Year 1 SOW 2020

LESSON: 77 (Reading 16)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language: colours, toys, imperatives

































186
Primary Year 1 Scheme of Work

LESSON: 77 (Reading 16)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language: colours, toys, imperatives

































186
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.32 Creativity and Strategies 3 and 6 may
Innovation be suitable.
Reading Reading See Teacher’s Book. Paper, scissors
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns If you do not have access to the
Workbook, replace the Make a paper
kite task with a Make a paper doll chain
task.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
1. Photocopy the handout on the next
Listening Listening page, or prepare a poster before
1.2 1.2.5 the lesson.
Understand meaning in Understand short
a variety of familiar supported questions 2. You may need to pre-teach or
contexts check the word chain, as this is a
new word for pupils.

3. Pupils can do the task individually
or in pairs, as appropriate


Post lesson

See Teacher’s Book.















187
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.32 Creativity and Strategies 3 and 6 may
Innovation be suitable.
Reading Reading See Teacher’s Book. Paper, scissors
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns If you do not have access to the
Workbook, replace the Make a paper
kite task with a Make a paper doll chain
task.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
1. Photocopy the handout on the next
Listening Listening page, or prepare a poster before
1.2 1.2.5 the lesson.
Understand meaning in Understand short
a variety of familiar supported questions 2. You may need to pre-teach or
contexts check the word chain, as this is a
new word for pupils.

3. Pupils can do the task individually
or in pairs, as appropriate


Post lesson

See Teacher’s Book.















187
Primary Year 1 Scheme of Work

Make a paper doll chain

1. Cut paper. 4. Cut the doll out.











2. Fold it into 4 5. You have a doll chain!









3. Draw a doll.


























188
Primary Year 1 Scheme of Work

Make a paper doll chain

1. Cut paper. 4. Cut the doll out.











2. Fold it into 4 5. You have a doll chain!









3. Draw a doll.


























188
Primary Year 1 Scheme of Work

LESSON: 78 (Writing 16)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!









LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary and grammar from topic 2


























189
Primary Year 1 Scheme of Work

LESSON: 78 (Writing 16)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!









LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary and grammar from topic 2


























189
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.33 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book.
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.

If you and pupils do not have access to
the Workbook.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Put Toy flashcards on the
board
Writing Writing
4.2 4.2.1 The flashcards should show
Communicate basic Give very basic personal pictures for this vocabulary
information intelligibly information using fixed
for a range of purposes phrases car, doll, kite, ball, computer
in print and digital game, plane, go-kart, bike,
media monster and train

2. Write the words for the
flashcards at the top of the
board so that pupils have to
think about which word goes
with which flashcard.

3. Follow the picture dictionary
section in the Teacher’s Book
to help pupils achieve the
Reading learning standard for
this lesson.


Post lesson

See Teacher’s Book.





190
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.33 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book.
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.

If you and pupils do not have access to
the Workbook.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Put Toy flashcards on the
board
Writing Writing
4.2 4.2.1 The flashcards should show
Communicate basic Give very basic personal pictures for this vocabulary
information intelligibly information using fixed
for a range of purposes phrases car, doll, kite, ball, computer
in print and digital game, plane, go-kart, bike,
media monster and train

2. Write the words for the
flashcards at the top of the
board so that pupils have to
think about which word goes
with which flashcard.

3. Follow the picture dictionary
section in the Teacher’s Book
to help pupils achieve the
Reading learning standard for
this lesson.


Post lesson

See Teacher’s Book.





