Cambridge Primary

Scheme of Work – English Stage 1

Introduction
This document is a scheme of work created by Cambridge International as a suggested plan for delivery of Cambridge Primary English Stage 1.
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 1 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 1. These ongoing learning objectives are followed by the learning objectives for the topic of the unit, and related
phonics, spelling and vocabulary. 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 1. In each 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 settings Unit 2A: Traditional tales Unit 3A: Fantasy stories
(40% of teaching Reading, and retelling stories with Reading, and retelling traditional tales Reading and retelling and stories in
time) familiar settings and writing a similar and writing a similar story. fantasy worlds and writing a similar
story. story.
Non-fiction Unit 1B: Signs, labels, instructions Unit 2B: Dictionaries and non- Unit 3B: Simple recounts
(40% of teaching Reading and writing instructions. chronological reports Reading and retelling non-fiction
time) Using simple dictionaries, and reading, recounts and writing a recount.
retelling and writing non-chronological
reports.
Poetry Unit 1C: Simple rhymes Unit 2C: More simple rhymes Unit 3C: Poems and rhymes on
(20% of teaching Reading and writing simple rhymes. Reading, reciting and writing simple similar themes
time) rhymes. Reading, reciting and writing poems
and rhymes on similar themes.
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 that learners have acquired some basic
skills in:
 recognising the letters of the alphabet and knowing which sounds they represent
 making simple rhyming strings (e.g. pat, cat, sat, fat, hat)
 recognising some high frequency words (e.g. a, all, am, and, are, at, away, big, can, cat)
 early reading (i.e. understanding the directionality of print and that print carries meaning; distinguishing text from pictures; recognising some of
the words in a text; knowing vocabulary such as book, cover, beginning, end, blurb, page, line, word, letter, sentence)

V1 8Y01 English Stage 1 2

 developing early writing skills (e.g. being able to write own name, beginning to try to express own ideas in writing).

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The skills and understanding developed in Stage 1 are important for learners to make good progress in subsequent stages. If this level of work is
too easy for the learners in your class, it is recommended that you use ideas from Stage 2. 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
use 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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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
1Ro1 Apply phonics techniques.  In regular reading sessions, teach and reinforce phonics techniques for reading decodable
1Ro3 words and for sounding out parts of words which cannot be fully sounded out. This could
1Ro4 include:
1Ro5 - blending individual letter sounds
1Ro6 - identifying and blending sounds which are represented by more than one letter, e.g. th
- using knowledge of sounds to read one syllable words with short vowels, e.g. mat
- blending to read words with final and initial adjacent consonants, e.g. stop, bend, stand

 Put learners into small groups. Give each group the same set of cards each showing a letter
of the alphabet (the set can include all letters or a specific group of letters). Give learners a
specified amount of time to make as many words using the cards as possible, and to record
them. Ask one group to read out their words while the other groups cross off the matching
words in their own lists. Then ask the remaining groups if they have listed any other words.
The group with the most words is the winner.
As the year progresses, replace single letters with sounds (phonemes) that are represented
by more than one letter, including long vowel phonemes.

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 1Ro10 Recognise and spell an  Introduce 25–30 high frequency words each term. Learners write these in a notebook and
1Wo6 increasing range of high learn them. By the end of Stage 1 learners should recognise about 140 common words.
1Ws2 frequency words.
1Ws4  Teach and reinforce the recognition and spelling of high frequency words in regular
sessions. This could include:
- pointing out high frequency words when reading
- pointing out common word endings such as -s, -ed, -ing
- using them in writing activities and oral sentence construction
- reinforcing them in handwriting activities.

 Do ‘quick-write’ activities: teach learners to write a given 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
1Ro11 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.

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 1Ro6 Develop reading skills,  Share simple large print books with pictures with learners. When reading, point out and
1Ro7 using a range of strategies discuss:
1Ro8 to identify words and - new high frequency words
1Ro9 sentences. - phonically regular words which learners can decode
1Ro17 - how the words relate to the picture
1Ro18 - spelling patterns in rhyming words (Are the spellings similar?).
1Ws3
1Ws4  As reading experience increases over Terms 2 and 3, begin to include:
- CCVC and CVCC words
- CVC words with long vowel phonemes that learners can decode
- words with common endings -s, -ed and -ing.

Note:
CCVC = consonant–consonant–vowel–consonant (e.g. frog)
CVCC = consonant–vowel–consonant–consonant (e.g. sand)
CVC = consonant–vowel–consonant (e.g. feet, where the double e sounds as a single long
vowel phoneme ‘ee’)

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 1Ro7 Develop skills as  As learners read aloud, either individually or in guided reading groups, encourage them to
1Ro8 independent readers. use all the available information to identify words and make sense of what they read, and to
1Ro9 develop their speaking and listening skills by, for example:
1Ro11 - speaking clearly and pausing at full stops
1Ro12 - using the pictures to help them to identify less familiar words
1Ro16 - summarising what has happened on a page before moving to the next page
1Ro17 - making predictions about what will happen next
1Ri2 - saying one thing that happened in the story at the beginning/middle/end.
1Rw2
1SL2  Learners work in groups to share ideas about a book you have read as a class and to relate
1SL5 the story to their own experiences. Encourage all learners to make a contribution to the
1SL6 discussion. Remind learners to take turns to speak, and to listen to others’ ideas and
1SL7 respond appropriately.
One way to encourage all learners to speak is to divide learners into pairs A and B, C and
D. Give each pair of learners a specified amount of time to discuss their ideas. Then ask
learners to form new pairs (A and D, B and C) and share the ideas they previously talked
about with their new partner. Give a specified amount of time for A/B to share the ideas with
D/C, then for D/C to share with A/D. Learners could also return to their original pairs and
report back the new ideas.
At the end, you could discuss as a class how learners’ ideas were similar and how they
were different.

