KURIKULUM STANDARD SEKOLAH RENDAHEnglish LanguageScheme of Work for PhonicsPrimary Year 1
Year 1 English Scheme of Work for PhonicsScheme of Work for PhonicsYear 1 English
Year 1 English Scheme of Work for PhonicsPageGlossary of key terms in Year 1 Curriculum Framework 3Differentiation strategies 6Formative assessment 11Scheme of Work 12
3Year 1 English Scheme of Work for PhonicsThe 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 frameworkPage in curriculum frameworkTerm in Year 1 curriculum framework Meaning 2 Listening 1.1.1Recognise and reproduce with support a limited range of high frequency target language phonemesa limited range of high frequency target language phonemesThese are the phonemes in the phonics table shown in the phonics table 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 1.2Understand meaning in a variety of familiar contextsa variety of familiar contextsFamiliar 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 1.2.1Understand with support the main idea of very simple phrases and sentencesSee also Listening 1.2.2 p 4 Reading 3.2.1 p 21 Reading 3.2.2 p 22very simple phrases and sentences Very simple phrases and sentences are simple in structure. They are 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 (e.g. They live in Kuching, I like bananas) 5 Listening 1.2.3Understand with a high degree of support very short simple narrativesvery short simple narrativesVery short narratives are stories which are usually not more than 6 lines long. The simple narratives contain language and ideas which pupils can understand.Teachers should use their own judgment on very short simple narratives, based on the level and interest of the pupils they teach.
4Year 1 English Scheme of Work for Phonics9 Speaking 2.1Communicate simple information intelligiblysimple informationSimple information is frequent, everyday information which is simple cognitively. Examples include pupils saying their name and age, talk about their home, or saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple information.9 Speaking 2.1.1Give very basic personal information using fixed phrasesSee also Speaking 2.1.2 p 10 Speaking 2.1.4 p 12 Speaking 2.3.1 p 16 Writing 4.2.1 p 28 Writing 4.2.2 p 29fixed phrasesFixed phrases are useful phrases for communication which pupils can understand and use to communicate successfully. Often the language in the fixed phrases is above their general language level. Here are some examples: It’s my turn, Good idea! No problem! There are many fixed phrases in Superminds 1.17 Reading 3.1Recognise words in linear and non-linear texts by using knowledge of sounds of letters See also Reading 3.2 p21-24linear and non-linear textsLinear texts contain only words, Pupils usually read their content in the sequence in which it appears on the page. Examples of linear texts include: dialogues, stories and descriptions. Non-linear texts combine words and pictures. They involve a different 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.25 Reading 3.3.1Read and enjoy simple print and digital games at word leveldigital games Digital games are language games children play on language learning DVD ROMs, CD ROMS, or websites. 28 Writing 4.2Communicate basic information intelligibly for a range of purposes in print and digital media basic informationBasic information means the same as simple information (see Speaking 2.1 above). a range of purposesThe 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.34 Writing 4.3.2Spell familiar high frequency words accurately familiar high frequency words
5Year 1 English Scheme of Work for PhonicsHigh 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.
6Year 1 English Scheme of Work for PhonicsDifferentiation strategies for Year 1 pupilsStrategy 1: Differentiate by the task pupils are givenIf 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 providedThe 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 pupilsThe 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 optionalHere, 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
7Year 1 English Scheme of Work for PhonicsIf 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 needsWhen 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 askedClosed 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
8Year 1 English Scheme of Work for Phonicsask 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 skillsSome 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 StandardListening 1.1Recognise and reproduce target language soundsLearning StandardListening 1.1.1Recognise and reproduce with support a limited range of high frequency target language phonemes2. Content StandardReading 3.1Recognise words in linear and non-linear texts by using knowledge of sounds and letters
9Year 1 English Scheme of Work for PhonicsLearning StandardReading 3.1.1Identify and recognise the shapes of the letters of the alphabetReading 3.1.2Recognise and sound out with support beginning, medial and final sounds in a wordReading 3.1.3Blend phonemes (CVC, CCVC)Reading 3.1.4Segment 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 StandardWriting 4.1: Form letters and words in neat legible print using cursive writingLearning Standard Writing 4.1.1i) Demonstrate fine motor control of hands by using pen or pencil correctlyii) Demonstrate correct posture and pen hold gripiii) Develop hand-eye coordination through drawing linesWriting 4.1.2i) Form upper and lower case letters of regular size and shapeii) Write letters and words in a straight line from left to right with regular spaces between words and spacesiii) Copy letters and familiar high frequency words and phrases correctly
10Year 1 English Scheme of Work for PhonicsFormative AssessmentFormative 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 class2. reading and marking their written work3. 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 work5. testing pupilsFormative 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.
