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Published by fmasturah09, 2019-01-13 19:53:40

Primary Year 1 Scheme of Work Phonics

Primary Year 1 Scheme of Work Phonics

KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work for Phonics

Primary Year 1



Scheme of Work for Phonics
Year 1 English

Year 1 English Scheme of Work for Phonics

Glossary of key terms in Year 1 Curriculum Framework Page
Differentiation strategies 3
Formative assessment 6
Scheme of Work 11
12

Year 1 English Scheme of Work for Phonics

The Scheme of Work for Phonics is a prerequisite for the Year 1 Scheme of Work. Teachers are required to carry out the Phonics lessons before
carrying out the lessons from the Year 1 Scheme of Work. However, teachers are encouraged to consolidate Phonics teaching and learning
throughout the year.

Glossary of terms in Year 1 curriculum framework

Page in Term in Year 1 curriculum framework Meaning
curriculum
framework Listening 1.1.1 a limited range of high frequency target language phonemes
Recognise and reproduce with support a limited range of high These are the phonemes in the phonics table shown in the phonics table
2 frequency target language phonemes on p2 of the syllabus.

A range of target language phonemes in Year 1 means a suitable variety
of phonemes from the phonics table, based on the teacher’s judgment of

how well the pupils they teach can read.

3 Listening 1.2 a variety of familiar contexts
Understand meaning in a variety of familiar contexts Familiar contexts are ones which pupils know. Examples include contexts
linked to topics covered in the Superminds 1 textbook, such as friends
and family, school, and food.

However, pupils in rural or remote areas and pupils who live in cities may
be familiar with different contexts. Teachers should use thier own
judgment here.

3 Listening 1.2.1 very simple phrases and sentences

Understand with support the main idea of very simple phrases and Very simple phrases and sentences are simple in structure. They are
sentences short, and contain just one clause, (e.g. I’m seven; She can swim, He’s

got 2 sisters). The ideas they contain are easy for pupils to understand

See also (e.g. They live in Kuching, I like bananas)

 Listening 1.2.2 p 4

 Reading 3.2.1 p 21

 Reading 3.2.2 p 22

5 Listening 1.2.3 very short simple narratives
Very short narratives are stories which are usually not more than 6 lines
Understand with a high degree of support very short simple long. The simple narratives contain language and ideas which pupils can
understand.
narratives

Teachers should use their own judgment on very short simple narratives,
based on the level and interest of the pupils they teach.

3

Year 1 English Scheme of Work for Phonics

9 Speaking 2.1 simple information
9 Communicate simple information intelligibly Simple information is frequent, everyday information which is simple
cognitively. Examples include pupils saying their name and age, talk
17 about their home, or saying what they like. Superminds 1 provides
frequent opportunities for pupils to communicate simple information.
25
28 Speaking 2.1.1 fixed phrases
34 Give very basic personal information using fixed phrases
Fixed phrases are useful phrases for communication which pupils can
See also
 Speaking 2.1.2 p 10 understand and use to communicate successfully. Often the language in
 Speaking 2.1.4 p 12
 Speaking 2.3.1 p 16 the fixed phrases is above their general language level. Here are some
 Writing 4.2.1 p 28 examples: It’s my turn, Good idea! No problem! There are many fixed
 Writing 4.2.2 p 29
phrases in Superminds 1.

Reading 3.1 linear and non-linear texts
Recognise words in linear and non-linear texts by using knowledge of Linear texts contain only words, Pupils usually read their content in the
sounds of letters sequence in which it appears on the page. Examples of linear texts
include: dialogues, stories and descriptions.

See also Non-linear texts combine words and pictures. They involve a different
 Reading 3.2 p21-24 kind of reading from linear texts, as pupils may move between the words
and the pictures as they read, not always in a sequence.
Examples of non-linear texts include graphs, diagrams, and some
computer games.

Reading 3.3.1 digital games
Read and enjoy simple print and digital games at word level Digital games are language games children play on language learning
DVD ROMs, CD ROMS, or websites.

Writing 4.2 basic information
Communicate basic information intelligibly for a range of purposes Basic information means the same as simple information (see Speaking
in print and digital media 2.1 above).

a range of purposes
The range of purposes is described in the learning standards for Years 1-
6. These purposes involve finding out about and giving personal details
and opinions.

Writing 4.3.2 familiar high frequency words
Spell familiar high frequency words accurately

4

Year 1 English Scheme of Work for Phonics

High frequency words are words which pupils use often in Year 1
writing, such as colours, numbers, and classroom objects. Teachers
should use their own judgment on familiar high frequency words,
according to words pupils write often in their lessons.

5

Year 1 English Scheme of Work for Phonics

Differentiation strategies for Year 1 pupils

Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of correct responses.
Open-ended tasks (e.g. Tell me the food words you know, or What will happen next?) allow more proficient pupils to contribute with more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give different tasks to more proficient and less proficient
groups of pupils according to their needs and interests: see strategy 5 for more on this.

Strategy 2: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:

 their own teacher talk (e.g. “It begins with B. You read it. It’s on the desk.”)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary,
 with written words (e.g. written words on a worksheet to help pupils with spelling)

Different types and amount of support can be given to less proficient pupils, depending on their needs, and these can provide extra challenge for more
proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil to says or writes something, so that
they feel successful. Two useful strategies here are:

 Compulsory plus optional
 Remember and share.

i) Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance
for stronger language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon get
the idea of going beyond the minimum target.

ii) Remember and share

6

Year 1 English Scheme of Work for Phonics

If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task. (e.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). Sometimes, less

proficient pupils have good memories, and so this task also allows different pupils to make successful contributions.

Strategy 4: Differentiate by the time pupils are given to complete a task.
Some pupils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils should be given a little

more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in this picture in the textbook; Talk with your friend in English: You choose what to talk about). Rewarding fast finishers with something ‘fun’ to do

(such as playing with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their

own speed. Extra tasks should extend and enrich learning.

Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example,
pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening or through movement).

Different pairings and groupings will allow pupils to work in different ways - teachers can sometimes pair up pupils who can help and support each other
(e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers
should make sure to vary pairing and grouping over time.

Teachers can support needs by setting individual tasks and targets for pupils based on your assessment. For example, if a number of pupils are not
able to read well yet, a teacher might decide on a Reading target for each child, and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks. It should be noted that the Schemes of Work for Primary Year 1 and 2 give
recommendations for less proficient readers to be given support during some reading lessons.

Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open questions
usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or
a cat?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions. Asking open questions to more
proficient pupils (e.g. What can Misty do now?) provides extra challenge. As less proficient pupils grow in confidence and competence, teachers can

7

Year 1 English Scheme of Work for Phonics

ask them more open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the
lesson and helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is weak at writing has tried hard
and produces work with a number of misspellings, feedback can be given on what they did well, and only one 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil
writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ Speaking.

Pupils with pre-and low-level literacy skills
Some pupils are already literate when they begin Year 1, whereas others may not yet be literate or may be just learning to read. Within the Scheme of
Work, reading and writing skills are developed in different ways and pupils’ literacy skills will be developed through the activities and lessons outlined in
the Scheme of Work, both in the textbook and non-textbook lessons as the relevant content and learning standards are given adequate attention for
pupils who are developing literacy skills.

However, pre-literate pupils or those with low-level literacy skills will need extra support. It is recommended that teachers select relevant material from
LINUS, Literasi Bahasa Inggeris (LBI) Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the

Scheme of Work in the Differentiation column.

Note the following Content and Learning Standards which develop these skills:
1. Content Standard
Listening 1.1
Recognise and reproduce target language sounds

Learning Standard
Listening 1.1.1
Recognise and reproduce with support a limited range of high frequency target language phonemes

2. Content Standard
Reading 3.1
Recognise words in linear and non-linear texts by using knowledge of sounds and letters

8

Year 1 English Scheme of Work for Phonics

Learning Standard
Reading 3.1.1
Identify and recognise the shapes of the letters of the alphabet

Reading 3.1.2
Recognise and sound out with support beginning, medial and final sounds in a word

Reading 3.1.3
Blend phonemes (CVC, CCVC)

Reading 3.1.4
Segment phonemes (CVC, CCVC)

For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need to be addressed from the beginning of Year 1.
They are not otherwise covered in the Scheme of Work. Suggestion for this is also indicated in the Differentiation column, where appropriate.

Note the following Content and Learning Standards which develop these skills:
Content Standard
Writing 4.1:
Form letters and words in neat legible print using cursive writing

Learning Standard
Writing 4.1.1
i) Demonstrate fine motor control of hands by using pen or pencil correctly
ii) Demonstrate correct posture and pen hold grip
iii) Develop hand-eye coordination through drawing lines

Writing 4.1.2
i) Form upper and lower case letters of regular size and shape
ii) Write letters and words in a straight line from left to right with regular spaces between words and spaces
iii) Copy letters and familiar high frequency words and phrases correctly

9

Year 1 English Scheme of Work for Phonics

Formative Assessment

Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as language learners, and in communicating this information
clearly to pupils through feedback.

As formative assessment involves clear communication with pupils, effective formative assessment is therefore also informative. Formative
assessment of Listening or Reading may involve talking with pupils about different listening and reading strategies they can use. Some of this
discussion may be in L1, as the focus is on learning, not on language performance. Formative assessment of Speaking, may involve highlighting how
well a pupil has communicated a message, as well as some explicit or implicit correction of pronunciation, vocabulary or grammar. The picture is
similar with formative assessment of Writing, with spelling and punctuation replacing pronunciation.

There are five common ways of collecting information and learning to understand what pupils have done well, and what they need to improve:

1. observing pupils in class
2. reading and marking their written work
3. asking pupils about their learning: e.g. what they find easy and difficult, what task types and topics they enjoy
4. asking pupils to self or peer assess their work
5. testing pupils

Formative assessment also involves teachers in reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular
value when considering the non-textbook lessons, where learning from the textbook can be reviewed and/or enriched.

10

Year 1 English Scheme of Work for Phonics

WEEK: _______________ Primary Year 1 English Scheme of Work
LESSON: 1 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Unit 1 Fun at the Beach, Unit 2 Annie, Ant and Axe, Unit 3 Tom and Pat, Unit 4 Pat the Pencil
LANGUAGE/GRAMMAR FOCUS:
Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)

11

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): show the video as pupils
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR should learn to pick up
reproduce target limited range of high Song (audio) XPtTGC4 Teacher’s Guidebook the sounds first before
language sounds frequency target 2. https://youtu.be/BEL associating the sounds
language phonemes Lesson delivery lZKpi1Zs English Language Year 1 with the letters. After
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube that, they will learn how
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK to recognise the letters.
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN Teachers may choose
linear and non-linear 3.1.1 Identify and mh4s9un3c any suitable materials for
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c- their pupils from the
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc suggested pages.
3. Listen and circle the
correct pictures
4. Sing a song

3.1.2 Recognise and Post lesson LINUS Module Book 1
sound out with support 1. Read the questions Suggested pages:
beginning, medial and 1.1.1
final sounds in a word and answers (pair p. 9, 16, 21, 25
work)
3.1.3 Blend phonemes 2. Match the pictures 3.1.1, 3.1.2 , 3.1.3, 3.1.4
(CVC, CCVC) to the correct words p. 14, 15, 17, 18, 19, 21,
3. Wordsearch 22, 23(E), 25, 26, 28
3.1.4 Segment
phonemes (CVC, CCVC) *Choose any suitable KSSR Teacher’s
activities in the Guidebook English
learning outline for Language Year 1 by
your lesson BPK
p. 52-60, 77-118, 142,
147 for relevant activities