190
Primary Year 1 Scheme of Work

LESSON: 79 (Listening 16)


MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:



Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show





























191
Primary Year 1 Scheme of Work

LESSON: 79 (Listening 16)


MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:



Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show





























191
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.34 Language Strategies 3 and 6 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.1 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets


























192
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.34 Language Strategies 3 and 6 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.1 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets


























192
Primary Year 1 Scheme of Work

LESSON: 80 (Language Arts 16)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:



Complete review of Unit 2 Superminds 1





















193
Primary Year 1 Scheme of Work

LESSON: 80 (Language Arts 16)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:



Complete review of Unit 2 Superminds 1





















193
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your own, depending Creativity and Your choice depending
pupils review pages of Unit 2 and say on the focus of your Innovation on your class and lesson.
Language Arts Language Arts what they have learned. lesson.
5.3 5.3.1 Possibly strategy 2 or 4
Express an imaginative Respond imaginatively You can select pages from Unit 2 you
response to literary and intelligibly through think pupils would benefit from You might want to
texts creating simple art and reviewing, possibly focusing on the provide lines for the
craft products songs, chants and stories as Language children to write the
Arts texts. words on the cards or
Other imaginative ask the pupils to write
responses as appropriate Ask pupils to draw a picture and write lines before writing the
about it to show what they have learned words.
(e.g. My favourite toy is my long, blue
train). If you are concerned
COMPLEMENTARY COMPLEMENTARY about pupils’ drawing
SKILL SKILL Here is a possible lesson, using the skills (the ability to draw a
song on p24 as a focus recognisable animal), you
Writing Writing could prepare the picture
4.2 4.2.4 Pre-lesson cards in advance.
Communicate basic Name or describe objects Pre-lesson task 10 with the song on
information intelligibly using suitable words from p24 If you are concerned
for a range of purposes word sets about pupils using
in print and digital Lesson delivery scissors, you can prepare
media 1. Elicit key language e.g. My favourite the cards in advance or
toy’s my.... My favourite number’s…. can have lines for cutting
and write this on the board. Add also along on the card. It is
My favourite colour’s useful, however, for
pupils to practise and
2. Ask pupils to draw a picture related continue to develop this
to their favourite thing. fine motor skill, however.

3. Tell them to write about it using the
language support on the board to show
what they have learned (e.g. My
favourite toy’s my long, blue train).

Post lesson
Ask pupils to share their texts with their
classmates and to read what they have
written.




194
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your own, depending Creativity and Your choice depending
pupils review pages of Unit 2 and say on the focus of your Innovation on your class and lesson.
Language Arts Language Arts what they have learned. lesson.
5.3 5.3.1 Possibly strategy 2 or 4
Express an imaginative Respond imaginatively You can select pages from Unit 2 you
response to literary and intelligibly through think pupils would benefit from You might want to
texts creating simple art and reviewing, possibly focusing on the provide lines for the
craft products songs, chants and stories as Language children to write the
Arts texts. words on the cards or
Other imaginative ask the pupils to write
responses as appropriate Ask pupils to draw a picture and write lines before writing the
about it to show what they have learned words.
(e.g. My favourite toy is my long, blue
train). If you are concerned
COMPLEMENTARY COMPLEMENTARY about pupils’ drawing
SKILL SKILL Here is a possible lesson, using the skills (the ability to draw a
song on p24 as a focus recognisable animal), you
Writing Writing could prepare the picture
4.2 4.2.4 Pre-lesson cards in advance.
Communicate basic Name or describe objects Pre-lesson task 10 with the song on
information intelligibly using suitable words from p24 If you are concerned
for a range of purposes word sets about pupils using
in print and digital Lesson delivery scissors, you can prepare
media 1. Elicit key language e.g. My favourite the cards in advance or
toy’s my.... My favourite number’s…. can have lines for cutting
and write this on the board. Add also along on the card. It is
My favourite colour’s useful, however, for
pupils to practise and
2. Ask pupils to draw a picture related continue to develop this
to their favourite thing. fine motor skill, however.

3. Tell them to write about it using the
language support on the board to show
what they have learned (e.g. My
favourite toy’s my long, blue train).

Post lesson
Ask pupils to share their texts with their
classmates and to read what they have
written.




194
Primary Year 1 Scheme of Work

LESSON: 81 (Listening 17)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:


Adjectives, a/an

Recycled language from lesson 79: animal vocabulary































195
Primary Year 1 Scheme of Work

LESSON: 81 (Listening 17)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:


Adjectives, a/an

Recycled language from lesson 79: animal vocabulary































195
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Board and grid (see Language Strategies 2 and 4 may
next page) be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing
1.2 1.2.2 Animal pictures or Use other strategies if
Understand meaning in Understand with support Lesson delivery drawings appropriate.

a variety of familiar specific information and 1. Put the grid on the next page on
contexts details of very simple the board. Use your own pictures
phrases and sentences for the images of animals.

