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Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 1. Learning objectives for the
stage have been grouped into topic areas or Units. These have then been arranged in a recommended teaching order but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.
The scheme for English has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and
title of each unit for stage 1 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary to suit the
pace of your learners and to fit the work comfortably into your own term times.
Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are
followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks).
Activities and resources are suggested against the objectives to illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an
illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher
Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.
Nine units of work are suggested for children working at Stage 1. In each school term there are three units: fiction, non-fiction and poetry. The
range of topics suggested is:
Term
1 2 3
Focus
Fiction Unit 1A: Stories with familiar settings Unit 2A: Traditional stories Unit 3A: Fantasy stories
(40% of teaching Reading, retelling and writing a story in a Reading, retelling and writing a traditional Reading, retelling and writing stories in
time) familiar setting. tale. fantasy worlds.
Non-fiction Unit 1B: Signs, labels, instructions Unit 2B: Non-chronological reports and Unit 3B: Information texts including
(40% of teaching Reading and writing instructions. dictionaries recounts
time) Reading, retelling and writing non- Reading, retelling and writing non-fiction
chronological report texts. Using simple recount texts.
dictionaries.
Poetry Unit 1C: Simple rhymes Unit 2C: Simple rhymes Unit 3C: Poems and rhymes with similar
(20% of teaching Reading and writing simple rhymes. Reading, reciting and writing simple themes
time) rhymes. Reading, reciting and writing poems and
rhymes on similar themes.
Within each term, it is not important in which order the units are taught the level of expectation is consistent across all three units. It is important, however, that
the term 1 units are taught before the term 2, and the term 2 before the term 3.
The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is that children have acquired some basic skills in:
recognising letters and knowing which sounds they represent;
making simple rhyming strings (e.g. pat, cat, sat, fat, hat);
recognising some high frequency words (e.g. a, all, am, and, are, at, away, big, can, cat,
early reading (i.e. understanding the directionality of print and that print carries meaning; distinguishing text from pictures; recognising some of the words in a
text);
developing early writing skills (e.g. can write own name, is beginning to try to express own ideas in writing).
The skills and understanding developed in stage 1 are important for the children to make good progress in subsequent stages. If this level of work is too easy for
the students in the class, it is recommended that ideas from stage 2 are used. Comparable texts are often studied in each stage, so matching text type with
appropriate learning objectives is usually fairly easy.
In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to use
resources that they have available and to include locally or nationally relevant resources. Descriptions of the types of texts you will need in for teaching are given at
the beginning of the unit. Books with large pictures and text are particularly useful for teaching children of this age - the more the children can see and read the
text, the more effective the teaching will be. Where relevant, websites are recommended. The list of websites is not exhaustive, and we cannot be held responsible
for their contents.
It is assumed throughout that teachers have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.
1PSV1 To be able to hear, read and write all Every lesson should include some phonics games and activities. See Visit the website
1PSV2 three sounds in single syllable words. Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 Use regular opportunities to reinforce segmenting and blending. Say the s.
1PSV4 word, the phonemes, and the word. Children repeat the sequence. standards.dcsf.gov.uk/
1PSV5 Repeat with another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; node/83216?
1PSV7 fat, f-a-t, fat). uc=force_uj
1Rf4 to access Letters and
Use magnetic letters so that children have both an aural and a visual Sounds.
input for these sounds. This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Include sh, th and ch in these activities. Although each sound is Magnetic or
represented by two letters, they are still one phoneme so a word like card/wooden cut-out
shop is a single syllable word. letters.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make simple, single syllable words. Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letter is replaced by card/wooden cut-out
another. letters.
Can they predict what will happen if the first letter is replaced with a
different sound?
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different vowel-consonant (VC) combinations (rimes).
1Rf11 To know how to predict the contents of Teach children to use the title, front cover picture and blurb to make
a book. predictions as to what the book is likely to be about.