11Year 1 English Scheme of Work for PhonicsPrimary Year 1 English Scheme of Work WEEK: _______________ LESSON: 1 (Listening 1)MAIN SKILL(S) FOCUS: ListeningTHEME: World of Self, Family and FriendsTOPIC: Unit 1 Fun at the Beach, Unit 2 Annie, Ant and Axe, Unit 3 Tom and Pat, Unit 4 Pat the PencilLANGUAGE/GRAMMAR FOCUS:Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)
12Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and circle the correct pictures4. Sing a songPost lesson1. Read the questions and answers (pair work)2. Match the pictures to the correct words3. Wordsearch*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1Suggested pages:1.1.1p. 9, 16, 21, 253.1.1, 3.1.2 , 3.1.3, 3.1.4p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 28KSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
13Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 2 (Listening 2) MAIN SKILL(S) FOCUS: Listening THEME: World of StoriesTOPIC: Unit 5 Dilly’s Doughnut, Unit 6 Hush! Hush!, Unit 7 Who Breaks Mum’s Mug?, Unit 8 Dingo Dog and Daisy DuckLANGUAGE/GRAMMAR FOCUS:Review: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)Focus : Row b.: /ɪ/ (i), /n/ (n), /m/ (m), /d/ (d)
14Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and circle the correct pictures4. Sing a song5. Listen to the story and identify the relevant sound6. Recite a chantPost lesson1. Read the questions and answers (pair work)2. Read the text/story and answer the questions3. Match the pictures to the correct words*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1Suggested pages:1.1.1p. 30, 32, 33, 40, 41, 47, 48, 56, 573.1.1, 3.1.2, 3.1.3, 3.1.4p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 60KSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
15Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 3 (Listening 3)MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: Unit 9 Goat and Goose, Unit 10 O is for Orange, Unit 11 Cat and KidLANGUAGE/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)
16Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and circle the correct pictures4. Sing a song5. Recite a chantPost lesson1. Read the text/story and answer the questions2. Match the pictures to the correct words*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:1.1.1p. 70, 74, 75, 77, 793.1.1, 3.1.2, 3.1.3, 3.1.4p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 79KSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
17Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 4 (Reading 1)MAIN SKILL(S) FOCUS: ReadingTHEME: World of Self, Family and Friends & World of StoriesTOPIC: Units 1-11LANGUAGE/GRAMMAR FOCUS:Review for Lessons 1-3
18Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY CONTENT STANDARDWriting4.1 Form letters and words in neat legible print using cursive writingReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)COMPLEMENTARY LEARNING STANDARDWriting4.1.2i) Form upper and lower case letters of regular size and shapeii) write letters and words in a straight line from left to right with regular spaces between words and spacesiii) copy letters and familiar high frequency words and phrases correctlyPre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Read the text/story and answer the questions2. Match the pictures to the correct words3. Read the questions and answers (pair work)4. WordsearchPost lesson1. Tracing lines 2. Tracing the letter3. Write the words4. Fill in the blanks with the correct word5. Write the sentences6. Rearrange the phrases to form sentences*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Units 1-43.1.1, 3.1.2 , 3.1.3, 3.1.4p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 284.1.2p. 6, 7, 8, 9, 13, 14, 15, 16, 20(H), 21, 24(G), 25, 26(C), 28Units 5-83.1.1, 3.1.2, 3.1.3, 3.1.4p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 604.1.2 p. 30, 38, 40, 44, 47, 50(F), 56, 58, 60Units 9-113.1.1, 3.1.2, 3.1.3, 3.1.4p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 794.1.2 p. 62, 63, 65(G), 66, 70, 72, 73(G), 74, 75, 76, 78(I)Language Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKTeachers may choose any suitable materials for their pupils from the suggested pages.