12

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 2 (Listening 2)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories
TOPIC: Unit 5 Dilly’s Doughnut, Unit 6 Hush! Hush!, Unit 7 Who Breaks Mum’s Mug?, Unit 8 Dingo Dog and Daisy Duck

LANGUAGE/GRAMMAR FOCUS:
Review: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)
Focus : Row b.: /ɪ/ (i), /n/ (n), /m/ (m), /d/ (d)

13

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): show the video as pupils
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR should learn to pick up
reproduce target limited range of high Song (audio) XPtTGC4 Teacher’s Guidebook the sounds first before
language sounds frequency target 2. https://youtu.be/BEL associating the sounds
language phonemes Lesson delivery lZKpi1Zs English Language Year 1 with the letters. After
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube that, they will learn how
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK to recognise the letters.
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN Teachers may choose
linear and non-linear 3.1.1 Identify and mh4s9un3c any suitable materials for
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c- their pupils from the
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc suggested pages.
3. Listen and circle the
3.1.2 Recognise and correct pictures LINUS Module Book 1
sound out with support 4. Sing a song Suggested pages:
beginning, medial and 5. Listen to the story 1.1.1
final sounds in a word and identify the p. 30, 32, 33, 40, 41, 47,
relevant sound 48, 56, 57
6. Recite a chant

3.1.3 Blend phonemes Post lesson 3.1.1, 3.1.2, 3.1.3, 3.1.4
(CVC, CCVC) 1. Read the questions p. 30, 34, 40, 42, 44, 47,
48, 56, 57, 60
3.1.4 Segment and answers (pair
phonemes (CVC, CCVC) work) KSSR Teacher’s
2. Read the text/story Guidebook English
and answer the Language Year 1 by
questions BPK
3. Match the pictures p. 52-60, 77-118, 142,
to the correct words 147 for relevant activities

*Choose any suitable
activities in the
learning outline for
your lesson

14

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 3 (Listening 3)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories 15
TOPIC: Unit 9 Goat and Goose, Unit 10 O is for Orange, Unit 11 Cat and Kid
LANGUAGE/GRAMMAR FOCUS:
Review: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)

Row b.: /ɪ/ (i), /n/ (n), /m/ (m), /d/ (d)
Focus : Row c.: /g/ (g), /ɒ/ (o), /k/ (c), /k/ (k)

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): show the video as pupils
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR should learn to pick up
reproduce target limited range of high Song (audio) XPtTGC4 Teacher’s Guidebook the sounds first before
language sounds frequency target 2. https://youtu.be/BEL associating the sounds
language phonemes Lesson delivery lZKpi1Zs English Language Year 1 with the letters. After
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube that, they will learn how
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK to recognise the letters.
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN Teachers may choose
linear and non-linear 3.1.1 Identify and mh4s9un3c any suitable materials for
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c- their pupils from the
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc suggested pages.
3. Listen and circle the
3.1.2 Recognise and correct pictures LINUS Module Book 1
sound out with support 4. Sing a song Suggested pages:
beginning, medial and 5. Recite a chant 1.1.1
final sounds in a word p. 70, 74, 75, 77, 79
Post lesson
3.1.3 Blend phonemes 1. Read the text/story 3.1.1, 3.1.2, 3.1.3, 3.1.4
(CVC, CCVC) p. 62, 63, 64, 65, 67, 70,
and answer the 71, 74, 75, 77, 79
3.1.4 Segment questions
phonemes (CVC, CCVC) 2. Match the pictures KSSR Teacher’s
to the correct words Guidebook English
Language Year 1 by
*Choose any suitable BPK
activities in the p. 52-60, 77-118, 142,
learning outline for 147 for relevant activities
your lesson

16

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends & World of Stories 17
TOPIC: Units 1-11
LANGUAGE/GRAMMAR FOCUS:
Review for Lessons 1-3

Year 1 English Scheme of Work for Phonics

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

Reading Reading Pre-lesson Suggested Phonics Language Use any appropriate Teachers may choose
3.1 Recognise words in 3.1.1 Identify and 1. Sing the Phonics Song (audio): any suitable materials for
linear and non-linear recognise the shapes of 1. https://youtu.be/ffeZ strategies in the KSSR their pupils from the
texts by using knowledge the letters in the alphabet Song (audio) XPtTGC4 Teacher’s Guidebook suggested pages.
of sounds of letters 2. https://youtu.be/BEL
3.1.2 Recognise and Lesson delivery lZKpi1Zs English Language Year 1
COMPLEMENTARY sound out with support 1. Read the text/story 3. https://www.youtube
CONTENT STANDARD beginning, medial and .com/watch?v=saF3- by BPK
Writing final sounds in a word and answer the f0XWAY
4.1 Form letters and questions 4. https://youtu.be/zN
words in neat legible 3.1.3 Blend phonemes 2. Match the pictures mh4s9un3c
print using cursive writing (CVC, CCVC) to the correct words 5. https://youtu.be/c-
3. Read the questions 2j3l7IHLc
3.1.4 Segment and answers (pair
phonemes (CVC, CCVC) work) LINUS Module Book 1
4. Wordsearch Units 1-4
COMPLEMENTARY 3.1.1, 3.1.2 , 3.1.3, 3.1.4
LEARNING STANDARD Post lesson p. 14, 15, 17, 18, 19, 21,
Writing 1. Tracing lines 22, 23(E), 25, 26, 28
4.1.2 2. Tracing the letter
i) Form upper and lower 3. Write the words 4.1.2
case letters of regular 4. Fill in the blanks with p. 6, 7, 8, 9, 13, 14, 15,
size and shape 16, 20(H), 21, 24(G), 25,
the correct word 26(C), 28
ii) write letters and words 5. Write the sentences
in a straight line from left 6. Rearrange the Units 5-8
to right with regular 3.1.1, 3.1.2, 3.1.3, 3.1.4
spaces between words phrases to form p. 30, 34, 40, 42, 44, 47,
and spaces sentences 48, 56, 57, 60

iii) copy letters and *Choose any suitable 4.1.2
familiar high frequency activities in the p. 30, 38, 40, 44, 47,
words and phrases learning outline for 50(F), 56, 58, 60
correctly your lesson
Units 9-11
3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 62, 63, 64, 65, 67, 70,
71, 74, 75, 77, 79

