Primary Year 2 Scheme of Work Phonics

KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work for Phonics

Primary Year 2



Scheme of Work for Phonics
Year 2 English

Year 2 English Scheme of Work For Phonics

Glossary of key terms in Year 2 Curriculum Framework Page
Differentiation strategies 3
Formative assessment 6
Scheme of Work 10
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Year 2 English Scheme of Work For Phonics

Glossary of terms in Year 2 curriculum framework

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

A range of target language phonemes in Year 2 means a suitable variety of phonemes from
the phonics table, based on your judgment of how well the pupils you teach can read. These
are in addition to the phonemes already covered in Year 1.

3 Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics

contexts covered in the Superminds 1 textbook, such as friends and family, school, food (from Year 1),

as well as free time, the home and clothes (from Year 2).

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

3 Listening 1.2.1 simple sentences

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

sentences got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in

See also: Kuching, I like bananas).

 Listening 1.2.2 (p.2)

 Reading 3.2.1 (p.14)

 Reading 3.2.2 (p.15)

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

narratives

Please use your own judgment on very short simple narratives, based on the level and
interest of the pupils you teach.

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Year 2 English Scheme of Work For Phonics

Speaking simple information
Simple information is frequent, everyday information which is simple cognitively. Examples
10 Speaking 2.1 include pupils saying their name and age, or saying what they like. Superminds 1 provides
frequent opportunities for pupils to communicate simple information.
Communicate simple information intelligibly

9 Speaking 2.1.1 basic phrases
Basic phrases are short, simple phrases for communication which pupils can understand and
Give simple personal information using basic adapt to communicate successfully. These include phrases such as “How are you?” “I’m tired
phrases today”. There are many basic phrases presented in Superminds 1.
See also:
 Speaking 2.1.2 Basic questions (p. 10) short sequence of basic instructions
 Writing 4.2.1 Basic questions and Basic instructions are short, are often two or three words long and use imperative verb forms,
for example “Stand up” or ‘Pass me the book, please”. Two or three of these together make a
statements (p.28) short sequence of basic instructions.



11 Speaking 2.1.3

Give a short sequence of basic instructions

16 Speaking 2.3.1 fixed phrases

Introduce self and others to an audience using Fixed phrases are useful phrases for communication which pupils can understand and use to

fixed phrases 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.

Reading Reading 3.1 linear and non-linear texts
Recognise words in linear and non-linear texts Linear texts contain only words. Pupils usually read their content in the sequence in which it
17 by using knowledge of sounds of letters 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 kind of reading from
 Reading 3.2 (p.21-24) 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 3.3.1 digital games

Read and enjoy simple print and digital games at Digital games are language games which pupils play on language learning DVD ROMs, CD

word level ROMS, or websites.

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Year 2 English Scheme of Work For Phonics

Writing Writing 4.2 basic information
Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above).
28 range of purposes in print and digital media
a range of purposes
34 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 a narrow range of familiar high frequency High frequency words are words which pupils use often in Year 2 writing, such as colours,
words accurately in guided writing numbers, days of the week, and classroom objects. Please use your own judgment on familiar
high frequency words, according to words pupils write often in your lessons.

34 Writing 4.3.2 guided writing

Spell a narrow range of familiar high frequency A guided writing activity is one where pupils are given support. This support is often in the

words accurately in guided writing form of models to follow, substitutions, gapped sentences and so on, or it may be guided in

the content that pupils are writing about. This guidance supports pupils development of writing

skills in order to begin to develop freer writing skills, where less content or language support is

given.

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Year 2 English Scheme of Work For Phonics

Differentiation strategies for Year 2 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.

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Year 2 English Scheme of Work For Phonics

ii) Remember and share
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

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Year 2 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, and they will continue to develop these skills in Year 1. Others may begin Year 1 with few or
no literacy skills, and continue to need to develop these skills into Year 2. 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, pupils with lower literacy proficiency 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 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

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Year 2 English Scheme of Work For Phonics

Learning Standard
Reading 3.1.1
Identify, recognise and name the letters of the alphabet

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

Reading 3.1.3
Blend phonemes (CVC, CCVC, CVCV, CCV)

Reading 3.1.4
Segment phonemes (CVC, CCVC, CVCV, CCV)

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Year 2 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.

