit 3B: Non-chronological reports
Framework Summary of learning Suggested activities
codes objectives
2Ro7 Re-read and improve their After learners have finished their first draft of a piece of their explanation, ask them to revisit it
2Wo3 own writing. four times to check that:
2Wp1  the non-chronological report makes sense and they have followed their plan
2Wp3  they have spelled most words correctly
2Wp4  the punctuation is correct
2Wp6  they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 43

Unit 3C: Poems with language play
Reading, learning and reciting poems by significant poets and poems with language play, including humorous poems

This is the ninth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit
is two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying them as readers, then reciting and exploring the poems and writing their own
version.

Resources needed:
 a range of large print poems by significant poets, containing language play and humour, which most learners are able to read independently
 a number of poetry books, containing poems which most learners are able to read with a little support.
 Unit 3C: Poems with language play
Framework Summary of learning Suggested activities
codes objectives
2Ro10 Read, enjoy, discuss and Share the poems together, discuss and enjoy them.
2Ri3 compare poems.
2Rw3 Encourage learners to express their own opinions and ask one another questions to find out
2Wa3 about:
2SL3  powerful words and images
2SL7  the picture the poem paints in learners’ minds
 the patterns of rhymes and rhythms
 patterns of sounds including alliteration
 the layout on the page.

Give learners opportunities to discuss their individual response to the poem with a partner and
then share the responses with the class.

Compare the poems and find similarities and differences.

Encourage learners to find out what they can about the significant poets.
2Rw1 Read, enjoy, discuss and Explore the language play and humour in the poems. Help learners to recognise:
2Rw3 compare language play and  how double meanings, at sentence level and at word level, can play an important part in
2SL3 humour in poems. humour
2SL7  how rhyme can be used to allow the reader to predict what is coming and build humorous
tension
 other means of generating humorous poems, including the subject matter and view of the
subject.
2Ro2 Develop reading skills, Share the poems with learners. As you read, point out:
2Ro4 noticing unfamiliar words  punctuation and its effects on meaning
2Ro6 and punctuation.  words and phrases from the poems they might want to use in their own writing.
2Ro7
2Rx1 Ask some questions that encourage learners to find information in the poems.
2Rx3
2Rw3 Learn and recite favourite Encourage learners to learn and recite poems. This will help them to:
2SL4 poems.  appreciate the patterns of rhyme, rhythm and sounds
2SL9  develop a more extensive vocabulary
2SL11  appreciate the structure of the poem.
V1 8Y01 English Stage 2 45
 Unit 3C: Poems with language play
Framework Summary of learning Suggested activities
codes objectives
2Wo1 Write a poem based on a Once learners have read, discussed and considered a poem, they should attempt to write their
2Wo2 model. own version of it. Before they write their poem, encourage them to plan it.
2Wo5
2Wo6 Depending on the development of learners, work can vary between:
2Wa2  copying the original
2Wa3  rewriting the original, replacing pairs of rhyming words
 writing a new verse for the poem
 writing a new version of the poem.

If learners are trying to write a funny poem, help them to develop their understanding of ‘what
works’ in humorous poetry.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their poem, ask them to revisit it four times to check
2Wo3 writing. that:
2Wp1  the poem makes sense and they have followed their plan
2Wp3  they have spelled most words correctly
2Wp4  the punctuation is correct
 they have chosen the best words, including a variety of words to link ideas.

Allow learners time to read aloud in groups what they have written.

V1 8Y01 English Stage 2 46

 Appendix A – Sample lesson plans
Stage 2: Lesson plan 1
Week beginning: Unit 1A: Stories with familiar settings Class: Stage 2
Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
20 mins 2Ro1 Learn the different ways Can I read words where Explore different examples. W/G Large A4 pairs of words D/O
in which vowels can be the same letter has a Distribute sets of cards to groups of learners to read and pictures
pronounced. different sound? and sort into pairs. Take turns reading / saying. Set of small cards
30 mins 2Ri1 Predict story endings. Can I say what will Learners need to sit with talk partners. W/G A short story book O
2Ri2 Identify and describe happen next? Read aloud chosen text; ask learners to describe to
story settings and Can I talk about a their partner the setting and character; ask learners
characters, recognising character from the to predict what will happen next.
that they may be from story?
different times and
places.
2Ro10 Discuss the meaning of Can I work out the Read the story again (ideally display the text); ask W/G O
2Wa3 unfamiliar words meaning of a word that I learners to signal when a new and interesting word
encountered in reading. do not know? appears.
Build and use collections Can I find some different Turn to talk partner and talk about what the word
of interesting and words? could mean. Share ideas.
significant words. Make a storybook word bank.
10 mins 2Rw2 Talk about what Can I see the different Review story and identify sections (highlight W D
happens at the parts of the story? displayed text if using a photocopy).
beginning, in the middle
or at the end of a story.
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
Prepare cards for phonics work. Differentiate using (a) words only, (b) words andHomework: Read a story at home. Think about settings, characters and events. Talk about the Q&A: question and
pictures, or (c) pictures only (so they can hear the sounds as they speak). beginning, middle and end. (Send note home to parents asking them to support this activity and answer
Classroom assistant makes observational notes during story time. giving guidance on suitable questions to use. See medium term plan. Ask them to write in D: discussion
learner’s reading diary or log how the learner got on.)
O: observation
M: marked work

V1 8Y01 English Stage 2 47

 Stage 2: Lesson plan 2
Week beginning: Unit 1A: Stories with familiar settings Class: Stage 2
Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
20 mins 2Rx1 Read and respond to Can I answer questions Revisit story from previous session. Ask questions: W Display question starters O/D
2Ri3 question words. about a story? Who? What? Where? When? Why? How?
Make simple inferences Can I work out what a
from the words on the character is feeling? …
page. why something is
happening? … etc.
40 mins 2Wa7 Write simple evaluations Learners generate Talk about book reviews. Show examples to W/G Book reviews: one good O/M
of books read. these. Display them. learners. Ask questions. What does a review do? I and one not so good
What does it include? Does it tell us about the story? Writing template for
Does it say if it’s a good story or not? * review – differentiated
Decide what a good book review should have
(success criteria).
Learners write their own reviews of the story.
Share work with partner. (Have the criteria been
met? Mark up text with improvements in a different
colour.)
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
No phonics today except perhaps for those who require more support – need to Next session: Read a story. Ask learners to find answers to questions, as today working Q&A: question and
plan this carefully so they can do the main activity. Working on simple writing with a talk partner (have copy of text displayed – this activity is discussion only and can be answer
templates may release time for oral work at end of main activity while others done with learners sitting together with talk partner). D: discussion
working. (Plan phonics input in light of need)
O: observation
* You could challenge some learners to work together using a prompt sheet or
cards for questions. Can they think of any other questions? M: marked work
During writing, you could work with learners who need more support.

V1 8Y01 English Stage 2 48

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V1 8Y01 English Stage 2 49