4.1.2
p. 62, 63, 65(G), 66, 70,
72, 73(G), 74, 75, 76,
78(I)

18

Year 1 English Scheme of Work for Phonics

KSSR Teacher’s
Guidebook English
Language Year 1 by
BPK
p. 52-60, 77-118, 142,
147 for relevant activities

19

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 5 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 20
TOPIC: Units 1-11
LANGUAGE/GRAMMAR FOCUS:
Review for Lessons 1-3

Year 1 English Scheme of Work for Phonics

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

Writing Writing Pre-lesson Suggested Phonics Language Use any appropriate Teachers may choose
4.1 Form letters and 4.1.2 1. Sing the Phonics Song (audio): any suitable materials for
words in neat legible i) Form upper and lower 1. https://youtu.be/ffeZ strategies in the KSSR their pupils from the
print using cursive writing case letters of regular Song (audio) XPtTGC4 Teacher’s Guidebook suggested pages.
size and shape 2. https://youtu.be/BEL
COMPLEMENTARY Lesson delivery lZKpi1Zs English Language Year 1
CONTENT STANDARD ii) write letters and words 1. Tracing lines 3. https://www.youtube
Reading in a straight line from left 2. Tracing the letter .com/watch?v=saF3- by BPK
3.1 Recognise words in to right with regular 3. Write the words f0XWAY
linear and non-linear spaces between words 4. Fill in the blanks with 4. https://youtu.be/zN
texts by using knowledge and spaces mh4s9un3c
of sounds of letters the correct word 5. https://youtu.be/c-
iii) copy letters and 5. Write the sentences 2j3l7IHLc
familiar high frequency 6. Rearrange the
words and phrases LINUS Module Book 1
correctly phrases to form Units 1-4
sentences 3.1.1, 3.1.2 , 3.1.3, 3.1.4
COMPLEMENTARY p. 14, 15, 17, 18, 19, 21,
LEARNING STANDARD Post lesson 22, 23(E), 25, 26, 28
Reading 1. Read the text/story
3.1.1 Identify and 4.1.2
recognise the shapes of and answer the p. 6, 7, 8, 9, 13, 14, 15,
the letters in the alphabet questions 16, 20(H), 21, 24(G), 25,
2. Match the pictures 26(C), 28
3.1.2 Recognise and to the correct words
sound out with support 3. Read the questions Units 5-8
beginning, medial and and answers (pair 3.1.1, 3.1.2, 3.1.3, 3.1.4
final sounds in a word work) p. 30, 34, 40, 42, 44, 47,
4. Wordsearch 48, 56, 57, 60
3.1.3 Blend phonemes
(CVC, CCVC) *Choose any suitable 4.1.2
activities in the p. 30, 38, 40, 44, 47,
3.1.4 Segment learning outline for 50(F), 56, 58, 60
phonemes (CVC, CCVC) your lesson
Units 9-11
3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 62, 63, 64, 65, 67, 70,
71, 74, 75, 77, 79

4.1.2
p. 62, 63, 65(G), 66, 70,
72, 73(G), 74, 75, 76,
78(I)

21

Year 1 English Scheme of Work for Phonics

KSSR Teacher’s
Guidebook English
Language Year 1 by
BPK
p. 52-60, 77-118, 142,
147 for relevant activities

22

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 6 (Listening 4)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 12 Jack at the Dock, Unit 13 Jen, Unit 14 Run, Duck! Run!, Unit 15 Ronnie the Runner
LANGUAGE/GRAMMAR FOCUS:
Row d: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r)

23

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): any suitable materials for
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR their pupils from the
reproduce target limited range of high Song (audio) XPtTGC4 Teacher’s Guidebook suggested pages.
language sounds frequency target 2. https://youtu.be/BEL
language phonemes Lesson delivery lZKpi1Zs English Language Year 1
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN
linear and non-linear 3.1.1 Identify and mh4s9un3c
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c-
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc
3. Listen and circle the
3.1.2 Recognise and correct pictures LINUS Module Book 1
sound out with support 4. Sing a song Suggested pages:
beginning, medial and 5. Recite a chant 1.1.1
final sounds in a word p. 82, 85, 86, 88, 91, 92,
Post lesson 93, 97
3.1.3 Blend phonemes 1. Colour the words
(CVC, CCVC) 3.1.1, 3.1.2, 3.1.3, 3.1.4
with the relevant p. 82, 84(E), 88, 89, 90,
3.1.4 Segment sounds 91, 95(E), 97, 101
phonemes (CVC, CCVC) 2. Read the text/story
and answer the KSSR Teacher’s
questions Guidebook English
3. Match the pictures Language Year 1 by
to the correct words BPK
4. Role play a dialogue p. 52-60, 77-118, 142,
147 for relevant activities
*Choose any suitable
activities in the
learning outline for
your lesson

24

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 7 (Listening 5)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Unit 16 Happy Hadi, Unit 17 Ben and Bob, Unit 18 Felix Fox and Freddy Frog, Unit 19 Where am I?, Unit 20 Jess and Her Dress

LANGUAGE/GRAMMAR FOCUS:
Review :
Row d: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r)
Focus :
Row e: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss)