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 Ongoing grammar and punctuation

Framework Summary of learning Suggested activities

codes objectives
1Ro17 Develop understanding of  When learners are reading aloud or writing, encourage them to:
1Ro18 grammar and punctuation. - pause at the end of sentences / full stops
1Wo3 - identify / write in sentences (remind them that a sentence is not necessarily one line of
1Wp1 text)
1Wp2 - identify / use the features of sentences (capital letters and full stops)
1Wp3 - identify / use capital letters for I and names.

 Create sets of word cards by taking two or three sentences 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.
As the year progresses you could focus on sentences which may be joined by and.

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 Ongoing writing
Framework Summary of learning Suggested activities
codes objectives
1Wo1 Hold a pencil comfortably  Teach and reinforce handwriting in regular sessions when ‘families’ of similar-shaped
1Wo2 and form letters correctly. letters. The key to each of the letter families should be their starting strokes. Commonly
used letter families are:
- f, i, j , l, t, u, y (long ladder letters)
- b, h, k, m, n, p, r (one-armed robot letters)
- a, c, d, e, g, o, q, s (curly caterpillar letters)
- v, w, x, z (zigzag letters).
The placement of the letters f and k will depend on the style of handwriting chosen.

 Check that all taught letters are correctly formed in all writing. Learners often find it difficult
to transfer letter formation to their regular writing, but bad habits learned now are harder to
eradicate later on.

 Once learners can form all letters correctly, introduce some basic joins. At first, only join up
pairs of letters which will help learners as they learn to spell words independently (e.g. y-ou,
M-um, c-at, s-a-nd).

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 Ongoing speaking and listening
Framework Summary of learning Suggested activities
codes objectives
1SL1 Speak confidently and  Across the curriculum, when you have class or group discussions, encourage learners to:
1SL2 make effective contributions - speak confidently and clearly
1SL3 in group and class - choose words carefully to express their feelings and ideas
1SL4 discussions. - speak audibly
1SL5 - use non-verbal communication to show awareness of their listeners
1SL6 - take turns talking
1SL7 - listen to others carefully and respond appropriately
- answer questions where relevant and explain their ideas further.

 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
simple questions about, e.g. their family, their likes and dislikes, their free time activities.
Learners then report back about their partner either to the class or to another pair.
- Put learners into groups. Give each group a set of cards showing different story settings
or different characters. They lay out the cards face up on the table. One learner in the
group secretly chooses one card and describes the setting/character to the group. Other
learners in the group ask questions until they are sure which setting/character is being
described.
- Put learners into pairs. Give each pair a picture of a busy scene, e.g. people in an urban
setting or animals in a rural setting. Learner A asks a question, e.g. How many cars are
there? Learner B answers learner A’s question and then asks one of their own.
- To develop learners’ awareness of non-verbal communication carry out a whole-class
activity with two sets of cards. One set should show simple verbs, e.g. walking, reading,
cooking, eating. The other set should show moods, e.g. happy, sad, excited, scared.
Ask one learner to take an action verb card and a mood card without showing the class.
Make sure the learner understands the two cards before they act out the action in the
manner of the mood card in front of the class. The class tries to identify what the learner
is doing and how they feel.

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TERM 1
Unit 1A: Stories with familiar settings
Reading, and retelling stories with familiar settings and writing a similar story.

Unit 1B: Signs, labels, instructions

Reading and writing instructions.
Unit 1C: Simple rhymes
Reading and writing simple rhymes.

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
1Ro1 Be able to hear, read and Every lesson should include some phonics games and activities, for example:
1Ro2 write all three sounds in  ask learners to say phonemes in ways that reflects a mood (e.g. bossy, scary)
1Ro3 single-syllable words.  play rhyming bingo by drawing out of a bag an object/picture and asking learners to call out if
1Ro4 it rhymes with any of the three pictures they each have.
1Ro5
1Ro7 Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes,
1Ro8 and the word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Cat,
1Wo4 c-a-t, cat. Hat, h-a-t, hat. Fat, f-a-t, fat.’

Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
sounds. This activity combines segmenting a word for spelling and blending the phonemes for
reading. Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is represented by two
letters, they are still one phoneme, so a word like shop is a single-syllable word.
1Wo4 Develop awareness of Use card/wooden cut-out letters to make simple, single-syllable words.
1Ws3 analogy as a useful strategy  Ask learners to explore what happens when the first letter is replaced by another. Can they
for reading and writing. predict what will happen if the first letter is replaced by a different sound?
 Ask learners to make as many words as they can.
 Read all the words aloud. Talk about the fact that they rhyme and share spelling patterns.
V1 8Y01 English Stage 1 12
  Repeat with different vowel–consonant (VC) combinations.

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Unit 1A: Stories with familiar settings
Reading and retelling stories with familiar settings and writing a similar story

This is the first of nine units for Stage 1. 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 in writing.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview to this scheme of work and should also know:
 vocabulary such as book, cover, beginning, middle, end, page, line, word, letter, sentence
 all the letters in the alphabet and the sound that each represents.

Resources needed:
 a range of illustrated large print stories with familiar settings (they should all have minimal text and a strong storyline)
 audios of some of the stories for learners to listen to
 simple puppets (sock puppets will do) for phonics work and for re-enacting the stories.

