Stage 1: Overview Page - Home - Bermuda Schoolsschools.moed.bm/FP/Curriculum schemes of work/Scheme of... · Web viewScheme of Work – English stage 1 Introduction This document

Scheme of Work – English stage 1

IntroductionThis document is a scheme of work created by Cambridge as a suggested plan of delivery for 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 for English has assumed 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 below.The scheme has been 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. Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks). Activities and resources are suggested against the objectives to illustrate possible methods of delivery. There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has 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 website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.Nine units of work are suggested for children working at Stage 1. In each school term there are three units: fiction, non-fiction and poetry. The range of topics suggested is:

Term

Focus 1 2 3

Fiction(40% of teaching time)

Unit 1A: Stories with familiar settingsReading, retelling and writing a story in a familiar setting.

Unit 2A: Traditional storiesReading, retelling and writing a traditional tale.

Unit 3A: Fantasy storiesReading, retelling and writing stories in fantasy worlds.

Non-fiction(40% of teaching time)

Unit 1B: Signs, labels, instructionsReading and writing instructions.

Unit 2B: Non-chronological reports and dictionariesReading, retelling and writing non-chronological report texts. Using simple dictionaries.

Unit 3B: Information texts including recountsReading, retelling and writing non-fiction recount texts.

Poetry(20% of teaching time)

Unit 1C: Simple rhymesReading and writing simple rhymes.

Unit 2C: Simple rhymesReading, reciting and writing simple rhymes.

Unit 3C: Poems and rhymes with similar themesReading, reciting and writing poems and rhymes on similar themes.

V1 1Y07 English Stage 1 1



OverviewFor children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.

Within each term, it is not important in which order the units are taught – the level of expectation is consistent across all three units. It is important, however, that the term 1 units are taught before the term 2, and the term 2 before the term 3.

The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is that children have acquired some basic skills in: recognising letters 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); developing early writing skills (e.g. can write own name, is beginning to try to express own ideas in writing).

The skills and understanding developed in stage 1 are important for the children to make good progress in subsequent stages. If this level of work is too easy for the students in the class, it is recommended that ideas from stage 2 are used. Comparable texts are often studied in each stage, so matching text type with appropriate learning objectives is usually fairly easy.

In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to use resources that they have available and to include locally or nationally relevant resources. Descriptions of the types of texts you will need in for teaching are given at the beginning of the unit. Books with large pictures and text are particularly useful for teaching children of this age - the more the children can see and read the text, the more effective the teaching will be. Where relevant, websites are recommended. The list of websites is not exhaustive, and we cannot be held responsible for their contents.It is assumed throughout that teachers have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.



The 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 objectives or you may prefer to allocate a set amount of time each week.

Recommended Prior Knowledge

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

Ongoing work

Framework Codes

Learning Objective Activities Resources

Ongoing work in developing vocabulary

1PSV81Rf3

To recognise an increasing range of high frequency words.

Teach and reinforce the recognition and spelling of high frequency words in regular sessions. This could include:

pointing them out when reading using them in writing activities and oral sentence construction reinforcing them in handwriting exercises doing quick-write activities (teach the children 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). Quick-write is a multi-sensory activity, combining the aural, visual and kinaesthetic (movement) modes of learning.

introduce an additional 25-30 high frequency words each term.

By the end of Stage 1 children should recognise about 140 common words.


Framework Codes


Ongoing work in handwriting and reading

1Wp11Wp2

To hold a pencil comfortably and write with good letter formation.

Teach and reinforce handwriting in regular sessions when ‘families’ of similar shaped letters are taught and reinforced. The key to each of the letter families should be the starting strokes of each of the letters. 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.All taught letters should be correctly formed in all writing.Children often find it difficult to transfer letter formation to their regular writing but bad habits learned now are harder to eradicate later on.Introduce some basic joins when all letters are correctly formed. At first, only join up pairs of letters which will help children as they learn to spell words independently (e.g. y-ou, M- um, c-at, s-a-nd etc).

Visithttp://www.nationalstrategies . standards.dcsf.gov.uk/node/47342to download thehandwriting section ofDeveloping Early Writing.

