Primary Year 2 Scheme of Work Phonics

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KURIKULUM STANDARD SEKOLAH RENDAH

English Language

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Scheme of Work for Phonics

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Page

Glossary of key terms in Year 2 Curriculum Framework

3 Differentiation strategies

6 Formative assessment

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Glossary of terms in Year 2 curriculum framework

Page in

curriculum

framework

Term in Year 1 curriculum framework

Meaning

Listening

2 Listening 1.1.1

Recognise and reproduce with support a range of high frequency target language phonemes

a range of high frequency target language phonemes

These 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 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

Understand meaning in a variety of familiar contexts

a variety of familiar contexts

Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the Superminds 1 textbook, such as friends and family, school, 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

Understand with support the main idea of simple sentences

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Listening 1.2.3

Understand with support very short simple narratives

very short simple narratives

Very short narratives are stories which are usually not more than 6 lines long. The simple narratives contain language and ideas which pupils can understand.

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Speaking

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Speaking 2.1

Communicate simple information intelligibly

simple information

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

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Speaking 2.1.1

Give simple personal information using basic phrases

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Speaking 2.1.3

Give a short sequence of basic instructions

short sequence of basic instructions

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 short sequence of basic instructions.

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Speaking 2.3.1

Introduce self and others to an audience using fixed phrases

fixed phrases

Fixed 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.

Reading

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Reading 3.1

Recognise words in linear and non-linear texts by using knowledge of sounds of letters

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Reading 3.3.1

Read and enjoy simple print and digital games at word level

digital games

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Writing

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Writing 4.2

Communicate basic information intelligibly for a range of purposes in print and digital media

basic information

Basic information means the same as simple information (see Speaking 2.1 above).

a range of purposes

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

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Writing 4.3.2

Spell a narrow range of familiar high frequency words accurately in guided writing

familiar high frequency words

High frequency words are words which pupils use often in Year 2 writing, such as colours, 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.

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Writing 4.3.2

Spell a narrow range of familiar high frequency words accurately in guided writing

guided writing

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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

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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 pu

pils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils shou

ld 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

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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 Wor

k, 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:

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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

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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

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Note: Some learning standards are taken from Year 1.

Primary Year 2 English Scheme of Work

WEEK: _

_

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

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CONTENT STANDARD LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS

Listening 1.1

Recognise and reproduce target language sounds

COMPLEMENTARY CONTENT STANDARD

Reading

3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters

Listening

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

COMPLEMENTARY LEARNING STANDARD

Reading

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

3.1.3 Blend phonemes (CVC, CCVC)

3.1.4 Segment phonemes

Pre-lesson

1.Listen to the rhyme

Lesson delivery

1.Do the action

Post lesson

1.Circle / Match the words with the relevant sounds

Language Skills:

L1.1.1 R3.1.1 R3.1.2 R3.1.3 R3.1.4

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

LINUS Module Book 2 Relevant pages Page 80-97

More materials here:

https://goo.gl/W1AeW9

Language Use any appropriate strategies in the KSSR

Teacher’s Guidebook

English Language Year 1 by BPK

Page 85-90 ( for the actions )

Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 2 by BPK

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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

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REMARKS

Reading 3.1

Writing

4.1 Form letters and words in neat legible print using cursive writing

3.1.2

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

Writing 4.1.2

i) Form upper and lower case letters of regular size and shape

ii) write letters and words in a straight line from left to right with regular spaces between words and spaces

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

Pre-lesson

1..Sing a song

Lesson delivery

1.Blend and segment the words

Post lesson

1.List out words with ea

sound

Language Skills:

R3.1.1 R3.1.2 R3.1.3 R3.1.4 W4.1.2

LINUS Module Book 2 Relevant pages Page 80-97

Language Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK

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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

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REMARKS

Listening 1.1

Reading

Listening

Reading

3.1.1 Identify and recognise the shapes of the letters in the alphabet

Pre-lesson

1.Recite the poem

Lesson delivery

1.Do the action for the sounds

2. Blending of sounds

Post lesson

1.Read the story 2.Complete the journal

Language Skills: L1.1.1

R3.1.1 R3.1.2 R3.1.3 R3.1.4

LINUS Module Book 2 Relevant pages Page 98 - 113

Page 85-90( for the actions )

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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

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REMARKS

Reading

Writing

Reading

Writing 4.1.2

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

Pre-lesson

1.Blending the sounds

Lesson delivery

1.Complete the story

Post lesson

1.Role play and write the correct responds

Language Skills: R3.1.1 activities in the learning outline for your lesson.