V1 8Y01 English Stage 1 14

 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
1Ro11 Know how to predict the Teach learners to use the title, front cover picture and blurb to predict what the book is likely to
1Ri1 contents of a book. be about.
1Rv1
1Rv2
1Ro7 Develop a sense of Share the large print books with learners and enjoy the stories. Sometimes, pause before
1Ro8 themselves as readers. reading on to ask learners to predict what may be about to happen.
1Ri1
1Ri2 Talk about the story.
1Rw2  Who are the characters? Who was their favourite character? Why?
1SL4  Where is the book set?
1SL5  Talk about the sequence of events in the story. Use the vocabulary beginning, middle and
1SL6 end.
1SL8  What does the author want the reader to feel at the end of the book (happy, sad, etc.)?
 Do learners like the book? Why, or why not? What was their favourite bit?
1Ro11 Increase familiarity with Learners sit in pairs or groups and listen to audios of the picture books. They follow the text in
favourite books. the books as they listen.
1Ro13 Retell stories. When a story has been read several times, encourage learners to participate in retelling it. This
1Ri2 can include:
1Rw1  straightforward retelling in groups or as a class
1SL1  using puppets to retell the story
1SL5  drawing a picture and using it to retell the story.
1SL6
1SL9 As learners retell the story, encourage use of vocabulary and language from the book, especially
1SL10 dialogue words spoken by particular characters.

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 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Write simple stories based Once learners have read, discussed and retold a story, they should attempt to write parts of it.
1Ro8 on stories you have read Depending on the development of learners, work can vary between:
1Rv1 together.  sequencing events using pictures from the story
1Wo4  writing captions for individual pictures
1Wa1  writing captions under a sequence of pictures to retell the story
1Wt1  drawing a picture of the story and writing a commentary.
1Wp1
1Wp2 As learners write, encourage them to use:
 known letters to represent sounds in words
 high frequency words you have taught
 capital letters to mark the beginning of some sentences
 full stops to mark the end of some sentences.

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

V1 8Y01 English Stage 1 16

Unit 1B: Signs, labels, instructions
Reading and writing instructions

This is the second of nine units for Stage 1. 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 instruction texts, first enjoying them as readers, then giving instructions orally and then in writing.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview and also know:
 vocabulary such as book, cover, beginning, middle, end, blurb, page, line, word, letter, sentence
 all the letters in the alphabet and the sound that each represents.

Resources needed:
 a camera for recording learners’ experiences (optional)
 a range of large print books with pictures or posters featuring instructions; these can include instructions with no text or those with minimal text
 large print story books (for comparison)
 notices up around the classroom with simple instructions in pictures and writing, e.g. Way out, 4 learners at a time, Put your coat on your peg,
Put your hand up.

V1 8Y01 English Stage 1 17

 Unit 1B: Signs, labels, instructions
Framework Summary of learning Suggested activities
codes objectives
1Rx1 Recognise different kinds of If possible, go for a walk around the school or its neighbourhood, looking for labels which tell
instructions. people what to do. (If a walk isn’t possible, limit discussions to printed notices in the classroom.)
Record by drawing, copying or photographing signs and labels, e.g.:
 Push to open
 Stop
 Fire exit or signs for fire exits
 Visitors, please ring bell
 Now wash your hands.

Talk about the shared function of all these notices and labels. Discuss what they have in
common and what is different.
1Ro11 Know how to predict the Teach learners to use the title, front cover picture and blurb to predict what the book is likely to
1Rv1 contents of a book. be about.
1Rv2
Talk about the function of the title page and contents page in non-fiction books.
1Ro7 Develop a sense of Share the large print and books, posters and class read-aloud books with learners.
1Ro8 themselves as readers.
1Rx1 While reading different kinds of instruction books, talk about:
1SL4  the purpose of the books
1SL5  the layout and features of instruction texts, e.g. the aim stated at the beginning, a what you
1SL6 need list, instructions numbered in sequence
1SL8  the similarities and differences between instruction books and storybooks (introduce the
words fiction and non-fiction)
 the kind of things instruction books tell you about.

Encourage learners to talk about their own experiences of following instructions.

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 Unit 1B: Signs, labels, instructions
Framework Summary of learning Suggested activities
codes objectives
1SL1 Give instructions. When learners have had experience of reading instructions, give them opportunities of giving
1SL5 instructions orally. For example:
1SL6  ask learners to give the rest of the class clear instructions for regular classroom routines (e.g.
1SL9 preparing for dinner, going out to play, changing for PE)
 let learners invent PE games or races and give others in the group instructions on how to
play them
 teach one group of learners the instructions for a game/ routine and ask them to tell the other
learners.
 play games like Simon Says: one person gives instructions for the rest of the class to follow,
e.g. ‘Put your hands on your head,’ but they must always say ‘Simon says’ first, i.e. ‘Simon
says, “Put your hands on your head.”’ If they give an instruction without saying ‘Simon says’
first, all those who follow the instruction are out of the game.
1Ro7 Write simple instructions Once learners have read, discussed and given instructions, they should attempt to write simple
1Ro8 based on instruction texts instructions. These written instructions should be based on a classroom activity that learners
1Wo4 you have read together. have participated in (e.g. making sandwiches, making something in an art and craft lesson,
1Wo5 preparing to go home, getting dressed).
1Wa1
1Wa5 Depending on the development of learners, work can vary between:
1Wa6  sequencing events from pictures and folding them into a book
1Wp1  writing labels for what you need
1Wp2  writing captions for individual pictures
 writing captions under a sequence of pictures to give more complete instructions.