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Year 2 English Scheme of Work For Phonics

WEEK: _______________Note: Some learning standards are taken from Year 1.
Primary Year 2 English Scheme of Work

LESSON: 1 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Unit 11 Let’s Hear ! , Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The mermaid’s Tail

LANGUAGE/GRAMMAR FOCUS:
Sounds
Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)

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Year 2 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 2 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Listen to the rhyme Relevant pages strategies in the KSSR any suitable materials
Recognise and reproduce with support a Page 80-97 Teacher’s Guidebook for their pupils from the
reproduce target limited range of high Lesson delivery suggested pages.
language sounds frequency target 1.Do the action English Language Year 1
language phonemes by BPK
Post lesson More materials here: Page 85-90 ( for the
https://goo.gl/W1AeW9 actions )
https://goo.gl/2tKBDP
COMPLEMENTARY COMPLEMENTARY 1.Circle / Match the https://goo.gl/DRDw4 Use any appropriate
CONTENT STANDARD LEARNING STANDARD words with the relevant w
Reading Reading sounds https://goo.gl/zU51AF strategies in the KSSR
3.1 Recognise words in https://goo.gl/mqbqdE Teacher’s Guidebook
linear and non-linear 3.1.2 Recognise and Language Skills: https://goo.gl/Se6dLR
texts by using knowledge sound out with support English Language Year 2
of sounds of letters beginning, medial and L1.1.1
final sounds in a word R3.1.1 by BPK
R3.1.2
3.1.3 Blend phonemes R3.1.3
(CVC, CCVC) R3.1.4

3.1.4 Segment *Choose any suitable
phonemes activities in the
learning outline for
your lesson.

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Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 2 ( Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Unit 11 Let’s Hear ! ,, Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The Mermaid’s Tail

LANGUAGE/GRAMMAR FOCUS:
Sounds
Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)

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Year 2 English Scheme of Work For Phonics

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

Reading 3.1.2 Pre-lesson Language Use any appropriate Teachers may choose
3.1 Recognise and sound 1..Sing a song strategies in the KSSR any suitable materials
3.1 Recognise words in out with some support LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
linear and non-linear beginning, medial and Lesson delivery Relevant pages suggested pages.
texts by using knowledge final sounds in a word Page 80-97 English Language Year 1
of sounds of letters 1.Blend and segment the by BPK
COMPLEMENTARY words More materials here: Page 85-90 ( for the
COMPLEMENTARY LEARNING STANDARD Post lesson actions )
CONTENT STANDARD Writing https://goo.gl/W1AeW9
4.1.2 1.List out words with ea Use any appropriate
Writing i) Form upper and lower sound https://goo.gl/2tKBDP
4.1 Form letters and case letters of regular strategies in the KSSR
words in neat legible size and shape Language Skills: https://goo.gl/DRDw4 Teacher’s Guidebook
print using cursive writing w
ii) write letters and words R3.1.1 English Language Year 2
in a straight line from left R3.1.2 https://goo.gl/zU51AF
to right with regular R3.1.3 by BPK
spaces between words R3.1.4 https://goo.gl/mqbqdE
and spaces W4.1.2
*Choose any suitable https://goo.gl/Se6dLR
iii) copy letters and activities in the
familiar high frequency learning outline for
words and phrases your lesson.
correctly

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Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 3 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories

TOPIC: Unit 15 A Hot Day , Unit 16 Louise and the Mouse , Unit 17 Don’t Lie , Unit 18 At the Beach

LANGUAGE/GRAMMAR FOCUS:
Review Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Focus
Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/