2. Tell pupils to copy the grid.

COMPLEMENTARY COMPLEMENTARY 3. Ask them to tick () 3 boxes
SKILL SKILL secretly (e.g. a small frog, an old
elephant, a beautiful cat) and to
Speaking Speaking cover their picture.
2.1 2.1.5 4. Explain that pupils have to guess a
Communicate simple Name or describe objects classmate‘s 3 descriptions by
information intelligibly using suitable words from saying them.
word sets
5. Demonstrate with 2 pupils how to
play the game Pupil A says, e.g. A
big spider, and marks this square
in their grid to signal that they have
used this choice. Pupil B says yes
or no, depending on whether the
guess matches one of the 3 ticks in
their grid.

6. Pupil B now guesses in the same
way as Pupil A.

7. Divide pupils into pairs or small
groups and ask them to play the
game.

8. Fast finishers can add extra ticks
and continue.

9. Stop when most, but not all pupils
have finished.

Post lesson

10. Post-lesson task 4: Correct the
error


196
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Board and grid (see Language Strategies 2 and 4 may
next page) be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing
1.2 1.2.2 Animal pictures or Use other strategies if
Understand meaning in Understand with support Lesson delivery drawings appropriate.

a variety of familiar specific information and 1. Put the grid on the next page on
contexts details of very simple the board. Use your own pictures
phrases and sentences for the images of animals.

2. Tell pupils to copy the grid.

COMPLEMENTARY COMPLEMENTARY 3. Ask them to tick () 3 boxes
SKILL SKILL secretly (e.g. a small frog, an old
elephant, a beautiful cat) and to
Speaking Speaking cover their picture.
2.1 2.1.5 4. Explain that pupils have to guess a
Communicate simple Name or describe objects classmate‘s 3 descriptions by
information intelligibly using suitable words from saying them.
word sets
5. Demonstrate with 2 pupils how to
play the game Pupil A says, e.g. A
big spider, and marks this square
in their grid to signal that they have
used this choice. Pupil B says yes
or no, depending on whether the
guess matches one of the 3 ticks in
their grid.

6. Pupil B now guesses in the same
way as Pupil A.

7. Divide pupils into pairs or small
groups and ask them to play the
game.

8. Fast finishers can add extra ticks
and continue.

9. Stop when most, but not all pupils
have finished.

Post lesson

10. Post-lesson task 4: Correct the
error


196
Primary Year 1 Scheme of Work

Grid for lesson 81

Picture of Picture of Picture of Picture of Picture of
frog cat lizard spider elephant
big

small

old

beautiful









































197
Primary Year 1 Scheme of Work

Grid for lesson 81

Picture of Picture of Picture of Picture of Picture of
frog cat lizard spider elephant
big

small

old

beautiful









































197
Primary Year 1 Scheme of Work

LESSON: 82 (Speaking 17)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lesson 79: animal vocabulary



What’s your favourite …?





























198
Primary Year 1 Scheme of Work

LESSON: 82 (Speaking 17)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lesson 79: animal vocabulary



What’s your favourite …?





























198
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Paper for the Values (cooperation) Strategies 2, 4, and 7
Show pupils a finished snapdragon: the snapdragon and may be suitable.
Speaking Speaking outside should have 4 colours on it, the pencils
2.1 2.1.2 inside 8 numbers 1 - 8 and the very inside 4 Use other strategies if
Communicate simple Find out about very questions What’s your favourite animal / If you are not sure appropriate.
information intelligibly basic personal number / toy / colour? how to make a
information using snapdragon (also
fixed phrases Lesson delivery called a fortune
1. Choose a pupil and tell him/her to say a teller), an example is
colour. The pupil chooses one of the here:
colours on the snapdragon and says it.
COMPLEMENTARY COMPLEMENTARY http://www.origamiwa
SKILL SKILL 2. If they say green, for example, ask the y.com/how-to-make-
pupil to say something green in the a-paper-fortune-
Speaking Speaking classroom. teller.shtml
2.1 2.1.3 3. Open the snapdragon and ask the pupil
Communicate simple Express basic likes to say a number.
information intelligibly and dislikes NB: Some pupils will
4. Count the number together with the find making a
pupil and open and shut the snapdragon snapdragon difficult.
the same number of times as the Some will also find
number the pupil tells you. putting colours,

