Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 53 (Reading 11)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled toy vocabulary from lesson 48

Primary Year 1 S

136

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pla
Task 4 (ma
Reading Reading
3.1 3.1.3 Lesson delivery You
Recognise words in Blend phonemes (CVC, 1. Review letters of the alphabet using ma
linear and non-linear CCVC) plastic letters by playing a game where this
texts by using you point to a letter, pupils tell you what cou
knowledge of sounds of COMPLEMENTARY letter it is. Then ask them to tell you a boo
letters SKILL word beginning with that letter (prepare
this in advance so you use letters for
COMPLEMENTARY Reading words the pupils know well and can
SKILL 3.1.4 guess easily). Do this three times. Put the
Segment phonemes letters on the board if you can.
Reading (CVC, CCVC)
3.1 2. Play ‘I spy’ – Teacher thinks of a word
Recognise words in for something in the classroom they can
linear and non-linear see and says ‘I spy with my little eye,
texts by using something beginning with A’ (for
knowledge of sounds of example). Pupils guess the word the
letters teacher is thinking of. The pupil who
guesses correctly becomes teacher.
Pupils may need support with this so they
match phonemes and letter names.

3. Using the magnetic letters on the

board, present an anagram (a word with

letters mixed up). The word should
review toy vocabulary (e.g. o – y – t).

Pupils guess the word and spelling.

4. Give pupils more anagrams to solve in
pairs. You could use the board or give
them a worksheet.

5. Ask pupils to create their own
anagrams. They may need extra support
in this as the letters need to be right.

6. Pairs swap anagrams and solve each
other’s’ anagrams.

Post lesson
Task 11 (toys that they have at home)

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

astic letters Language Strategy 2 may be
agnetic if possible) suitable.

u might want to Use other strategies if
ake a worksheet for appropriate.
s lesson, or pupils
uld use their exercise If appropriate, select
oks. suitable activities for your
pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
from Line e of the
Phonics Table (see
Syllabus).

137

Scheme of Work

WEEK: _______________ LESSON: 54 (Writing 11)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 49

Primary Year 1 S

138

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Task 1 (review any problematic spellings from
Writing Writing Lesson 53)
4.2 4.2.3
Communicate basic Express basic likes Lesson delivery
information intelligibly and dislikes 1. Show the picture of the child. Elicit some
for a range of information about the child by asking questions:
purposes in print and What’s his/her name?
digital media How old is he/she?
What’s his/her favourite …?
COMPLEMENTARY COMPLEMENTARY Pupils can use their own ideas in their answers.
Write their suggested answers to these questions
SKILL SKILL on the board.

Speaking Speaking 2. Ask some pupils about the person sitting next to
2.2 2.2.2 them using the questions from stage 1. If the pupil
Use appropriate Ask for attention or doesn’t know the answer, they should ask the pupil
communication help from a teacher or for help.
strategies classmate using one
word or a fixed 3. Pupils work in groups of 4 (i.e. 2 pairs). In their
phrase group, they should ask the other pair about their
partner (in the pair) using the questions above. The
should note the answer in their exercise book, so
that they have information about their partner.
Remind pupils that they don’t need to focus on
spelling right now.

4. Pupils check their notes with their partner. At this
point, focus on spelling as well, to correct or edit
their notes.

5. Pupils write about their partner on the computer.
It could be a blog post for a class website, or simply
on a document using Word, for example. Depending
on facilities and context, it might be possible for
them to take and add a photograph.
You can do this activity on paper if the digital option
is not suitable for your context.
Encourage pupils to ask for your help in English.

Post lesson
Task 9

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
REFERENCES CURRICULAR
STRATEGIES / REMARKS
A picture of a child ELEMENT
Strategies 2, 3 or 4
ICT may be suitable.

Use other strategies if
appropriate.

If appropriate, select
suitable activities for
your pupils from
LINUS Module 1 to
be added in to this
lesson
to focus on
phonemes from Line
e of the Phonics
Table (see Syllabus).

ey

s

y
g
n

139

Scheme of Work

WEEK: _______________ LESSON: 55 (Language Arts 11)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
This is…
His/her name’s …
He’s … (years old).
His/her favourite toy is a (colour) monster.

