Primary English Work Plan Stage 2 - 2017

Scheme of Work English stage 2
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 2. 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 2 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 2. 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 tales and stories Unit 3A: Stories by significant childrens
(40% of teaching Reading, retelling and writing a story in a from other cultures authors
time) familiar setting. Reading, retelling and writing traditional Reading, retelling and writing stories by
tales and stories from other cultures. significant childrens writers.
Non-fiction Unit 1B: Instructions Unit 2B: Explanations and dictionaries Unit 3B: Non-chronological reports
(40% of teaching Reading, analysing and writing instructional entries Reading, speaking and writing
time) texts. Reading and writing explanations and non-chronological reports.
dictionary entries.
Poetry Unit 1C: Poems in familiar settings Unit 2C: Poems by significant poets Unit 3C: Poems by significant poets and
(20% of teaching Reading, learning and reciting poems in Reading, learning and reciting poems by with language play
time) familiar settings. significant poets. Reading, learning and reciting poems by
significant poets and poems with language
play including humorous poems.
V1 1Y07 English Stage 2 1

Overview
For children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this
reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.
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
you should teach the term 1 units 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 developed in Stage 1, and the skills and understanding
developed in Stage 2 are important for the children to make good progress in subsequent stages. If this level of work is not appropriate for the students in your
class, it is recommended that you use ideas from the Stage 1 or 3 units of work: 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 include
locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are given at the beginning of the unit. Large print and picture
books are never assumed, although many are available that are appropriate for children of this age and the more the children can see and read the text, the more
effectively you can teach. Where relevant, websites are recommended. The list of websites is not exhaustive and CIE cannot be held responsible for their contents.
It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.

The objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these objectives, or you may prefer to allocate a set amount of time each week.
Recommended Prior Knowledge
Children should be familiar with the literacy skills developed in Stage 1. At the start of the Stage 2 work, it is assumed that all children can:
spell phonically, regular, monosyllabic words with short vowels;
recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot;
read and spell about 120 high frequency words;
read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency
words, using picture cues to help to work out the words;
form all letters correctly and use some joining to support spelling;
write short texts independently, although using phonic spellings for more complex words.

Ongoing work:
Framework Learning Objective Activities Resources

Codes
Ongoing work in developing phonics and spelling

2PSV5 To identify syllables to aid As childrens phonic knowledge develops, they need to begin to segment words for
2Rf2 reading and spelling. spelling and blend them for reading using bigger chunks of the word than
2PSV6 phonemes. The most useful chunk is often the syllable.
Teach children to recognise syllables both orally and in writing:

clap names and the rhymes of songs. Can children match words to the
claps?
show children how compound words can be broken into syllables, each of
which is a word (e.g. foot-ball, light-house, hand-bag);
demonstrate how to segment a word into syllables as a strategy for spelling
(e.g. im-por-tant; teach-er);
demonstrate how to find syllables to blend for reading. Teach children to
look for the vowel phonemes in a word and find the associated consonants.
That is usually a syllable (and all syllables must have a vowel phoneme).
To recognise common Another important chunk of a word for children to recognise is the base word and
prefixes and suffixes. suffixes and prefixes:
remind children of the suffixes ing, ed and s;
introduce other common suffixes like ful, and ly;
introduce prefixes like un and dis;
when children recognise a prefix or suffix in reading, demonstrate that by
covering them up initially they can often recognise the base word (e.g. un-
friend-ly). They can then add the prefixes and suffixes and explore the
change in meaning.

Codes
Ongoing work in developing phonics and spelling

2PSV4 To learn to spell at least 30 Introduce about 30+ more high frequency words each term.
new high frequency words.
Take regular opportunities to teach and reinforce the recognition and spelling of
high frequency words. This could include:
pointing them out when reading;
using them in writing activities and oral sentence construction;
reinforcing them in handwriting activities;
doing quick-write activities (teach the children to write the word as a
handwriting activity on one day, then ask them to reproduce it several
times on the next day. Reinforce at the end of a week).
Quick-write is a multi-sensory activity, combining the aural, visual and kinaesthetic

(movement) modes of learning.
Ongoing work in developing vocabulary and handwriting
2Wp1 To form letters correctly and Introduce different ways of representing all the long vowel phonemes as joined up Visit
2Wp2 develop skills in joining. to reinforce the fact that two or more letters are representing one phoneme. This http://nationalstrategie
will support the children both as they spell the words and as they read them. s.standards.dcsf.gov.u
Children should not be joining whole words at this point, but they should be k/node/47342
joining chunks of letters within the word, most usefully, long vowel phonemes. to download the
handwriting section of
Give children opportunities to draw controlled patterns to develop fine motor Developing Early
control and lead the hand into shapes and movements for joining letters. Writing.
Give opportunities to practise joins in books, using different kinds of writing and
drawing implements and at different sizes.
Once you have introduced joins, expect to see some sign of joining in all of the
childrens writing.
Use handwriting as part of teaching high frequency words and phonics.
The multi-sensory approach which involves kinaesthetic learning supports
children in their learning to spell.

