english language scheme of work for phonics … year 1 english scheme of work for phonics 9 speaking...
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KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work for Phonics
Primary Year 1
Year 1 English Scheme of Work for Phonics
Scheme of Work for Phonics
Year 1 English
Year 1 English Scheme of Work for Phonics
Page
Glossary of key terms in Year 1 Curriculum Framework 3
Differentiation strategies 6
Formative assessment 11
Scheme of Work 12
3 Year 1 English Scheme of Work for Phonics
The Scheme of Work for Phonics is a prerequisite for the Year 1 Scheme of Work. Teachers are required to carry out the Phonics lessons before
carrying out the lessons from the Year 1 Scheme of Work. However, teachers are encouraged to consolidate Phonics teaching and learning
throughout the year.
Glossary of terms in Year 1 curriculum framework
Page in curriculum framework
Term in Year 1 curriculum framework Meaning
2 Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes
a limited range of high frequency target language phonemes These are the phonemes in the phonics table shown in the phonics table on p2 of the syllabus. A range of target language phonemes in Year 1 means a suitable variety of phonemes from the phonics table, based on the teacher’s judgment of how well the pupils they teach can read.
3 Listening 1.2 Understand meaning in a variety of familiar contexts
a variety of familiar contexts Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the Superminds 1 textbook, such as friends and family, school, and food. However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Teachers should use thier own judgment here.
3 Listening 1.2.1 Understand with support the main idea of very simple phrases and sentences See also
Listening 1.2.2 p 4
Reading 3.2.1 p 21
Reading 3.2.2 p 22
very simple phrases and sentences Very simple phrases and sentences are simple in structure. They are short, and contain just one clause, (e.g. I’m seven; She can swim, He’s got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in Kuching, I like bananas)
5 Listening 1.2.3 Understand with a high degree of support very short simple narratives
very short simple narratives Very short narratives are stories which are usually not more than 6 lines long. The simple narratives contain language and ideas which pupils can understand. Teachers should use their own judgment on very short simple narratives, based on the level and interest of the pupils they teach.
4 Year 1 English Scheme of Work for Phonics
9 Speaking 2.1 Communicate simple information intelligibly
simple information Simple information is frequent, everyday information which is simple cognitively. Examples include pupils saying their name and age, talk about their home, or saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple information.
9 Speaking 2.1.1 Give very basic personal information using fixed phrases
See also
Speaking 2.1.2 p 10
Speaking 2.1.4 p 12
Speaking 2.3.1 p 16
Writing 4.2.1 p 28
Writing 4.2.2 p 29
fixed phrases Fixed phrases are useful phrases for communication which pupils can understand and use to communicate successfully. Often the language in the fixed phrases is above their general language level. Here are some examples: It’s my turn, Good idea! No problem! There are many fixed phrases in Superminds 1.
17 Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
See also
Reading 3.2 p21-24
linear and non-linear texts Linear texts contain only words, Pupils usually read their content in the sequence in which it 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 linear texts, as pupils may move between the words and the pictures as they read, not always in a sequence. Examples of non-linear texts include graphs, diagrams, and some computer games.
25 Reading 3.3.1 Read and enjoy simple print and digital games at word level
digital games Digital games are language games children play on language learning DVD ROMs, CD ROMS, or websites.
28 Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
basic information Basic information means the same as simple information (see Speaking 2.1 above).
a range of purposes
The range of purposes is described in the learning standards for Years 1-6. These purposes involve finding out about and giving personal details and opinions.
34 Writing 4.3.2 Spell familiar high frequency words accurately
familiar high frequency words
5 Year 1 English Scheme of Work for Phonics
High frequency words are words which pupils use often in Year 1 writing, such as colours, numbers, and classroom objects. Teachers should use their own judgment on familiar high frequency words, according to words pupils write often in their lessons.