As learners write, encourage them to use:

 known letters to represent sounds in words
 high frequency words you have taught
 capital letters to mark the beginning of some sentences
 full stops to mark the end of some sentences.

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud and Allow learners time to read aloud what they have written in groups.
talk about it.
V1 8Y01 English Stage 1 19
V1 8Y01 English Stage 1 20
Unit 1C: Simple rhymes
Reading and writing simple rhymes

This is the third of nine units for Stage 1. 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 simple repetitive rhymes, first enjoying them as readers, then exploring their own rhymes.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview and also know:
 vocabulary such as book, cover, beginning, middle, end, blurb, page, line, word, letter, sentence
 all the letters in the alphabet and the sound that each represents.

Resources needed:
 illustrated large print books and poster texts of simple poems, songs and rhymes

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 Unit 1C: Simple rhymes
Framework Summary of learning Suggested activities
codes objectives
1Ro6 Join in with reading simple Use large print books and posters to share rhymes. These can include:
1Ro7 repetitive rhymes and  nursery rhymes
1Ro8 poems.  finger and action rhymes
1Ro10  playground chants and skipping rhymes
1Ri2  nonsense rhymes
 songs
 simple poems.

Once the rhymes have been introduced to learners, enjoy chanting and reading them together.
1Ro6 Develop reading skills, Share the simple large print books and poster texts with learners. While reading, point out words
1Ro7 using a range of strategies which share the same spelling patterns and also rhyme.
1Ro8 to identify words.
1Ro15
1Ws3
1Ro7 Share and enjoy rhymes. As learners become more familiar with the rhymes, encourage them to:
1Ro8  share readings with friends
1Ro10  recite and perform the rhymes (with actions if possible)
1Rw1  talk about which rhyme they like best and why
1SL1  discuss the rhymes in groups, saying what they enjoy/dislike about them
1SL4  ask one another questions about the rhymes
1SL5  play guessing games, e.g. ‘I’m thinking of a rhyme; it’s about a star.’
1SL6
1SL8
 Unit 1C: Simple rhymes
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Write simple rhymes based Once learners have read, discussed and recited rhymes, they should attempt to write some.
1Ro8 on rhymes you have read These can be rewrites of known rhymes or simple explorations of rhyming patterns. Work can
1Wo4 together. include:
1Wo5  sequencing events in a rhyme from pictures and folding them into a book
1Wa1  writing captions for individual pictures
1Wt1  writing sets of rhyming words.
1Ws3
As learners write, encourage them to use:
 known letters to represent sounds in words
 high frequency words you have taught

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud and Allow learners time to read aloud what they have written in groups.
talk about it.

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TERM 2
Unit 2A: Traditional tales
Reading and retelling traditional tales and writing a similar story.

Unit 2B: Dictionaries and non-chronological reports

Using dictionaries, and reading, retelling and writing non-chronological reports.
Unit 2C: More simple rhymes
Reading, reciting and writing simple rhymes.

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
1Ro1 Be able to hear, read and Every lesson should include some level of phonics games and activities.
1Ro2 write all three sounds in
1Ro3 single-syllable words. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and
1Ro4 the word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Frog, f-r-o-
1Ro5 Begin to learn consonant g, frog. Sand, s-a-n-d, sand.’
1Ro6 clusters in initial and final
1Wo4 position in CCVC words. Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
sounds. This activity combines segmenting a word for spelling and blending the phonemes for
reading.

1Wo4 Develop awareness of
1Ws3 analogy as a useful strategy
for reading and writing.
Many learners respond well to a puppet who needs help to blend and segment these words.
Use card/wooden cut-out letters to make single syllable words (CCVC and CVCC):
 Ask learners to explore what happens when the first letter is replaced by another. Can they
predict what will happen if the first letter is replaced by a different sound?
 Ask learners to make as many words as they can.
 Read all the words aloud. Talk about the fact that they rhyme and share spelling patterns.
 Repeat with different CCV, CV, VC and VCC combinations.

V1 8Y01 English Stage 1 24

Unit 2A: Traditional tales
Reading and retelling traditional tales and writing a similar story

This is the fourth of nine units for Stage 1. 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.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview as well as those for Term 1. They should be able to:
 make CVC words, hearing all of the sounds
 begin to use rhyme to build analogous words
 read and spell about 50 high frequency words
 read simple texts using a variety of strategies, including decoding CVC words, recognising some high frequency words, using picture cues to
help to work out the words
 form most letters correctly
 write simple sentences.

Resources needed:
 a range of illustrated large print books featuring a range of traditional stories and fairy tales from the country where you are and around the world
(the books should have patterned repetitive text where possible)
 audios and/or videos/DVDs of some of the tales
 simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.
 Unit 2A: Traditional tales
Framework Summary of learning Suggested activities
codes objectives
1Ro11 Know how to predict the Teach learners to use the title, front cover picture and blurb to predict what the book is likely to
1Ri1 contents of a book. be about. Introduce the words author and illustrator.
1Rv1
1Rv2
1Ro7 Develop a sense of Share the large print books and class read-aloud books with learners and enjoy the stories.
1Ro8 themselves as readers. Sometimes, pause before reading on to ask learners to predict what may be about to happen.
1Ri1
1Ri2 Talk about the story.
1Rw2  Who are the characters? Who was their favourite character? Why?
1SL4  What kind of people are the characters? How do we know?
1SL5  What do the characters say to each other? What can we find out by listening to them talk?
1SL6  Talk about the sequence of events in the story. Use the vocabulary beginning, middle and
1SL8 end.
 Do learners like the story? Why, or why not? What was their favourite bit?