25

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): show the video as pupils
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR should learn to pick up
reproduce target limited range of high Song (audio) XPtTGC4 Teacher’s Guidebook the sounds first before
language sounds frequency target 2. https://youtu.be/BEL associating the sounds
language phonemes Lesson delivery lZKpi1Zs English Language Year 1 with the letters. After
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube that, they will learn how
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK to recognise the letters.
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN Teachers may choose
linear and non-linear 3.1.1 Identify and mh4s9un3c any suitable materials for
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c- their pupils from the
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc suggested pages.
3. Listen and circle the
3.1.2 Recognise and correct pictures LINUS Module Book 1
sound out with support 4. Sing a song Suggested pages:
beginning, medial and 5. Recite a 1.1.1
final sounds in a word rhyme/chant p. 102, 104, 106, 107(C),
111, 112, 113, 117, 118,
3.1.3 Blend phonemes Post lesson 122, 124
(CVC, CCVC) 1. Match the pictures
3.1.1, 3.1.2, 3.1.3, 3.1.4
3.1.4 Segment to the correct words p. 102, 103(C), 106, 107,
phonemes (CVC, CCVC) 2. Circle the words with 108, 111, 117, 118, 124

the correct sound KSSR Teacher’s
Guidebook English
*Choose any suitable Language Year 1 by
activities in the BPK
learning outline for p. 52-60, 77-118, 142,
your lesson 147 for relevant activities

26

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 8 (Listening 6)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends 27
TOPIC: Unit 21 What Do You Like?, Unit 22 Wan’s Wig, Unit 23 Zox, Rex and Max
LANGUAGE/GRAMMAR FOCUS:
Review :
Row d.: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r)
Row e.: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss)
Focus :
Row f.: /dʒ/ (j), /v/ (v), /w/ (w), /ks/ /gz/ (x)

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): show the video as pupils
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR should learn to pick up
reproduce target limited range of high Song (audio) XPtTGC4 Teacher’s Guidebook the sounds first before
language sounds frequency target 2. https://youtu.be/BEL associating the sounds
language phonemes Lesson delivery lZKpi1Zs English Language Year 1 with the letters. After
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube that, they will learn how
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK to recognise the letters.
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN Teachers may choose
linear and non-linear 3.1.1 Identify and mh4s9un3c any suitable materials for
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c- their pupils from the
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc suggested pages.
3. Listen and circle the
correct pictures
4. Recite a chant

3.1.2 Recognise and Post lesson LINUS Module Book 1
sound out with support 1. Read the questions Suggested pages:
beginning, medial and 1.1.1
final sounds in a word and answers (pair p. 127, 128, 133, 137,
work) 141
3.1.3 Blend phonemes 2. Match the pictures
(CVC, CCVC) to the correct words 3.1.1, 3.1.2, 3.1.3, 3.1.4
3. Read the rhyme p. 127, 128, 129, 133,
3.1.4 Segment 134, 135, 138, 142, 143
phonemes (CVC, CCVC) *Choose any suitable
activities in the KSSR Teacher’s
learning outline for Guidebook English
your lesson Language Year 1 by
BPK
p. 52-60, 77-118, 142,
147 for relevant activities

28

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 9 (Reading 2)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends 29
TOPIC: Units 12-23
LANGUAGE/GRAMMAR FOCUS:
Review for Lessons 6-8

Year 1 English Scheme of Work for Phonics

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

Reading Reading Pre-lesson Suggested Phonics Language Use any appropriate Teachers may choose
3.1 Recognise words in 3.1.1 Identify and 1. Sing the Phonics Song (audio): any suitable materials for
linear and non-linear recognise the shapes of 1. https://youtu.be/ffeZ strategies in the KSSR their pupils from the
texts by using knowledge the letters in the alphabet Song (audio) XPtTGC4 Teacher’s Guidebook suggested pages.
of sounds of letters 2. https://youtu.be/BEL
3.1.2 Recognise and Lesson delivery lZKpi1Zs English Language Year 1
COMPLEMENTARY sound out with support 1. Read the questions 3. https://www.youtube
CONTENT STANDARD beginning, medial and .com/watch?v=saF3- by BPK
Writing final sounds in a word and answers (pair f0XWAY
4.1 Form letters and work) 4. https://youtu.be/zN
words in neat legible 3.1.3 Blend phonemes 2. Match the pictures mh4s9un3c
print using cursive writing (CVC, CCVC) to the correct words 5. https://youtu.be/c-
3. Read the rhyme 2j3l7IHLc
3.1.4 Segment 4. Circle the words with
phonemes (CVC, CCVC) the correct sound LINUS Module Book 1
5. Colour the words Suggested pages:
COMPLEMENTARY with the relevant Unit 12-15
LEARNING STANDARD sounds 3.1.1, 3.1.2, 3.1.3, 3.1.4
Writing 6. Read the text/story p. 82, 84(E), 88, 89, 90,
4.1.2 and answer the 91, 95(E), 97, 101
i) Form upper and lower questions
case letters of regular 7. Role play a dialogue 4.1.2
size and shape p. 82, 83, 84, 85, 87, 91,
Post lesson 94, 95, 97, 100, 101
ii) write letters and words 1. Tracing lines
in a straight line from left 2. Tracing the letter Units 16-20
to right with regular 3. Write the words 3.1.1, 3.1.2, 3.1.3, 3.1.4
spaces between words 4. Fill in the blanks with p. 102, 103(C), 106, 107,
and spaces 108, 111, 117, 118, 124
the correct word
iii) copy letters and 5. Write the sentences 4.1.2
familiar high frequency 6. Rearrange the p. 102, 103, 106, 109,
words and phrases 111, 115, 117, 119, 120,
correctly phrases to form 121, 123
sentences
Units 21-23
*Choose any suitable 3.1.1, 3.1.2, 3.1.3, 3.1.4
activities in the p. 127, 128, 129, 133,
learning outline for 134, 135, 138, 142, 143
your lesson

4.1.2
p. 127, 128, 130, 131,
132, 133, 136, 139, 140,
141

30

Year 1 English Scheme of Work for Phonics

KSSR Teacher’s
Guidebook English
Language Year 1 by
BPK
p. 52-60, 77-118, 142,
147 for relevant activities