6 Year 1 English Scheme of Work for Phonics
Differentiation strategies for Year 1 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.
ii) Remember and share
7 Year 1 English Scheme of Work for Phonics
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
8 Year 1 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, whereas others may not yet be literate or may be just learning to read. 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, pre-literate pupils or those with low-level literacy skills 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 limited 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
9 Year 1 English Scheme of Work for Phonics
Learning Standard
Reading 3.1.1
Identify and recognise the shapes of the letters of the alphabet
Reading 3.1.2
Recognise and sound out with support beginning, medial and final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC)
Reading 3.1.4
Segment phonemes (CVC, CCVC)
For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need to be addressed from the beginning of Year 1.
They are not otherwise covered in the Scheme of Work. Suggestion for this is also indicated in the Differentiation column, where appropriate.
Note the following Content and Learning Standards which develop these skills:
Content Standard
Writing 4.1:
Form letters and words in neat legible print using cursive writing
Learning Standard
Writing 4.1.1
i) Demonstrate fine motor control of hands by using pen or pencil correctly
ii) Demonstrate correct posture and pen hold grip
iii) Develop hand-eye coordination through drawing lines
Writing 4.1.2
i) Form upper and lower case letters of regular size and shape
ii) Write letters and words in a straight line from left to right with regular spaces between words and spaces
iii) Copy letters and familiar high frequency words and phrases correctly
10 Year 1 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.
11 Year 1 English Scheme of Work for Phonics
Primary Year 1 English Scheme of Work
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LESSON: 1 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Unit 1 Fun at the Beach, Unit 2 Annie, Ant and Axe, Unit 3 Tom and Pat, Unit 4 Pat the Pencil
LANGUAGE/GRAMMAR FOCUS: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)
12 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and circle the
correct pictures
4. Sing a song
Post lesson
1. Read the questions and answers (pair work)
2. Match the pictures to the correct words
3. Wordsearch *Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1
p. 9, 16, 21, 25 3.1.1, 3.1.2 , 3.1.3, 3.1.4
p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 28 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
13 Year 1 English Scheme of Work for Phonics
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LESSON: 2 (Listening 2)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 5 Dilly’s Doughnut, Unit 6 Hush! Hush!, Unit 7 Who Breaks Mum’s Mug?, Unit 8 Dingo Dog and Daisy Duck
LANGUAGE/GRAMMAR FOCUS: Review: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)
Focus : Row b.: /ɪ/ (i), /n/ (n), /m/ (m), /d/ (d)
14 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and circle the correct pictures
4. Sing a song 5. Listen to the story
and identify the relevant sound
6. Recite a chant Post lesson
1. Read the questions and answers (pair work)
2. Read the text/story and answer the questions
3. Match the pictures to the correct words
*Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1
p. 30, 32, 33, 40, 41, 47, 48, 56, 57 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 60 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
15 Year 1 English Scheme of Work for Phonics
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LESSON: 3 (Listening 3)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 9 Goat and Goose, Unit 10 O is for Orange, Unit 11 Cat and Kid
LANGUAGE/GRAMMAR FOCUS: Review: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)
Row b.: /ɪ/ (i), /n/ (n), /m/ (m), /d/ (d)
Focus : Row c.: /g/ (g), /ɒ/ (o), /k/ (c), /k/ (k)
16 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and circle the correct pictures
4. Sing a song 5. Recite a chant Post lesson
1. Read the text/story and answer the questions
2. Match the pictures to the correct words
*Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1
p. 70, 74, 75, 77, 79 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 79 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
17 Year 1 English Scheme of Work for Phonics
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LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends & World of Stories
TOPIC: Units 1-11
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 1-3
18 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT STANDARD
Writing 4.1 Form letters and words in neat legible print using cursive writing
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC) COMPLEMENTARY LEARNING STANDARD