Talk about the differences between traditional tales and modern stories with a familiar setting.
1Ro11 Become familiar with Let learners watch or listen to different versions of favourite tales. Talk about how the stories are
different ways of retelling the same and different. Discuss this with reference to character and story sequence.
familiar tales.
1Ro13 Retell stories. When a story has been read several times, encourage learners to participate in retelling it. This
1Ri2 can include:
1SL1  straightforward retelling in groups or as a class
1SL5  using puppets to retell the story
1SL6  drawing a picture and using it to retell the story.
1SL9
1SL10 As learners retell the story, encourage them to use vocabulary and language from the book,
especially dialogue words spoken by particular characters.
 Unit 2A: Traditional tales
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Write simple tales based on Once learners have read, discussed and retold a tale, they should attempt to write bits of it.
1Ro8 tales you have read Depending on the development of learners, work can vary between:
1Wo4 together.  sequencing events from pictures for the story and folding them into a book, adding
1Wo5 repetitive language from the original story if appropriate
1Wa1  writing longer captions for individual pictures
1Wa4  writing longer captions under a sequence of pictures to retell the story
1Wt1  drawing a picture of the story and writing a commentary.
1Wp1
1Wp2 As learners write, encourage them to use:
1Wp3  more known letters to represent sounds in words
 high frequency words they should know
 capital letters to mark the beginning of some sentences
 full stops to mark the end of some sentences
 ‘and’ to join some appropriate sentences.

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud and Allow learners time to read aloud what they have written in groups.
talk about it.

V1 8Y01 English Stage 1 27

Unit 2B: Dictionaries and non-chronological reports
Using simple dictionaries, and reading, retelling and writing non-chronological reports

This is the fifth of nine units for Stage 1. 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 reports, first enjoying them as readers, then retelling them orally and then in writing.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview as well as those for Term 1. They should be able to:
 make CVC words, hearing all of the sounds
 begin to use rhyme to build analogous words
 read and spell about 50 high frequency words
 read simple texts using a variety of strategies, including decoding CVC words, recognising some high frequency words, using picture cues to
help to work out the words
 form most letters correctly
 write simple sentences.

Resources needed:
 some very simple dictionaries
 a range of illustrated large print books featuring non-chronological report texts
 Unit 2B: Dictionaries and non-chronological reports
Framework Summary of learning Suggested activities
codes objectives
1Rx1 Use alphabetical texts. Introduce simple dictionaries to learners. Talk about their purpose and the way they are
1Rv2 organised.
1SL4
1SL5 Encourage learners to play question and answer games using the simple dictionaries. For
1SL6 example, ‘I’m thinking of a word. It begins with s. It means … What’s the word?’
1SL8
1Ro11 Know how to predict the Teach learners to use the title, front cover picture and blurb to predict what the book is likely to be
1Rv1 contents of a book. about.
1Rv2
Introduce the index and glossary (if there is one). Discuss the organisation.

Compare the functions of the contents page and index.

1Ro7 Develop a sense of Share the large print books with pictures and class read-aloud books with learners and learn from
1Ro8 themselves as readers. the information. Introduce the purpose and features of non-chronological report texts, including:
1Rx1  they are non-fiction (not fiction) and are intended to give information on different subjects
1Rv1  the information in a book will relate to the title of the book
1Rv2  the book is usually divided into sections by headings
1SL4  you can read texts from different parts of the book in any order – you don’t have to read the
1SL5 whole book in the right order
1SL6  you can use the contents and index to look up information
1SL8  books like these can be about almost anything.
1SL1 Talk in the manner of a Encourage ‘show and tell’. Learners bring in a small box (e.g. a shoe box) with something (or a
1SL4 non-chronological text. picture of something) that interests them inside it. They can give the class information about their
1SL5 chosen artefact.
1SL6
Other learners can ask them questions about it.
 Unit 2B: Dictionaries and non-chronological reports
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Write simple reports based Once learners have read, discussed and spoken like a non-chronological report text, they should
1Ro8 on reports that have read try to write one. This could be done by making a class book about something and asking each
1Wo4 together. learner to contribute, or different learners could:
1Wo5  write longer captions for individual pictures
1Wa1  write about and draw several aspects of the same subject.
1Wa3
1Wa5 As learners write, encourage them to use:
1Wa6  more known letters to represent sounds in words
1Wp1  high frequency words they should know
1Wp2  capital letters to mark the beginning of some sentences
1Wp3  full stops to mark the end of some sentences
 ‘and’ to join some appropriate sentences.

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud and Allow learners time to read aloud what they have written in groups.
talk about it.

V1 8Y01 English Stage 1 30

Unit 2C: More simple rhymes
Reading, reciting and writing simple rhymes

This is the sixth of nine units for Stage 1. 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 rhymes, first enjoying them as readers, then reciting and exploring the rhymes and writing their own
version of a popular rhyme.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview as well as those for Term 1. They should be able to:
 make CVC words, hearing all of the sounds
 begin to use rhyme to build analogous words
 read and spell about 50 high frequency words
 read simple texts using a variety of strategies, including decoding CVC words, recognising some high frequency words, using picture cues to
help to work out the words
 form most letters correctly
 write simple sentences.

Resources needed:
 illustrated large print books and poster texts of poems, songs and rhymes
 illustrated large print stories written in rhyme.
 Unit 2C: More simple rhymes
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Join in with reading simple Use large print books and posters to share rhymes. These can include:
1Ro8 repetitive rhymes and poems.  nursery rhymes
1Rx1  finger and action rhymes
1Rv2  playground chants and skipping rhymes
1SL4  nonsense rhymes
1SL5  songs
1SL6  simple poems.
1SL8
Once the rhymes have been introduced to learners, enjoy chanting and reading them together.