LINUS Module Book 1

Relevant pages Page 98 - 113

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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:

/e

ɪ

/ (ay), /a

ʊ

/ (ou), /a

ɪ

/ (ie), /i:/

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REMARKS

Listening

1.1

Reading

Listening

Reading

Pre-lesson

1.Colouring the correct

initial sounds. 2. Listening to the dialogue

Lesson delivery

1.Circle True or False

Post lesson

1.Draw a line on the floor plan.

2.Match the sentence parts.

R3.1.1 R3.1.2 R3.1.3 R3.1.4

LINUS Module Book 2 Relevant Pages

Page 98 - 113

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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:

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REMARKS

Reading

Writing

Reading

4.1.2

Pre-lesson

1.Match the sentence parts

Lesson delivery

1.Read the story based on the pictures given

Post lesson

1.Rearrange the letters to form words

2.Match the sentence parts to form correct sentences.

Language Skills: R3.1.1

R3.1.2 R3.1.3 R3.1.4 W4.1.2

LINUS Module Book 2 Relevant pages

Page 98 - 113

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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 N

ew Book

LANGUAGE/GRAMMAR FOCUS:

Review Row m:

Sounds /

ɔɪ

/ (oy), /

ɜ

:/ (ir), /u:/ (ue), /

ɔ

:/(aw)

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REMARKS

Listening 1.1

Reading

Listening

Reading

Pre-lesson

1.Recite the poem with actions

2.Listen and chant

Lesson delivery

1.Blending and segmenting 2. Chant

Post lesson

1. Do the action for the sound

R3.1.1 R3.1.2 R3.1.3 R3.1.4

Page 98 - 113

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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 N

ew Book

LANGUAGE/GRAMMAR FOCUS:

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REMARKS

Reading

4.1.2

Pre-lesson 1.Complete the crossword puzzle 2.Complete the poem

Lesson delivery

1.Match the pictures with the correct words 2.Match the pictures with the correct sentences

Post lesson

1.Match the sentence parts

2.Write the sentences

R3.1.2 R3.1.3 R3.1.4 W4.1.2

Page 98 - 113

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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 3

4 Don’t be Rude

LANGUAGE/GRAMMAR FOCUS:

Review Row n :

/w/ (wh), /f/ (ph), /ju:/

ew , /әʊ

/ (oe ), /

ɔ

:/ (au)

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REMARKS

Listening 1.1

Reading

Listening

Reading

Pre-lesson

1.Listen to the story

Lesson delivery

1Circle the correct pictures

2.. Number the

sentences in the correct order

3.Recite a poem

Post lesson

1.Fill in the blanks 2. Rearrange the sentences

3. Recite the jazz chant 4. Complete the jigsaw puzzle

R3.1.1 R3.1.2 R3.1.3 R3.1.4

LINUS Module Book 2 Relevant Pages 159 – 175 , 190 - 195 More materials here:

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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 3

4 Don’t be Rude

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REMARKS

Writing

Reading

Writing 4.1.2

Reading

Pre-lesson

1.Read the story

Lesson delivery

1.Complete the story with the correct words 2.Fill in the blanks 3. Match the pictures to the correct words

Post lesson

1.Rearrange and rewrite the phrases to form correct sentences

R3.1.2 R3.1.3 R3.1.4 W4.1.2

LINUS Module Book 2 Relevant Pages 159 – 175 , 190 - 195 More materials here:

Use any appropriate strategies in the KSSR

Teacher’s Guidebook

English Language Year 2 by BPK

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WEEK: _

_

LESSON: 11 (Reading and Writing)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Stories

TOPIC: Any relevant topics

LANGUAGE/GRAMMAR FOCUS:

Review

Row k :/

ɪә/ ear , /eә/ air , /ʊә

/ (ure), /

ɜ

:/ (er)

Row l :e

ɪ

/ (ay), /a

ʊ

/ (ou), /a

ɪ

/ (ie), /i:/

Row m :/

ɔɪ

/ (oy), /

ɜ

:/ (ir), /u:/ (ue), /

ɔ

:/(aw)

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REMARKS

Reading

Writing

Writing 4.1.2

Pre-lesson

1.Reading a story

Lesson delivery

1.Fill in the blanks 2.Number the sentences in the correct order

Post lesson 1.Rearrange and rewrite the phrases to form correct

sentences.

Language Skills:

R3.1.1 R3.1.2 R3.1.3 R3.1.4 W4.1.2

LINUS Module Book 2 Relevant Pages 81- 175 & 190 - 195

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