31

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 10 (Writing 2)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 32
TOPIC: Units 12-23
LANGUAGE/GRAMMAR FOCUS:
Review for Lessons 6-8

Year 1 English Scheme of Work for Phonics

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

Writing Writing Pre-lesson Suggested Phonics Language Use any appropriate Teachers may choose
4.1 Form letters and 4.1.2 1. Sing the Phonics Song (audio): any suitable materials for
words in neat legible i) Form upper and lower 1. https://youtu.be/ffeZ strategies in the KSSR their pupils from the
print using cursive writing case letters of regular Song (audio) XPtTGC4 Teacher’s Guidebook suggested pages.
size and shape 2. https://youtu.be/BEL
COMPLEMENTARY Lesson delivery lZKpi1Zs English Language Year 1
CONTENT STANDARD ii) write letters and words 1. Read the questions 3. https://www.youtube
Reading in a straight line from left .com/watch?v=saF3- by BPK
3.1 Recognise words in to right with regular and answers (pair f0XWAY
linear and non-linear spaces between words work) 4. https://youtu.be/zN
texts by using knowledge and spaces 2. Match the pictures mh4s9un3c
of sounds of letters to the correct words 5. https://youtu.be/c-
iii) copy letters and 3. Read the rhyme 2j3l7IHLc
familiar high frequency 4. Circle the words with
words and phrases the correct sound LINUS Module Book 1
correctly 5. Colour the words Suggested pages:
with the relevant Unit 12-15
COMPLEMENTARY sounds 3.1.1, 3.1.2, 3.1.3, 3.1.4
LEARNING STANDARD 6. Read the text/story p. 82, 84(E), 88, 89, 90,
Reading and answer the 91, 95(E), 97, 101
3.1.1 Identify and questions
recognise the shapes of 7. Role play a dialogue 4.1.2
the letters in the alphabet p. 82, 83, 84, 85, 87, 91,
Post lesson 94, 95, 97, 100, 101
3.1.2 Recognise and 1. Tracing lines
sound out with support 2. Tracing the letter Units 16-20
beginning, medial and 3. Write the words 3.1.1, 3.1.2, 3.1.3, 3.1.4
final sounds in a word 4. Fill in the blanks with p. 102, 103(C), 106, 107,
108, 111, 117, 118, 124
3.1.3 Blend phonemes the correct word
(CVC, CCVC) 5. Write the sentences 4.1.2
6. Rearrange the p. 102, 103, 106, 109,
3.1.4 Segment 111, 115, 117, 119, 120,
phonemes (CVC, CCVC) phrases to form 121, 123
sentences
Units 21-23
*Choose any suitable 3.1.1, 3.1.2, 3.1.3, 3.1.4
activities in the p. 127, 128, 129, 133,
learning outline for 134, 135, 138, 142, 143
your lesson

4.1.2
p. 127, 128, 130, 131,
132, 133, 136, 139, 140,
141

33

Year 1 English Scheme of Work for Phonics

KSSR Teacher’s
Guidebook English
Language Year 1 by
BPK
p. 52-60, 77-118, 142,
147 for relevant activities

34

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 11 (Listening 7)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 24 Yaya and Yahya, Unit 25 Zuzu and Zimba, Unit 26 The Queen and the Chess
LANGUAGE/GRAMMAR FOCUS:
Row g.: /j/ (y), /z/ (z, zz), /kw/ (qu)

35

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): show the video as pupils
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR should learn to pick up
reproduce target limited range of high Song (audio) XPtTGC4 Teacher’s Guidebook the sounds first before
language sounds frequency target 2. https://youtu.be/BEL associating the sounds
language phonemes Lesson delivery lZKpi1Zs English Language Year 1 with the letters. After
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube that, they will learn how
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK to recognise the letters.
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN Teachers may choose
linear and non-linear 3.1.1 Identify and mh4s9un3c any suitable materials for
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c- their pupils from the
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc suggested pages.
3. Listen and circle the
correct pictures
4. Listen to the story

3.1.2 Recognise and Post lesson LINUS Module Book 1
sound out with support 1. Match the pictures Suggested pages:
beginning, medial and 1.1.1
final sounds in a word to the correct words p. 141,147, 148, 151
2. Read the rhyme
3.1.3 Blend phonemes 3. Read the story 3.1.1, 3.1.2, 3.1.3, 3.1.4
(CVC, CCVC) p. 142, 143, 145, 148,
149, 153(F), 154
3.1.4 Segment *Choose any suitable
phonemes (CVC, CCVC) activities in the KSSR Teacher’s
learning outline for Guidebook English
your lesson Language Year 1 by
BPK
p. 52-60, 77-118, 142,
147 for relevant activities

36

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 12 (Listening 8)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 26 The Queen and the Chess, Unit 27 Shelly’s Shopping Trip, Unit 28 Cathy has a Bag, Unit 29 The King’s Ring
LANGUAGE/GRAMMAR FOCUS:
Row h.: /tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)

37

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson LINUS Module Book 1 Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Listen to the chant Suggested pages: show the video as pupils
Recognise and reproduce with support a 1.1.1 strategies in the KSSR should learn to pick up
reproduce target limited range of high or tongue twister p. 152, 157(A), 159, 161, Teacher’s Guidebook the sounds first before
language sounds frequency target and identify the 162, 163, 166, 167 associating the sounds
language phonemes reoccurring sounds English Language Year 1 with the letters. After
3.1.1, 3.1.2, 3.1.3, 3.1.4 that, they will learn how
p. 158, 160(F), 165(H), by BPK to recognise the letters.
168(E)
COMPLEMENTARY COMPLEMENTARY Lesson delivery Teachers may choose
CONTENT STANDARD LEARNING STANDARD 1. Listen to the sounds KSSR Teacher’s any suitable materials for
Reading Reading Guidebook English their pupils from the
3.1 Recognise words in 3.1.1 Identify and and do the actions Language Year 1 by suggested pages.
linear and non-linear recognise the shapes of 2. Listen to the words BPK
texts by using knowledge the letters in the alphabet p. 52-60, 77-118, 142,
of sounds of letters and identify the 147 for relevant activities
3.1.2 Recognise and relevant sounds
sound out with support 3. Listen to the story
beginning, medial and and circle the
final sounds in a word correct words
4. Bingo
5. Listen and say the
chant