1Rf11Rf21Rf41GPr11GPr21GPr3

For children to know about technical aspects of reading.

Share the simple large text and picture books with children. When reading, point out:

new high frequency words; phonically regular words which children can model decoding; how the words relate to the picture; that a capital letter is used for ‘I’, for names and for the start

of a sentence; the role of punctuation including question marks and speech

marks; the idea of a sentence (NB a sentence is not necessarily one

line of text); how the pronoun ‘I’ is always represented by a capital letter; spelling patterns in rhyming words. Are they the same?

As reading experience increases over Terms 2 and 3 begin to include:

CCVC and CVCC words and then CVC words with long vowel phonemes that children can model decoding;

Words with common endings ed, -ing, -s.

CCVC is Consonant-Consonant-Vowel-Consonant.

CVCC is Consonant-Vowel-Consonant-Consonant.

CVC is Consonant-Vowel-Consonant.


http://www.nationalstrategies/

http://www.nationalstrategies/

Framework Codes


Ongoing work in reading - continued

1GPr11Rf11Rf51Rf71Rf111Rf121SL21SL51SL61SL7

For children to develop skills as independent readers.

As children read themselves, either individually or in guided reading groups, encourage them to:

use all the information they can to work out words and make sense of what they read.

Encourage use of all the skills that have been modelled and ask children to explicitly state which strategies they are using to work out words.

make use of full stops; talk about the story, including all of the issues that have been

discussed as a class. read aloud from simple books independently; converse audibly with friends ,teachers and other

adults; speak confidently to a group to share an experience.



Unit 1A: Stories with a familiar settingReading, retelling and writing a story in a familiar setting


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

Context

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 4 weeks.

Texts needed

A range of large print story books with pictures featuring stories with familiar settings. The books should all have minimal text and a strong storyline. Audio cassettes or CD-ROMs of some of the stories for children to listen to. A range of books that the children can read with increasing independence. A range of good quality picture books for reading aloud to the children. Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.

Outline

Children will read and discuss a variety of stories, first enjoying the texts as readers, then retelling the stories orally and then in writing.


Framework Codes


1PSV11PSV21PSV31PSV41PSV51PSV71Rf4

To be able to hear, read and write all three sounds in single syllable words.

Every lesson should include some phonics games and activities. See Letters and Sounds for specific games and examples.Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word. Children repeat the sequence.Repeat with another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat, f-a-t, fat).

Use magnetic letters so that children 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.

Visit the websitehttp://nationalstrategies . standards.dcsf.gov.uk/node/83216?uc=force_ujto access Letters and Sounds.

Magnetic or card/wooden cut-out letters.

1PSV71PSV9

To develop awareness of analogy as a useful strategy for reading and writing.

Use magnetic letters to make simple, single syllable words.Ask children to explore what happens when the first letter is replaced by another.Can they predict what will happen if the first letter is replaced with a different sound?Ask children 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 vowel-consonant (VC) combinations (rimes).



http://nationalstrategies/


Framework Codes


1Rf11 To know how to predict the contents of a book.

Teach children to use the title, front cover picture and blurb to make predictions as to what the book is likely to be about.

1Rf11Rf61Rf71Rf81SL41SL51SL61SL8

To develop a sense of themselves as readers.

Share the large text and picture and class ‘read aloud’ books with the children and enjoy the stories.Sometimes, pause before reading on to ask children to predict what may be about to happen.Talk about:

who the characters are, expressing preferences and giving reasons;

where the book is set; the sequence of events in the story. Introduce the vocabulary:

beginning, middle, end; what the author wants the reader to feel at the end of the book

(happy, sad, funny etc); whether children liked the book or not. Why/not? What was their

favourite bit?

Oxford Reading Tree resources may be included here.

1Rf11 To increase familiarity with favourite books.

Let children sit in pairs and listen to taped readings of favourite books. They can follow the books as they do so.

1Rf71Rf91Rf101SL11SL51SL61SL91SL10

To retell stories. When a story has been read several times, encourage children to participate in retelling it. This can include:

straightforward re-telling in groups or as a class; using puppets to retell the story; drawing a picture and using it to retell the story.

As children retell the story, encourage the use of vocabulary and language from the book, especially of dialogue words spoken by particular characters.