1Rf1 To develop a sense of themselves as Share the large text and picture and class read aloud books with the Oxford Reading Tree
1Rf6 readers. children and enjoy the stories. resources may be
1Rf7 Sometimes, pause before reading on to ask children to predict what may included here.
1Rf8 be about to happen.
1SL4 Talk about:
1SL5 who the characters are, expressing preferences and giving
1SL6 reasons;
1SL8 where the book is set;
the sequence of events in the story. Introduce the vocabulary:
beginning, middle, end;
what the author wants the reader to feel at the end of the book
(happy, sad, funny etc);
whether children liked the book or not. Why/not? What was their
favourite bit?
1Rf11 To increase familiarity with favourite Let children sit in pairs and listen to taped readings of favourite books.
books. They can follow the books as they do so.
1Rf7 To retell stories. When a story has been read several times, encourage children to
1Rf9 participate in retelling it.
1Rf10 This can include:
1SL1 straightforward re-telling in groups or as a class;
1SL5 using puppets to retell the story;
1SL6 drawing a picture and using it to retell the story.
1SL9
1SL10 As children retell the story, encourage the use of vocabulary and
language from the book, especially of dialogue words spoken by
particular characters.
1PSV7 To write simple texts based on those Once children have read, discussed and retold a story, they should
1GPw1 that have been read together. attempt to write parts of it. Depending on the development of the children,
1Rf1 this can vary between:
1Rn3 sequencing events from pictures for the story and folding them
1Wf1 into a book;
1Wf2 writing captions for individual pictures;
1Wf4 writing captions under a sequence of pictures to retell the story;
drawing a picture of the story and writing a commentary.
Always ask children to read back what they have written soon after they
have finished.
1PSV1 To be able to hear, read and write all Every lesson should include some phonics games and activities. See Visit the website
1PSV2 three sounds in single syllable words. Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 Use regular opportunities to reinforce segmenting and blending. Say the s.
1PSV4 word, the phonemes and the word then the children repeat the sequence. standards.dcsf.gov.uk/
1PSV5 node/83216?
1PSV7 Say another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat,f-a-t, uc=force_uj
1Rf4 fat). to access Letters and
Sounds.
Use magnetic letters so that children have both an aural and a visual
input for these sounds. This activity combines segmenting a word for
spelling and blending the phonemes for reading. Magnetic or
card/wooden cut-out
Include sh, th and ch in these activities. Although each sound is letters.
represented by two letters, they are still one phoneme so a word like
shop is a single syllable word.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make simple single syllable words. Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letter is replaced by card/wooden cut-out
another. letters.
Can they predict what will happen if the first letter is replaced with a
different sound?
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC combinations (rimes).
1Rn1 To recognise different kinds of If possible, go for a walk around the school or environment, looking for A camera is useful for
instructions. labels which tell people what to do. (If a walk isnt possible, limit recording childrens
discussions to printed notices in the classroom). Record by drawing, experiences.
copying or photographing signs and labels e.g.:
push to open;
stop;
signs for fire exit;
visitors, please ring bell;
now wash your hands.
Talk about the shared function of all these notices and labels. Discuss
what they have in common and what is different.
1Rn2 To know how to predict the contents of Teach children to use the title, front cover picture and blurb to make
a book. predictions as to what the book is likely to be about.
Talk about the function of contents pages and title pages in non-fiction
books.
1Rf1 To develop a sense of themselves as Share the large print and picture books, posters and class read aloud
1Rn1 readers of instruction texts. books with the children.
1SL4 Whilst reading the different kinds of instruction books, talk about:
1SL5 the purpose of the books;
1SL6 the layout and features of instruction texts (e.g. the use of an aim
1SL8 at the beginning; what you need, number, sequential
instructions);
how they are the same and different from story books (introduce
the vocabulary fiction and non-fiction);
what kind of things instruction books tell you about.
Encourage the children to talk about their own experiences of following
instructions.
