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KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work for Phonics
Primary Year 2
Scheme of Work for Phonics
Year 2 English

Year 2 English Scheme of Work For Phonics


Page

Glossary of key terms in Year 2 Curriculum Framework 3

Differentiation strategies 6

Formative assessment 10

Scheme of Work 11

Year 2 English Scheme of Work For Phonics


Glossary of terms in Year 2 curriculum framework

Page in Term in Year 1 curriculum framework Meaning


curriculum
framework
Listening
2 Listening 1.1.1 a range of high frequency target language phonemes
Recognise and reproduce with support a range of These are the phonemes in the phonics table shown in the phonics table on p2 of the
high frequency target language phonemes 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 a variety of familiar contexts


Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics
contexts covered in the Superminds 1 textbook, such as friends and family, school, food (from Year 1),
as well as free time, the home and clothes (from Year 2).

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

3 Listening 1.2.1 simple sentences


Understand with support the main idea of simple Simple sentences are short, and contain just one clause, (e.g. I’m seven; She can swim, He’s
sentences got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in
See also: Kuching, I like bananas).
 Listening 1.2.2 (p.2)
 Reading 3.2.1 (p.14)
 Reading 3.2.2 (p.15)

3 Listening 1.2.3 very short simple narratives


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

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

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Year 2 English Scheme of Work For Phonics
Speaking
10 Speaking 2.1 simple information
Communicate simple information intelligibly 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.

9 Speaking 2.1.1 basic phrases


Give simple personal information using basic Basic phrases are short, simple phrases for communication which pupils can understand and
phrases adapt to communicate successfully. These include phrases such as “How are you?” “I’m tired
See also: today”. There are many basic phrases presented in Superminds 1.
 Speaking 2.1.2 Basic questions (p. 10)
 Writing 4.2.1 Basic questions and
statements (p.28)

11 Speaking 2.1.3 short sequence of basic instructions
Give a 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.

16 Speaking 2.3.1 fixed phrases


Introduce self and others to an audience using Fixed phrases are useful phrases for communication which pupils can understand and use to
fixed phrases communicate successfully. Often the language in the fixed phrases is above their general
language level. Here are some examples: It’s my turn, Good idea! No problem! There are
many fixed phrases in Superminds 1.

Reading
17 Reading 3.1 linear and non-linear texts
Recognise words in linear and non-linear texts Linear texts contain only words. Pupils usually read their content in the sequence in which it
by using knowledge of sounds of letters appears on the page. Examples of linear texts include: dialogues, stories and descriptions.

Non-linear texts combine words and pictures. They involve a different kind of reading from
See also linear texts, as pupils may move between the words and the pictures as they read, not always
 Reading 3.2 (p.21-24) in a sequence.
Examples of non-linear texts include graphs, diagrams, and some computer games.

25 Reading 3.3.1 digital games


Read and enjoy simple print and digital games at Digital games are language games which pupils play on language learning DVD ROMs, CD
word level ROMS, or websites.

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Year 2 English Scheme of Work For Phonics
Writing

28 Writing 4.2 basic information


Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above).
range of purposes in print and digital media
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.

34 Writing 4.3.2 familiar high frequency words


Spell a narrow range of familiar high frequency High frequency words are words which pupils use often in Year 2 writing, such as colours,
words accurately in guided writing numbers, days of the week, and classroom objects. Please use your own judgment on familiar
high frequency words, according to words pupils write often in your lessons.

34 Writing 4.3.2 guided writing


Spell a narrow range of familiar high frequency A guided writing activity is one where pupils are given support. This support is often in the
words accurately in guided writing form of models to follow, substitutions, gapped sentences and so on, or it may be guided in
the content that pupils are writing about. This guidance supports pupils development of writing
skills in order to begin to develop freer writing skills, where less content or language support is
given.

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Year 2 English Scheme of Work For Phonics
Differentiation strategies for Year 2 pupils

Strategy 1: Differentiate by the task pupils are given


If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of correct responses.
Open-ended tasks (e.g. Tell me the food words you know, or What will happen next?) allow more proficient pupils to contribute with more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give different tasks to more proficient and less proficient
groups of pupils according to their needs and interests: see strategy 5 for more on this.