5. Ask the pupil to choose another number. numbers and
questions on it
6. Now open the snapdragon and ask the challenging.
pupil the question on the inside (e.g.
What’s your favourite animal?): the pupil Provide plenty of
answers. support and

7. Give every pupil a piece of square encouragement, and
paper. encourage pupils to
help each other, as
8. Give instructions how to make a the effort of making
snapdragon: they make it with you. It’s the snapdragon
important that they follow you step by usually justifies the
step. language benefits the

9. Tell pupils to draw colours on the pupils gain from it.
outside, numbers on the inside and 4
questions on the inside. If you are sure that
making the
Post lesson
snapdragon will be
10. When they are ready, tell pupils to play too difficult for your
the game with their classmates. pupils, make enough
snapdragons yourself
before the lesson for

199
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Paper for the Values (cooperation) Strategies 2, 4, and 7
Show pupils a finished snapdragon: the snapdragon and may be suitable.
Speaking Speaking outside should have 4 colours on it, the pencils
2.1 2.1.2 inside 8 numbers 1 - 8 and the very inside 4 Use other strategies if
Communicate simple Find out about very questions What’s your favourite animal / If you are not sure appropriate.
information intelligibly basic personal number / toy / colour? how to make a
information using snapdragon (also
fixed phrases Lesson delivery called a fortune
1. Choose a pupil and tell him/her to say a teller), an example is
colour. The pupil chooses one of the here:
colours on the snapdragon and says it.
COMPLEMENTARY COMPLEMENTARY http://www.origamiwa
SKILL SKILL 2. If they say green, for example, ask the y.com/how-to-make-
pupil to say something green in the a-paper-fortune-
Speaking Speaking classroom. teller.shtml
2.1 2.1.3 3. Open the snapdragon and ask the pupil
Communicate simple Express basic likes to say a number.
information intelligibly and dislikes NB: Some pupils will
4. Count the number together with the find making a
pupil and open and shut the snapdragon snapdragon difficult.
the same number of times as the Some will also find
number the pupil tells you. putting colours,

5. Ask the pupil to choose another number. numbers and
questions on it
6. Now open the snapdragon and ask the challenging.
pupil the question on the inside (e.g.
What’s your favourite animal?): the pupil Provide plenty of
answers. support and

7. Give every pupil a piece of square encouragement, and
paper. encourage pupils to
help each other, as
8. Give instructions how to make a the effort of making
snapdragon: they make it with you. It’s the snapdragon
important that they follow you step by usually justifies the
step. language benefits the

9. Tell pupils to draw colours on the pupils gain from it.
outside, numbers on the inside and 4
questions on the inside. If you are sure that
making the
Post lesson
snapdragon will be
10. When they are ready, tell pupils to play too difficult for your
the game with their classmates. pupils, make enough
snapdragons yourself
before the lesson for

199
Primary Year 1 Scheme of Work

pupils to work with in
groups (e.g. 1
snapdragon between
4 pupils).

If you make your own
snapdragons, miss
steps 7 and 8 from
the learning outline
column.
















































200
Primary Year 1 Scheme of Work

pupils to work with in
groups (e.g. 1
snapdragon between
4 pupils).