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Read the text/story and answer the questions
2. Match the pictures to the correct words
3. Read the questions and answers (pair work)
4. Wordsearch Post lesson
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct word 5. Write the sentences 6. Rearrange the
phrases to form sentences
*Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Units 1-4 3.1.1, 3.1.2 , 3.1.3, 3.1.4
p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 28 4.1.2
p. 6, 7, 8, 9, 13, 14, 15, 16, 20(H), 21, 24(G), 25, 26(C), 28 Units 5-8 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 60 4.1.2
p. 30, 38, 40, 44, 47, 50(F), 56, 58, 60 Units 9-11 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 79 4.1.2
p. 62, 63, 65(G), 66, 70, 72, 73(G), 74, 75, 76, 78(I)
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
19 Year 1 English Scheme of Work for Phonics
KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
20 Year 1 English Scheme of Work for Phonics
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LESSON: 5 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Units 1-11
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 1-3
21 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Writing 4.1 Form letters and words in neat legible print using cursive writing COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct word 5. Write the sentences 6. Rearrange the
phrases to form sentences
Post lesson
1. Read the text/story and answer the questions
2. Match the pictures to the correct words
3. Read the questions and answers (pair work)
4. Wordsearch *Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Units 1-4 3.1.1, 3.1.2 , 3.1.3, 3.1.4
p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 28 4.1.2
p. 6, 7, 8, 9, 13, 14, 15, 16, 20(H), 21, 24(G), 25, 26(C), 28 Units 5-8 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 60 4.1.2
p. 30, 38, 40, 44, 47, 50(F), 56, 58, 60 Units 9-11 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 79 4.1.2
p. 62, 63, 65(G), 66, 70, 72, 73(G), 74, 75, 76, 78(I)
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
22 Year 1 English Scheme of Work for Phonics
KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
23 Year 1 English Scheme of Work for Phonics
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LESSON: 6 (Listening 4)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 12 Jack at the Dock, Unit 13 Jen, Unit 14 Run, Duck! Run!, Unit 15 Ronnie the Runner
LANGUAGE/GRAMMAR FOCUS: Row d: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r)
24 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and circle the correct pictures
4. Sing a song 5. Recite a chant Post lesson
1. Colour the words with the relevant sounds
2. Read the text/story and answer the questions
3. Match the pictures to the correct words
4. Role play a dialogue *Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1
p. 82, 85, 86, 88, 91, 92, 93, 97 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 101 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
25 Year 1 English Scheme of Work for Phonics
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LESSON: 7 (Listening 5)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Unit 16 Happy Hadi, Unit 17 Ben and Bob, Unit 18 Felix Fox and Freddy Frog, Unit 19 Where am I?, Unit 20 Jess and Her Dress
LANGUAGE/GRAMMAR FOCUS: Review : Row d: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r) Focus : Row e: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss)
26 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and circle the correct pictures
4. Sing a song 5. Recite a
rhyme/chant Post lesson
1. Match the pictures to the correct words
2. Circle the words with the correct sound
*Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1
p. 102, 104, 106, 107(C), 111, 112, 113, 117, 118, 122, 124 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 102, 103(C), 106, 107, 108, 111, 117, 118, 124 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
27 Year 1 English Scheme of Work for Phonics
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LESSON: 8 (Listening 6)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Unit 21 What Do You Like?, Unit 22 Wan’s Wig, Unit 23 Zox, Rex and Max
LANGUAGE/GRAMMAR FOCUS: Review : Row d.: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r) Row e.: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss) Focus : Row f.: /dʒ/ (j), /v/ (v), /w/ (w), /ks/ /gz/ (x)
28 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and circle the correct pictures
4. Recite a chant Post lesson
1. Read the questions and answers (pair work)
2. Match the pictures to the correct words
3. Read the rhyme *Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1
p. 127, 128, 133, 137, 141 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 127, 128, 129, 133, 134, 135, 138, 142, 143 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
29 Year 1 English Scheme of Work for Phonics