Strategy 2: Differentiate by the type and amount of support provided


The teacher can support pupils to understand and use language with:
 their own teacher talk (e.g. “It begins with B. You read it. It’s on the desk.”)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary,
 with written words (e.g. written words on a worksheet to help pupils with spelling)

Different types and amount of support can be given to less proficient pupils, depending on their needs, and these can provide extra challenge for more
proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils


The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil to says or writes something, so that
they feel successful. Two useful strategies here are:

 Compulsory plus optional


 Remember and share.

i) Compulsory plus optional


Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance
for stronger language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon get
the idea of going beyond the minimum target.

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Year 2 English Scheme of Work For Phonics
ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task. (e.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). Sometimes, less
proficient pupils have good memories, and so this task also allows different pupils to make successful contributions.

Strategy 4: Differentiate by the time pupils are given to complete a task.


Some pupils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils should be given a little
more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in this picture in the textbook; Talk with your friend in English: You choose what to talk about). Rewarding fast finishers with something ‘fun’ to do
(such as playing with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.

Strategy 5: Differentiate by supporting individual learning preferences and needs


When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example,
pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening or through movement).

Different pairings and groupings will allow pupils to work in different ways - teachers can sometimes pair up pupils who can help and support each other
(e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers
should make sure to vary pairing and grouping over time.

Teachers can support needs by setting individual tasks and targets for pupils based on your assessment. For example, if a number of pupils are not
able to read well yet, a teacher might decide on a Reading target for each child, and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks. It should be noted that the Schemes of Work for Primary Year 1 and 2 give
recommendations for less proficient readers to be given support during some reading lessons.

Strategy 6: Differentiate by the types of question asked


Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open questions
usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or
a cat?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions. Asking open questions to more
proficient pupils (e.g. What can Misty do now?) provides extra challenge. As less proficient pupils grow in confidence and competence, teachers can
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Year 2 English Scheme of Work For Phonics
ask them more open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the
lesson and helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given


Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is weak at writing has tried hard
and produces work with a number of misspellings, feedback can be given on what they did well, and only one 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil
writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ Speaking.

Pupils with pre-and low-level literacy skills


Some pupils are already literate when they begin Year 1, and they will continue to develop these skills in Year 1. Others may begin Year 1 with few or
no literacy skills, and continue to need to develop these skills into Year 2. Within the Scheme of Work, reading and writing skills are developed in
different ways and pupils’ literacy skills will be developed through the activities and lessons outlined in the Scheme of Work, both in the textbook and
non-textbook lessons as the relevant content and learning standards are given adequate attention for pupils who are developing literacy skills.

However, pupils with lower literacy proficiency will need extra support. It is recommended that teachers select relevant material from LINUS, Literasi
Bahasa Inggeris (LBI) Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the Scheme of
Work in the Differentiation column.

Note the following Content and Learning Standards which develop these skills:
1. Content Standard
Listening 1.1
Recognise and reproduce target language sounds

Learning Standard
Listening 1.1.1
Recognise and reproduce with support a range of high frequency target language phonemes

2. Content Standard
Reading 3.1:
Recognise words in linear and non-linear texts by using knowledge of sounds and letters

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Year 2 English Scheme of Work For Phonics
Learning Standard
Reading 3.1.1
Identify, recognise and name the letters of the alphabet

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

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

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

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Year 2 English Scheme of Work For Phonics
Formative Assessment

Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as language learners, and in communicating this information
clearly to pupils through feedback.

As formative assessment involves clear communication with pupils, effective formative assessment is therefore also informative. Formative
assessment of Listening or Reading may involve talking with pupils about different listening and reading strategies they can use. Some of this
discussion may be in L1, as the focus is on learning, not on language performance. Formative assessment of Speaking, may involve highlighting how
well a pupil has communicated a message, as well as some explicit or implicit correction of pronunciation, vocabulary or grammar. The picture is
similar with formative assessment of Writing, with spelling and punctuation replacing pronunciation.

There are five common ways of collecting information and learning to understand what pupils have done well, and what they need to improve:

1. observing pupils in class


2. reading and marking their written work
3. asking pupils about their learning: e.g. what they find easy and difficult, what task types and topics they enjoy
4. asking pupils to self or peer assess their work
5. testing pupils

Formative assessment also involves teachers in reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular
value when considering the non-textbook lessons, where learning from the textbook can be reviewed and/or enriched.

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Year 2 English Scheme of Work For Phonics
Note: Some learning standards are taken from Year 1.