Framework Codes


1PSV71GPw11Rf11Rn31Wf11Wf21Wf4

To write simple texts based on those that have been read together.

Once children have read, discussed and retold a story, they should attempt to write parts of it. Depending on the development of the children, this can vary between:

sequencing events from pictures for the story and folding them into a book;

writing captions for individual pictures; writing captions under a sequence of pictures to retell the story; drawing a picture of the story and writing a commentary.

As children write, encourage them to use: known letters to represent sounds in words; high frequency words you have taught; full stops to mark the end of a piece of writing.

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



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


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

Context

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 4 weeks.

Texts needed

A range of books with large print and pictures or posters featuring instructions. These can include instructions with no text or those with minimal text. A range of books, including non-fiction, which the children can read with increasing independence. Notices up around the classroom with simple instructions in pictures and writing e.g. ‘way out’, ‘4 children at a time’, ‘put your coat on your peg’, ‘put your

hand up, etc.

Outline

Children will read and discuss a variety of instruction texts, first enjoying the texts as readers, then by giving instructions orally and then in writing.


Framework Codes




Every lesson should include some phonics games and activities. See Letters and Sounds for specific games and examples.Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes and the word then the children repeat the sequence.

Say another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat,f-a-t, fat). Use magnetic letters so that children 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.



1PSV71PSV9


Use magnetic letters to make simple single syllable words.Ask children to explore what happens when the first letter is replaced by another.Can they predict what will happen if the first letter is replaced with a different sound?Ask children 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 VC combinations (rimes).





Framework Codes


1Rn1 To recognise different kinds of instructions.

If possible, go for a walk around the school or environment, looking for labels which tell 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; signs for fire exit; ‘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.

A camera is useful forrecording children’sexperiences.

1Rn2 To know how to predict the contents of a book.

Teach children to use the title, front cover picture and blurb to make predictions as to what the book is likely to be about.Talk about the function of contents pages and title pages in non-fiction books.

1Rf11Rn11SL41SL51SL61SL8

To develop a sense of themselves as readers of instruction texts.

Share the large print and picture books, posters and class read aloud books with the children.Whilst reading the different kinds of instruction books, talk about:

the purpose of the books; the layout and features of instruction texts (e.g. the use of an aim

at the beginning; ‘what you need’, number, sequential instructions);

how they are the same and different from story books (introduce the vocabulary ‘fiction’ and ‘non-fiction’);

what kind of things instruction books tell you about.Encourage the children to talk about their own experiences of following instructions.


Framework Codes


1SL11SL51SL61SL9

To give instructions. Once children have had experience of reading instructions, give them opportunities of giving instructions orally. These can include:

asking children to give the rest of the class clear instructions for regular classroom routines (e.g. preparing for dinner, going out to play, changing for PE);

letting children invent PE games or races and giving others in the group instructions as to how to play them;

teaching one group of children the instructions for a game/ routine and asking them to tell the other children;

playing games like ‘Simon Says’ (One person gives instructions e.g. “put your hands on your head” but must always say “Simon says” first. If they give an instruction without saying “Simon says” first, all those who follow it are out of the game).

1PSV71Rf11Rn41Wf11Wf21Wf41Wn2

To write simple texts based on those you have read together.

Once children have read, discussed and given instructions they should attempt to write simple instructions. These written instructions should be based on a classroom activity that the children have participated in (e.g. making sandwiches; making something in an art and craft lesson; preparing to go home; getting dressed etc):

sequencing events from pictures and folding them into a book; writing labels for ‘what you need’; writing captions for individual pictures; writing captions under a sequence of pictures to give more

complete instructions.



1Rn41SL10

To value children as writers. Allow children time to read aloud what they have written in groups.



Unit 1C: Simple rhymesReading and writing simple rhymes


Children should be familiar with the early literacy skills described in the overview and also know: vocabulary such as book, cover, beginning, end, blurb, page, line, word, letter, sentence; all the letters in the alphabet and the sound that they represent.

Context

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 2 weeks.

Texts needed

A range of books with large print and pictures or posters featuring simple rhymes and nursery rhymes. A range of books, including simple rhyming books, which the children can read with increasing independence.