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LESSON: 9 (Reading 2)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Units 12-23
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 6-8
30 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT STANDARD
Writing 4.1 Form letters and words in neat legible print using cursive writing
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC) COMPLEMENTARY LEARNING STANDARD
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Read the questions and answers (pair work)
2. Match the pictures to the correct words
3. Read the rhyme 4. Circle the words with
the correct sound 5. Colour the words
with the relevant sounds
6. Read the text/story and answer the questions
7. Role play a dialogue Post lesson
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct word 5. Write the sentences 6. Rearrange the
phrases to form sentences
*Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: Unit 12-15 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 101 4.1.2
p. 82, 83, 84, 85, 87, 91, 94, 95, 97, 100, 101 Units 16-20 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 102, 103(C), 106, 107, 108, 111, 117, 118, 124 4.1.2
p. 102, 103, 106, 109, 111, 115, 117, 119, 120, 121, 123 Units 21-23 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 127, 128, 129, 133, 134, 135, 138, 142, 143 4.1.2
p. 127, 128, 130, 131, 132, 133, 136, 139, 140, 141
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
31 Year 1 English Scheme of Work for Phonics
KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
32 Year 1 English Scheme of Work for Phonics
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LESSON: 10 (Writing 2)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Units 12-23
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 6-8
33 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Writing 4.1 Form letters and words in neat legible print using cursive writing COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Read the questions and answers (pair work)
2. Match the pictures to the correct words
3. Read the rhyme 4. Circle the words with
the correct sound 5. Colour the words
with the relevant sounds
6. Read the text/story and answer the questions
7. Role play a dialogue Post lesson
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct word 5. Write the sentences 6. Rearrange the
phrases to form sentences
*Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: Unit 12-15 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 101 4.1.2
p. 82, 83, 84, 85, 87, 91, 94, 95, 97, 100, 101 Units 16-20 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 102, 103(C), 106, 107, 108, 111, 117, 118, 124 4.1.2
p. 102, 103, 106, 109, 111, 115, 117, 119, 120, 121, 123 Units 21-23 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 127, 128, 129, 133, 134, 135, 138, 142, 143 4.1.2
p. 127, 128, 130, 131, 132, 133, 136, 139, 140, 141
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
34 Year 1 English Scheme of Work for Phonics
KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
35 Year 1 English Scheme of Work for Phonics
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LESSON: 11 (Listening 7)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 24 Yaya and Yahya, Unit 25 Zuzu and Zimba, Unit 26 The Queen and the Chess
LANGUAGE/GRAMMAR FOCUS: Row g.: /j/ (y), /z/ (z, zz), /kw/ (qu)
36 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Sing the Phonics Song (audio)
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and circle the correct pictures
4. Listen to the story Post lesson
1. Match the pictures to the correct words
2. Read the rhyme 3. Read the story *Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1
p. 141,147, 148, 151 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 142, 143, 145, 148, 149, 153(F), 154 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
37 Year 1 English Scheme of Work for Phonics
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LESSON: 12 (Listening 8)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 26 The Queen and the Chess, Unit 27 Shelly’s Shopping Trip, Unit 28 Cathy has a Bag, Unit 29 The King’s Ring
LANGUAGE/GRAMMAR FOCUS: Row h.: /tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)
38 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Listen to the chant or tongue twister and identify the reoccurring sounds
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen to the story and circle the correct words
4. Bingo 5. Listen and say the
chant Post lesson
1. Match the pictures to the correct words
2. Read the rhyme/chant
*Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: 1.1.1
p. 152, 157(A), 159, 161, 162, 163, 166, 167 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 158, 160(F), 165(H), 168(E) KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
39 Year 1 English Scheme of Work for Phonics
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LESSON: 13 (Listening 9)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Units 24-29