Primary Year 2 English Scheme of Work

LESSON: 1 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends


WEEK: _______________

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

LANGUAGE/GRAMMAR FOCUS:

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

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Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

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

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Year 2 English Scheme of Work For Phonics
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
WEEK: _______________

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

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Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

Reading 3.1.3 Pre-lesson Language Use any appropriate Teachers may choose
3.1 Recognise and sound 1..Sing a song strategies in the KSSR any suitable materials
3.1 Recognise words in out with some support LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
linear and non-linear beginning, medial and Lesson delivery Relevant pages English Language Year 1 suggested pages.
texts by using knowledge final sounds in a word Page 80-97 by BPK
of sounds of letters 1.Blend and segment the Page 85-90 ( for the
words More materials here: actions )
COMPLEMENTARY Post lesson
LEARNING STANDARD https://goo.gl/W1AeW9 Use any appropriate
COMPLEMENTARY Writing 1.List out words with ea strategies in the KSSR
CONTENT STANDARD 4.1.2 sound https://goo.gl/2tKBDP Teacher’s Guidebook
i) Form upper and lower English Language Year 2
case letters of regular https://goo.gl/DRDw4 by BPK
Writing size and shape Language Skills:
4.1 Form letters and
w
words in neat legible ii) write letters and words R3.1.1
print using cursive writing in a straight line from left https://goo.gl/zU51AF
R3.1.2
to right with regular
R3.1.3
spaces between words https://goo.gl/mqbqdE
and spaces R3.1.4
W4.1.2 https://goo.gl/Se6dLR
iii) copy letters and *Choose any suitable
familiar high frequency activities in the
words and phrases learning outline for
correctly your lesson.

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Year 2 English Scheme of Work For Phonics
LESSON: 3 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories


WEEK: _______________

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

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

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Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

Listening Listening Pre-lesson Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Recite the poem strategies in the KSSR any suitable materials
Recognise and reproduce with support a LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
reproduce target limited range of high Lesson delivery Relevant pages English Language Year 1 suggested pages.
language sounds frequency target 1.Do the action for the Page 98 - 113 by BPK
language phonemes sounds Page 85-90( for the
2. Blending of sounds More materials here: actions )

COMPLEMENTARY COMPLEMENTARY Post lesson https://goo.gl/W1AeW9 Use any appropriate


CONTENT STANDARD LEARNING STANDARD 1.Read the story strategies in the KSSR
Reading Reading 2.Complete the journal https://goo.gl/2tKBDP Teacher’s Guidebook
3.1 Recognise words in 3.1.1 Identify and English Language Year 2
linear and non-linear recognise the shapes of Language Skills: https://goo.gl/DRDw4 by BPK
texts by using knowledge the letters in the alphabet L1.1.1
of sounds of letters
w
R3.1.1
3.1.2 Recognise and
R3.1.2 https://goo.gl/zU51AF
sound out with support
beginning, medial and R3.1.3
final sounds in a word R3.1.4 https://goo.gl/mqbqdE

3.1.3 Blend phonemes *Choose any suitable https://goo.gl/Se6dLR


(CVC, CCVC) activities in the
learning outline for
3.1.4 Segment your lesson.
phonemes

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Year 2 English Scheme of Work For Phonics
LESSON: 4 (Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Stories


WEEK: _______________

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

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

17
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

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

ii) write letters and words


in a straight line from left
to right with regular
spaces between words
and spaces

iii) copy letters and


familiar high frequency
words and phrases
correctly

18
Year 2 English Scheme of Work For Phonics
LESSON: 5 (Listening )

MAIN SKILL(S) FOCUS: Listening and Reading

THEME: World of Self, Family and Friends


WEEK: _______________

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

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

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

19
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening
Listening 1.1.1 Recognise and Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
reproduce with support a 1.Colouring the correct Relevant Pages strategies in the KSSR any suitable materials
1.1 limited range of high initial sounds. Teacher’s Guidebook for their pupils from the
Recognise and frequency target 2. Listening to the Page 98 - 113 English Language Year 1 suggested pages.
reproduce target language phonemes dialogue by BPK
language sounds More materials here:
Lesson delivery Page 85-90( for the
https://goo.gl/W1AeW9 actions )
COMPLEMENTARY 1.Circle True or False
LEARNING STANDARD https://goo.gl/2tKBDP Use any appropriate
Reading strategies in the KSSR
3.1.1 Identify and Post lesson
https://goo.gl/DRDw4 Teacher’s Guidebook
recognise the shapes of 1.Draw a line on the floor English Language Year 2
the letters in the alphabet plan.
w by BPK

3.1.2 Recognise and 2.Match the sentence https://goo.gl/zU51AF


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

*Choose any suitable


activities in the
learning outline for
your lesson.