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Year 2 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 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Recite the poem strategies in the KSSR any suitable materials
Recognise and reproduce with support a LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
reproduce target limited range of high Lesson delivery Relevant pages suggested pages.
language sounds frequency target 1.Do the action for the Page 98 - 113 English Language Year 1
language phonemes sounds by BPK
2. Blending of sounds More materials here: Page 85-90( for the
actions )
https://goo.gl/W1AeW9
COMPLEMENTARY COMPLEMENTARY Post lesson Use any appropriate
CONTENT STANDARD LEARNING STANDARD 1.Read the story https://goo.gl/2tKBDP
Reading Reading 2.Complete the journal strategies in the KSSR
3.1 Recognise words in 3.1.1 Identify and https://goo.gl/DRDw4 Teacher’s Guidebook
linear and non-linear recognise the shapes of Language Skills: w
texts by using knowledge the letters in the alphabet L1.1.1 English Language Year 2
of sounds of letters R3.1.1 https://goo.gl/zU51AF
3.1.2 Recognise and R3.1.2 by BPK
sound out with support R3.1.3 https://goo.gl/mqbqdE
beginning, medial and R3.1.4
final sounds in a word https://goo.gl/Se6dLR

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

16

Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 4 (Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Stories

TOPIC :Unit 15 A Hot Day , Unit 16 Louise and the Mouse , Unit 17 Don’t Lie , Unit 18 At the Beach

LANGUAGE/GRAMMAR FOCUS:
Focus
Sounds Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/

17

Year 2 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 Teachers may choose
3.1 Recognise words in 3.1.1 Identify and 1.Blending the sounds Relevant pages strategies in the KSSR any suitable materials
linear and non-linear recognise the shapes of Page 98 - 113 Teacher’s Guidebook for their pupils from the
texts by using knowledge the letters in the alphabet Lesson delivery More materials here: suggested pages.
of sounds of letters English Language Year 1
3.1.2 Recognise and 1.Complete the story https://goo.gl/W1AeW9 by BPK
COMPLEMENTARY sound out with support https://goo.gl/2tKBDP Page 85-90( for the
CONTENT STANDARD beginning, medial and Post lesson actions )
Writing final sounds in a word 1.Role play and write the https://goo.gl/DRDw4
4.1 Form letters and correct responds w Use any appropriate
words in neat legible 3.1.3 Blend phonemes
print using cursive writing (CVC, CCVC) Language Skills: https://goo.gl/zU51AF strategies in the KSSR
R3.1.1 Teacher’s Guidebook
3.1.4 Segment R3.1.2 https://goo.gl/mqbqdE
phonemes R3.1.3 English Language Year 2
R3.1.4 https://goo.gl/Se6dLR
COMPLEMENTARY W4.1.2 by BPK
LEARNING STANDARD
Writing *Choose any suitable
4.1.2 activities in the learning
i) Form upper and lower outline for your lesson.
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

18

Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 5 (Listening )

MAIN SKILL(S) FOCUS: Listening and Reading

THEME: World of Self, Family and Friends
TOPIC: Units 19 We are the Big Boys , Unit 20 It’s shopping time , Unit 21 Sue’s True Friend, Unit 22 Shawn

LANGUAGE/GRAMMAR FOCUS:
Review Row l: /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/

Focus Row m : /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)

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Year 2 English Scheme of Work For Phonics

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
Listening Pre-lesson
Listening 1.Colouring the correct LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and initial sounds. Relevant Pages any suitable materials
Recognise and reproduce with support a 2. Listening to the strategies in the KSSR for their pupils from the
reproduce target limited range of high dialogue Page 98 - 113 Teacher’s Guidebook suggested pages.
language sounds frequency target
language phonemes Lesson delivery More materials here: English Language Year 1