LANGUAGE/GRAMMAR FOCUS: Review: /j/ (y), /z/ (z, zz), /kw/ (qu), /tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)
40 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Listen to the sounds and guess the words
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen to the story and circle the correct words
4. Bingo 5. Listen and say the
chant 6. Listen to the story Post lesson
1. Match the pictures to the correct words
2. Read the rhyme/chant
3. Read the story *Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: Units 24-29 1.1.1
p. 141,147, 148, 151, 152, 157(A), 159, 161, 162, 163, 166, 167 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 142, 143, 145, 148, 149, 153(F), 154 153, 154, 158, 160(F), 165(H), 168(E) pages 158, 160(F), 165(H), 168(E) KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
41 Year 1 English Scheme of Work for Phonics
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LESSON: 14 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Units 24-29
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 11-13
42 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT STANDARD
Writing 4.1 Form letters and words in neat legible print using cursive writing
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC) COMPLEMENTARY LEARNING STANDARD
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly
Pre-lesson
1. Jazz chant based on the rhyme (p.145)
Lesson delivery
1. Match the pictures to the correct words
2. Read the rhyme/chant
3. Read the story Post lesson
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct sound 5. Write the sentences 6. Rearrange the 7. Crossword *Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: Units 24-29 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 142, 143, 145, 148, 149, 153(F), 154 153, 154, 158, 160(F), 165(H), 168(E) p. 158, 160(F), 165(H), 168(E) 4.1.2
p. 141(B), 145(F) 146, 147(B), 150, 151(B), 152(D), 155, 156, 157(B), 158(D), 160(G), 161(B), 165(I), 166(B), 168(F) KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
43 Year 1 English Scheme of Work for Phonics
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LESSON: 15 (Writing 3)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: Units 24-29
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 11-13
44 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Writing 4.1 Form letters and words in neat legible print using cursive writing COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Rearrange the letters to form words they have learnt
2. Blend or segment the phonemes in the words
Lesson delivery
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct sound 5. Write the sentences 6. Rearrange the 7. Crossword Post lesson
1. Match the pictures to the correct words
2. Read the rhyme/chant
3. Read the story *Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: Units 24-29 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 142, 143, 145, 148, 149, 153(F), 154 153, 154, 158, 160(F), 165(H), 168(E) p. 158, 160(F), 165(H), 168(E) 4.1.2
p. 141(B), 145(F) 146, 147(B), 150, 151(B), 152(D), 155, 156, 157(B), 158(D), 160(G), 161(B), 165(I), 166(B), 168(F) KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.
45 Year 1 English Scheme of Work for Phonics
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LESSON: 16 (Listening 10)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 30 Daisy the Sheep, Unit 31 Say It Right, Unit 32 Billy Goat and Tammy Toad, Unit 33 The Moon!
LANGUAGE/GRAMMAR FOCUS: Row i.: /eɪ/ (ai), /i:/ (ee), /aɪ/ (igh), /әʊ/ (oa), /ʊ/,/u:/ (oo)
46 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Point to the pictures that contain the sounds
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and say the chant
4. Sing a song Post lesson
1. Match the pictures to the correct words
*Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: 1.1.1
p. 170(A), 171(C), 175, 178(A), 183(A) 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 172, 173(F), 175, 176(C), 179, 184, 185(E) KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
47 Year 1 English Scheme of Work for Phonics
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LESSON: 17 (Listening 11)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Unit 34 Mark goes to the Park, Unit 35 Curly Purly, Unit 36 Crow has a Coin
LANGUAGE/GRAMMAR FOCUS: Row j.: /a:/ (ar), /ɔ:/ (or), /ɜ:/ (ur), /әʊ/ (ow), /ɔɪ/(oi)
48 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Pass on a set of words using Chinese whispers
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and say the chant
4. Sing a song Post lesson
1. Match the pictures to the correct words
2. Read the chant and answer the questions
3. Recite a poem *Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: 1.1.1
p. 187, 191, 196 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 188, 189(E), 191, 192(D), 197&207(K) KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