20
Year 2 English Scheme of Work For Phonics
LESSON: 6 (Reading and Writing)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends


WEEK: _______________

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

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

21
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading
Reading 3.1.1 Identify and Pre-lesson Language Use any appropriate Teachers may choose
3.1 Recognise words in recognise the shapes of 1.Match the sentence strategies in the KSSR any suitable materials
linear and non-linear the letters in the alphabet parts LINUS Module Book 2 Teacher’s Guidebook for their pupils from the
texts by using knowledge Relevant pages English Language Year 1 suggested pages.
of sounds of letters 3.1.2 Recognise and by BPK
sound out with support Lesson delivery Page 98 - 113
beginning, medial and 1.Read the story based Page 85-90( for the
final sounds in a word on the pictures given More materials here: actions )

COMPLEMENTARY 3.1.3 Blend phonemes Post lesson https://goo.gl/W1AeW9 Use any appropriate
CONTENT STANDARD (CVC, CCVC) 1.Rearrange the letters strategies in the KSSR
Writing to form words https://goo.gl/2tKBDP Teacher’s Guidebook
3.1.4 Segment English Language Year 2
4.1 Form letters and phonemes 2.Match the sentence https://goo.gl/DRDw4 by BPK
words in neat legible parts to form correct
print using cursive writing sentences.
w

COMPLEMENTARY Language Skills: https://goo.gl/zU51AF


LEARNING STANDARD R3.1.1
4.1.2 R3.1.2 https://goo.gl/mqbqdE
i) Form upper and lower
R3.1.3
case letters of regular https://goo.gl/Se6dLR
size and shape R3.1.4
W4.1.2
ii) write letters and words
in a straight line from left *Choose any suitable
to right with regular activities in the
spaces between words learning outline for
and spaces your lesson.

iii) copy letters and


familiar high frequency
words and phrases
correctly

22
Year 2 English Scheme of Work For Phonics
LESSON: 7 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends


WEEK: _______________

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

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

23
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

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

24
Year 2 English Scheme of Work For Phonics
LESSON: 8 (Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends


WEEK: _______________

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

LANGUAGE/GRAMMAR FOCUS:

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

25
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading 3.1.1 Identify and
3.1 Recognise words in recognise the shapes of Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
linear and non-linear the letters in the alphabet 1.Complete the Relevant pages strategies in the KSSR any suitable materials
texts by using knowledge crossword puzzle Teacher’s Guidebook for their pupils from the
of sounds of letters 3.1.2 Recognise and 2.Complete the poem Page 98 - 113 English Language Year 1 suggested pages.
sound out with support by BPK
beginning, medial and Lesson delivery More materials here:
final sounds in a word 1.Match the pictures with Page 85-90( for the
the correct words https://goo.gl/W1AeW9 actions )
COMPLEMENTARY 3.1.3 Blend phonemes 2.Match the pictures with
CONTENT STANDARD (CVC, CCVC) the correct sentences https://goo.gl/2tKBDP Use any appropriate
strategies in the KSSR
4.1 Form letters and 3.1.4 Segment https://goo.gl/DRDw4 Teacher’s Guidebook
words in neat legible phonemes English Language Year 2
print using cursive writing Post lesson
w by BPK
1.Match the sentence
parts https://goo.gl/zU51AF
COMPLEMENTARY 2.Write the sentences
LEARNING STANDARD https://goo.gl/mqbqdE
4.1.2 Language Skills:
i) Form upper and lower R3.1.1 https://goo.gl/Se6dLR
case letters of regular R3.1.2
size and shape
R3.1.3
ii) write letters and words R3.1.4
in a straight line from left W4.1.2
to right with regular
spaces between words *Choose any suitable
and spaces activities in the
learning outline for
iii) copy letters and your lesson.
familiar high frequency
words and phrases
correctly