Outline

Children will read and discuss a variety of simple repetitive rhymes, first enjoying the texts as readers, then exploring their own rhymes.


Framework Codes




Every lesson should include some phonics games and activities. See Letters and Sounds for specific games and examples.Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes and the word then the children repeat the sequence.Then say another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat,f-a-t, fat). Use magnetic letters so that children 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.



1PSV71PSV9


Use magnetic letters to make simple single syllable words.Ask children to explore what happens when the first letter is replaced by another.Can they predict what will happen if the first letter is replaced with a different sound?Ask children 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 VC combinations (rimes).





Framework Codes


1Rf11Rf31Rf41Rf7

To join in with the reading of simple repetitive rhymes and poems.

Use books with large print and pictures and posters to share rhymes. These can include:

nursery rhymes; finger and action rhymes; playground chants and skipping rhymes; nonsense rhymes; songs; simple poems.

Once the rhymes have been introduced to the children, enjoy chanting and reading them together.

1PSV91Rf11Rf41Rf14

To know about technical aspects of reading.

Share the simple large print and picture texts with children. Whilst reading, point out words which share the same spelling patterns and also rhyme.

1Rf11Rf31Rf101SL11SL41SL51SL61SL8

To share and enjoy rhymes. As children become more familiar with the rhymes, encourage them to: share readings with friends; recite and perform the rhymes (with actions if possible); talk about which rhyme they like best and why; discuss the rhymes in the groups. What do children enjoy/dislike

about them? ask each other questions about the rhymes; play guessing games (e.g. ‘I’m thinking of a rhyme. It’s about a

star).


Framework Codes


1PSV71PSV91Rf11Rn41Wf11Wf21Wf4


Once children have read, discussed and recited rhymes they should attempt to write some. These can be rewrites of known rhymes or simple exploration of rhyming patterns. These can include:

sequencing events in a rhyme from pictures and folding them into a book;

writing captions for individual pictures; writing sets of rhyming words.



1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.



Unit 2A: Traditional storiesReading, retelling and writing a traditional tale


Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, 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, use picture cues to help to work out

the words; form most letters correctly; write simple sentences.

Context

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 4 weeks.

Texts needed

A range of books with large print and picture featuring traditional stories and fairy tales. The books should have patterned repetitive text where possible. Try to include tales that are told in the country in which you are living and in other countries. DVDs, videos or CD-ROMs of some of the tales. A range of books that the children can read with increasing independence. A range of good quality picture books for reading aloud to the children. Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories

Outline



Framework Codes




To begin to learn consonant clusters in initial and final position in CCVC words.

Every lesson should include some level of phonics games and activities. See Letters and Sounds for specific games and examples.Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, sand), Use magnetic letters so that children 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.Many children respond well to a puppet robot that needs help to blend and segment these words.



1PSV71PSV9


Use magnetic letters to make single syllable words (CCVC and CVCC). ask children to explore what happens when the first letters are

replaced by others. ask children 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 VC (C) combinations (rimes).





Framework Codes


1Rf11 To know how to predict the contents of a book.

Teach children to use the title, front cover picture and blurb to make predictions as to what the book is likely to be about. Introduce words like author and illustrator.



Share the large print and picture books and class read aloud books with the children and enjoy the stories. Sometimes, pause before reading on to ask children to predict what may be about to happen.Talk about:

who the characters are, expressing preferences and giving reasons;

what kind of people the characters are and how we know; what the characters say to each other and what we can find out

by listening to them talk; the sequence of events in the story. Introduce the vocabulary:

beginning, middle, end; whether children liked the book or not. Why/ not? What was the

favourite bit?Talk about the differences between traditional tales and modern stories in a familiar setting.

1Rf11 To become familiar with different ways of retelling a familiar tale.

Let the children watch/ listen to different versions of favourite stories. Talk about how the stories are the same and different. Discuss this with reference to character and story sequence.