49 Year 1 English Scheme of Work for Phonics
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LESSON: 18 (Listening 12)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Units 30-36
LANGUAGE/GRAMMAR FOCUS: Review: Row i: /eɪ/ (ai), /i:/ (ee), /aɪ/ (igh), /әʊ/ (oa), /ʊ/,/u:/ (oo) Row j.: /a:/ (ar), /ɔ:/ (or), /ɜ:/ (ur), /әʊ/ (ow), /ɔɪ/(oi)
50 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Categorise the pictures based on the similar sounds
Lesson delivery
1. Listen to the sounds and do the actions
2. Listen to the words and identify the relevant sounds
3. Listen and say the chant
4. Sing a song Post lesson
1. Match the pictures to the correct words
2. Read the chant and answer the questions
3. Recite a poem *Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: Units 30-33 1.1.1
p. 170(A), 171(C), 175, 178(A), 183(A) 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 172, 173(F), 175, 176(C), 179, 184, 185(E) Units 34-36 1.1.1
p. 187, 191, 196 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 188, 189(E), 191, 192(D), 197&207(K) KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
51 Year 1 English Scheme of Work for Phonics
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LESSON: 19 (Reading 4)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Units 30-36
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 16-18
52 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT STANDARD
Writing 4.1 Form letters and words in neat legible print using cursive writing
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC) COMPLEMENTARY LEARNING STANDARD
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly
Pre-lesson
1. Recite the rhyme and point to the relevant pictures
Lesson delivery
1. Match the pictures to the correct words
2. Read the chant and answer the questions
3. Recite a poem Post lesson
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct sound 5. Copy the phrases 6. Rearrange the
phrases *Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: Units 30-33 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 172, 173(F), 175, 176(C), 179, 184, 185(E) 4.1.2
p. 170(B), 171(D), 174, 175(B), 177(F), 178, 180, 183, 185(F), 186 Units 34-36 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 188, 189(E), 191, 192(D), 197&207(K) 4.1.2
p. 190, 192(C), 193, 206 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
53 Year 1 English Scheme of Work for Phonics
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LESSON: 20 (Writing 4)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: Units 30- 36
LANGUAGE/GRAMMAR FOCUS: Review for Lessons 16-18
54 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Writing 4.1 Form letters and words in neat legible print using cursive writing COMPLEMENTARY CONTENT STANDARD
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly COMPLEMENTARY LEARNING STANDARD
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Pre-lesson
1. Review the sounds they have learnt
2. Write the letters in the air
Lesson delivery
1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with
the correct sound 5. Copy the phrases 6. Rearrange the
phrases Post lesson
1. Match the pictures to the correct words
2. Read the chant and answer the questions
3. Recite a poem *Choose any suitable activities in the learning outline for your lesson
LINUS Module Book 1 Suggested pages: Units 30-33 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 172, 173(F), 175, 176(C), 179, 184, 185(E) 4.1.2
p. 170(B), 171(D), 174, 175(B), 177(F), 178, 180, 183, 185(F), 186 Units 34-36 3.1.1, 3.1.2, 3.1.3, 3.1.4
p. 188, 189(E), 191, 192(D), 197&207(K) 4.1.2
p. 190, 192(C), 193, 206 KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from the suggested pages.
55 Year 1 English Scheme of Work for Phonics
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LESSON: 21 (Reading 5/Writing 5)
MAIN SKILL(S) FOCUS: Reading/Writing
THEME: World of Stories
TOPIC: Units 1-36
LANGUAGE/GRAMMAR FOCUS: Consolidation of all the sounds
56 Year 1 English Scheme of Work for Phonics
CONTENT STANDARD LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT STANDARD
Writing 4.1 Form letters and words in neat legible print using cursive writing
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC) COMPLEMENTARY LEARNING STANDARD
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly
Pre-lesson
1. Any suitable activities
Lesson delivery
1. Refer to the LINUS Module Book 1
Post lesson
1. Refer to the LINUS Module Book 1
*Choose any suitable activities in the learning outline for your lesson
Suggested Phonics Song (audio):
1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1
Any pages KSSR Teacher’s Guidebook English Language Year 1 by BPK
p. 52-60, 77-118, 142, 147 for relevant activities
Language
Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK
Teachers may choose any suitable materials for their pupils from LINUS Book 1 or other sources.
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/