english language scheme of work for phonics … year 2 english scheme of work for phonics speaking...

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Scheme of Work for Phonics

Primary Year 2

Year 2 English Scheme of Work For Phonics

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

3 Year 2 English Scheme of Work For Phonics

Glossary of terms in Year 2 curriculum framework

Page in curriculum framework

Term in Year 1 curriculum framework Meaning

Listening

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

a range of high frequency target language phonemes These are the phonemes in the phonics table shown in the phonics table on p2 of the syllabus. A range of target language phonemes in Year 2 means a suitable variety of phonemes from the phonics table, based on your judgment of how well the pupils you teach can read. These are in addition to the phonemes already covered in Year 1.

3 Listening 1.2 Understand meaning in a variety of familiar contexts

a variety of familiar contexts Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the Superminds 1 textbook, such as friends and family, school, food (from Year 1), as well as free time, the home and clothes (from Year 2). However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Please use your own judgment here.

3 Listening 1.2.1 Understand with support the main idea of simple sentences See also:

Listening 1.2.2 (p.2)

Reading 3.2.1 (p.14)

Reading 3.2.2 (p.15)

simple sentences Simple sentences 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).

3 Listening 1.2.3 Understand with support very short simple narratives

very short simple narratives Very short narratives are stories which are usually not more than 6 lines long. The simple narratives contain language and ideas which pupils can understand. Please use your own judgment on very short simple narratives, based on the level and interest of the pupils you teach.


Speaking

10 Speaking 2.1 Communicate simple information intelligibly

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

9 Speaking 2.1.1 Give simple personal information using basic phrases

See also:

Speaking 2.1.2 Basic questions (p. 10)

Writing 4.2.1 Basic questions and statements (p.28)

basic phrases Basic phrases are short, simple phrases for communication which pupils can understand and adapt to communicate successfully. These include phrases such as “How are you?” “I’m tired today”. There are many basic phrases presented in Superminds 1.

11 Speaking 2.1.3 Give a short sequence of basic instructions

short sequence of basic instructions Basic instructions are short, are often two or three words long and use imperative verb forms, for example “Stand up” or ‘Pass me the book, please”. Two or three of these together make a short sequence of basic instructions.

16 Speaking 2.3.1 Introduce self and others to an audience using fixed phrases

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

Reading

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

See also

Reading 3.2 (p.21-24)

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 which pupils play on language learning DVD ROMs, CD ROMS, or websites.


Writing

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

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

34 Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing

guided writing A guided writing activity is one where pupils are given support. This support is often in the 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.


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.


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


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


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)


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.


Note: Some learning standards are taken from Year 1.

Primary Year 2 English Scheme of Work W

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LESSON: 1 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

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

LANGUAGE/GRAMMAR FOCUS: Sounds

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


CONTENT STANDARD LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES

CROSS CURRICULAR ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES / REMARKS

Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD

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

Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD

Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes

Pre-lesson

1.Listen to the rhyme Lesson delivery

1.Do the action Post lesson

1.Circle / Match the words with the relevant sounds Language Skills:

L1.1.1 R3.1.1 R3.1.2 R3.1.3 R3.1.4 *Choose any suitable activities in the learning outline for your lesson.

LINUS Module Book 2 Relevant pages Page 80-97 More materials here:

https://goo.gl/W1AeW9

https://goo.gl/2tKBDP https://goo.gl/DRDw4w https://goo.gl/zU51AF https://goo.gl/mqbqdE https://goo.gl/Se6dLR

Language

Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK Page 85-90 ( for the actions ) Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 2 by BPK

Teachers may choose any suitable materials for their pupils from the suggested pages.


https://goo.gl/2tKBDP

https://goo.gl/DRDw4w


https://goo.gl/zU51AF

https://goo.gl/mqbqdE

https://goo.gl/Se6dLR


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LESSON: 2 ( Reading and Writing )

MAIN SKILL(S) FOCUS: Reading


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)







Reading 3.1 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

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

1.Blend and segment the words Post lesson 1.List out words with ea

sound Language Skills:

R3.1.1 R3.1.2 R3.1.3 R3.1.4 W4.1.2 *Choose any suitable activities in the learning outline for your lesson.

LINUS Module Book 2 Relevant pages Page 80-97 More materials here:



Language











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THEME: World of Stories

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

LANGUAGE/GRAMMAR FOCUS:

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

Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/










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

Pre-lesson

1.Recite the poem Lesson delivery

1.Do the action for the sounds 2. Blending of sounds Post lesson

1.Read the story 2.Complete the journal Language Skills:


LINUS Module Book 2 Relevant pages Page 98 - 113 More materials here:



Language

Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK Page 85-90( for the actions ) Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 2 by BPK










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LESSON: 4 (Reading and Writing )



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:/







Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT 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 COMPLEMENTARY LEARNING STANDARD


Pre-lesson

1.Blending the sounds Lesson delivery

1.Complete the story Post lesson

1.Role play and write the correct responds Language Skills:





Language











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LESSON: 5 (Listening )

MAIN SKILL(S) FOCUS: Listening and Reading


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


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

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











Pre-lesson 1.Colouring the correct

initial sounds. 2. Listening to the dialogue Lesson delivery 1.Circle True or False

Post lesson

1.Draw a line on the floor plan. 2.Match the sentence parts. Language Skills:


LINUS Module Book 2 Relevant Pages Page 98 - 113 More materials here:



Language











WE

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LESSON: 6 (Reading and Writing)



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


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









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 COMPLEMENTARY LEARNING STANDARD

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.Match the sentence parts

Lesson delivery

1.Read the story based on the pictures given Post lesson

1.Rearrange the letters to form words

2.Match the sentence parts to form correct sentences. Language Skills:





Language











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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


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)











Pre-lesson

1.Recite the poem with actions

2.Listen and chant Lesson delivery

1.Blending and segmenting 2. Chant Post lesson

1. Do the action for the sound

Language Skills:





Language











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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


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








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

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 COMPLEMENTARY LEARNING STANDARD

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.Complete the crossword puzzle 2.Complete the poem Lesson delivery

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

Post lesson

1.Match the sentence parts 2.Write the sentences Language Skills:





Language











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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


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)











Pre-lesson 1.Listen to the story Lesson delivery

1Circle the correct pictures 2.. Number the sentences in the correct order 3.Recite a poem Post lesson

1.Fill in the blanks 2. Rearrange the sentences 3. Recite the jazz chant 4. Complete the jigsaw puzzle Language Skills:


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



Language











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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)







Writing 4.1 Form letters and words in neat legible print using cursive writing COMPLEMENTARY CONTENT 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 COMPLEMENTARY LEARNING STANDARD


Pre-lesson

1.Read the story Lesson delivery

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

1.Rearrange and rewrite the phrases to form correct sentences Language Skills:


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



Language











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LESSON: 11 (Reading and Writing)



TOPIC: Any relevant topics

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)









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 COMPLEMENTARY LEARNING STANDARD


Pre-lesson

1.Reading a story Lesson delivery

1.Fill in the blanks 2.Number the sentences in the correct order Post lesson 1.Rearrange and rewrite the phrases to form correct sentences.

Language Skills:


LINUS Module Book 2 Relevant Pages 81- 175 & 190 - 195 More materials here:



Language










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