Codes
Ongoing work in reading

2Rf1 To know about technical Share the simple large print and picture books with children. Whilst reading, point
2Rf2 aspects of reading. out:
new high frequency words;
2Rf3
phonically regular words they can decode;
2GPr1 strategies children can use to work out unknown words, including using
2GPr2 context and grammar;
interesting and significant words that they might add to their own
vocabulary;
words and phrases that they might want to use in their own writing;
awareness of punctuation, including speech marks.
PSV8 To develop skills as As children read themselves, either individually or in guided reading groups,
2Rf3 independent readers. encourage them to:
read with increasing independence;
2Rf7
use knowledge of grammar and context in deciphering words and
2Rf8 sentences;
2Rf9 monitor themselves when reading to make sure that they dont lose the
2SL4 sense of what they read;
use all the discussion and questioning skills you model during shared
2SL8
reading sessions;
read with awareness of punctuation, including speech marks.

Unit 1A: Stories with familiar settings

Reading, retelling and writing a story in familiar settings

Context
This is the first of nine units for Stage 2. You should expect to cover three units a term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
You will need:
A range of big books featuring stories in familiar settings. The books should have an accessible text.
Audio cassettes or CD-ROMs of some of the tales for the children to listen to.
A range of books that the children can read with increasing independence.
A range of good quality books for reading aloud to the children.
Outline
Children will read and discuss a variety of stories, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.

Codes
2PSV1 To apply their knowledge of Expect to do a phonics or spelling session at least every other day during Visit the website:
2PSV2 phonemes efficiently in reading and this year. http://national
2PSV3 spelling. Use regular opportunities to reinforce segmenting and blending. strategies.standards.d
2PSV4 Say the word, the phonemes, and the word then the children repeat the csf.gov.uk/node473342
2Rf1 sequence. to download the
2Rf2 To learn different spellings of long Then say another word and so on. e.g. (point, p-oi-n-t, point; cart, c-ar-t, spelling section of
vowel phonemes oi, ar and ou. cart; house, h-ou-se, house). Revisit the long vowel phonemes: ai, ee, Developing Early
ie, oa ue, as well as introducing the phonemes oi, ar and ou. Writing.
To learn to read and spell at least 30
new high frequency words. Use magnetic letters so that children have both an aural and a visual
input for these sounds.
If there is access to joined letters, use them at this point to reinforce the
fact that two letters represent one sound.
Children will find different ways of spelling each of the long vowel
phonemes as they try to produce sets of rhyming words; encourage this
awareness and try to spot generalisations which could account for
different spelling variations. This activity combines segmenting a word for
spelling and blending the phonemes for reading.

Codes
2SL3 To enjoy, discuss and share opinions of Share the large print and picture books and class read aloud books with
2SL4 books they read together. the children and enjoy the stories. Sometimes, pause before you read on
2SL7 to ask children to predict what may be about to happen and particularly
2SL8 the end of stories.
2PSV7
2PSV8 To find and discuss new and interesting Encourage children to express their own opinions and ask each other
2Rf4 words in their reading. questions to find out about:
2Rf5 characters and settings;
the way that the familiar setting impacts on the story;
how authors show that time has passed in a story;
opinions of the story. What did other children enjoy, find most
interesting and/or think the author could have improved?
2GPr2 To read and respond to questioning Help children to begin to answer some simple inferential questions about
2Rf6 words. the story and the characters feelings by asking questions beginning with:
who do you think
whatdo you think felt when
To begin to develop inferential skills. where do you think
when did you find out
why do you think
how might
2Wn1 To evaluate books. Once children have read and discussed a book, ask them to write an
evaluation, or simple review, to share with others in the same class, or a
different class.