1SL1 To give instructions. Once children have had experience of reading instructions, give them
1SL5 opportunities of giving instructions orally. These can include:
1SL6 asking children to give the rest of the class clear instructions for
1SL9 regular classroom routines (e.g. preparing for dinner, going out to
play, changing for PE);
letting children invent PE games or races and giving others in the
group instructions as to how to play them;
teaching one group of children the instructions for a
game/ routine and asking them to tell the other children;
playing games like Simon Says (One person gives
instructions e.g. put your hands on your head but must always
say Simon says first. If they give an instruction without saying
Simon says first, all those who follow it are out of the game).
1PSV7 To write simple texts based on those Once children have read, discussed and given instructions they should
1Rf1 you have read together. attempt to write simple instructions. These written instructions should be
1Rn4 based on a classroom activity that the children have participated in (e.g.
1Wf1 making sandwiches; making something in an art and craft lesson;
1Wf2 preparing to go home; getting dressed etc):
1Wf4 sequencing events from pictures and folding them into a book;
1Wn2 writing labels for what you need;
writing captions for individual pictures;
writing captions under a sequence of pictures to give more
complete instructions.
1PSV1 To be able to hear, read and write all Every lesson should include some phonics games and activities. See Visit the website
1PSV2 three sounds in single syllable words. Letters and Sounds for specific games and examples. http://nationalstrate
1PSV3 Use regular opportunities to reinforce segmenting and blending. Say the gies.
1PSV4 word, the phonemes and the word then the children repeat the sequence. standards.dcsf.gov.
1PSV5 Then say another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat,f- uk/node/83216?
1PSV7 a-t, fat). uc=force_uj
1Rf4 to access Letters
Use magnetic letters so that children have both an aural and a visual input and Sounds.
for these sounds. This activity combines segmenting a word for spelling
and blending the phonemes for reading.
Magnetic or
Include sh, th and ch in these activities. Although each sound is card/wooden cut-
represented by two letters, they are still one phoneme so a word like shop out letters.
is a single syllable word.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make simple single syllable words. Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letter is replaced by card/wooden cut-
another. out letters.
Can they predict what will happen if the first letter is replaced with a
different sound?
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC combinations (rimes).
1Rf1 To join in with the reading of simple Use books with large print and pictures and posters to share rhymes.
1Rf3 repetitive rhymes and poems. These can include:
1Rf4 nursery rhymes;
1Rf7 finger and action rhymes;
playground chants and skipping rhymes;
nonsense rhymes;
songs;
simple poems.
Once the rhymes have been introduced to the children, enjoy chanting
and reading them together.
1PSV9 To know about technical aspects of Share the simple large print and picture texts with children.
1Rf1 reading. Whilst reading, point out words which share the same spelling patterns
1Rf4 and also rhyme.
1Rf14
1Rf1 To share and enjoy rhymes. As children become more familiar with the rhymes, encourage them to:
1Rf3 share readings with friends;
1Rf10 recite and perform the rhymes (with actions if possible);
1SL1 talk about which rhyme they like best and why;
1SL4 discuss the rhymes in the groups. What do children enjoy/dislike
1SL5 about them?
1SL6 ask each other questions about the rhymes;
1SL8 play guessing games (e.g. Im thinking of a rhyme. Its about a
star).
1PSV7 To write simple texts based on those Once children have read, discussed and recited rhymes they should
1PSV9 you have read together. attempt to write some. These can be rewrites of known rhymes or simple
1Rf1 exploration of rhyming patterns. These can include:
1Rn4 sequencing events in a rhyme from pictures and folding them into
1Wf1 a book;
1Wf2 writing captions for individual pictures;
1Wf4 writing sets of rhyming words.
Always ask children to read back what they have written soon after they
have finished.
1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.
1PSV1 To be able to hear, read and write all Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 three sounds in single syllable words. See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 Use regular opportunities to reinforce segmenting and blending. Say the s.