Choose one of the rhymes and encourage learners to replace pairs of rhyming words (e.g.
Humpty Dumpty sat on a box, Humpty Dumpty saw a fox / some rocks …; Humpty Dumpty sat
in the sand, Humpty Dumpty saw a band / a hand …).
1Ro7 Share and enjoy rhymes. As learners become more familiar with the rhymes, encourage them to:
1Ro8  share readings with friends
1Ro14  recite and perform the rhymes (with actions if possible)
1Ro15  talk about which rhyme they like best and why
1SL4  discuss the rhymes in groups, saying what they enjoy/dislike about them
1SL5  ask one another questions about the rhymes
1SL6  play ‘fill in the missing word’ games of their own, based on the poems and rhymes.
1SL8
 Unit 2C: More simple rhymes
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Write simple rhymes based Once learners have read, discussed and recited rhymes, they should attempt to write some new
1Ro8 on rhymes you have read rhymes by replacing words or phrases in known rhymes. Depending on the development of
1Wo4 together. learners, work can vary between:
1Wo5  sequencing events in a rhyme from pictures and folding them into a book
1Wa1  writing captions for individual pictures
1Wt1  writing sets of rhyming words.

As learners write, encourage them to use:

 known letters to represent sounds in words
 high frequency words you have taught.

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud and Allow learners time to read aloud what they have written in groups.
talk about it.

V1 8Y01 English Stage 1 33

TERM 3
Unit 3A: Fantasy stories
Reading, and retelling stories in a fantasy world and writing a similar story.

Unit 3B: Simple recounts

Reading and retelling non-fiction recounts and writing a recount.
Unit 3C: Poems and rhymes on similar themes
Reading, reciting and writing poems and rhymes on similar themes.

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
1Ro1 Be able to hear all three Every lesson should include some level of phonics games and activities.
1Ro2 phonemes in a CVC word
1Ro3 with a long vowel phoneme Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and
1Ro4 and recognise some of the the word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Train, t-r-
1Ro5 letter patterns which ai-n, train. Sheep, sh-ee-p, sheep. Road, r-oa-d, road. Boot, b-oo-t, boot.’ Focus on the long vowel
1Ro6 commonly represent the phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’ and ‘oo’.
1Wo4 long vowel phoneme.
1Ws1 Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
Know that one phoneme sounds. If you have cut-outs of joined letters, use them at this point to reinforce the fact that two
can be represented by two letters represent one sound. This activity combines segmenting a word for spelling and blending
or more letters. the phonemes for reading.

Many learners respond well to a puppet that needs help to blend and segment these words.

V1 8Y01 English Stage 1 34

 1Wo4 Develop awareness of Use card/wooden cut-out letters to make CVC words with long vowel phonemes. Learners can try
1Ws3 analogy as a useful to make sets of rhyming words on analogy, e.g. feed, greed, seed, weed.
strategy for reading and
writing. When they contribute a word which could follow the pattern but doesn’t match in terms of spelling
(e.g. bead), explain that long vowel phonemes are less predictable than short vowel phonemes
and consonants. Take the opportunity to introduce the new spelling.

V1 8Y01 English Stage 1 35

Unit 3A: Fantasy stories
Reading and retelling stories in fantasy worlds and writing a similar story

This is the seventh of nine units for Stage 1. 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.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview as well as those for Terms 1 and 2. They should be able to:
 spell CVC, CCVC, CVCC and CCVCC words, hearing all of the sounds
 begin to use rhyme to build analogous words
 read and spell about 80 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 begin to join some
 write simple sentences independently, although using phonic spellings for more complex words.

Resources needed:
 a range of illustrated large print books featuring stories set in fantasy worlds (books should have an accessible text)
 simple puppets (sock puppets will do).
 Unit 3A: Fantasy stories
Framework Summary of learning Suggested activities
codes objectives
1Wo1 Hold a pencil comfortably and Assuming that basic letter formation is secure, introduce all long vowel phonemes as joined up,
1Wo2 form letters correctly. to reinforce the fact that two or more 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.
1Ro11 Know how to predict the Teach learners to use the title, front cover picture and blurb to predict what the book is likely to
1Ri1 contents of a book. be about. Use the words author and illustrator.
1Rv1
1Rv2
1Ro7 Develop a sense of Share the large print books and class read-aloud books with learners and enjoy the stories.
1Ro8 themselves as readers. Sometimes, pause before you read on to ask learners to predict what may be about to happen.
1Ro11
1Ro12 Talk about:
1Ri1  Who are the characters? Who was their favourite character? Why?
1Ri2  What kind of people are the characters? How do we know?
1Rw1  What do the characters say to each other? What can we find out by listening to them talk?
1Rw2  Talk about the sequence of events in the story. Begin to use sequencing words as you
1SL4 recount the events in the story
1SL5  Do learners like the story? Why, or why not? What was their favourite bit?
1SL6
1SL8
1SL10
1Ro13 Retell stories. When a story has been read several times, encourage learners to participate in retelling it. This
1Ri2 can include:
1SL1  straightforward retelling in groups or as a class
1SL5  using puppets to retell the story
1SL6  drawing a picture and using it to retell the story.
1SL9
As learners retell the story, encourage them to use vocabulary and language from the book,
especially of dialogue words spoken by particular characters.
 Unit 3A: Fantasy stories
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Write simple stories based on Once learners have read, discussed and retold a story, they should attempt to write their own
1Ro8 stories you have read version of it, or to retell it. Depending on the development of learners, work can vary between:
1Wo4 together.  sequencing events from pictures for the story and folding them into a book, adding some
1Wo5 of the book’s vocabulary to caption the pictures
1Wa1  writing longer captions for individual pictures
1Wa2  writing longer captions under a sequence of pictures to retell the story
1Wa4  drawing a picture of the story and writing a commentary.
1Wa5
1Wt1 As learners write, encourage them to use:
1Wp1  more known letters to represent sounds in words
1Wp2  high frequency words they should know
1Wp3
 capital letters to mark the beginning of some sentences
 full stops to mark the end of some sentences
 ‘and’ to join some appropriate sentences.