Primary Year 1 S

140

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson As
A game to review toy vocabulary (e.g. Task bro
Language Arts Language Arts 1). frie
5.2 5.2.1 to g
Express personal Name people, things Lesson delivery han
responses to literary or places of interest in 1. Put up/draw the toy flashcards/pictures on som
texts illustrations the board. Ask the pupils what they are and ma
accompanying texts review the colours, e.g. It’s a red monster.
COMPLEMENTARY For
SKILL COMPLEMENTARY 2. Show the pupils the flashcards of the two
SKILL characters in the text. You could ask the Thi
Listening pupils to invent their names if you are telling Thi
1.2 Listening the story orally. Write the names on the nam
Understand meaning 1.2.2 board. he’s
in a variety of Understand with Ahm
contexts support specific 3. Ask the pupils how old they think the favo
information and characters are. Write various suggestions mo
details of very simple (including the correct answer) on the board colo
phrases and under the characters’ names. Nor
sentences favo
4. Ask the pupils to listen (or read) about the mo
boy and girl and to tell you how old they are isn’
and what their favourite toys are. favo

5. Pupils listen to/read the text. Pic
to s
6. Ask the pupils to tell their and
partner/neighbour what they think the incl
answers are. Then ask some pupils to come diffe
to the board and circle the correct answer. cou
the
7. Ask pupils what other information they nec
remember about the characters. Ask them to
write a sentence in pairs.

Post lesson
Ask pupils to tell their partner which toy is
their favourite from the pictures on the board.
Ask some students to tell the class about
their favourite toy at home.

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

short text about a Language Your choice depending
other and a sister (or on your class.
ends) with a picture
go with it. It can be Possibly strategies 1, 2, 3
nd-drawn, a photo or and 5.
mething from a
agazine) For a class that is more
literate, you could give
r example: them the written text.
Either they can read it for
is is Nor. She’s six. themselves, or they can
is is her brother. His follow along as you read
me’s Ahmad and it aloud by touching their
s seven. fingers on the words as
mad likes toys. His you say them.
ourite toy’s his green
onster. His favourite At stage 6, you could
our’s green, too. prepare a worksheet for
r likes toys, too. Her pupils to do in pairs
ourite toy’s her before checking the
onster. Her monster answers as a class.
’t green. It’s red. Her
ourite colour’s red. At stage 7, you could
provide a sentence with
ctures or flashcards gaps in it to fill in to
show the characters support pupils in their
d various toys, writing, and/or you could
luding monsters of ask them a more direct
erent colours (you question (e.g. Is Nor a
uld draw and colour boy or a girl?).
ese yourself if
cessary).

141

Scheme of Work

WEEK: _______________ LESSON: 56 (Speaking 12)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled toy vocabulary + favourite
That’s smart, That’s great

Primary Year 1 S

142

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Speaking Speaking
2.1 2.1.1 Lesson delivery
Communicate simple Give very basic personal See Teacher’s Book.
information intelligibly information using fixed
phrases

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Writing Writing
4.2 4.2.1
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.24 ELEMENT Strategies 6 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

143

Scheme of Work

WEEK: _______________ LESSON: 57 (Listening 12)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
a/an
adjectives: long, short, big, small, ugly, beautiful, old, new

Primary Year 1 S

144

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.2 Lesson delivery
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions
contexts

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.25 ELEMENT Strategies 2 and 5 may
be suitable.
Language
Use other strategies if
appropriate.

145

Scheme of Work

WEEK: _______________ LESSON: 58 (Writing 12)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Revision of toy vocabulary

Primary Year 1 S

146

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Cro
Task 9 boa

Writing Writing Lesson delivery Fla
4.3 4.3.2
Communicate with Spell familiar high 1. Review the toys flashcards by playing
appropriate language frequency words ‘Slap’. Pupils sit in a circle. Put all the
form and style for a accurately flashcards face up in the middle of the circle.
range of purposes in When you say the word, pupils have to race
print and digital media to grab or slap the correct flashcard. You
could organise this so you nominate two or
three pupils to play each time, making sure
that all pupils get a turn.

COMPLEMENTARY COMPLEMENTARY 2. Write the numbers of the crossword on the

SKILL SKILL board, and put the corresponding pictures
next to the numbers. Don’t write the words.
Reading Reading
3.3 3.3.1 For example, using the crossword given
Read independently Read and enjoy
for information and simple print and below:
enjoyment digital games at word
level Across
3. Plane
5. Monster
7. Ball
8. Car
10. Kite

Down
1. Computer game
2. Train
4. Go-kart
6. Doll
9. Bike

3. Do one word across (and perhaps one
down, too) as an example with the whole
class.

4. Ask pupils to complete the crossword in
pairs.

5. Check the answers all together.

Post lesson
Task 8

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ossword on the ELEMENT Strategies 2 and 4 may
ard or as a handout be suitable.
Language
ashcards of toys Use other strategies if
appropriate.

If appropriate, select
suitable activities for your
pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
from Line f of the Phonics
Table (see Syllabus).

147

Scheme of Work

Primary Year 1 S

148

Scheme of Work

WEEK: _______________ LESSON: 59 (Reading 12)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled colours, numbers, toys

Primary Year 1 S

149

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Reading Reading
3.2 3.2.1 Lesson delivery
Understand a variety of Understand the main See Teacher’s Book.
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.26 ELEMENT Strategies 2 and 7 may
be suitable.
Patriotism and
citizenship (fair play) Use other strategies if
appropriate.

