Primary Year 1 SJK Scheme of Work
KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 1
SJK
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Primary Year 1 (SJK) Scheme of Work
Primary Year 1
National-Type School
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Primary Year 1 (SJK) Scheme of Work
Contents
Introduction to Primary Year 1 Scheme of Work Document p.3 1. Overview of the Primary Year 1 Scheme of Work p.4 2. Glossary of terms in the Primary Year 1 curriculum framework p.6 3. Differentiation strategies for Primary Year 1 p.9
4. Formative Assessment p.13
5. Suggested Pre-Lesson tasks p.14
6. Suggested Post-Lesson tasks p.19
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Introduction to Primary Year 1 National-Type School Scheme of Work Document
The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and information for planning and delivering their lessons throughout the year. The Scheme of Work contains the following sections:1. Overview of Primary Year 1 National-Type School Scheme of Work
This section will explain to teachers how the Scheme of Work is organised and provides detail on the two types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons. 2. Glossary of terms in the Primary Year 1 curriculum framework
In order to assist teachers in understanding the Content and Learning Standards which will appear in each lesson, a number of these Standards have been explained in more detail.
3. Differentiation strategies for Primary Year 1
This section provides teachers with a number of suggested differentiation strategies which teachers may wish to use within their classes. There are a total of seven strategies and each lesson will have a
recommendation for teachers as to which strategies could be used within that particular lesson. 4. Formative Assessment
This section provides a short overview of formative assessment and suggests 5 possible ways teachers can assess their pupils.
5. Suggested Pre-Lesson Tasks
Teachers have been provided with a selection of tasks which can be used at the start of each of the non-textbook-based lessons. There are a total of 12 tasks and details in how each task can be used are provided.
6. Suggested Post-Lesson Tasks
As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at the end of each non-textbook-based lesson.
7. Scheme of Work (Lessons 1 – 81)
This section provides teachers with detailed information for both the textbook-based lessons and the non-textbook-based lessons. This will include the Content and Learning Standards for each lesson, details of the lesson outline, the learning materials and suggested differentiation strategies. For the textbook-based lessons teachers will need to refer to the accompanying Teacher’s Book. For the non-textbook-based lessons, detailed lesson outlines have been supplied which teachers can choose to follow or adapt as necessary.
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1. Overview of the Primary Year 1 National-TypeSchool Scheme of Work
1. What is the Primary Year 1 National-Type School Scheme of Work, and how can it help teachers?The Primary Year 1 National-Type School Scheme of Work gives teachers an overview of the Content and Learning Standards, lesson content and materials for their lessons with Primary Year 1 pupils. They can use the Scheme of Work to help with their daily, weekly and longer-term lesson planning.
2. How is the Primary Year 1 National-Type School Scheme of Work organised?
The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing or Language Arts over the whole school year.
It links the lessons to:
themes and cross-curricular elements in the Primary Year 1 national curriculum
the four – lesson cycle of skills lessons (Listening, Speaking, Reading, and Writing) and a Language Arts lesson as outlined in the Primary Year 1 national curriculum
the Content and Learning Standards contained within the Curriculum Framework document
suggested learning materials for teachers to use and/or adapt for their classes.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It also suggests ways of differentiating learning tasks to help pupils at different levels of language understanding and use.
3. How are content and skills organised in Primary Year 1?
Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language Arts lesson. From Lesson 6 onwards, Primary Year 1 is generally organised into textbook-based lessons (using the selected textbook - Superminds 1) and non-textbook-based lessons. In the textbook-based lessons, there are four skills lessons and a Language Arts lesson. The sequence of the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook. In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking, Reading, Writing and Language Arts as suggested in KSSR Bahasa Inggeris Tahun 1 and KSSR Bahasa Inggeris SJK Tahun 1 of 2011.
Within each lesson, pupils do a range of activities and they often use and practise more than one skill, as is found in everyday language use. For example, a speaking lesson may also involve listening; introductory and/or follow-up activities may practise target language through a different skill, for example, pupils may read words they have practised using in spoken language. Therefore, every lesson identifies a main and a complementary content and learning standard, and these often focus on different skills. The first standard stated in the Scheme of Work represents the main focus of the lesson, and the complementary standards are secondary. Lesson objectives can be derived from both these main and complementary standards.
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The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills practised in the textbook-based lessons, which should be identified through formative classroom-based assessment of pupils’ progress.