1PSV4 word, the phonemes, and the word then the children repeat the standards.dcsf.gov.uk/
1PSV5 sequence. node/83216?
1PSV7 To begin to learn consonant clusters Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, uc=force_uj
1Rf4 in initial and final position in CCVC sand), to access Letters and
words. Use magnetic letters so that children have both an aural and a visual Sounds.
input for these sounds, This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Many children respond well to a puppet robot that needs help to blend Magnetic or
and segment these words. card/wooden cut-out
letters.
1PSV7 To develop awareness of analogy as Use magnetic letters to make single syllable words (CCVC and CVCC). Magnetic or
1PSV9 a useful strategy for reading and ask children to explore what happens when the first letters are card/wooden cut-out
writing. replaced by others. letters.
ask children to make as many words as they can.
read all the words aloud. Talk about the fact that they rhyme and
share spelling patterns.
repeat with different VC (C) combinations (rimes).
1Rf11 To know how to predict the contents of Teach children to use the title, front cover picture and blurb to make
a book. predictions as to what the book is likely to be about. Introduce words like
author and illustrator.
1Rf1 To develop a sense of themselves as Share the large print and picture books and class read aloud books with
1Rf6 readers. the children and enjoy the stories. Sometimes, pause before reading on
1Rf7 to ask children to predict what may be about to happen.
1Rf8 Talk about:
1SL4 who the characters are, expressing preferences and giving
1SL5 reasons;
1SL6 what kind of people the characters are and how we know;
1SL8 what the characters say to each other and what we can find out
by listening to them talk;
the sequence of events in the story. Introduce the vocabulary:
beginning, middle, end;
whether children liked the book or not. Why/ not? What was the
favourite bit?
Talk about the differences between traditional tales and modern stories in
a familiar setting.
1Rf11 To become familiar with different ways Let the children watch/ listen to different versions of favourite stories. Talk
of retelling a familiar tale. about how the stories are the same and different. Discuss this with
reference to character and story sequence.
1Rf7 To retell stories. When a story has been read, several times, encourage children to
1Rf9 participate in retelling it. This can include:
1SL1 straightforward re-telling in groups or as a class;
1SL5 using puppets to retell the story;
1SL6 drawing a picture and using it to retell the story.
1PSV7 To write simple texts based on those Once children have read, discussed and retold a story, they should
1GPw2 that have been read together. attempt to write bits of it. Depending on the development of the children,
1Rf1 this can vary between:
1Rn4 sequencing events from pictures for the story and folding them
1Wf1 into a book. The children can add repetitive language from the
1Wf2 book if appropriate;
1Wf3 writing longer captions for individual pictures;
1Wf4 writing longer captions under a sequence of pictures to retell the
story;
drawing a picture of the story and writing a commentary.
1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.
1PSV1 To be able to hear, read and write all Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 three sounds in single syllable words. See Letters and Sounds for specific games and examples. http://nationalstrate
1PSV3 gies.
1PSV4 To begin to learn consonant clusters in Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.
1PSV5 initial and final position in CCVC word, the phonemes and the word then the children repeat the sequence. uk/node/83216?
1PSV7 words. Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, uc=force_uj
1Rf4 sand). Use magnetic letters so that children have both an aural and a to access Letters
visual input for these sounds. This activity combines segmenting a word and Sounds.
for spelling and blending the phonemes for reading.
Magnetic or
Many children respond well to a puppet robot that needs help to blend and card/wooden cut-
segment these words. out letters.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make single syllable words (CCVC and CVCC). Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letters are replaced by card/wooden cut-
others. out letters.
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC (C) combinations (rimes).
1Rf11 To know how to predict the contents of Teach children to use the title, front cover picture and blurb to make
1Rn2 a book. predictions as to what the book is likely to be about.
Introduce the index and glossary (if there is one). Discuss the
organisation.
Compare the functions of the contents page and index.