Codes
2GPw3 To develop awareness of the skills of Once the stories have been read and enjoyed, begin to look more closely
2Wf4 the author including: at the language the author uses. Looking at how an author uses words
2Wf8 considering the different and phrases can lead on to the children doing some short, structured
2Wf9 connectives to link sentences; pieces of writing to explore and try out the language structures
looking at choice of themselves.
vocabulary;
looking at how time is Short activities and games to extend grammatical awareness can also
signalled. help children at this stage, as long as the grammar is used in short
independent writing activities too.
Particularly useful at this stage are games and activities which extend:
different ways of joining sentences and linking ideas;
making careful vocabulary choices in describing people and
events;
changing the ways in which characters and settings are
described and considering the impact it has on the reader;
finding ways of showing that time has passed.

Codes
2PSV9 To write a story with: Once children have read, discussed and considered a story they should
2GPw1 a planned structure; attempt to write their own version of it, or to retell it.
2GPw4 planned characters and Before they write their story, encourage them to plan it using a simple
2Wf1 setting; flow diagram to map out the basic structure of the story: beginning,
2Wf2 interesting words and middle and end.
2Wf4 phrases; On the plan, encourage children to write down carefully chosen words
2Wf6 a variety of connecting words; and phrases to describe the main characters and the setting. Some
2Wf7 language to signal time. children benefit from a planning sheet.
2Wf8
2Wf9 Depending on the development of the children, the story can vary
between:
writing longer captions under a sequence of pictures to retell the
story;
drawing a picture of the story before writing it;
writing about some particular aspects of the story;
retelling the story in a story frame;
retelling the story independently.
As children write, encourage them to use:

a phonic representation of tricky unknown words;
high frequency words they should know;
full stops or question marks to mark the end of sentences;
speech marks to show dialogue;
connectives to link ideas;
time connectives to show how time is passing.
Always ask children to read back what they have written soon after they
have finished.

Codes
2GPr1 To reread and improve their own After children have finished their first draft of a piece of writing, ask them
2GPw1 writing. to revisit it four times:
2GPw2 1. Check that the story makes sense and the plan has been
2GPw3 followed.
2GPw6 2. Check that spelling is mostly correct and that verbs are
always in the past tense for narration.
3. Check that punctuation, including question marks and speech
marks, is correct.
4. Check that the best words have been chosen, including a
variety of words to link sentences.
To value children as writers. Allow children time to read aloud what they have written in groups.

Unit 1B: Instructions

Reading, analysing and writing instructional texts

Context
This is the second of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
A range of large print and picture books or posters featuring instructional texts. The books should have an accessible text.
Other procedural texts around the school and home e.g. diagrams for assembling flat-pack furniture or Lego/ construction toy models; instructions on seed
packets, simple recipes.
A range of books including non-fiction - which the children can read with increasing independence.
Outline
Children will read and discuss a variety of texts and stories, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.

Codes
2PSV3 spelling. Use regular opportunities to reinforce segmenting and blending. Say the strategies.standards.d
2PSV4 word, the phonemes, and the word then the children repeat the csf.gov.uk/node473342
2Rf2 To learn different spellings of long Then say another word and so on. e.g. (point, p-oi-n-t, point; cart, c-ar-t, spelling section of
vowel phonemes oi, ar and ou. cart; house, h-ou-se, house ). Revisit the long vowel phonemes: ai, ee, Developing Early
ie, oa ue, as well as introducing the phonemes oi, ar and ou. Writing.
To learn to read and spell at least 30 Use magnetic letters so that children have both an aural and a visual
new high frequency words. input for these sounds.
If there is access to joined letters, use them at this point to reinforce the
fact that two letters represent one sound. Children will find different ways
of spelling each of the long vowel phonemes as they try to produce sets
of rhyming words; encourage this awareness and try to spot
generalisations which could account for different spelling variations. This
activity combines segmenting a word for spelling and blending the
phonemes for reading.

Codes
2SL3 To follow instructions and ask and Explore the instructional texts.
2SL7 answer questions about them. Give groups of children a variety of instructional texts and ask them to
2PSV7 find features in common and differences.
2PSV8 Let children read and follow simple instructions to make or construct
2GPr2 something and evaluate the instructions.
2Rn1
Once children have followed instructions to construct something:
ask them to explain what they did;
let others ask them questions about their experiences and
encourage good responses.
2Rf1 To know about technical aspects of Share the simple large print and picture book texts with children. As you
2Rf2 reading. read, point out:
2Rf3 features of layout and text type;
different ways of organising the information.
2SL3 To experience giving instructions, Give children opportunities to give each other instructions for e.g.:
2SL7 including sequencing language. playing playground games;
2Wf8 doing new activities in PE;
making patterns using shapes, beads or cubes.