COMPLEMENTARY 1.Circle True or False https://goo.gl/W1AeW9 by BPK
LEARNING STANDARD
Reading Post lesson https://goo.gl/2tKBDP Page 85-90( for the
3.1.1 Identify and 1.Draw a line on the floor actions )
recognise the shapes of plan. https://goo.gl/DRDw4
the letters in the alphabet w Use any appropriate

strategies in the KSSR
Teacher’s Guidebook

English Language Year 2

by BPK

COMPLEMENTARY 3.1.2 Recognise and 2.Match the sentence https://goo.gl/zU51AF
CONTENT STANDARD sound out with support parts. https://goo.gl/mqbqdE
Reading beginning, medial and https://goo.gl/Se6dLR
3.1 Recognise words in final sounds in a word Language Skills:
linear and non-linear L1.1.1
texts by using knowledge 3.1.3 Blend phonemes R3.1.1
of sounds of letters (CVC, CCVC) R3.1.2
R3.1.3
3.1.4 Segment R3.1.4
phonemes

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

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Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 6 (Reading and Writing)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Units 19 We are the Big Boys , Unit 20 It’s shopping time , Unit 21 Sue’s True Friend, Unit 22 Shawn

LANGUAGE/GRAMMAR FOCUS:
Focus Row m: Sounds /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/
(aw)

21

Year 2 English Scheme of Work For Phonics

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
Reading Pre-lesson
3.1 Recognise words in Reading 1.Match the sentence Language Use any appropriate Teachers may choose
linear and non-linear 3.1.1 Identify and parts LINUS Module Book 2 any suitable materials
texts by using knowledge recognise the shapes of Relevant pages strategies in the KSSR for their pupils from the
of sounds of letters the letters in the alphabet Lesson delivery Page 98 - 113 Teacher’s Guidebook suggested pages.
1.Read the story based More materials here:
3.1.2 Recognise and on the pictures given English Language Year 1
sound out with support https://goo.gl/W1AeW9
beginning, medial and https://goo.gl/2tKBDP by BPK
final sounds in a word
https://goo.gl/DRDw4 Page 85-90( for the
w actions )

COMPLEMENTARY 3.1.3 Blend phonemes Post lesson https://goo.gl/zU51AF Use any appropriate
CONTENT STANDARD (CVC, CCVC) 1.Rearrange the letters
Writing to form words https://goo.gl/mqbqdE strategies in the KSSR
3.1.4 Segment Teacher’s Guidebook
4.1 Form letters and phonemes 2.Match the sentence https://goo.gl/Se6dLR
words in neat legible parts to form correct English Language Year 2
print using cursive writing sentences.
by BPK

COMPLEMENTARY Language Skills:
LEARNING STANDARD R3.1.1
4.1.2 R3.1.2
i) Form upper and lower R3.1.3
case letters of regular R3.1.4
size and shape W4.1.2

ii) write letters and words *Choose any suitable
in a straight line from left activities in the
to right with regular learning outline for
spaces between words your lesson.
and spaces

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

22

Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 7 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book

LANGUAGE/GRAMMAR FOCUS:
Review Row m: Sounds /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Focus Row n : Sounds :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)

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Year 2 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 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Recite the poem with strategies in the KSSR any suitable materials
Recognise and reproduce with support a actions LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
reproduce target limited range of high Relevant pages suggested pages.
language sounds frequency target 2.Listen and chant Page 98 - 113 English Language Year 1
language phonemes by BPK
COMPLEMENTARY Lesson delivery More materials here: Page 85-90( for the
CONTENT STANDARD COMPLEMENTARY 1.Blending and https://goo.gl/W1AeW9 actions )
Reading LEARNING STANDARD segmenting https://goo.gl/2tKBDP
3.1 Recognise words in Reading 2. Chant https://goo.gl/DRDw4 Use any appropriate
linear and non-linear 3.1.1 Identify and w
texts by using knowledge recognise the shapes of Post lesson https://goo.gl/zU51AF strategies in the KSSR
of sounds of letters the letters in the alphabet 1. Do the action for the https://goo.gl/mqbqdE Teacher’s Guidebook
https://goo.gl/Se6dLR
3.1.2 Recognise and sound English Language Year 2
sound out with support
beginning, medial and Language Skills: by BPK
final sounds in a word L1.1.1
R3.1.1
3.1.3 Blend phonemes R3.1.2
(CVC, CCVC) R3.1.3
R3.1.4
3.1.4 Segment
phonemes *Choose any suitable
activities in the
learning outline for
your lesson.