4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given Content and Learning Standards for lessons. This is because Content and Learning Standards are repeated a number of times over Primary Year 1 in order to increase pupils’ chances of success in achieving them across all skills and within Language Arts, but teachers do not have to follow the learning outline and materials suggested. These can, of course, be adapted according to the teaching and learning context, as long as they work towards the Content and Learning Standards for that particular lesson.
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2. Glossary of terms in the Primary Year 1 curriculum framework
Term in Primary Year 1 curriculum framework
Meaning
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 shown in the phonics table in the syllabus document.
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.
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 their own judgment here.
Listening 1.2.1
Understand with support the main idea of very simple phrases and
sentences See also
Listening 1.2.2 Reading 3.2.1 Reading 3.2.2
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)
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.
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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, talking about their home, or saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple
information.
Speaking 2.1.1
Give very basic personal information using fixed phrases
See also
Speaking 2.1.2 Speaking 2.1.4 Speaking 2.3.1 Writing 4.2.1 Writing 4.2.2
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 3.1
Recognise words in linear and non-linear texts by using knowledge of sounds of letters
See also
Reading 3.2
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.
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.
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.
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Writing 4.3.2
Spell familiar high frequency words accurately
familiar high frequency words
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.
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3. Differentiation strategies for Primary Year 1
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 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 extra challenge can be provided 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 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 two sentences or more, or In your group, say three colours or more. The minimum target (two sentences, three colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance for more proficient 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 is 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 the 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.
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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 teacher 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 Year 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 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 two or three 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 two 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’ spoken language.
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Primary Year 1 (SJK) Scheme of Work k Pupils with pre- and low-level literacy skills
Some pupils are already literate when they begin Primary 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, both in the textbook-based lessons and the non-textbook-based 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. This information can be found in the Differentiation column within the Scheme of Work below.
Please 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
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
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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 Primary Year 1. They are not otherwise covered in the
Scheme of Work. Suggestions for this are also indicated in the Differentiation column, where appropriate.
Note the following Content and Learning Standards which develop these skills:
1 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
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4. 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 in order to find out 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 reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular value when considering the non-textbook-based lessons, where learning from the textbook can be reviewed and/or enriched.
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5. Suggested Pre-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson section within the Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills-focussed lesson and require minimal materials and preparation. Teachers can, of course, use their own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach. Each pre-lesson task takes about 5-10 minutes of class time.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and vocabulary focus will be different, however, and some tasks can be modified for slightly older or more proficient pupils, as is noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: to prepare and give pupils confidence for a listening or reading text MATERIAL: Board, exercise books and pens
Write anagrams of key topic vocabulary words on the board, e.g. e l o y l w (for yellow)
r e n e g (for green)
Put pupils into pairs or groups and ask them to work out the words by completing the anagrams. If pupils find this difficult provide the first letter of each word or provide a picture to help them with meaning.
When finished, invite pupils to form larger groups to see if they have the same words. Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
AIM: to prepare and give pupils confidence for a listening or reading text MATERIALS: Board
1. write questions on the board for a listening or reading text that the pupils will answer during the lesson.
2. Provide two or three possible answers for each question for example, “What does Sara like doing?” a. going swimming
b. watching TV
c. reading books (make sure one is the correct answer!) 3. Ask pupils to guess which one they think is the correct answer. 4. Pupils then listen to or read the text to check their predictions.
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Primary Year 1 (SJK) Scheme of Work k PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
AIM: to prepare and give pupils confidence for a listening or reading text MATERIALS: Board
1. Write a list of events in the listening or reading text in a random order or use pictures to illustrate them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He sees a mouse in the tent at night. His mother screams! The mouse runs away).
2. Put pupils in pairs to decide on the order. 3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS AIM: to revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards 1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson. 2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card then slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece of paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until the pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP AIM: to revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to prepare them for the content of the lesson.
2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is blue” etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct any false sentences. You could change the action to suit the topic of the lesson or to review other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or with the whole class.
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Primary Year 1 (SJK) Scheme of Work k PRE-LESSON TASK 6: FINGER-WRITING
AIM: to practise spelling of topic vocabulary MATERIALS: Board
1. Choose some words the pupils will need for the lesson. These should be words the pupils already know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word off the board. If you want to review word-spelling, then you could use a picture.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes the word on their back by using their finger.