If you make your own
snapdragons, miss
steps 7 and 8 from
the learning outline
column.
















































200
Primary Year 1 Scheme of Work

LESSON: 83 (Reading 17)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 79: animal vocabulary

































201
Primary Year 1 Scheme of Work

LESSON: 83 (Reading 17)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 79: animal vocabulary

































201
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Animal flashcards for Language Strategy 1 may be
Task 4 for animal vocabulary pre-lesson task suitable.
Reading Reading
3.1 3.1.3 Lesson delivery Other strategies as
Recognise words in Blend phonemes (CVC, 1. Review spelling of animal vocabulary appropriate.
linear and non-linear CCVC) by writing gapped words on the board.
texts by using E.g. s_ider If appropriate, select
knowledge of sounds of suitable activities for your
letters 2. Draw a word snake or word sausage pupils from LINUS
on the board with the names of animals Module 2 to be added in
hidden inside it, e.g. to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY bdogseeratxtelephantthedflizrdnmc from Line i of the Phonics
SKILL SKILL atuh Table (see Syllabus).

Reading Reading 3. Pupils read it, and tell each other the
3.3 3.3.1 5 animals in it, and then tell you.(dog,
Read independently for Read and enjoy simple rat, elephant, lizard, cat)
information and print and digital games at
enjoyment word level 4. Pupils work in pairs to create and
their own word snake/sausage puzzles.

5. Pupils swap puzzles with another
pair, who solve the puzzle.

Post lesson
Task 11 perhaps about pets or a trip to
the zoo


















202
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Animal flashcards for Language Strategy 1 may be
Task 4 for animal vocabulary pre-lesson task suitable.
Reading Reading
3.1 3.1.3 Lesson delivery Other strategies as
Recognise words in Blend phonemes (CVC, 1. Review spelling of animal vocabulary appropriate.
linear and non-linear CCVC) by writing gapped words on the board.
texts by using E.g. s_ider If appropriate, select
knowledge of sounds of suitable activities for your
letters 2. Draw a word snake or word sausage pupils from LINUS
on the board with the names of animals Module 2 to be added in
hidden inside it, e.g. to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY bdogseeratxtelephantthedflizrdnmc from Line i of the Phonics
SKILL SKILL atuh Table (see Syllabus).

Reading Reading 3. Pupils read it, and tell each other the
3.3 3.3.1 5 animals in it, and then tell you.(dog,
Read independently for Read and enjoy simple rat, elephant, lizard, cat)
information and print and digital games at
enjoyment word level 4. Pupils work in pairs to create and
their own word snake/sausage puzzles.

5. Pupils swap puzzles with another
pair, who solve the puzzle.

Post lesson
Task 11 perhaps about pets or a trip to
the zoo


















202
Primary Year 1 Scheme of Work

LESSON: 84 (Writing 17)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …































203
Primary Year 1 Scheme of Work

LESSON: 84 (Writing 17)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …































203
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Flashcards of animals Language Your choice, as
Task 1 appropriate to your
Writing Writing lesson.
4.2 4.2.3 Lesson delivery
Communicate basic Express basic likes and 1. Review animal vocabulary by playing If appropriate, select
information intelligibly dislikes a mime game. You say a word and suitable activities for your
for a range of purposes pupils mime the animal. pupils from LINUS
in print and digital Module 2 to be added in
media 2. After miming, ask pupils to tell you to this lesson
the animals they mimed in the correct to focus on phonemes
order. Elicit the spellings and write them from Line i of the Phonics
on the board, perhaps next to a Table (see Syllabus).
COMPLEMENTARY COMPLEMENTARY flashcard.
SKILL SKILL
3. Hold up a flashcard of an animal. Tell
Writing Writing pupils that it is your favourite one. They
4.3 4.3.1 should say ‘(your name)’s favourite
Communicate with Use capital letters animal is a xxx.’
appropriate language appropriately in personal
form and style for a and place names 4. Tell the pupils that that was just an
range of purposes in example. Now hold up another
print and digital media flashcard and ask pupils to write the
sentence: ‘(Your names)’s favourite
animal is a…’