Codes
2GPw1 To write instructions with appropriate Once children have read, given and discussed features of instructions,
2GPw5 features for the text type. they should try to write their own.
2Wf8 Ideally, this will follow directly from an activity you have done together in
2Wn2 the classroom (e.g. made pizza, made simple circuits in science, set up
2Wn3 an experiment; played a game). Most children will benefit from a
planning sheet.
Depending on the development of the children, the instructions can vary

between:
writing the instructions on a worksheet;
sequencing pictures and using them as the basis of the
instructions;
writing and drawing instructions.

a phonic representation on tricky unknown words;
time sequencing words to show the order of the instructions.
have finished.
2GPw2 1. Check that the instructions make sense.
2GPw6 always in the present tense.
3. Check that punctuation is correct.

Unit 1C: Poems in familiar settings

Reading, learning and reciting poems in familiar settings

spell phonically regular monosyllabic words with short vowels;
Context
This is the third of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed
Large print and picture books and poster texts of poems.
A number of poetry books for the children to browse through.
A variety of books that the children can read with increasing independence.
A variety of good quality books for reading aloud to the children.
Outline
Children will read and discuss a variety of poems, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.

Codes
2PSV1 spelling. Use regular opportunities to reinforce segmenting and blending. Say the strategies.standards.d
2PSV4 word, the phonemes, and the word then the children repeat the csf.gov.uk/node473342
2Rf2 spelling section of
To learn different spellings of long Then say another word and so on. e.g. (point, p-oi-n-t, point; cart, c-ar-t, Developing Early
vowel phonemes oi, ar and ou. cart; house, h-ou-se, house). Revisit the long vowel phonemes: ai, ee, Writing.
ie, oa ue, as well as introducing the phonemes oi, ar and ou.
To learn to read and spell at least 30
input for these sounds. If there is access to joined letters, use them at
this point to reinforce the fact that two letters represent one sound.

Codes
2SL3 To read, enjoy, discuss and compare Share the poems together, discuss and enjoy them.
2SL7 the poems. Encourage children to express their own opinions and ask each other
2Rf6 questions to find out about:
2Rf10 powerful words and images;
2Rn3 the picture the poem paints in the childrens minds;
2PSV7 the patterns of rhymes and rhythms;
2PSV8 patterns of sounds including alliteration;
the layout on the page.
Give the children opportunities to discuss their individual response to the

poem with a partner and then share the responses with the class.
Compare the poems and find similarities and differences.
2Rf1 For children to know about technical Share the poems with children. As you read, point out:
2Rf2 aspects of reading. punctuation and its effects on meaning;
2Rf3 words and phrases from the poems they might want to use in
2GPr1 their own writing.
2Rf10 For children to learn and recite Encourage children to learn and recite poems. This will help them to:
2SL9 favourite poems. appreciate the patterns of rhyme, rhythm and sounds;
develop a more extensive vocabulary;
appreciate the structure of the poem.

Codes
2Wf9 For children to write a poem based on Once children have read, discussed and considered a poem they should
2Wp2 a model. attempt to write their own version of it.
Before they write their poem, encourage them to plan it.
Depending on the development of the children, the poem can vary
between:
copying the original;
rewriting the original, replacing pairs of rhyming words;
writing a new verse for the poem;
writing a new version of the poem.

full stops or question marks to mark the end of sentences.
have finished.
2GPr1 For children to reread and improve After children have finished their first draft of a piece of writing, ask them
2GPw1 their own writing. to revisit it four times:
2GPw2 1. Check that the poem makes sense and the plan has been
2GPw3 followed.
2GPw6 2. Check that spelling is mostly correct.
variety of words to link ideas.