Framework Codes


1Rf71Rf91SL11SL51SL6

To retell stories. When a story has been read, several times, encourage children to participate in retelling it. This can include:



1PSV71GPw21Rf11Rn41Wf11Wf21Wf31Wf4


Once children have read, discussed and retold a story, they should attempt to write bits of it. Depending on the development of the children, this can vary between:

sequencing events from pictures for the story and folding them into a book. The children can add repetitive language from the book if appropriate;

writing longer captions for individual pictures; writing longer captions under a sequence of pictures to retell the

story; drawing a picture of the story and writing a commentary.

As children write, encourage them to use: more known letters to represent sounds in words; high frequency words they should know; full stops to mark the end of some sentences.





Unit 2B: Non-chronological reports and dictionariesReading, retelling and writing non-chronological report texts. Using simple dictionaries


Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, 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


Context

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 4 weeks.

Texts needed

You will need: A range of books with large pictures and text featuring non-chronological report texts. Some very simple dictionaries. A range of books that the children can read with increasing independence. A range of good quality picture books for reading aloud to the children.

Outline



Framework Codes





Every lesson should include some level of phonics games and activities. See Letters and Sounds for specific games and examples.

Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes and the word then the children repeat the sequence.Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, sand). Use magnetic letters so that children 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.

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



1PSV71PSV9


Use magnetic letters to make single syllable words (CCVC and CVCC).Ask children to explore what happens when the first letters are replaced by others.Ask children 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 VC (C) combinations (rimes).





Framework Codes


1Rf111Rn2

To know how to predict the contents of a book.

Teach children to use the title, front cover picture and blurb to make predictions as to what the book is likely to be about.Introduce the index and glossary (if there is one). Discuss the organisation.Compare the functions of the contents page and index.

1Rf11Rn11Rn21Rn31SL41SL51SL61SL8


Share the large print and picture books and class read aloud books with the children and learn from the information. Introduce purpose and features of non-chronological report texts including:

they are non-fiction (not fiction) and are intended to give information on different subjects;

the information in a book will relate to the title of the book; the book is usually divided into sections by headings; you can read texts from different parts of the book in any order –

you don’t have to read the whole book in the right order; you can use the contents and index to look up information; information book like these can be about almost anything.

1Rn11Rn21SL41SL51SL61SL8

To use alphabetical texts. Introduce simple dictionaries to the children. Talk about: their purpose; their organisation.

Encourage children to play question and answer games using the simple dictionaries (e.g. I’m thinking of a word. It begins with ‘s’. It means…What’s the word?’).


Framework Codes


1SL11SL41SL51SL6

To talk in the manner of a non-chronological text.

Encourage ‘show and tell’. Children bring in a small box (e.g. a shoe box) with something (or a picture of something) that interests them inside it. They can give the class information about their chosen artefact. Other children can ask questions.

1PSV71Rf11Rn41Wf11Wf41Wn21Wn3


Once children have read, discussed and spoken like a non-chronological report text, they should try to write one. This could be done by making a class book about something and asking each child to contribute or different children could:

write longer captions for individual pictures; write about and draw several aspects of the same subject.

As children write, encourage them to use: more known letters to represent sounds in words; high frequency words they should know; full stops to mark the end of some sentences.





Unit 2C: Simple rhymesReading, reciting and writing simple rhymes


Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, 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


Context

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.

Texts needed

Large print and picture books with poems and rhymes as well as stories written in rhyming text. Posters showing rhymes and simple poems. A variety of books with rhyming texts which children can begin to read independently.

Outline

Children will read and discuss a variety of rhymes, reading them first, then reciting and exploring them and finally writing their own version of a popular rhyme.


Framework Codes






Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, sand).

Use magnetic letters so that children 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.




1PSV71PSV9


Use magnetic letters to make single syllable words (CCVC and CVCC).Ask children to explore what happens when the first letters are replaced by others.Ask children 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 VC (C) combinations (rimes).





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To join in with the reading of simple repetitive rhymes and poems.

Use large print and picture books and posters to share rhymes. These can include:

nursery rhymes; finger and action rhymes; playground chants and skipping rhymes; nonsense rhymes; songs; simple poems.

Once the rhymes have been introduced to the children, enjoy chanting and reading them together.