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud and Allow learners time to read aloud what they have written in groups.
talk about it.

V1 8Y01 English Stage 1 38

Unit 3B: Simple recounts
Reading and retelling non-fiction recounts and writing a recount

This is the eighth of nine units for Stage 1. 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 recount texts, first enjoying them as readers, then recounting their own experiences and writing them.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview as well as those for Terms 1 and 2. They should be able to:
 spell CVC, CCVC, CVCC and CCVCC words, hearing all of the sounds
 begin to use rhyme to build analogous words
 read and spell about 80 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 begin to join some
 write simple sentences independently, although using phonic spellings for more complex words.

Resources needed:
 a range of texts featuring non-fiction recounts: these can include large print books with pictures and posters (you may wish to make your own
texts, or use learners’ own writing as the basis for discussion).
 Unit 3B: Simple recounts
Framework Summary of learning Suggested activities
codes objectives
1Ro12 Develop a sense of Share recount texts together. Once they have been read, point out key features of recount texts,
1Rx1 themselves as readers. including:
1Ri2  their purpose being to recount a real experience
1SL4  they are written in the first person I because the writer is the one who had the experience
1SL5  they feature sequencing words to show the order in which the events occurred.
1SL6
1SL8 Ask learners to discuss:
 which experiences they can relate to
 which experiences they think are most interesting
 what might have happened to make an experience more interesting.
1Ro13 Recount their own When recounts have been read, give learners opportunities to orally recount their own
1Ri2 experiences. experiences. This can include:
1Rv1  straightforward recounts in groups or as a class
1Wa4  using artefact boxes or photographs as a starting point
1Wa5  using speaking frames, where you give learners two or three opening sentences and they
1SL1 have to structure their recount to fit into the frame, e.g. ‘One day, I went to … and I saw …
1SL5 Then I thought I would … At the end of the day I …’
1SL6
 Unit 3B: Simple recounts
Framework Summary of learning Suggested activities
codes objectives
1Wo4 Write simple recounts based Once learners have read recounts and orally recounted their experiences, they should attempt
1Wo5 on recount texts that have to write a recount text. This may be an individual recount or a recount based on a class
1Wa1 been read together. experience. The advantage of the latter is that you can model the language and help to scaffold
1Wa2 the writing using writing frames.
1Wa3
1Wa5 Depending on the development of learners, work can vary between:
1Wt1  using a chart to record information from a text you have shared
1Wp1  completing minimal details in a writing frame, e.g. I went to … Then I saw a … Next I went
1Wp2 to … and … At the end of the day, I …
1Wp3  sequencing events from pictures from a text you have read together and folding them into a
1SL8 book; learners can write captions, using the language of recounts
 writing longer captions for a sequence of pictures
 drawing a picture of the experience and writing a commentary.

As learners write, encourage them to use:

 more known letters to represent sounds in words
 high frequency words they should know
 capital letters to mark the beginning of some sentences
 full stops to mark the end of some sentences
 ‘and’ to join some appropriate sentences.

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud and Allow learners time to read aloud what they have written in groups.
talk about it.

V1 8Y01 English Stage 1 41

Unit 3C: Poems and rhymes on similar themes
Reading, reciting and writing poems and rhymes on similar themes

This is the ninth of nine units for Stage 1. 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 and rhymes, first reading and enjoying them as readers, then reciting them and writing their own
poems.

Recommended prior knowledge:

Learners should be familiar with the early literacy skills described in the overview as well as those for Terms 1 and 2. They should be able to:
 spell CVC, CCVC, CVCC and CCVCC words, hearing all of the sounds
 begin to use rhyme to build analogous words
 read and spell about 80 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 begin to join some
 write simple sentences independently, although using phonic spellings for more complex words.

Resources needed:
 illustrated large print books with rhymes and poems on a chosen theme, e.g. animals, feelings, festivals, food
 simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.
 Unit 3C: Poems and rhymes on similar themes
Framework Summary of learning Suggested activities
codes objectives
1Ro7 Develop a sense of Share and enjoy the poems. Sometimes, pause before you read on to ask learners to predict a
1Ro8 themselves as readers. rhyming word.
1Ro11
1Ri2 Discuss chosen poems.
1Rw2  What is it about?
1SL4  Does it rhyme? If it doesn’t rhyme, what makes it a poem?
1SL5  Is the poem describing something or telling about events?
1SL6  Do learners like the poem? Why, or why not? What was their favourite bit?
1SL8
Introduce some names of poets, so learners begin to get a sense of author.
1Ro13 Recite poems and rhymes. When a poem has been read several times, encourage learners to participate in reading it with
1Ro14 you or learning to recite it. This can include:
1Ro15  straightforward re-reading/recitation in groups or as a class
1Ri2  using puppets to retell the story.
1SL1
1SL5 As learners become more familiar with the poems, encourage them to use existing poems as a
1SL6 model and make their own poems by substituting words and lines.
1SL9
1Ro7 Write simple poems based Once learners have read, discussed and recited a poem, they should attempt to write their own
1Ro8 on poems you have read version of it, or to retell it. Depending on the development of learners, work can vary between:
1Wo4 together.  sequencing events from pictures from the poem and folding them into a book, adding some
1Wo5 words or lines from the poem to caption the pictures
1Wa1  copying the poem for inclusion in a class anthology
1Wt1  writing a new version or verse of a poem, using the original as a model.