1Rf1 To develop a sense of themselves as Share the large print and picture books and class read aloud books with
1Rn1 readers. the children and learn from the information. Introduce purpose and
1Rn2 features of non-chronological report texts including:
1Rn3 they are non-fiction (not fiction) and are intended to give
1SL4 information on different subjects;
1SL5 the information in a book will relate to the title of the book;
1SL6 the book is usually divided into sections by headings;
1SL8 you can read texts from different parts of the book in any order
you dont have to read the whole book in the right order;
you can use the contents and index to look up information;
information book like these can be about almost anything.
1Rn1 To use alphabetical texts. Introduce simple dictionaries to the children. Talk about:
1Rn2 their purpose;
1SL4 their organisation.
1SL5
1SL6 Encourage children to play question and answer games using the simple
1SL8 dictionaries (e.g. Im thinking of a word. It begins with s. It means
Whats the word?).
1SL1 To talk in the manner of a Encourage show and tell. Children bring in a small box (e.g. a shoe box)
1SL4 non-chronological text. with something (or a picture of something) that interests them inside it.
1SL5 They can give the class information about their chosen artefact.
1SL6 Other children can ask questions.
1PSV7 To write simple texts based on those Once children have read, discussed and spoken like a non-chronological
1Rf1 that have been read together. report text, they should try to write one. This could be done by making a
1Rn4 class book about something and asking each child to contribute or
1Wf1 different children could:
1Wf4 write longer captions for individual pictures;
1Wn2 write about and draw several aspects of the same subject.
1Wn3
As children write, encourage them to use:
more known letters to represent sounds in words;
high frequency words they should know;
full stops to mark the end of some sentences.
Always ask children to read back what they have written soon after they
have finished.
1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.
1PSV1 To be able to hear, read and write all Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 three sounds in single syllable words. See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 s.
1PSV4 To begin to learn consonant clusters in Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.uk/
1PSV5 initial and final position in CCVC words. word, the phonemes, and the word then the children repeat the node/83216?
1PSV7 sequence. uc=force_uj
1Rf4 Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, to access Letters and
sand). Sounds.
Use magnetic letters so that children have both an aural and a visual Magnetic or
input for these sounds, This activity combines segmenting a word for card/wooden cut-out
spelling and blending the phonemes for reading. letters.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make single syllable words (CCVC and CVCC). Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letters are replaced card/wooden cut-out
by others. letters.
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC (C) combinations (rimes).
1Rf1 To share and enjoy rhymes. As children become more familiar with the rhymes, encourage them to:
1Rf13 share readings with friends;
1Rf14 recite and perform the rhymes (with actions if possible);
1SL4 talk about which rhyme they like best and why;
1SL5 discuss the rhymes in the groups. What do children enjoy/ dislike
1SL6 about them?
1SL8 ask each other questions about the rhymes;
play fill in the missing word games of their own, based on the
poems and rhymes.
Always ask children to read back what they have written soon after they
have finished.
1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.
1PSV1 To be able to hear all three phonemes Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 in a Consonant Vowel Consonant See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 (CVC) word with a long vowel phoneme s.
1PSV4 and to recognise some of the letter Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.uk/
1PSV5 patterns which commonly represent the word, the phonemes, and the word then the children repeat the node/83216?
1PSV6 long vowel phoneme. sequence. uc=force_uj
1PSV7 Then say another word and so on. e.g. (train t-r-ai-n, train; sheep, to access Letters and
1Rf4 shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel Sounds.
phonemes: ai, ee, ie, oa ue.
To know that one phoneme can be Use magnetic letters so that children have both an aural and a visual Magnetic or
represented by two or more letters. input for these sounds. If there is access to joined letters, use them at card/wooden cut-out
this point to reinforce the fact that two letters represent one sound. letters.
This activity combines segmenting a word for spelling and blending the
phonemes for reading.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make CVC words with long vowel phonemes. Magnetic or
1PSV9 useful strategy for reading and writing. Children can try to make rhyming sets of words using analogy (e.g. feed, card/wooden cut-out
greed, seed, weed). letters.