Choose one of the rhymes and encourage children to replace pairs of rhyming words (e.g. Humpty Dumpty sat on a box/ Humpty Dumpty saw a…Humpty Dumpty sat in the sand/ Humpty Dumpty saw a …)

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To share and enjoy rhymes. As children become more familiar with the rhymes, encourage them to: share readings with friends; recite and perform the rhymes (with actions if possible); talk about which rhyme they like best and why; discuss the rhymes in the groups. What do children enjoy/ dislike

about them? ask each other questions about the rhymes; play ‘fill in the missing word’ games of their own, based on the

poems and rhymes.


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Once children have read, discussed and recited rhymes they should attempt to write some new rhymes by replacing words or phrases in known rhymes.Presentation can include:

sequencing events in a rhyme from pictures and folding them into a book;

writing captions for individual pictures; writing sets of rhyming words.




Scheme of Work – English stage 1V1 1Y07 English Stage 1 30

Unit 3A: Fantasy storiesReading, retelling and writing stories in fantasy worlds


Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, 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.

Context

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 4 weeks.

Texts needed

You will need: A range of large print and picture books featuring traditional stories in fantasy worlds. The books should have an accessible text. CD-ROMs of some of the tales for the children to listen to. A range of books that the children can read with increasing independence. A range of good quality picture books for reading aloud to the children. Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.

Outline

Children will read and discuss a variety of stories, first enjoying the texts as readers, then retell the stories orally and then in writing.


Framework Codes


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To be able to hear all three phonemes in a Consonant Vowel Consonant (CVC) word with a long vowel phoneme and to recognise some of the letter patterns which commonly represent the long vowel phoneme.

To know that one phoneme can be represented by two or more letters.


Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (train – t-r-ai-n, train; sheep, shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’.

Use magnetic letters so that children have both an aural and a visual input for these sounds. If there is access to ‘joined’ letters, use them at this point to reinforce the fact that two letters represent one sound.

This activity combines segmenting a word for spelling and blending the phonemes for reading.




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Use magnetic letters to make CVC words with long vowel phonemes.Children can try to make rhyming sets of words using analogy (e.g. feed, greed, seed, weed).

When they contribute a word which could follow the rhyme, but doesn’t (e.g. bead), explain that long vowel phonemes are less predictable than short vowel phonemes and consonants and introduce the new spellings.





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To hold a pencil comfortably and write with good letter formation.

Assuming that basic letter formation is secure, introduce all long vowel phonemes as joined up to reinforce the fact that two or more letters are representing one phoneme. This will support the children both as they spell the words and as they read them.

Children 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.

Visit the website:http://national strategies.standards.dcsf.gov.uk/node473342to download thehandwriting section of Developing Early Writing.

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To know how to predict the contents of a book.

Teach children to use the title, front cover picture and blurb to make predictions as to what the book is likely to be about. Introduce words like author and illustrator.

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Share the large print and picture books and class read aloud books with the children and enjoy the stories. Sometimes, pause before you read on to ask children to predict what may be about to happen.

Talk about: who the characters are, expressing preferences and giving

reasons; what kind of people the characters are and how we know; what the characters say to each other and what we can find

out by listening to them talk; the sequence of events in the story. Begin to use sequencing

words as you recount the events in the story; whether children liked the book or not. Why/ not? What was

the favourite bit?


http://national/

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To retell stories. When a story has been read several times, encourage children to participate in retelling it. This can include:



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Once children have read, discussed and retold a story, they should attempt to write their own version of it, or to retell it. Depending on the development of the children, this can vary between:

sequencing events from pictures for the story and folding them into a book. The children should add some of the book’s vocabulary to caption the pictures;

writing longer captions for individual pictures; writing longer captions under a sequence of pictures to retell the

story; drawing a picture of the story and writing a commentary.

As children write, encourage them to use: more known letters to represent sounds in words; high frequency words they should know; full stops or question marks to mark the end of some sentences.





Unit 3B: Information texts including recountsReading, retelling and writing non-fiction recount texts




Context

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 4 weeks.

Texts needed

A range of texts featuring non-fiction recounts. These can include large print and picture books and posters. You may wish to make your own texts, or use the children’s own writing as the basis for discussion. A range of books that the children can read with increasing independence. A range of good quality picture books for reading aloud to the children.

Outline

Children will read and discuss recount texts, first enjoying the texts as readers, then recounting their own experiences and writing them.