19Year 1 English Scheme of Work for PhonicsKSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activities
20Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 5 (Writing 1)MAIN SKILL(S) FOCUS: WritingTHEME: World of Self, Family and FriendsTOPIC: Units 1-11 LANGUAGE/GRAMMAR FOCUS:Review for Lessons 1-3
21Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSWriting4.1 Form letters and words in neat legible print using cursive writingCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersWriting4.1.2i) Form upper and lower case letters of regular size and shapeii) write letters and words in a straight line from left to right with regular spaces between words and spacesiii) copy letters and familiar high frequency words and phrases correctlyCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Tracing lines 2. Tracing the letter3. Write the words4. Fill in the blanks with the correct word5. Write the sentences6. Rearrange the phrases to form sentencesPost lesson1. Read the text/story and answer the questions2. Match the pictures to the correct words3. Read the questions and answers (pair work)4. Wordsearch*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Units 1-43.1.1, 3.1.2 , 3.1.3, 3.1.4p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 284.1.2p. 6, 7, 8, 9, 13, 14, 15, 16, 20(H), 21, 24(G), 25, 26(C), 28Units 5-83.1.1, 3.1.2, 3.1.3, 3.1.4p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 604.1.2 p. 30, 38, 40, 44, 47, 50(F), 56, 58, 60Units 9-113.1.1, 3.1.2, 3.1.3, 3.1.4p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 794.1.2 p. 62, 63, 65(G), 66, 70, 72, 73(G), 74, 75, 76, 78(I)Language Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKTeachers may choose any suitable materials for their pupils from the suggested pages.
22Year 1 English Scheme of Work for PhonicsKSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activities
23Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 6 (Listening 4)MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: Unit 12 Jack at the Dock, Unit 13 Jen, Unit 14 Run, Duck! Run!, Unit 15 Ronnie the RunnerLANGUAGE/GRAMMAR FOCUS:Row d: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r)
24Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and circle the correct pictures4. Sing a song5. Recite a chantPost lesson1. Colour the words with the relevant sounds2. Read the text/story and answer the questions3. Match the pictures to the correct words4. Role play a dialogue*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:1.1.1p. 82, 85, 86, 88, 91, 92, 93, 973.1.1, 3.1.2, 3.1.3, 3.1.4p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 101KSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKTeachers may choose any suitable materials for their pupils from the suggested pages.
25Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 7 (Listening 5)MAIN SKILL(S) FOCUS: Listening THEME: World of Self, Family and FriendsTOPIC: 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 DressLANGUAGE/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)
26Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and circle the correct pictures4. Sing a song5. Recite a rhyme/chantPost lesson1. Match the pictures to the correct words2. Circle the words with the correct sound*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:1.1.1p. 102, 104, 106, 107(C), 111, 112, 113, 117, 118, 122, 1243.1.1, 3.1.2, 3.1.3, 3.1.4p. 102, 103(C), 106, 107, 108, 111, 117, 118, 124KSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
27Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 8 (Listening 6)MAIN SKILL(S) FOCUS: ListeningTHEME: World of Self, Family and FriendsTOPIC: Unit 21 What Do You Like?, Unit 22 Wan’s Wig, Unit 23 Zox, Rex and MaxLANGUAGE/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)
28Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and circle the correct pictures4. Recite a chantPost lesson1. Read the questions and answers (pair work)2. Match the pictures to the correct words3. Read the rhyme*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:1.1.1p. 127, 128, 133, 137, 1413.1.1, 3.1.2, 3.1.3, 3.1.4p. 127, 128, 129, 133, 134, 135, 138, 142, 143KSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
29Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 9 (Reading 2)MAIN SKILL(S) FOCUS: ReadingTHEME: World of Self, Family and FriendsTOPIC: Units 12-23LANGUAGE/GRAMMAR FOCUS:Review for Lessons 6-8
30Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY CONTENT STANDARDWriting4.1 Form letters and words in neat legible print using cursive writingReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)COMPLEMENTARY LEARNING STANDARDWriting4.1.2i) Form upper and lower case letters of regular size and shapeii) write letters and words in a straight line from left to right with regular spaces between words and spacesiii) copy letters and familiar high frequency words and phrases correctlyPre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Read the questions and answers (pair work)2. Match the pictures to the correct words3. Read the rhyme4. Circle the words with the correct sound5. Colour the words with the relevant sounds6. Read the text/story and answer the questions7. Role play a dialoguePost lesson1. Tracing lines 2. Tracing the letter3. Write the words4. Fill in the blanks with the correct word5. Write the sentences6. Rearrange the phrases to form sentences*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:Unit 12-153.1.1, 3.1.2, 3.1.3, 3.1.4p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 1014.1.2p. 82, 83, 84, 85, 87, 91, 94, 95, 97, 100, 101Units 16-203.1.1, 3.1.2, 3.1.3, 3.1.4p. 102, 103(C), 106, 107, 108, 111, 117, 118, 1244.1.2p. 102, 103, 106, 109, 111, 115, 117, 119, 120, 121, 123Units 21-233.1.1, 3.1.2, 3.1.3, 3.1.4p. 127, 128, 129, 133, 134, 135, 138, 142, 1434.1.2p. 127, 128, 130, 131, 132, 133, 136, 139, 140, 141Language Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKTeachers may choose any suitable materials for their pupils from the suggested pages.
31Year 1 English Scheme of Work for PhonicsKSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activities
32Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 10 (Writing 2)MAIN SKILL(S) FOCUS: Writing THEME: World of Self, Family and FriendsTOPIC: Units 12-23LANGUAGE/GRAMMAR FOCUS:Review for Lessons 6-8
33Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSWriting4.1 Form letters and words in neat legible print using cursive writingCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersWriting4.1.2i) Form upper and lower case letters of regular size and shapeii) write letters and words in a straight line from left to right with regular spaces between words and spacesiii) copy letters and familiar high frequency words and phrases correctlyCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Read the questions and answers (pair work)2. Match the pictures to the correct words3. Read the rhyme4. Circle the words with the correct sound5. Colour the words with the relevant sounds6. Read the text/story and answer the questions7. Role play a dialoguePost lesson1. Tracing lines 2. Tracing the letter3. Write the words4. Fill in the blanks with the correct word5. Write the sentences6. Rearrange the phrases to form sentences*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:Unit 12-153.1.1, 3.1.2, 3.1.3, 3.1.4p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 1014.1.2p. 82, 83, 84, 85, 87, 91, 94, 95, 97, 100, 101Units 16-203.1.1, 3.1.2, 3.1.3, 3.1.4p. 102, 103(C), 106, 107, 108, 111, 117, 118, 1244.1.2p. 102, 103, 106, 109, 111, 115, 117, 119, 120, 121, 123Units 21-233.1.1, 3.1.2, 3.1.3, 3.1.4p. 127, 128, 129, 133, 134, 135, 138, 142, 1434.1.2p. 127, 128, 130, 131, 132, 133, 136, 139, 140, 141Language Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKTeachers may choose any suitable materials for their pupils from the suggested pages.