When they contribute a word which could follow the rhyme, but doesnt
(e.g. bead), explain that long vowel phonemes are less predictable than
short vowel phonemes and consonants and introduce the new spellings.
1Wp1 To hold a pencil comfortably and write Assuming that basic letter formation is secure, introduce all long vowel Visit the website:
1Wp2 with good letter formation. phonemes as joined up to reinforce the fact that two or more letters http://national
are representing one phoneme. strategies.standards.dcsf.
This will support the children both as they spell the words and as they gov.uk/node473342
read them. to download the
handwriting section of
Children should not be joining whole words at this point, but they Developing Early Writing.
should be joining chunks of letters within the word, most usefully, long
vowel phonemes.
1Rf6 To know how to predict the contents of Teach children to use the title, front cover picture and blurb to make
1Rf11 a book. predictions as to what the book is likely to be about. Introduce words
like author and illustrator.
1Rf1 To develop a sense of themselves as Share the large print and picture books and class read aloud books
1Rf6 readers. with the children and enjoy the stories. Sometimes, pause before you
1Rf7 read on to ask children to predict what may be about to happen.
1Rf8
1Rf10 Talk about:
1Rf11 who the characters are, expressing preferences and giving
1SL4 reasons;
1SL5 what kind of people the characters are and how we know;
1SL6 what the characters say to each other and what we can find
1SL8 out by listening to them talk;
1SL10 the sequence of events in the story. Begin to use sequencing
words as you recount the events in the story;
whether children liked the book or not. Why/ not? What was
the favourite bit?
1Rf7 To retell stories. When a story has been read several times, encourage children to
1Rf9 participate in retelling it. This can include:
1Rf12 straightforward re-telling in groups or as a class;
1SL1 using puppets to retell the story;
1SL5 drawing a picture and using it to retell the story.
1SL6
1SL9 As children retell the story, encourage the use of vocabulary and
language from the book, especially of dialogue words spoken by
particular characters.
1PSV7 To write simple texts based on those Once children have read, discussed and retold a story, they should
1Rf1 you have read together. attempt to write their own version of it, or to retell it. Depending on the
1Rn4 development of the children, this can vary between:
1Wf1 sequencing events from pictures for the story and folding them
1Wf2 into a book. The children should add some of the books
1Wf3 vocabulary to caption the pictures;
1Wf4 writing longer captions for individual pictures;
1Wf5 writing longer captions under a sequence of pictures to retell the
1Wn1 story;
drawing a picture of the story and writing a commentary.
Always ask children to read back what they have written soon after they
have finished.
1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.
1PSV1 To be able to hear all three phonemes Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 in a Consonant Vowel Consonant See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 (CVC) word with a long vowel phoneme s.
1PSV4 and to recognise some of the letter Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.uk/
1PSV5 patterns which commonly represent the word, the phonemes, and the word then the children repeat the node/83216?
1PSV6 long vowel phoneme. sequence. uc=force_uj
1PSV7 to access Letters and
1Rf4 Then say another word and so on. e.g. (train t-r-ai-n, train; sheep, Sounds.
shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel
phonemes: ai, ee, ie, oa ue.
Magnetic or
To know that one phoneme can be Use magnetic letters so that children have both an aural and a visual card/wooden cut-out
represented by two or more letters. input for these sounds. If there is access to joined letters, use them at letters.
this point to reinforce the fact that two letters represent one sound. This
activity combines segmenting a word for spelling and blending the
phonemes for reading.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make CVC words with long vowel phonemes. Magnetic or
1PSV9 useful strategy for reading and writing. Children can try to make rhyming sets of words using analogy (e.g. feed, card/wooden cut-out
greed, seed, weed). letters.
When they contribute a word which could follow the rhyme, but doesnt
(e.g. bead), explain that long vowel phonemes are less predictable than
short vowel phonemes and consonants and introduce the new spellings.