Framework Codes



To be able to hear all three phonemes in a Consonant Vowel Consonant (CVC) word with a long vowel phoneme and to recognise some of the letter patterns which commonly represent the long vowel phoneme.



Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.

Then say another word and so on. e.g. (train – t-r-ai-n, train; sheep, shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’.

Use magnetic letters so that children have both an aural and a visual input for these sounds. If there is access to ‘joined’ letters, use them at this point to reinforce the fact that two letters represent one sound. This activity combines segmenting a word for spelling and blending the phonemes for reading.




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Share the texts together. Once they have been read, point out key features of recount texts, including:

their purpose being to recount a real experience; they are written in the first person ‘I’ because the writer is the

one who had the experience; they feature sequencing words to show the order in which the

events occurred.

Ask children 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.

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To recount their own experiences. When recounts have been read, give children opportunities to orally recount their own experiences. This can include:

straightforward recounts in groups or as a class; using artefact boxes or photographs as a starting point; using ‘speaking frames’ where you give children two or three

opening sentences and they have to structure their recount to fit into the frame (e.g. One day, I went to… and I saw… Then I thought I would…. At the end of the day I…).


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Once children have read recounts and orally recounted their experiences, they should attempt to write a recount text. This may be individual recounts, or a recount based on a class experience. The advantage of the latter is that you can model the language and help to scaffold the writing using writing frames.

Depending on the development of the children, this can vary between: using a chart to record information from a text you have shared; completing minimal details in a writing frame (I went to.. Then I

saw a… Next I went to… and… At the end of the day, I…); sequencing events from pictures from a text you have read

together and folding them into a book. The children 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 children write, encourage them to use: more known letters to represent sounds in words; high frequency words they should know; full stops or question marks to mark the end of some sentences.


1Rn4 To value children as writers Allow children time to read aloud what they have written in groups.

Scheme of Work – English stage 1V1 1Y07 English Stage 1 38

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




Context

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 2 weeks.

Texts needed

A range of large print and picture books with rhyme and poems on a theme you have chosen (e.g. animals, feelings, festivals, food). A range of books that the children can read with increasing independence. A range of good quality picture books for reading aloud to the children. Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.

Outline

Children will read and discuss a variety of poems and rhymes, firstly, enjoying them as readers, then reciting them and writing their own poems.


Framework Codes



To be able to hear all three phonemes in a CVC word (with a long vowel phoneme) and to recognise some of the letter patterns which commonly represent the long vowel phoneme.



Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (train – t-r-ai-n, train; sheep, shee-p, sheep; road, r-oa-d, road; boot, b-oo-t ). Focus on the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’.

Use magnetic letters so that children have both an aural and a visual input for these sounds. If there is access to ‘joined’ letters, use them at this point to reinforce the fact that two letters represent one sound. This activity combines segmenting a word for spelling and blending the phonemes for reading.Many children respond well to a puppet robot that needs help to blend and segment these words.



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Framework Codes




Share and enjoy the poems. Sometimes, pause before you read on to ask children to predict a rhyming word.Talk about:

what the poems are about; whether or not they rhyme. If they don’t, what makes them

poems? whether the poems are describing something or telling about

events; whether children liked the poem or not. Why/ not? What was their

favourite bit?Introduce some names of poets, so the children begin to get a sense of author.


To recite poems and rhymes. When a poem has been read several times, encourage children to participate in reading it with you or learning to recite it. This can include:

straightforward rereading/ recitation in groups or as a class; using puppets to retell the story.

As children become more familiar with the poems, encourage them to use existing poems as a model and making their own poems by substituting words and lines.


Framework Codes


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For children to write simple texts based on those you have read together.

Once children have read, discussed and recited a poem, they should attempt to write their own version of it, or to retell it. Depending on the development of the children, this can vary between:

sequencing events from pictures from the poem and folding them into a book, adding some words or lines from the poem. The children should add some of the book’s vocabulary to caption the pictures;

copying the poem for inclusion in a class anthology; writing a new version or verse of a poem, using the original as

a model.

As children write, encourage them to use: more known letters to represent sounds in words; high frequency words they should know; full stops or question marks to mark the end of some

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



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