34Year 1 English Scheme of Work for PhonicsKSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activities
35Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 11 (Listening 7)MAIN SKILL(S) FOCUS: Listening THEME: World of StoriesTOPIC: Unit 24 Yaya and Yahya, Unit 25 Zuzu and Zimba, Unit 26 The Queen and the ChessLANGUAGE/GRAMMAR FOCUS:Row g.: /j/ (y), /z/ (z, zz), /kw/ (qu)
36Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Sing the Phonics Song (audio)Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and circle the correct pictures4. Listen to the storyPost lesson1. Match the pictures to the correct words2. Read the rhyme3. Read the story*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:1.1.1p. 141,147, 148, 1513.1.1, 3.1.2, 3.1.3, 3.1.4p. 142, 143, 145, 148, 149, 153(F), 154KSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
37Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 12 (Listening 8) MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: Unit 26 The Queen and the Chess, Unit 27 Shelly’s Shopping Trip, Unit 28 Cathy has a Bag, Unit 29 The King’s RingLANGUAGE/GRAMMAR FOCUS:Row h.: /tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)
38Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Listen to the chant or tongue twister and identify the reoccurring soundsLesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen to the story and circle the correct words4. Bingo5. Listen and say the chantPost lesson1. Match the pictures to the correct words2. Read the rhyme/chant*Choose any suitable activities in thelearning outline for your lessonLINUS Module Book 1 Suggested pages:1.1.1p. 152, 157(A), 159, 161, 162, 163, 166, 1673.1.1, 3.1.2, 3.1.3, 3.1.4p. 158, 160(F), 165(H), 168(E)KSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
39Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 13 (Listening 9)MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: Units 24-29LANGUAGE/GRAMMAR FOCUS:Review: /j/ (y), /z/ (z, zz), /kw/ (qu),/tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)
40Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Listen to the sounds and guess the wordsLesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen to the story and circle the correct words4. Bingo5. Listen and say the chant6. Listen to the storyPost lesson1. Match the pictures to the correct words2. Read the rhyme/chant3. Read the story*Choose any suitable activities in the learning outline for your lessonSuggested Phonics Song (audio):1. https://youtu.be/ffeZXPtTGC42. https://youtu.be/BELlZKpi1Zs3. https://www.youtube.com/watch?v=saF3-f0XWAY4. https://youtu.be/zNmh4s9un3c5. https://youtu.be/c2j3l7IHLcLINUS Module Book 1 Suggested pages:Units 24-291.1.1p. 141,147, 148, 151, 152, 157(A), 159, 161, 162, 163, 166, 1673.1.1, 3.1.2, 3.1.3, 3.1.4p. 142, 143, 145, 148, 149, 153(F), 154153, 154, 158, 160(F), 165(H), 168(E)pages 158, 160(F), 165(H), 168(E)KSSR Teacher’s Guidebook English Language Year 1 by BPK p. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
41Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 14 (Reading 3)MAIN SKILL(S) FOCUS: ReadingTHEME: World of StoriesTOPIC: Units 24-29LANGUAGE/GRAMMAR FOCUS:Review for Lessons 11-13
42Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY CONTENT STANDARDWriting4.1 Form letters and words in neat legible print using cursive writingReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)COMPLEMENTARY LEARNING STANDARDWriting4.1.2i) Form upper and lower case letters of regular size and shapeii) write letters and words in a straight line from left to right with regular spaces between words and spacesiii) copy letters and familiar high frequency words and phrases correctlyPre-lesson1. Jazz chant based on the rhyme (p.145)Lesson delivery1. Match the pictures to the correct words2. Read the rhyme/chant3. Read the storyPost lesson1. Tracing lines 2. Tracing the letter3. Write the words4. Fill in the blanks with the correct sound5. Write the sentences6. Rearrange the 7. Crossword*Choose any suitable activities in the learning outline for your lessonLINUS Module Book 1 Suggested pages:Units 24-293.1.1, 3.1.2, 3.1.3, 3.1.4p. 142, 143, 145, 148, 149, 153(F), 154153, 154, 158, 160(F), 165(H), 168(E)p. 158, 160(F), 165(H), 168(E)4.1.2p. 141(B), 145(F) 146, 147(B), 150, 151(B),152(D), 155, 156, 157(B), 158(D), 160(G), 161(B), 165(I), 166(B), 168(F)KSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
43Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 15 (Writing 3)MAIN SKILL(S) FOCUS: WritingTHEME: World of StoriesTOPIC: Units 24-29LANGUAGE/GRAMMAR FOCUS:Review for Lessons 11-13
44Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSWriting4.1 Form letters and words in neat legible print using cursive writingCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersWriting4.1.2i) Form upper and lower case letters of regular size and shapeii) write letters and words in a straight line from left to right with regular spaces between words and spacesiii) copy letters and familiar high frequency words and phrases correctlyCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Rearrange the letters to form words they have learnt2. Blend or segment the phonemes in the wordsLesson delivery1. Tracing lines 2. Tracing the letter3. Write the words4. Fill in the blanks with the correct sound5. Write the sentences6. Rearrange the 7. CrosswordPost lesson1. Match the pictures to the correct words2. Read the rhyme/chant3. Read the story*Choose any suitable activities in the learning outline for your lessonLINUS Module Book 1 Suggested pages:Units 24-293.1.1, 3.1.2, 3.1.3, 3.1.4p. 142, 143, 145, 148, 149, 153(F), 154153, 154, 158, 160(F), 165(H), 168(E)p. 158, 160(F), 165(H), 168(E)4.1.2p. 141(B), 145(F) 146, 147(B), 150, 151(B), 152(D), 155, 156, 157(B), 158(D), 160(G), 161(B), 165(I), 166(B), 168(F)KSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKAt this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters.Teachers may choose any suitable materials for their pupils from the suggested pages.
45Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 16 (Listening 10)MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: 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)
46Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Point to the pictures that contain the sounds Lesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and say the chant4. Sing a songPost lesson1. Match the pictures to the correct words*Choose any suitable activities in the learning outline for your lessonLINUS Module Book 1 Suggested pages:1.1.1p. 170(A), 171(C), 175, 178(A), 183(A)3.1.1, 3.1.2, 3.1.3, 3.1.4p. 172, 173(F), 175, 176(C), 179, 184, 185(E)KSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKTeachers may choose any suitable materials for their pupils from the suggested pages.
47Year 1 English Scheme of Work for PhonicsWEEK: _______________ LESSON: 17 (Listening 11)MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: Unit 34 Mark goes to the Park, Unit 35 Curly Purly, Unit 36 Crow has a CoinLANGUAGE/GRAMMAR FOCUS:Row j.: /a:/ (ar), /ɔ:/ (or), /ɜ:/ (ur), /әʊ/ (ow), /ɔɪ/(oi)
48Year 1 English Scheme of Work for PhonicsCONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES /REMARKSListening1.1Recognise and reproduce target language soundsCOMPLEMENTARY CONTENT STANDARDReading3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of lettersListening1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemesCOMPLEMENTARY LEARNING STANDARDReading3.1.1 Identify and recognise the shapes of the letters in the alphabet3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word3.1.3 Blend phonemes (CVC, CCVC)3.1.4 Segment phonemes (CVC, CCVC)Pre-lesson1. Pass on a set of words using Chinese whispersLesson delivery1. Listen to the sounds and do the actions2. Listen to the words and identify the relevant sounds3. Listen and say the chant4. Sing a songPost lesson1. Match the pictures to the correct words2. Read the chant and answer the questions3. Recite a poem*Choose any suitable activities in the learning outline for your lessonLINUS Module Book 1 Suggested pages:1.1.1p. 187, 191, 1963.1.1, 3.1.2, 3.1.3, 3.1.4p. 188, 189(E), 191, 192(D), 197&207(K)KSSR Teacher’s Guidebook English Language Year 1 by BPKp. 52-60, 77-118, 142, 147 for relevant activitiesLanguage Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPKTeachers may choose any suitable materials for their pupils from the suggested pages.