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KSSR
English Language
Year 1
Phonics
1
English Language Year 1: Phonics Overview
English Language
Year 1
Phonics Overview
2
English Language Year 1: Phonics Overview
Phonics SOW for English Year 1: Overview by lesson, skill, content + learning standards, cross-curricular element
Lesson Materials Skill and Lesson No Content standard Learning standard Cross-curricular element
1 Row a.: L1 L1.1 L1.1.1 Language
/s/ (s), // (a), /t/ (t), /p/ (p) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
2 Review: L2 L1.1 L1.1.1 Language
Row a.: /s/ (s), // (a), /t/ (t), /p/ (p) R3.1 R3.1.1
Focus: R3.1.2
Row b.: // (i), /n/ (n), /m/ (m), /d/ (d) R3.1.3
R3.1.4
3 Review: L3 L1.1 L1.1.1 Language
Row a.: /s/ (s), // (a), /t/ (t), /p/ (p) R3.1 R3.1.1
Row b: // (i), /n/ (n), /m/ (m), /d/ (d) R3.1.2
Focus: R3.1.3
Row c: /g/ (g), // (o), /k/ (c), /k/ (k) R3.1.4
4 Review for Lesson 1-3 R1 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
5 Review for Lesson 1-3 W1 W4.1 W4.1.2 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
6 Row d: /k/ (ck), /e/ (e), // (u), /r/ (r) L4 L1.1 L1.1.1 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
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English Language Year 1: Phonics Overview
7 Review : L5 L1.1 L1.1.1 Language
Row d: /k/ (ck), /e/ (e), // (u), /r/ (r) R3.1 R3.1.1
Focus : R3.1.2
Row e: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ R3.1.3
(ss) R3.1.4
8 Review : L6 L1.1 L1.1.1 Language
Row d: R3.1 R3.1.1
/k/ (ck), /e/ (e), // (u), /r/ (r) R3.1.2
Row e: R3.1.3
/h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss) R3.1.4
Focus :
Row f:
/d/ (j), /v/ (v), /w/ (w), /ks/ /gz/ (x)
9 Review for Lesson 6-8 R2 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
10 Review for Lesson 6-8 W2 W4.1 W4.1.2 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
11 Row g: L7 L1.1 L1.1.1 Language
/j/ (y), /z/ (z, zz), /kw/ (qu) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
12 Row h: L8 L1.1 L1.1.1 Language
/t/ (ch), // (sh), // // (th), // (ng) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
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English Language Year 1: Phonics Overview
13 Row g: L9 L1.1 L1.1.1 Language
/j/ (y), /z/ (z, zz), /kw/ (qu) R3.1 R3.1.1
Row h: R3.1.2
/t/ (ch), // (sh), // // (th), // (ng) R3.1.3
R3.1.4
14 Review for Lesson 11-13 R3 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
15 Review for Lesson 11-13 W3 W4.1 W4.1.2 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
16 Row i: L10 L1.1 L1.1.1 Language
/e/ (ai), /i:/ (ee), /a/ (igh), // (oa), //,/u:/ R3.1 R3.1.1
(oo) R3.1.2
R3.1.3
R3.1.4
17 Row j: L11 L1.1 L1.1.1 Language
/a:/ (ar), /:/ (or), /:/ (ur), // (ow), //(oi) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
18 Row i: L12 L1.1 L1.1.1 Language
/e/ (ai), /i:/ (ee), /a/ (igh), // (oa), //,/u:/ R3.1 R3.1.1
(oo) R3.1.2
Row j: R3.1.3
/a:/ (ar), /:/ (or), /:/ (ur), //, (ow), /(oi) R3.1.4
19 Review for Lesson 16-18 R4 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
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English Language Year 1: Phonics Overview
20 Review for Lesson 16-18 W4 W4.1 W4.1.2 Language
R3.1.1
R3.1.2
R3.1.3
R3.1 R3.1.4
21 Consolidation of all throughout the year R5/W5 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
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English Language Year 1: Phonics Overview
English Language
Year 1
Scheme of Work for Phonics
7
English Language Year 1: Scheme of Work for Phonics
Page
Differentiation strategies 6
Formative assessment 11
Scheme of Work 12
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English Language Year 1: 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 the Phonics teaching and learning
in the lessons throughout the year.
However, pupils in rural or remote areas and pupils who live in cities may
be familiar with different contexts. Teachers should use their own
judgment here.
See also Non-linear texts combine words and pictures. They involve a different
Reading 3.2 p21-24 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.
a range of purposes
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English Language Year 1: Scheme of Work for Phonics
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.
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English Language Year 1: Scheme of Work for Phonics
Differentiation strategies for Year 1 pupils
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.
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.
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English Language Year 1: Scheme of Work for Phonics
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.
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) Pupils 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
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English Language Year 1: Scheme of Work for Phonics
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
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
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English Language Year 1: Scheme of Work for Phonics
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
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English Language Year 1: 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:
Formative assessment also involves teachers in reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular
value when considering the non-textbook lessons, where learning from the textbook can be reviewed and/or enriched.