6. Each pupil works out what word his/her partner is writing. 7. Reverse the roles so that each pupil gets the chance to write. 8. Repeat for other topic words.
NB: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary MATERIALS: Board
1. Choose a key topic word from the lesson.
2. Write lines to correspond to each letter on the board with a space in between as in the example below _ _ _ _ _ _ (pencil).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair). 4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!
NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).
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Primary Year 1 (SJK) Scheme of Work k PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: to help pupils with listening or reading comprehension MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will have in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time, e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board. 4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main listening or reading focus for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet 1. Choose about 7 or 8 topic words which pupils will need for the lesson. 2. Put flashcards or real objects of these vocabulary items on a table. 3. Ask pupils to work in pairs or small groups and to say the words. 4. Check briefly with the whole class.
5. Place a cloth over all the items on the table. 6. Ask pairs to remember 5 words or more. 7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
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Primary Year 1 (SJK) Scheme of Work k PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet. 1. Follow steps 1-5 in Pre-task 9, Remember the Words.
2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it. 4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS) AIM: to practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme you are focusing on, e.g. for /ɒ/:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils check their answers.
5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of words to check vocabulary production rather than reading recognition.
PRE-LESSON TASK 12: PASS IT ON
AIM: to review vocabulary or language to prepare for a lesson MATERIALS: Word or picture cards
1. Review with the whole class the word or picture cards you are using in this task. 2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the pupils to be much faster.
6. After the words have all been passed around, you might want to review them again. NB: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.
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6. Suggested Post-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and vocabulary focus will be different, however, and some tasks can be modified for slightly older or more proficient pupils, as is noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES AIM: to provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals). 2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS AIM: to review topic vocabulary and grammar MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3-6 flashcards which represent the content of a text which pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and elicit ideas from the pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals the link may be The story is on a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can remember from the text, using the flashcards to help them. This could be sentences focusing on content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise writing as well as speaking, pupils could come up to the board and write information under the corresponding flashcard.
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Primary Year 1 (SJK) Scheme of Work k POST-LESSON TASK 3: GUESS THE WORD
AIM: to review topic vocabulary
MATERIALS: Cards with words or pictures, bag 1. Choose about 7 words related to the lesson.
2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting the pupils see what it is. 4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag. A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above). 3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: to review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task. These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them. 4. Elicit answers with the whole class.
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Primary Year 1 (SJK) Scheme of Work k POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: to practise the pronunciation of key language from the lesson MATERIALS: Listening or reading text, board
1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s). 3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE AIM: to review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.
2. Divide the class into 4 teams. Ask each team to stand in a line facing the board. 3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This continues until it reaches the pupil at the front of the line, who writes down the word, or follows the instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).
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Primary Year 1 (SJK) Scheme of Work k POST-LESSON TASK 7: LISTEN AND POINT
AIM: to review topic vocabulary
MATERIALS: Flashcards of topic vocabulary 1. Briefly review the vocabulary on the flashcards. 2. Place the flashcards on the walls around the room. 3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER AIM: to review topic vocabulary, to practise spelling MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point. Alternatively, you can avoid giving points for these kinds of game, but offer praise yourself and from the other students when teams do well.
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Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: to review topic vocabulary, to practise listening, speaking and reading MATERIALS: Board
1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils can work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of each target language item suggested.
8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4 pupils guessed this correctly, the pupil score 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.
If this scoring system is too complex for younger children or those less proficient in numeracy, you can tell pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct word.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source
1. Make sure that each pupil can see the textbook picture or your own picture. 2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook. 4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red). 5. Pupils tell you if your statements are true or false, and correct false statements.
6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make their statements.
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Primary Year 1 (SJK) Scheme of Work k POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: to review topic content or vocabulary and encourage pupils to make links between English learning and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and circle one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU? AIM: to reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson. Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit an answer and write it on the board. Then give another example; then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a speaking activity. This would also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound. This could be from the lesson or could be from the whole year so far.
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Primary Year 1 (SJK) Scheme of Work k
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name? I’m (name)
He’s, She’s (name) Bye
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL Speaking 2.3 Communicate
appropriately to a small or large group
MAIN SKILL
Speaking 2.1.4
Greet, say goodbye, and express thanks using suitable fixed phrases
COMPLEMENTARY SKILL
Speaking 2.3.1
Introduce self to an audience using fixed phrases
Pre-lesson
1. Introduce target language (Hi, I’m
… What’s your name?) using
yourself and pupils as examples. 2. Pupils report back (I’m… He’s…
She’s…) …
Lesson delivery
3. Pupils practise target language in pairs.
4. Pupils report back to the whole class e.g. I’m … he’s/she’s … 5. Divide pupils into groups of about
6: they repeat step 3.