26
Year 2 English Scheme of Work For Phonics
LESSON: 9 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends


WEEK: _______________

TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude

LANGUAGE/GRAMMAR FOCUS:
Review Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Focus Sound Row o :eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

27
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening
Listening 1.1.1 Recognise and Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.1 reproduce with support a 1.Listen to the story Relevant Pages strategies in the KSSR any suitable materials
Recognise and limited range of high 159 – 175 , 190 - 195 Teacher’s Guidebook for their pupils from the
reproduce target frequency target Lesson delivery English Language Year 1 suggested pages.
language sounds language phonemes 1Circle the correct More materials here: by BPK
pictures
2.. Number the https://goo.gl/W1AeW9 Page 85-90 ( for the
sentences in the correct actions )
COMPLEMENTARY order https://goo.gl/2tKBDP
LEARNING STANDARD 3.Recite a poem Use any appropriate
Reading https://goo.gl/DRDw4 strategies in the KSSR
3.1.1 Identify and Post lesson Teacher’s Guidebook
recognise the shapes of 1.Fill in the blanks
w English Language Year 2
the letters in the alphabet 2. Rearrange the by BPK
sentences https://goo.gl/zU51AF
3.1.2 Recognise and 3. Recite the jazz chant
sound out with support 4. Complete the jigsaw https://goo.gl/mqbqdE
COMPLEMENTARY beginning, medial and puzzle
CONTENT STANDARD final sounds in a word https://goo.gl/Se6dLR
Reading Language Skills:
3.1 Recognise words in 3.1.3 Blend phonemes L1.1.1
linear and non-linear (CVC, CCVC) R3.1.1
texts by using knowledge
R3.1.2
of sounds of letters 3.1.4 Segment
phonemes R3.1.3
R3.1.4
*Choose any suitable
activities in the
learning outline for
your lesson.

28
Year 2 English Scheme of Work For Phonics
LESSON: 10 (Reading and Writing )

MAIN SKILL(S) FOCUS: Reading


WEEK: _______________

THEME: World of Self, Family and Friends

TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude

LANGUAGE/GRAMMAR FOCUS: Row o :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

29
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

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

3.1.3 Blend phonemes


(CVC, CCVC)

3.1.4 Segment
phonemes

30
Year 2 English Scheme of Work For Phonics
LESSON: 11 (Reading and Writing)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Stories

TOPIC: Any relevant topics


WEEK: _______________

LANGUAGE/GRAMMAR FOCUS:
Review
Row k :/ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Row l :eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
Row m :/ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Row n :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Row 0 :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

31
Year 2 English Scheme of Work For Phonics
TEACHER’S NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Reading 3.1.1 Identify and
3.1 Recognise words in recognise the shapes of Pre-lesson Language Use any appropriate Teachers may choose
linear and non-linear the letters in the alphabet LINUS Module Book 2 strategies in the KSSR any suitable materials
texts by using knowledge 1.Reading a story Relevant Pages Teacher’s Guidebook for their pupils from the
of sounds of letters 3.1.2 Recognise and 81- 175 & 190 - 195 English Language Year 1 suggested pages.
sound out with support Lesson delivery by BPK
beginning, medial and 1.Fill in the blanks
final sounds in a word 2.Number the sentences Page 85-90( for the
in the correct order actions )
COMPLEMENTARY 3.1.3 Blend phonemes More materials here:
CONTENT STANDARD (CVC, CCVC) Post lesson Use any appropriate
1.Rearrange and https://goo.gl/W1AeW9 strategies in the KSSR
Writing 3.1.4 Segment rewrite the phrases to Teacher’s Guidebook
4.1 Form letters and phonemes form correct https://goo.gl/2tKBDP English Language Year 2
words in neat legible sentences. by BPK
print using cursive writing https://goo.gl/DRDw4
COMPLEMENTARY Language Skills:
LEARNING STANDARD
w
R3.1.1
Writing https://goo.gl/zU51AF
R3.1.2
4.1.2
R3.1.3
i) Form upper and lower https://goo.gl/mqbqdE
case letters of regular R3.1.4
size and shape W4.1.2 https://goo.gl/Se6dLR
ii) write letters and words *Choose any suitable
in a straight line from left activities in the
to right with regular learning outline for
spaces between words your lesson.
and spaces

iii) copy letters and


familiar high frequency
words and phrases
correctly

32
Year 2 English Scheme of Work For Phonics
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

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