Unit 2A: Traditional tales and stories from other cultures

Reading, retelling and writing traditional tales and stories from other cultures

Children should be familiar with the literacy skills developed in Stage 1 and Stage 2 term 1. At the start of this term, it is assumed that all children can:
recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot, part, boy and about;
words, using grammar and context to help to decode unfamiliar words;
Context
This is the fourth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
A range of large print and picture books featuring traditional stories and stories from other cultures. You should try to include stories from the country you are
in.
Audio cassettes, videos or DVDs of some of the tales for the children to listen to.
Outline

Codes
2PSV1 spelling. strategies.standards.d
2PSV4 Use regular opportunities to reinforce segmenting and blending. Say the csf.gov.uk/node473342
2Rf1 word, the phonemes, and the word then the children repeat the to download the
2Rf2 sequence. spelling section of
2Rf3 Developing Early
To learn different spellings of long Then say another word and so on. e.g. (pear, p-ear, pear; fork, f-or-k, Writing.
vowel phonemes oi, ar and ou. fork; hurt, h-ur-t, hurt). Revisit the long vowel phonemes: ai, ee, ie, oa
ue, oi, ar and ou., as well as introducing the phonemes air, or, er. Magnetic or
To learn to read and spell at least 30 card/wooden letters.
input for these sounds. If you have access to joined letters, use them at
spelling and blending the phonemes
for reading.

Codes
2SL3 To enjoy, discuss and share opinions Share the Big Books and class read aloud books with the children and
2SL4 of books they read together. enjoy the stories. Sometimes, pause before you read on to ask children
2SL7 to predict what may be about to happen and particularly the end of
2SL8 stories.
2PSV7
2PSV8 To find and discuss new and Encourage children to express their own opinions and ask each other
2Rf4 interesting words in their reading. questions to find out about:
2Rf5 characters and settings encourage children to find words from
the text to support their opinions;
features they notice of traditional tales;
themes of the stories (e.g. rags to riches; kindness overcomes
evil);
understanding how authors show that time has passed in a
story;
who do you think
To begin to develop inferential skills. whatdo you think felt when
where do you think
why do you think
how might
different class.

Codes
2Wf4 the author including: at the language the author uses.
2Wf8 considering the different
2Wf9 connectives to link sentences; Looking at how an author uses words and phrases can lead on to the
looking at choice of children doing some short, structured pieces of writing to explore and try
vocabulary; out the language structures themselves.
looking at how time is
signalled. Short activities and games to extend grammatical awareness can also
help children at this stage, as long as the grammar is used in short
independent writing activities too.
Particularly useful at this stage are games and activities which extend:
events;
2Wf2 To retell stories using language from Once children have read, discussed and considered a story they should
2SL5 the original text to ensure a good attempt to retell it. They can retell stories:
2SL6 story structure and: individually to an audience;
2SL9 show awareness of their in groups;
audience by including through role play or using puppets.
relevant details;
express their ideas precisely. As they retell the story, encourage them to use words and phrases from
the original text.

Codes
2GPw1 a planned structure; attempt to write their own version of it, or to retell it.
2GPw4 planned characters and
2Wf1 setting; Before they write their story, encourage them to plan it using a simple
2Wf2 interesting words and flow diagram to map out the basic structure of the story: beginning,
2Wf4 phrases; middle and end.
2Wf6 a variety of connecting words;
2Wf7 language to signal time. On the plan, encourage children to write down carefully chosen words
2Wf8 and phrases to describe the main characters and the setting.
2Wf9 Some children benefit from a planning sheet.
Depending on the development of the children, the story can vary

between:
writing longer captions under a sequence of pictures to retell the
story;
writing about some particular aspects of the story;
retelling the story independently;
writing another story in the same setting or with the same theme.

have finished.

Codes
2GPw3 followed.
marks, is correct.

Unit 2B: Explanations and dictionaries entries

Reading and writing explanations and dictionary entries

Context
This is the fifth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
A range of large print and picture books and explanation texts.
Simple dictionaries.
Outline

Codes
2PSV4 Use regular opportunities to reinforce segmenting and blending. csf.gov.uk/node473342
2Rf1 Say the word, the phonemes, and the word then the children repeat the to download the
2Rf3 To learn different spellings of long Then you say another word and so on. e.g. (pear, p-ear, pear; fork, f-or-k, Developing Early
vowel phonemes oi, ar and ou. fork; hurt, h-ur-t, hurt). Revisit the long vowel phonemes: ai, ee, ie, oa Writing.
ue, oi, ar and ou., as well as introducing the phonemes air, or, er.
Magnetic or
To learn to read and spell at least 30 Use magnetic letters so that children have both an aural and a visual card/wooden letters.
new high frequency words. input for these sounds. If you have access to joined letters, use them at