If appropriate, select
suitable activities for your
pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
from Line f of the Phonics
Table (see Syllabus).

150

Scheme of Work

WEEK: _______________ LESSON: 60 (Language Arts 12)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
My favourite colour’s…
My favourite toy’s a(n)…
My favourite number’s…

Primary Year 1 S

151

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pla
Review p.24: Play the song and pos
Language Arts Language Arts encourage the pupils to sing along to it pen
5.2 5.2.1 as much as possible. stud
Express personal Name people, things or You
responses to literary places of interest in Lesson delivery pap
texts illustrations 1. Ask pupils questions about the pict
accompanying texts pictures on p.24. text
COMPLEMENTARY und
SKILL COMPLEMENTARY 2. Ask pupils to tell their partner about
SKILL their favourite number, toy and colour.
Writing
4.3 Writing 3. Ask pupils to tell the class about their
Communicate with 4.3.3 partner (e.g. This is Mastura. Her
appropriate language Plan and write words and favourite toy’s a ball. Her favourite
form and style for a phrases colour’s green .and her favourite
range of purposes in number ‘s 9).
print and digital media
4. Give out poster paper and ask pupils
to write about themselves at the bottom
of the paper. Let pupils use their
textbook to check spellings and to ask
each other for help.

5. When pupils have finished writing,
they can draw a picture above. This
could be of themselves, their favourite
toy etc.

6. Display the pupils’ work in the
classroom.

7. As a class, sing new verses of the
song based on the pupils’ favourite

things.

Post lesson
Ask pupils to read each other’s work
and to find favourites they share with
their classmates, e.g. This is
Mohammed. His favourite number is 7.

My favourite number is seven, too.

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ain paper (small ELEMENT Your choice depending
ster paper) and on your pupils.
ncils for each Patriotism and
dent. citizenship Possibly strategy 2.
u could prepare the
per with a box for a You could give different
ture and gapped levels of support for the
t/lines for writing on writing depending on
derneath. your pupils’ literacy level
– for example gaps to
insert grammar words
and/or content words
and/or build a model on
the board as a class, or
no support at all for
highly literate classes
E.g.

I’m ______ . My favourite
colour is _____ . My
_______ toy is ________
. ___ favourite number
___ ____ .

152

Scheme of Work

WEEK: _______________ LESSON: 61 (Listening 13)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 56 - 60: adjectives and toys

Primary Year 1 S

153

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson F
th
Listening Listening 1. Pre-lesson task S
1.3 1.3.1 10: Say what’s missing
Use appropriate Predict words they
listening strategies in will hear by using Lesson delivery
a variety of contexts knowledge of a topic
2. Put about 8 flashcards of
COMPLEMENTARY COMPLEMENTARY drawings similar to those on p.25 of
SKILL SKILL Superminds 1.

Listening Listening 3. Number the flashcards from 1-8.
1.2 1.2.2
Understand meaning Understand with 4. Tell pupils that you’ll describe the
in a variety of familiar support specific flashcards. Ask them to predict the words
contexts information and they’ll hear (e.g. beautiful green ball).
details of very simple
phrases and 5. Tell pupils to choose 3 pictures and write
sentences down the 3 numbers. Each pupil makes
their own choice.

6. Describe the pictures (e.g. a new blue
bike).

7. Pupils tick () their number when they
hear it.

8. When a pupil has heard all 3 of their
numbers, they say Finished.

9. Check that you have said all 3 of the
pupil’s numbers.

10. Repeat steps 5-8.

11. After 2 or 3 repeats, pupils do this activity
in groups of about 8, with different pupils
taking turns to describe the pictures.

Post lesson

12. Post-lesson task 1: Spot the differences

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

Flashcards similar to ELEMENT Strategies 2 and 7 may
he pictures in be suitable.
Superminds p.25 Language
Use other strategies if
appropriate.

154

Scheme of Work

WEEK: _______________ LESSON: 62 (Speaking 13)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 56 - 60: toy vocabulary

Primary Year 1 S

155

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Ac
Pre-lesson task 4: identify the toy
Speaking Speaking flashcards Sup
2.1 2.1.5 exa
Communicate simple Name or describe objects Lesson delivery
information intelligibly using suitable words from 1. Use flashcards to practise the Dol
word sets Dol
COMPLEMENTARY language of a toy chant for these Go-
SKILL COMPLEMENTARY words: doll, monster, go-kart, car, Go-
SKILL ball, kite, bike. Bal
Speaking Bal
2.2 Speaking 2. Tell pupils that they’ll say a toy Bi-i
Use appropriate 2.2.2 chant together.
communication Ask for attention or help Fla
strategies from a teacher or 3. Move your arms backwards and voc
classmate using one forwards and say ch-ch-ch to
word or a fixed phrase imitate the rhythm of a train. Ask
pupils to copy you.