As learners write, encourage them to use:

 more known letters to represent sounds in words
 high frequency words they should know.

Always ask learners to read back what they have written soon after they have finished.
1Wo5 Read own writing aloud Allow learners time to read aloud what they have written in groups.
and talk about it.

V1 8Y01 English Stage 1 43

V1 8Y01 English Stage 1 44
Appendix A – Sample lesson plans
Stage 1: Lesson plan 1
Week beginning: Unit 1C: Simple rhymes Class: Stage 1
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
10 mins 1Ro1 Hear, read and write Can I hear the sound? Show pictures/objects. Say the word; segment the W Picture and objects: O
1Ro3 initial letter sounds. Can I read the sounds? sound. Learners repeat. CVC / CCVC / CVCC
Identify separate sounds Can I identify sounds
within words, which may which have more than
be represented by more one letter?
than one letter.
10 mins 1Rw1 Talk about significant Display and read the poem; ask learners if they W Enlarged copy of a O
aspects of a story’s notice anything about the endings. Underline simple rhyming poem
language (rhyme). rhymes. including pictures to
Use cut-out letters to show what happens when first help with reading, e.g.
letter(s) changes. Discuss. ‘A little seed’ by Mabel
Watts
25 mins 1Ws3 Use rhyme and relate Can I find words that Learners try this for themselves in pairs using cut- W/G Card/wooden cut-out D/M
this to spelling patterns. rhyme? out letters and words from poem (still displayed). letters
Record findings.
Learners share their words.
15 mins 1Ro14 Learn and recite simple Can I say the words of Point to the poem. Read the poem together. W/I O
poems. the poem? Challenge learners to think of a new pair of lines Audio recording D/M
Can I talk about my using their rhymes and recite them. Record. equipment
rhyming words?
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
Consider pairings of learners. Note here observations from main activity. Which learners achieved 1Ws3 and 1Rw1 in this Q&A: question and
Learners who require more challenge can work independently to find rhymes. activity? answer
Classroom assistant works with learners who need more support and may act as D: discussion
scribe on a sheet for the whole group. learners finding their rhymes early, ask them to write new lines for the poem (some may be
Teacher acts as observer. shared in the final plenary.) O: observation
M: marked work

V1 8Y01 English Stage 1 45

 Stage 1: Lesson plan 2

Week beginning: Unit 1C: Simple rhymes Class: Stage 1

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
15 mins 1Ro3 Identify separate sounds Can I say and write the Revise the phonic work done in the previous W/I Objects and pictures O/M
within words, which may sounds ‘sh’, ‘ch’ and session. beginning with sh-, ch-
be represented by more ‘th’? Introduce sheet: ‘sh’, ‘ch’, ‘th’. and th-
than one letter. Worksheet ‘sh’, ‘ch’,
Learners complete independently (some with
support). ‘th’ in resource pack

20 mins 1Rw1 Talk about significant Can I find words that Remind learners of rhymes form previous session. W/G One set of rhyming O + self-
1Ws3 aspects of a story’s rhyme? Introduce rhyming cards. cards per pair (or assessment
language (rhyme). group for more
Working with a partner, sort them into pairs. support)
Use rhyme and relate
this to spelling patterns. Discuss how they will know if they have succeeded. Card/wooden cut-out
letters
15 mins Circle time: W Rhyming circle starter O
Rhyming circle activity – teacher starts and learners words (could be made
take it in turns to say a rhyming word that matches; into cards which are
start new word when no more thought of. turned over as each
new sound needed)
10 mins Read a rhyming poem and talk about rhymes. W Rhyming poem, e.g. a D
counting poem such
as ‘Five little bears’.
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
‘Sh’, ‘ch’, ‘th’ activity: give as little support as possible. the end of the session, have an accurate view of which learners are struggling with Q&A: question and
Talk partners for rhymes: mixed-ability pairs. hearing rhymes. answer
For learners who require more support: classroom assistant to ask learners to xt lesson will involve reading more simple poems and detecting rhymes so learners can D: discussion
identify pictures; take one and use cut-out letters to spell it so learners can see discuss favourites, etc. O: observation
rhyming pattern as they work orally to find its pair. egin to discuss rhymes that ‘work’ and rhymes that don’t, looking at good examples and
so good examples (as a whole class) before learners are ready to plan their own poems, M: marked work
Teacher acts as observer if possible.
which can be assessed with their partners.
yming circle game can be starter for next time.

V1 8Y01 English Stage 1 46

 Stage 1

Rhyming cards

V1 8Y01 English Stage 1 47

Stage 1
Rhyming circle starter words

back best chin gum more

bad bring clock hair rash

bake broom cries joke ride

ball bun cut lend right

band burn day less sail

base can drink lip shop

bean car feet made tank

bed cat gate mice train

bee cheer good mine wild

bent chew grow mix

 Stage 1 Name ________________________________

sh, ch or th? Write the correct sound under each picture.

V1 8Y01 English Stage 1

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