5. Check by asking a pupil to write the
sentence on the board.

6. Repeat 2 or 3 times.

7. Pupils continue the game in groups,
with a different pupil choosing the
flashcard each time.

8. Ask some pupils to read their
sentences to the class.

Post lesson
Task 11





204
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Flashcards of animals Language Your choice, as
Task 1 appropriate to your
Writing Writing lesson.
4.2 4.2.3 Lesson delivery
Communicate basic Express basic likes and 1. Review animal vocabulary by playing If appropriate, select
information intelligibly dislikes a mime game. You say a word and suitable activities for your
for a range of purposes pupils mime the animal. pupils from LINUS
in print and digital Module 2 to be added in
media 2. After miming, ask pupils to tell you to this lesson
the animals they mimed in the correct to focus on phonemes
order. Elicit the spellings and write them from Line i of the Phonics
on the board, perhaps next to a Table (see Syllabus).
COMPLEMENTARY COMPLEMENTARY flashcard.
SKILL SKILL
3. Hold up a flashcard of an animal. Tell
Writing Writing pupils that it is your favourite one. They
4.3 4.3.1 should say ‘(your name)’s favourite
Communicate with Use capital letters animal is a xxx.’
appropriate language appropriately in personal
form and style for a and place names 4. Tell the pupils that that was just an
range of purposes in example. Now hold up another
print and digital media flashcard and ask pupils to write the
sentence: ‘(Your names)’s favourite
animal is a…’

5. Check by asking a pupil to write the
sentence on the board.

6. Repeat 2 or 3 times.

7. Pupils continue the game in groups,
with a different pupil choosing the
flashcard each time.

8. Ask some pupils to read their
sentences to the class.

Post lesson
Task 11





204
Primary Year 1 Scheme of Work

LESSON: 85 (Language Arts 17)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Animal vocabulary from Superminds p.34
























205
Primary Year 1 Scheme of Work

LESSON: 85 (Language Arts 17)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Animal vocabulary from Superminds p.34
























205
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Flashcards of Creativity and Your choice
Play a mime game to review animal vocabulary – teacher animals Innovation depending on your
Language Arts Language Arts says a word, pupils pretend to be the animal. Similar to lesson and class.
5.3 5.3.1 Lesson 84, but this time ask a pupil to write the name of the Card to be cut into
Express an Respond animal on the board. small rectangles Possibly strategies
imaginative response imaginatively and Lesson delivery: (e.g. size of a credit 2, 3 and 5.
to literary texts intelligibly through 1. Play a game to review spelling of the eight words from card or slightly
creating simple art p.34 of the textbook. For example, pre-lesson tasks 1 or 6. bigger). One sheet You might want to
and craft products Leave the words written on the board. (You could write a for each pupil. provide lines for the
short sentence, e.g. It’s a xxx.) Paper is possible, children to write the
Other imaginative but can be seen words on the cards
responses as 2. Using flashcards, ask pupils to match the words to the through, so is not or ask the pupils to
appropriate pictures on the flashcards. Leave these on the board. advised write lines before
3. Pupils work in groups of four. Each pupil should choose writing the words.
two of the eight animals. Give out a sheet of card to each Coloured
pupil and ask them to cut it into four equal parts (cards), the pens/pencils and If you are
COMPLEMENTARY COMPLEMENTARY size of a credit card. scissors. concerned about
SKILL SKILL pupils’ drawing
4. Ask each pupil to take two of their smaller cards and tell Keep the pupils’ skills (the ability to
Speaking Speaking them to write the name of the animal, one on each card in cards so you can draw a recognisable
2.1 2.1.5 big and neat writing. use them again in animal), you could
Communicate simple Name or describe 5. Now ask pupils to draw a picture of their animal, one on later lessons prepare the picture
information intelligibly objects using suitable each of the remaining cards. cards in advance.
words from word sets
6. Assign a group leader to each group. This pupil should If you are
check then collect together all the cards from their group. concerned about
The group can count them together, there should be 16 pupils using
cards (8 words, 7 corresponding pictures). scissors, you can

8. Use a group to model the activity for the whole class – prepare the cards in
this is a pelmanism or matching game (where all cards are advance or can
placed face-down on the table. In turns, pupils turn over have lines for
cards, saying ‘it’s a …’ as they do so. They should try to cutting along on the
find a pair (word + picture). They keep a pair they find. If card. It is useful,
not a pair, they turn the cards back over, taking care not to however, for pupils
move them out of position. Then it is the next player’s turn, to practise and
and so on. The winner is the player with the most pairs). continue to develop
this fine motor skill,
9. The pupils could play the game a few times and/or however.
change groups.