1Rf7 To recount their own experiences. When recounts have been read, give children opportunities to orally
1Rf9 recount their own experiences. This can include:
1Rn3 straightforward recounts in groups or as a class;
1Wf3 using artefact boxes or photographs as a starting point;
1Wn1 using speaking frames where you give children two or three
1SL1 opening sentences and they have to structure their recount to
1SL5 fit into the frame (e.g. One day, I went to and I saw Then I
1SL6 thought I would. At the end of the day I).
Always ask children to read back what they have written soon after they
have finished.
1Rn4 To value children as writers Allow children time to read aloud what they have written in groups.
Context
This is the ninth of nine units for Stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed
A range of large print and picture books with rhyme and poems on a theme you have chosen (e.g. animals, feelings, festivals, food).
A range of books that the children can read with increasing independence.
A range of good quality picture books for reading aloud to the children.
Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.
Outline
Children will read and discuss a variety of poems and rhymes, firstly, enjoying them as readers, then reciting them and writing their own poems .
1PSV1 To be able to hear all three phonemes Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 in a CVC word (with a long vowel See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 phoneme) and to recognise some of the s.
1PSV4 letter patterns which commonly Use regular opportunities to reinforce segmenting and blending. standards.dcsf.gov.uk/
1PSV5 represent the long vowel phoneme. Say the word, the phonemes, and the word then the children repeat the node/83216?
1PSV6 sequence. uc=force_uj
1PSV7 Then say another word and so on. e.g. (train t-r-ai-n, train; sheep, to access Letters and
1Rf4 shee-p, sheep; road, r-oa-d, road; boot, b-oo-t ). Focus on the long vowel Sounds.
phonemes: ai, ee, ie, oa ue.
To know that one phoneme can be Use magnetic letters so that children have both an aural and a visual Magnetic or
represented by two or more letters. input for these sounds. card/wooden cut-out
If there is access to joined letters, use them at this point to reinforce the letters.
fact that two letters represent one sound.
This activity combines segmenting a word for spelling and blending the
phonemes for reading.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make CVC words with long vowel phonemes. Magnetic or
1PSV9 useful strategy for reading and writing. Children can try to make rhyming sets of words using analogy (e.g. feed, card/wooden cut-out
greed, seed, weed). letters.
When they contribute a word which could follow the rhyme, but doesnt
(e.g. bead), explain that long vowel phonemes are less predictable than
short vowel phonemes and consonants and introduce the new spellings.
1Rf1 To develop a sense of themselves as Share and enjoy the poems. Sometimes, pause before you read on to
1Rf7 readers. ask children to predict a rhyming word.
1Rf8 Talk about:
1Rf11 what the poems are about;
1SL4 whether or not they rhyme. If they dont, what makes them
1SL5 poems?
1SL6 whether the poems are describing something or telling about
1SL8 events;
whether children liked the poem or not. Why/ not? What was their
favourite bit?
Introduce some names of poets, so the children begin to get a sense of
author.
1Rf7 To recite poems and rhymes. When a poem has been read several times, encourage children to
1Rf9 participate in reading it with you or learning to recite it. This can include:
1Rf13 straightforward rereading/ recitation in groups or as a class;
1Rf14 using puppets to retell the story.
1SL1
1SL5 As children become more familiar with the poems, encourage them to
1SL6 use existing poems as a model and making their own poems by
1SL9 substituting words and lines.
1PSV7 For children to write simple texts based Once children have read, discussed and recited a poem, they should
1Rf1 on those you have read together. attempt to write their own version of it, or to retell it. Depending on the
1Rn4 development of the children, this can vary between:
1Wf1 sequencing events from pictures from the poem and folding
1Wf2 them into a book, adding some words or lines from the poem.
1Wf4 The children should add some of the books vocabulary to
caption the pictures;
copying the poem for inclusion in a class anthology;
writing a new version or verse of a poem, using the original as
a model.
1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.