4. Say the chant below starting
slowly, and increasing your rhythm
like a train as the chant continues.
Move your arms in time with the
rhythm of the chant.

5. Ask pupils to join in with the chant,
and to speak and move like you.

6. Help pupils to see the vocabulary
pattern in the chant (i.e each toy is
repeated, joined with and, and
changes every 2 lines).

7. Put pupils in to pairs or small
groups and ask them to create
their own chant using topic
vocabulary.

Post lesson

8. Ask volunteer pairs to perform their
chant for others.

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

chant which recycles Creativity and Strategies 2, 3 and 4 may
vocabulary from Innovation be suitable.
perminds p22, for
Use other strategies if
ample: appropriate.

ll and monster
ll and monster
-kart and car
-kart and car
ll and kite
ll and kite
i-i-i-ke! Bi-i-i-i-ke!

ashcards for toy
cabulary

156

Scheme of Work

WEEK: _______________ LESSON: 63 (Reading 13)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 52: Favourite and toy vocabulary

Primary Year 1 S

157

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pic
Task 9 (using the toy words, not cou
Reading Reading adjectives). from
3.2 3.2.3
Understand a variety of i) Use visuals on the Lesson delivery Sen
linear and non-linear page to help understand 1. Play run and touch (or insist pupils des
print and digital texts by a word of phrase walk). Say, for example ‘Touch strip
using appropriate something long’ or ‘Touch something two
reading strategies blue’. Pupils move around the (se
classroom or use items they have at pup
their desks. gro

COMPLEMENTARY COMPLEMENTARY 2. Nominate some pupils to be the
SKILL SKILL teacher.

Writing Writing 3. Now put up the toy pictures around
4.2 4.2.4 the room.
Communicate basic Name or describe objects
information intelligibly using suitable words from 4. Give each pupil some sentences (or
for a range of purposes word sets give groups a complete set). Ask pupils
in print and digital to read the sentences. They can ask for
media your help of for another pupil’s help in
English if necessary.

5. Tell pupils to get up and put the
sentence next to the correct picture.

6. Have all pupils stand up and move
together to check whether all the
sentences have been put in the right
place.

7. Ask pupils to look at the toy they
drew in Lesson 57. They should write a
short sentence about it to label it (e.g. a
red ball).

Post lesson
Task 12

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

ctures of toys (you Language Strategies 2, 4 and 7 may
uld use the pictures be suitable.
m p.25)
Use other strategies if
ntences that appropriate.
scribe the toys on
ps of paper. At least If appropriate, select
o or three strips suitable activities for your
entences) for each pupils from LINUS
pil or a set for each Module 1 to be added in
oup. to this lesson
to focus on phonemes
from Line g of the
Phonics Table (see
Syllabus).

158

Scheme of Work

WEEK: _______________ LESSON: 64 (Writing 13)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 54
His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,

Primary Year 1 S

159

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pap
Task 12 and
Writing Writing
4.3 4.3.1 Lesson delivery
Communicate with Use capital letters 1. Write Name? How old? Favourite
appropriate language appropriately in personal toy? Favourite colour? and other
form and style for a and place names favourites you’ve practised recently on
range of purposes in the board. Elicit full questions from
print and digital media pupils using 3rd person (he / she).

COMPLEMENTARY COMPLEMENTARY 2. Nominate pupils to ask and answer
SKILL SKILL the questions about other pupils in the
class. Pupils can ask for help if they
Reading Reading don’t know the answer (e.g. Ali’s
3.2 3.2.2 favourite colour).
Understand a variety of Understand specific
linear and non-linear information and details of 3. Ask the pupils ‘What about you?’
print and digital texts by very simple phrases and Elicit the questions and some answers.
using appropriate sentences
reading strategies 4. Give pupils a piece of paper. On the
paper, they write their age and
favourites, but not their name. Develop
a model on the board first if necessary.

5. When they have finished, they fold
their paper in half. Collect the papers
and redistribute them.

6. Pupils read the paper they have

been given and try to guess who wrote
it. I think it’s Ali.

7. They can ask other pupils to check if

they were right – How old are you?
What’s your favourite X?

8. When they have found the writer of

the paper, pupils should tell the class
about the person. His name is Ali. He’s
seven. His favourite toy’s his train.

Post lesson
Task 12

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

per for writing on ELEMENT Strategy 3 may be
d sharing suitable.
Language
Use other strategies if
appropriate.

If appropriate, select
suitable activities for your
pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
from Line g of the
Phonics Table (see
Syllabus).

160

Scheme of Work