Post lesson
Your choice, perhaps another word game or post-lesson
task 7 or 8.



206
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Flashcards of Creativity and Your choice
Play a mime game to review animal vocabulary – teacher animals Innovation depending on your
Language Arts Language Arts says a word, pupils pretend to be the animal. Similar to lesson and class.
5.3 5.3.1 Lesson 84, but this time ask a pupil to write the name of the Card to be cut into
Express an Respond animal on the board. small rectangles Possibly strategies
imaginative response imaginatively and Lesson delivery: (e.g. size of a credit 2, 3 and 5.
to literary texts intelligibly through 1. Play a game to review spelling of the eight words from card or slightly
creating simple art p.34 of the textbook. For example, pre-lesson tasks 1 or 6. bigger). One sheet You might want to
and craft products Leave the words written on the board. (You could write a for each pupil. provide lines for the
short sentence, e.g. It’s a xxx.) Paper is possible, children to write the
Other imaginative but can be seen words on the cards
responses as 2. Using flashcards, ask pupils to match the words to the through, so is not or ask the pupils to
appropriate pictures on the flashcards. Leave these on the board. advised write lines before
3. Pupils work in groups of four. Each pupil should choose writing the words.
two of the eight animals. Give out a sheet of card to each Coloured
pupil and ask them to cut it into four equal parts (cards), the pens/pencils and If you are
COMPLEMENTARY COMPLEMENTARY size of a credit card. scissors. concerned about
SKILL SKILL pupils’ drawing
4. Ask each pupil to take two of their smaller cards and tell Keep the pupils’ skills (the ability to
Speaking Speaking them to write the name of the animal, one on each card in cards so you can draw a recognisable
2.1 2.1.5 big and neat writing. use them again in animal), you could
Communicate simple Name or describe 5. Now ask pupils to draw a picture of their animal, one on later lessons prepare the picture
information intelligibly objects using suitable each of the remaining cards. cards in advance.
words from word sets
6. Assign a group leader to each group. This pupil should If you are
check then collect together all the cards from their group. concerned about
The group can count them together, there should be 16 pupils using
cards (8 words, 7 corresponding pictures). scissors, you can

8. Use a group to model the activity for the whole class – prepare the cards in
this is a pelmanism or matching game (where all cards are advance or can
placed face-down on the table. In turns, pupils turn over have lines for
cards, saying ‘it’s a …’ as they do so. They should try to cutting along on the
find a pair (word + picture). They keep a pair they find. If card. It is useful,
not a pair, they turn the cards back over, taking care not to however, for pupils
move them out of position. Then it is the next player’s turn, to practise and
and so on. The winner is the player with the most pairs). continue to develop
this fine motor skill,
9. The pupils could play the game a few times and/or however.
change groups.

Post lesson
Your choice, perhaps another word game or post-lesson
task 7 or 8.



206
Primary Year 1 Scheme of Work

LESSON: 86 (Listening 18)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Prepositions of place: in, on, under






























207
Primary Year 1 Scheme of Work

LESSON: 86 (Listening 18)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Prepositions of place: in, on, under






























207
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.35 Language Strategies 6 and 7 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets





























208
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.35 Language Strategies 6 and 7 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets





























208
Primary Year 1 Scheme of Work

LESSON: 87 (Speaking 18)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:


Recycled animals, colours, prepositions

Plural animal nouns (e.g. dogs, spiders, rats)






























209
Primary Year 1 Scheme of Work

LESSON: 87 (Speaking 18)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:


Recycled animals, colours, prepositions

Plural animal nouns (e.g. dogs, spiders, rats)






























209
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.36 Language Strategies 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.1 1.1.1 See Teacher’s Book.
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes




























210
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.36 Language Strategies 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.1 1.1.1 See Teacher’s Book.
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes




























210
Primary Year 1 Scheme of Work