Codes
2SL3 To find information quickly and Share the large print and picture books and explanatory texts with the
2SL5 interpret the information they have. children. Whilst reading together, model reading explanatory texts and
2PSV7 discuss how you can:
2PSV8 use organisational devices, including contents pages and
2GPw5 dictionaries to find your way quickly around texts;
2Rn2 find information by reading the relevant bit of the text only;
2Rn3 skim a text for relevant information;
2Rn4 scan a text for particular words;
use flowcharts, charts, graphs etc to find information.
Discuss the features of explanation texts.
2Rn2 To know how to use a dictionary. Introduce the dictionary to the children, Discuss:
the organisation of the dictionary. (Check that the children know
the alphabet!);
the language of the dictionary (headword, definition, example,
parts of speech etc);
how to find words efficiently in the dictionary.
2Wn5 To make simple notes. After children have read an explanation, ask them to:
tell you what they have found out;
jot down the key ideas in the text.
2Wn4 To give oral explanations. Ask children to give simple explanations to explain a process or how
2SL3 things work. They may like to have some visual aid, like a flow chart or
2SL5 labelled diagram. As they speak, encourage them to think about:
2SL6 the order in which they give the information;
the details they include;
the explanatory language they use including connectives like:
because, so, then.

Codes
2GPr2 To write an explanation based on After children have read, analysed and spoken an explanatory text, they
2GPw1 those that they have read. should try to write one. Ideally, this will follow directly from something has
2Wn3 been experienced together in the classroom. Most children will benefit
2Wn4 from a planning sheet.
Depending on the development of the children, the explanations can vary

between:
writing the explanation on a worksheet under a flow diagram;
sequencing pictures and using them as the basis of the
explanation;
writing and drawing diagrams and charts as a simple explanation;
writing an explanation.

have finished.

Codes
2GPw2 1. Check that the explanation makes sense and the plan has
2GPw3 been followed.
3. Check that punctuation. is correct.

Unit 2C: Poems by significant poets

Reading, learning and reciting poems by significant poets

Context
This is the sixth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed
Large print and picture books and poster texts of poems by significant authors.
Outline
Children will read and discuss a variety of poems, first, enjoying the texts as readers, then reciting the poems and writing their own versions.

Codes
2Rf3 Developing Early
To learn different spellings of long Then you say another word and so on. e.g. (pear, p-ear, pear; fork, f-or-k, Writing.
vowel phonemes oi, ar and ou. fork; hurt, h-ur-t, hurt). Revisit the long vowel phonemes: ai, ee, ie, oa
ue, oi, ar and ou., as well as introducing the phonemes air, or, er. Magnetic or
card/wooden letters.
To learn to read and spell at least 30 Use magnetic letters so that children have both an aural and a visual
different spelling variations.
This activity combines segmenting a word for spelling and blending the

Codes

2Rf1 For children to know about technical Share the poems with children. As you read, point out:
2SL9 develop a more extensive vocabulary;
2SL11 appreciate the structure of the poem.

Codes
2Wf6 For children to write a poem based on Once children have read, discussed and considered a poem they should
2Wf9 a model. attempt to write their own version of it. Before they write their poem,
2Wp1 encourage them to plan it.
2Wp2
Depending on the development of the children, the poem can vary
between:

have finished.
2GPr1 For children to reread and improve After children have finished their first draft of a piece of writing, ask them
2GPw1 their own writing. to revisit it four times:
2GPw3 followed.

Unit 3A: Stories by significant childrens authors

Reading, retelling and writing stories by significant childrens writers

Children should be familiar with the literacy skills developed in Sage 1 and Stage 2 Terms 1 and 2. At the start of this term, it is assumed that all children can:
recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot, Bart, boy, bout, bear, bore, Bert;
Context
This is the seventh of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
A range of books and large print and picture books featuring stories by significant childrens writers.
Audio cassettes and CD-ROMs of some of the tales for the children to listen to.
Outline

Codes
2Rf3 To learn different spellings of long Then say another word and so on. e.g. (hear; h-ear, hear; beard, b-eard, Developing Early
vowel phonemes oi, ar and ou. beard; bread, b-r-ea-d, bread). Revisit all the long vowel phonemes and Writing.
reinforce the different common spellings for them all.
Magnetic or

Codes
2SL3 To enjoy, discuss and share opinions Share the large print and picture books and class read aloud books with
2SL4 of books they read together. the children and enjoy the stories.
2SL5 Sometimes, pause before you read on to ask children to predict what
2SL7 may be about to happen and particularly the end of stories.
2SL8 To find and discuss new and
2PSV7 interesting words in their reading Encourage children to express their own opinions and ask each other
2PSV8 questions to find out about:
2Rf4 characters and settings encourage children to find words from
2Rf5 the text to support their opinions.
themes of the stories
understanding how authors show that time has passed in a
story;
2Rf9 To widen the range of books that Discuss the author: Encourage the
2Rn7 children might be interested in what can children find out about him/ her from the blurb in the children to use the
reading. book? internet to
can the children find other books by the same author? find out more about
what would encourage children to try to find more books by an their authors.
author?
who do you think
whatdo you think felt when
To begin to develop inferential skills. where do you think
why do you think
how might
different class.