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English Language Year 1: Scheme of Work for Phonics
Primary Year 1 English Scheme of Work
LESSON: 1 (Listening 1)
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:
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English Language Year 1: Scheme of Work for Phonics
TEACHERS NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): strategies in the KSSR show the video as pupils
Recognise and reproduce with support a Song (audio) 1. https://youtu.be/ffeZ Teachers Guidebook should learn to pick up
reproduce target limited range of high XPtTGC4 English Language Year 1 the sounds first before
language sounds frequency target 2. https://youtu.be/BEL by BPK (2011) associating the sounds
language phonemes Lesson delivery with the letters
lZKpi1Zs
1. Listen to the sounds
and do the actions
3. https://www.youtube
COMPLEMENTARY COMPLEMENTARY 2. Listen to the words .com/watch?v=saF3- Teachers may choose
CONTENT STANDARD LEARNING STANDARD and identify the f0XWAY any suitable materials for
Reading Reading relevant sounds 4. https://youtu.be/zN their pupils from the
3.1 Recognise words in 3.1.1 Identify and 3. Listen and circle the mh4s9un3c suggested pages.
linear and non-linear recognise the shapes of correct pictures 5. https://youtu.be/c-
texts by using knowledge the letters in the alphabet 4. Sing a song 2j3l7IHLc
of sounds of letters
3.1.2 Recognise and LINUS Module Book 1
sound out with support Post lesson Suggested pages:
beginning, medial and 1. Read the questions 1.1.1
final sounds in a word and answers (pair p. 9, 16, 21, 25
work)
3.1.3 Blend phonemes 2. Match the pictures 3.1.1, 3.1.2 , 3.1.3, 3.1.4
(CVC, CCVC) to the correct words p. 14, 15, 17, 18, 19, 21,
3. Wordsearch 22, 23(E), 25, 26, 28
3.1.4 Segment
phonemes (CVC, CCVC) *Choose any suitable KSSR Teachers
activities in the Guidebook English
learning outline for Language Year 1 by
your lesson BPK
p. 52-60, 77-118, 142,
147 for relevant activities
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English Language Year 1: Scheme of Work for Phonics
LESSON: 2 (Listening 2)
TOPIC: Unit 5 Dillys Doughnut, Unit 6 Hush! Hush!, Unit 7 Who Breaks Mums Mug?, Unit 8 Dingo Dog and Daisy Duck
WEEK: _______________
LANGUAGE/GRAMMAR FOCUS:
Review: Row a.: /s/ (s), // (a), /t/ (t), /p/ (p)
Focus : Row b.: // (i), /n/ (n), /m/ (m), /d/ (d)
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English Language Year 1: Scheme of Work for Phonics
TEACHERS NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES
Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): strategies in the KSSR show the video as pupils
Recognise and reproduce with support a Song (audio) 1. https://youtu.be/ffeZ Teachers Guidebook should learn to pick up
reproduce target limited range of high XPtTGC4 English Language Year 1 the sounds first before
language sounds frequency target 2. https://youtu.be/BEL by BPK (2011) associating the sounds
language phonemes Lesson delivery with the letters
lZKpi1Zs
1. Listen to the sounds
and do the actions
3. https://www.youtube
COMPLEMENTARY COMPLEMENTARY 2. Listen to the words .com/watch?v=saF3- Teachers may choose
CONTENT STANDARD LEARNING STANDARD and identify the f0XWAY any suitable materials for
Reading Reading relevant sounds 4. https://youtu.be/zN their pupils from the
3.1 Recognise words in 3.1.1 Identify and 3. Listen and circle the mh4s9un3c suggested pages.
linear and non-linear recognise the shapes of correct pictures 5. https://youtu.be/c-
texts by using knowledge the letters in the alphabet 4. Sing a song 2j3l7IHLc
of sounds of letters 5. Listen to the story
3.1.2 Recognise and and identify the LINUS Module Book 1
sound out with support relevant sound Suggested pages:
beginning, medial and 6. Recite a chant 1.1.1
final sounds in a word p. 30, 32, 33, 40, 41, 47,
48, 56, 57
3.1.3 Blend phonemes Post lesson
(CVC, CCVC) 1. Read the questions 3.1.1, 3.1.2, 3.1.3, 3.1.4
and answers (pair p. 30, 34, 40, 42, 44, 47,
3.1.4 Segment work) 48, 56, 57, 60
phonemes (CVC, CCVC) 2. Read the text/story
and answer the KSSR Teachers
questions Guidebook English
3. Match the pictures Language Year 1 by
to the correct words BPK
p. 52-60, 77-118, 142,
*Choose any suitable 147 for relevant activities
activities in the
learning outline for
your lesson
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English Language Year 1: Scheme of Work for Phonics
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English Language Year 1: Scheme of Work for Phonics