24

Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 8 (Reading and Writing )
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book

LANGUAGE/GRAMMAR FOCUS:
Focus Sounds Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)

25

Year 2 English Scheme of Work For Phonics

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
Reading Pre-lesson
3.1 Recognise words in 3.1.1 Identify and 1.Complete the LINUS Module Book 2 Language Use any appropriate Teachers may choose
linear and non-linear recognise the shapes of crossword puzzle Relevant pages any suitable materials
texts by using knowledge the letters in the alphabet 2.Complete the poem strategies in the KSSR for their pupils from the
of sounds of letters Page 98 - 113 Teacher’s Guidebook suggested pages.
3.1.2 Recognise and Lesson delivery More materials here:
COMPLEMENTARY sound out with support 1.Match the pictures with English Language Year 1
CONTENT STANDARD beginning, medial and the correct words https://goo.gl/W1AeW9
final sounds in a word 2.Match the pictures with by BPK
the correct sentences https://goo.gl/2tKBDP
3.1.3 Blend phonemes Page 85-90( for the
(CVC, CCVC) actions )

4.1 Form letters and 3.1.4 Segment Post lesson https://goo.gl/DRDw4 Use any appropriate
words in neat legible phonemes 1.Match the sentence w
print using cursive writing parts strategies in the KSSR
COMPLEMENTARY 2.Write the sentences https://goo.gl/zU51AF Teacher’s Guidebook
LEARNING STANDARD
4.1.2 Language Skills: https://goo.gl/mqbqdE English Language Year 2
i) Form upper and lower R3.1.1
case letters of regular R3.1.2 https://goo.gl/Se6dLR by BPK
size and shape R3.1.3
R3.1.4
ii) write letters and words W4.1.2
in a straight line from left
to right with regular *Choose any suitable
spaces between words activities in the
and spaces learning outline for
your lesson.
iii) copy letters and
familiar high frequency
words and phrases
correctly

26

Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 9 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude
LANGUAGE/GRAMMAR FOCUS:
Review Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Focus Sound Row o :eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

27

Year 2 English Scheme of Work For Phonics

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
Listening Pre-lesson
1.1 Listening 1.Listen to the story LINUS Module Book 2 Language Use any appropriate Teachers may choose
Recognise and 1.1.1 Recognise and Relevant Pages any suitable materials
reproduce target reproduce with support a Lesson delivery 159 – 175 , 190 - 195 strategies in the KSSR for their pupils from the
language sounds limited range of high 1Circle the correct Teacher’s Guidebook suggested pages.
frequency target pictures More materials here:
COMPLEMENTARY language phonemes 2.. Number the English Language Year 1
CONTENT STANDARD sentences in the correct https://goo.gl/W1AeW9
Reading COMPLEMENTARY order by BPK
3.1 Recognise words in LEARNING STANDARD 3.Recite a poem https://goo.gl/2tKBDP
linear and non-linear Reading Page 85-90 ( for the
texts by using knowledge 3.1.1 Identify and Post lesson https://goo.gl/DRDw4 actions )
of sounds of letters recognise the shapes of 1.Fill in the blanks w
the letters in the alphabet 2. Rearrange the Use any appropriate
sentences https://goo.gl/zU51AF
3.1.2 Recognise and 3. Recite the jazz chant strategies in the KSSR
sound out with support 4. Complete the jigsaw https://goo.gl/mqbqdE Teacher’s Guidebook
beginning, medial and puzzle
final sounds in a word https://goo.gl/Se6dLR English Language Year 2
Language Skills:
3.1.3 Blend phonemes L1.1.1 by BPK
(CVC, CCVC) R3.1.1
R3.1.2
3.1.4 Segment R3.1.3
phonemes R3.1.4
*Choose any suitable
activities in the
learning outline for
your lesson.