Codes
2Rf7 the author including: at the language the author uses. Looking at how an author uses words
2Wf4 considering the different and phrases can lead on to the children doing some short, structured
2Wf5 connectives to link sentences; pieces of writing to explore and try out the language structures
2Wf8 looking at choice of themselves.
2Wf9 vocabulary;
looking at how time is Short activities and games to extend grammatical awareness can also
signalled. help children at this stage, as long as the grammar is used in short
independent writing activities too. Particularly useful at this stage are
games and activities which extend:
events;
2Wf2 To retell stories using language from Once children have read, discussed and considered a story they should
2SL5 the original text to ensure a good attempt to retell it. They can retell stories:
2SL6 story structure and: individually to an audience;
2SL9 show awareness of their in groups;
audience by including through role play or using puppets.
relevant details;
express their ideas precisely. As they retell the story, encourage them to use words and phrases from
the original text.

Codes
2GPw1 a planned structure; attempt to write their own version of it. Before they write their story,
2GPw4 planned characters and encourage them to plan it using a simple flow diagram to map out the
2Wf1 setting; basic structure of the story: beginning, middle and end.
2Wf2 interesting words and On the plan, encourage children to write down carefully chosen words
2Wf4 phrases; and phrases to describe the main characters and the setting. Some
2Wf6 a variety of connecting words; children benefit from a planning sheet.
2Wf7 language to signal time. Depending on the development of the children, the story can vary
2Wf8 between:
2Wf9 writing longer captions under a sequence of pictures to retell the
story;
retelling the story independently;
writing another story in the same setting or with the same theme.

have finished.

Codes
2GPw3 followed.
marks, is correct.

Unit 3B: Non-chronological reports

Reading, speaking and writing non-chronological reports

Children should be familiar with the literacy skills developed in Stage1 and Stage 2 terms 1 and 2. At the start of this term, it is assumed that all children can:
Write short texts independently, although using phonic spellings for more complex words.
Context
This is the eighth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
A wide range of books and large print and picture books with non-chronological reports. Link them to another curriculum area.
A range of books fiction and non-fiction that the children can read with increasing independence.
Outline
Children will read and discuss a variety of reports, first, enjoying the texts as readers, then reciting the poems and writing their own versions.

Codes
2Rf3 To learn different spellings of long Then say another word and so on. e.g. (hear; h-ear, hear; beard, b-eard, Developing Early
vowel phonemes oi, ar and ou. beard; bread, b-r-ea-d, bread). Revisit all the long vowel phonemes and Writing.
reinforce the different common spellings for them all.
Magnetic or

Codes
2PSV7 To know how to use non- Give children different report texts and see which features they can find
2PSV8 chronological texts to find information. (e.g. headings, main text, captions, labels, diagrams).
2GPw5
2Rn2 Can the children remember different ways of finding the information they
2Rn3 need to answer a question:
2Rn4 using the organisational features;
2Rn5 using alphabetical order to find words in the index;
2Rn7 skimming and scanning a text to find bits of information;
using charts and diagrams to find information.
2SL3 To find answers to questions and Give the children the opportunity to find information in answer to a
2SL4 present them orally. question and to present their information orally to others. They should:
2SL5 summarise the information they found;
2SL6 include details which are sensitive to the prior knowledge of the
other children;
express ideas clearly and precisely.

Codes
2GPw1 To write a report text linked to a cross After children have read, analysed and spoken a report text, they should
2Rn6 curricular topic. try to write one. Ideally, this will follow directly from something connected
2Wf9 to a cross-curricular topic. Most children will benefit from a planning
2Wn3 sheet.
2Wn4 Depending on the development of the children, the report can vary
2Wn5 between:
writing an extended caption to a picture related to the topic;
writing main text to introduce the topic;
making a little book about something they know a lot about.

have finished.
2GPw2 1. Check that the report makes sense and the plan has been
2GPw3 followed.