3.1.3 Blend phonemes Post lesson
(CVC, CCVC) 1. Match the pictures

3.1.4 Segment to the correct words
phonemes (CVC, CCVC) 2. Read the

rhyme/chant

*Choose any suitable
activities in the
learning outline for
your lesson

38

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 13 (Listening 9)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories 39
TOPIC: Units 24-29
LANGUAGE/GRAMMAR FOCUS:
Review:
/j/ (y), /z/ (z, zz), /kw/ (qu),
/tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Listen to the sounds Song (audio): show the video as pupils
Recognise and reproduce with support a 1. https://youtu.be/ffeZ strategies in the KSSR should learn to pick up
reproduce target limited range of high and guess the words XPtTGC4 Teacher’s Guidebook the sounds first before
language sounds frequency target 2. https://youtu.be/BEL associating the sounds
language phonemes Lesson delivery lZKpi1Zs English Language Year 1 with the letters. After
COMPLEMENTARY 1. Listen to the sounds 3. https://www.youtube that, they will learn how
CONTENT STANDARD COMPLEMENTARY .com/watch?v=saF3- by BPK to recognise the letters.
Reading LEARNING STANDARD and do the actions f0XWAY
3.1 Recognise words in Reading 2. Listen to the words 4. https://youtu.be/zN Teachers may choose
linear and non-linear 3.1.1 Identify and mh4s9un3c any suitable materials for
texts by using knowledge recognise the shapes of and identify the 5. https://youtu.be/c- their pupils from the
of sounds of letters the letters in the alphabet relevant sounds 2j3l7IHLc suggested pages.
3. Listen to the story
3.1.2 Recognise and and circle the LINUS Module Book 1
sound out with support correct words Suggested pages:
beginning, medial and 4. Bingo Units 24-29
final sounds in a word 5. Listen and say the 1.1.1
chant p. 141,147, 148, 151,
3.1.3 Blend phonemes 6. Listen to the story 152, 157(A), 159, 161,
(CVC, CCVC) 162, 163, 166, 167
Post lesson
3.1.4 Segment 1. Match the pictures 3.1.1, 3.1.2, 3.1.3, 3.1.4
phonemes (CVC, CCVC) p. 142, 143, 145, 148,
to the correct words 149, 153(F), 154
2. Read the 153, 154, 158, 160(F),
165(H), 168(E)
rhyme/chant pages 158, 160(F),
3. Read the story 165(H), 168(E)

*Choose any suitable KSSR Teacher’s
activities in the Guidebook English
learning outline for Language Year 1 by
your lesson BPK
p. 52-60, 77-118, 142,
147 for relevant activities

40

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 14 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Units 24-29
LANGUAGE/GRAMMAR FOCUS:
Review for Lessons 11-13

41

Year 1 English Scheme of Work for Phonics

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

Reading Reading Pre-lesson LINUS Module Book 1 Language Use any appropriate At this stage, do not
3.1 Recognise words in 3.1.1 Identify and 1. Jazz chant based on Suggested pages: show the video as pupils
linear and non-linear recognise the shapes of Units 24-29 strategies in the KSSR should learn to pick up
texts by using knowledge the letters in the alphabet the rhyme (p.145) 3.1.1, 3.1.2, 3.1.3, 3.1.4 Teacher’s Guidebook the sounds first before
of sounds of letters p. 142, 143, 145, 148, associating the sounds
3.1.2 Recognise and Lesson delivery 149, 153(F), 154 English Language Year 1 with the letters. After
COMPLEMENTARY sound out with support 1. Match the pictures 153, 154, 158, 160(F), that, they will learn how
CONTENT STANDARD beginning, medial and 165(H), 168(E) by BPK to recognise the letters.
Writing final sounds in a word to the correct words p. 158, 160(F), 165(H),
4.1 Form letters and 2. Read the 168(E) Teachers may choose
words in neat legible 3.1.3 Blend phonemes any suitable materials for
print using cursive writing (CVC, CCVC) rhyme/chant 4.1.2 their pupils from the
3. Read the story p. 141(B), 145(F) 146, suggested pages.
3.1.4 Segment 147(B), 150, 151(B),
phonemes (CVC, CCVC) Post lesson 152(D), 155, 156,
1. Tracing lines 157(B), 158(D), 160(G),
COMPLEMENTARY 2. Tracing the letter 161(B), 165(I), 166(B),
LEARNING STANDARD 3. Write the words 168(F)
Writing 4. Fill in the blanks with
4.1.2 KSSR Teacher’s
i) Form upper and lower the correct sound Guidebook English
case letters of regular 5. Write the sentences Language Year 1 by
size and shape 6. Rearrange the BPK
7. Crossword p. 52-60, 77-118, 142,
ii) write letters and words 147 for relevant activities
in a straight line from left *Choose any suitable
to right with regular activities in the
spaces between words learning outline for
and spaces your lesson

iii) copy letters and
familiar high frequency
words and phrases
correctly

42

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 15 (Writing 3)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories 43
TOPIC: Units 24-29
LANGUAGE/GRAMMAR FOCUS:
Review for Lessons 11-13