28

Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 10 (Reading and Writing )
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude
LANGUAGE/GRAMMAR FOCUS: Row o :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

29

Year 2 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 2 Language Use any appropriate Teachers may choose
4.1 Form letters and 4.1.2 1.Read the story Relevant Pages any suitable materials
words in neat legible i) Form upper and lower 159 – 175 , 190 - 195 strategies in the KSSR for their pupils from the
print using cursive writing case letters of regular Lesson delivery Teacher’s Guidebook suggested pages.
size and shape 1.Complete the story More materials here:
COMPLEMENTARY with the correct words English Language Year 1
CONTENT STANDARD ii) write letters and words 2.Fill in the blanks https://goo.gl/W1AeW9
Reading in a straight line from left 3. Match the pictures to by BPK
3.1 Recognise words in to right with regular the correct words https://goo.gl/2tKBDP
linear and non-linear spaces between words Page 85-90( for the
texts by using knowledge and spaces Post lesson https://goo.gl/DRDw4 actions )
of sounds of letters 1.Rearrange and rewrite w
iii) copy letters and the phrases to form Use any appropriate
familiar high frequency correct sentences https://goo.gl/zU51AF
words and phrases strategies in the KSSR
correctly Language Skills: https://goo.gl/mqbqdE Teacher’s Guidebook
R3.1.1
COMPLEMENTARY R3.1.2 https://goo.gl/Se6dLR English Language Year 2
LEARNING STANDARD R3.1.3
Reading R3.1.4 by BPK
3.1.1 Identify and W4.1.2
recognise the shapes of
the letters in the alphabet *Choose any suitable
activities in the
3.1.2 Recognise and learning outline for
sound out with support your lesson.
beginning, medial and
final sounds in a word

3.1.3 Blend phonemes
(CVC, CCVC)

3.1.4 Segment
phonemes

30

Year 2 English Scheme of Work For Phonics

WEEK: _______________ LESSON: 11 (Reading and Writing)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 31
TOPIC: Any relevant topics
LANGUAGE/GRAMMAR FOCUS:
Review
Row k :/ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Row l :eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
Row m :/ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Row n :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Row 0 :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

Year 2 English Scheme of Work For Phonics

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
Reading Pre-lesson
3.1 Recognise words in 3.1.1 Identify and LINUS Module Book 2 Language Use any appropriate Teachers may choose
linear and non-linear recognise the shapes of 1.Reading a story Relevant Pages any suitable materials
texts by using knowledge the letters in the alphabet 81- 175 & 190 - 195 strategies in the KSSR for their pupils from the
of sounds of letters Lesson delivery Teacher’s Guidebook suggested pages.
3.1.2 Recognise and 1.Fill in the blanks More materials here:
COMPLEMENTARY sound out with support 2.Number the sentences https://goo.gl/W1AeW9 English Language Year 1
CONTENT STANDARD beginning, medial and in the correct order https://goo.gl/2tKBDP
final sounds in a word https://goo.gl/DRDw4 by BPK
Writing Post lesson w
4.1 Form letters and 3.1.3 Blend phonemes 1.Rearrange and https://goo.gl/zU51AF Page 85-90( for the
words in neat legible (CVC, CCVC) rewrite the phrases to https://goo.gl/mqbqdE actions )
print using cursive writing form correct https://goo.gl/Se6dLR
3.1.4 Segment sentences. Use any appropriate
phonemes
Language Skills: strategies in the KSSR
COMPLEMENTARY Teacher’s Guidebook
LEARNING STANDARD R3.1.1
R3.1.2 English Language Year 2
Writing R3.1.3
4.1.2 R3.1.4 by BPK
i) Form upper and lower W4.1.2
case letters of regular
size and shape

ii) write letters and words *Choose any suitable
in a straight line from left activities in the
to right with regular learning outline for
spaces between words your lesson.
and spaces

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

32

Year 2 English Scheme of Work For Phonics



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