Unit 3C: Poems by significant poets and with language play

Reading, learning and reciting poems by significant poets and poems with language play including humorous poems

Children should be familiar with the literacy skills developed in Stage 1 and Stage 2 terms 1 and 2. At the start of this term, it is assumed that all children can:
Context
This is the ninth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed
Large print and picture books and poster texts of poems by significant authors.
Outline

Codes
2Rf3 To learn different spellings of long Then you say another word and so on. e.g. (hear; h-ear, hear; beard, b- Developing Early
vowel phonemes oi, ar and ou. eard, beard; bread, b-r-ea-d, bread). Revisit all the long vowel phonemes Writing.
and reinforce the different common spellings for them all.
Magnetic or

Codes

Encourage children to find out what they can about the significant poets.
2SL3 To read, enjoy, discuss and compare As children explore language play and humorous poems help them to
2SL7 the poems. recognise:
2Rf8 how double meanings, both at sentence and word level, can play
2Rf10 an important part in humour;
how rhyme can be used to allow readers to predict what is
coming and build humorous tension;
other means of generating humorous poems (including the
subject matters and the view of the subject).
2Rf1 For children to know about technical Share the poems with children. Whilst reading, point out:
2SL9 develop a more extensive vocabulary;
2SL11 appreciate the structure of the poem.

Codes
2PSV7 For children to write a poem based on Once children have read, discussed and considered a poem they
2Wf6 a model. should attempt to write their own version of it. Before they write their
2Wf9 poem, encourage them to plan it.
2Wp1 Depending on the development of the children, the poem can vary
2Wp2 between:
If children are trying to write humorous poetry, help them to develop
their understanding of what works in humorous poetry.

Always ask children to read back what they have written soon after
they have finished.
2GPr1 For children to reread and improve After children have finished their first draft of a piece of writing, ask
2GPw1 their own writing. them to revisit it four times:
2GPw3 followed.

Primary English Work Plan Stage 2 - 2017

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Scheme of Work English stage 2

V1 1Y07 English Stage 2 1

V1 1Y07 English Stage 2 2

V1 1Y07 English Stage 2 3

Framework Learning Objective Activities Resources

Ongoing work in developing phonics and spelling

Teach children to recognise syllables both orally and in writing:

V1 1Y07 English Stage 2 4

Ongoing work in developing phonics and spelling

Quick-write is a multi-sensory activity, combining the aural, visual and kinaesthetic

V1 1Y07 English Stage 2 5

Ongoing work in reading

V1 1Y07 English Stage 2 6

Unit 1A: Stories with familiar settings

Recommended Prior Knowledge

V1 1Y07 English Stage 2 7

V1 1Y07 English Stage 2 8

V1 1Y07 English Stage 2 9

V1 1Y07 English Stage 2 10

As children write, encourage them to use:

V1 1Y07 English Stage 2 11

V1 1Y07 English Stage 2 12

Unit 1B: Instructions

Recommended Prior Knowledge

V1 1Y07 English Stage 2 13

V1 1Y07 English Stage 2 14

V1 1Y07 English Stage 2 15

Depending on the development of the children, the instructions can vary

As children write, encourage them to use:

V1 1Y07 English Stage 2 16

Unit 1C: Poems in familiar settings

Recommended Prior Knowledge

V1 1Y07 English Stage 2 17

V1 1Y07 English Stage 2 18

Give the children opportunities to discuss their individual response to the

V1 1Y07 English Stage 2 19

As children write, encourage them to use:

V1 1Y07 English Stage 2 20

Unit 2A: Traditional tales and stories from other cultures

Recommended Prior Knowledge

V1 1Y07 English Stage 2 21

V1 1Y07 English Stage 2 22

V1 1Y07 English Stage 2 23

V1 1Y07 English Stage 2 24

Depending on the development of the children, the story can vary

As children write, encourage them to use:

V1 1Y07 English Stage 2 25

V1 1Y07 English Stage 2 26

Unit 2B: Explanations and dictionaries entries

Recommended Prior Knowledge

V1 1Y07 English Stage 2 27

V1 1Y07 English Stage 2 28

V1 1Y07 English Stage 2 29

Depending on the development of the children, the explanations can vary

As children write, encourage them to use:

V1 1Y07 English Stage 2 30

V1 1Y07 English Stage 2 31

Unit 2C: Poems by significant poets

Recommended Prior Knowledge

V1 1Y07 English Stage 2 32

V1 1Y07 English Stage 2 33

Give the children opportunities to discuss their individual response to the

Compare the poems and find similarities and differences.