Year 1 English Scheme of Work for Phonics

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

Writing Writing Pre-lesson LINUS Module Book 1 Language Use any appropriate At this stage, do not
4.1 Form letters and 4.1.2 1. Rearrange the Suggested pages: show the video as pupils
words in neat legible i) Form upper and lower Units 24-29 strategies in the KSSR should learn to pick up
print using cursive writing case letters of regular letters to form words 3.1.1, 3.1.2, 3.1.3, 3.1.4 Teacher’s Guidebook the sounds first before
size and shape they have learnt p. 142, 143, 145, 148, associating the sounds
COMPLEMENTARY 2. Blend or segment 149, 153(F), 154 English Language Year 1 with the letters. After
CONTENT STANDARD ii) write letters and words the phonemes in the 153, 154, 158, 160(F), that, they will learn how
Reading in a straight line from left words 165(H), 168(E) by BPK to recognise the letters.
3.1 Recognise words in to right with regular p. 158, 160(F), 165(H),
linear and non-linear spaces between words Lesson delivery 168(E) Teachers may choose
texts by using knowledge and spaces 1. Tracing lines any suitable materials for
of sounds of letters 2. Tracing the letter 4.1.2 their pupils from the
iii) copy letters and 3. Write the words p. 141(B), 145(F) 146, suggested pages.
familiar high frequency 4. Fill in the blanks with 147(B), 150, 151(B),
words and phrases 152(D), 155, 156,
correctly the correct sound 157(B), 158(D), 160(G),
5. Write the sentences 161(B), 165(I), 166(B),
COMPLEMENTARY 6. Rearrange the 168(F)
LEARNING STANDARD 7. Crossword
Reading KSSR Teacher’s
3.1.1 Identify and Post lesson Guidebook English
recognise the shapes of 1. Match the pictures Language Year 1 by
the letters in the alphabet BPK
to the correct words p. 52-60, 77-118, 142,
3.1.2 Recognise and 2. Read the 147 for relevant activities
sound out with support
beginning, medial and rhyme/chant
final sounds in a word 3. Read the story

3.1.3 Blend phonemes *Choose any suitable
(CVC, CCVC) activities in the
learning outline for
your lesson

3.1.4 Segment
phonemes (CVC, CCVC)

44

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 16 (Listening 10)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 30 Daisy the Sheep, Unit 31 Say It Right, Unit 32 Billy Goat and Tammy Toad, Unit 33 The Moon!
LANGUAGE/GRAMMAR FOCUS:
Row i.: /eɪ/ (ai), /i:/ (ee), /aɪ/ (igh), /әʊ/ (oa), /ʊ/,/u:/ (oo)

45

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson LINUS Module Book 1 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1. Point to the pictures Suggested pages: any suitable materials for
Recognise and reproduce with support a 1.1.1 strategies in the KSSR their pupils from the
reproduce target limited range of high that contain the p. 170(A), 171(C), 175, Teacher’s Guidebook suggested pages.
language sounds frequency target sounds 178(A), 183(A)
language phonemes English Language Year 1
COMPLEMENTARY Lesson delivery 3.1.1, 3.1.2, 3.1.3, 3.1.4
CONTENT STANDARD COMPLEMENTARY 1. Listen to the sounds p. 172, 173(F), 175, by BPK
Reading LEARNING STANDARD 176(C), 179, 184, 185(E)
3.1 Recognise words in Reading and do the actions
linear and non-linear 3.1.1 Identify and 2. Listen to the words KSSR Teacher’s
texts by using knowledge recognise the shapes of Guidebook English
of sounds of letters the letters in the alphabet and identify the Language Year 1 by
relevant sounds BPK
3.1.2 Recognise and 3. Listen and say the p. 52-60, 77-118, 142,
sound out with support chant 147 for relevant activities
beginning, medial and 4. Sing a song
final sounds in a word
Post lesson
3.1.3 Blend phonemes 1. Match the pictures
(CVC, CCVC)
to the correct words
3.1.4 Segment
phonemes (CVC, CCVC) *Choose any suitable
activities in the
learning outline for
your lesson

46

Year 1 English Scheme of Work for Phonics

WEEK: _______________ LESSON: 17 (Listening 11)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories 47
TOPIC: Unit 34 Mark goes to the Park, Unit 35 Curly Purly, Unit 36 Crow has a Coin
LANGUAGE/GRAMMAR FOCUS:
Row j.: /a:/ (ar), /ɔ:/ (or), /ɜ:/ (ur), /әʊ/ (ow), /ɔɪ/(oi)

Year 1 English Scheme of Work for Phonics

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

Listening Listening Pre-lesson LINUS Module Book 1 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1. Pass on a set of Suggested pages: any suitable materials for
Recognise and reproduce with support a 1.1.1 strategies in the KSSR their pupils from the
reproduce target limited range of high words using p. 187, 191, 196 Teacher’s Guidebook suggested pages.
language sounds frequency target Chinese whispers
language phonemes 3.1.1, 3.1.2, 3.1.3, 3.1.4 English Language Year 1
COMPLEMENTARY Lesson delivery p. 188, 189(E), 191,
CONTENT STANDARD COMPLEMENTARY 1. Listen to the sounds 192(D), 197&207(K) by BPK
Reading LEARNING STANDARD
3.1 Recognise words in Reading and do the actions KSSR Teacher’s
linear and non-linear 3.1.1 Identify and 2. Listen to the words Guidebook English
texts by using knowledge recognise the shapes of Language Year 1 by
of sounds of letters the letters in the alphabet and identify the BPK
relevant sounds p. 52-60, 77-118, 142,
3.1.2 Recognise and 3. Listen and say the 147 for relevant activities
sound out with support chant
beginning, medial and 4. Sing a song
final sounds in a word
Post lesson
3.1.3 Blend phonemes 1. Match the pictures
(CVC, CCVC)
to the correct words
3.1.4 Segment 2. Read the chant and
phonemes (CVC, CCVC)
answer the
questions
3. Recite a poem

*Choose any suitable
activities in the
learning outline for
your lesson

48

Year 1 English Scheme of Work for Phonics


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