6. Make larger groups of about 12: pupils report names within the larger group.
7. Pupils report back to whole class
Post lesson
8. Ask pupils to stand in a line in alphabetical order of their first names.
9. In pairs, pupils remember as many names as they can (e.g. He’s
Ahmed, She’s Regina).
10. Finish by eliciting the names of everyone in the line.
11. Teach pupils Bye!
12. Divide pupils into groups Pupils say Bye! to each other (e.g. Bye Nur!, Bye. Amir!). and Bye! to you.
None needed Values (Friendship) Strategies 3 and 4 may be suitable.
Use other strategies if appropriate.
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing.
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Primary Year 1 (SJK) Scheme of Work k
WEE
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LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Point to something (green) …
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN SKILL Listening 1.2
Understand meaning in a variety of familiar contexts
COMPLEMENTARY SKILL
Writing 4.1
Form letters and words in neat legible print using cursive writing
MAIN SKILL
Listening 1.2.4
Understand short basic supported classroom instructions
COMPLEMENTARY SKILL
Writing 4.1.2
i) Form upper and lower case letters of regular size and shape**
**preliterate pupils only ii) write letters and words in a straight line from left to right with regular spaces between words and spaces*
*all pupils
iii) copy letters and familiar high frequency words and phrases correctly*
*all pupils
NB Learning standard 4.1.1 also applies to preliterate pupils here, and in all other lessons in the first few school weeks which involve writing. Please use your own judgement on this, as appropriate to the needs of your pupils.
Pre-lesson
1. Introduce and teach pupils names of colours.
Lesson delivery
2. Give pupils instructions’ Point to something (red/green etc) - pupils point to things inside or outside the classroom. 3. Pupils do step 2 in small
groups.
4. Play Simon says. If your instruction is Simon says point to something green, pupils do this. If you just say Point to something green, they don’t do it. 5. Pupils do step 4 in groups. 6. Pupils write the names of
the colours.
Post lesson
7. Extend the colour sequence by adding a colour e.g. Point to something red and something blue.
8. Pupils do step 7 in groups.
Flashcards for colours
Language Strategies 1 and 2 may be suitable.
Use other strategies if appropriate.
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Primary Year 1 (SJK) Scheme of Work k
WEEK: _
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LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS: Colour words
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES
CROSS - CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Reading 3.1
Recognise words in linear and non-linear texts by using
knowledge of sounds of letters
MAIN SKILL
Reading 3.1.1
Identify and recognise the shapes of the letters in the alphabet
COMPLEMENTARY SKILL
Reading 3.1.2
Recognise and sound out with support beginning, medial and final sounds in a word
Pre-lesson
Review colour words by playing Simon Says (the same as Lesson 2).
Lesson delivery
1. Have pupils sit or stand in a circle. Ask the pupils their names and practise any other spoken language they may know at this point (e.g. How are you? How old are you?).
2. Show each letter/letter card and ask pupils which letter is it. Elicit the sound of the letter, too, as appropriate. Put the letters in the middle of the circle. 3. Show pupils the colour flashcards and ask them to tell you the colour in English. What colour is this? 4. Next ask them which sound the colour starts with e.g. green starts with g-. Nominate pupils to take the letter from the circle. Repeat.
5. Have pupils sit down at their desks. Show pupils a set of colour word sound cards and elicit the sounds on them. 6. On the board, show them how to put together the colour word sounds cards to make the colour word.
7. In pairs or small groups, pupils put together the colour words.
8. Next, pupils take their notebooks. They copy the colour words into their book using the appropriate colour pencil/pen.
Post lesson
Sing or play the alphabet song or other appropriate song.
Plastic letters if available, or alphabet cards
Flashcards of colours Colour word cards, divided into sounds, e.g.
Card 1 – gr Card 2 – ee Card 3 – n
One set of three or four colours for each pair or group = one set for modelling
Alphabet song: e.g.
https://www.youtube.co m/watch?v=A7InEgfPG xc
Language Strategy 1 may be suitable.
Use other strategies if appropriate
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing.
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Writing 4.1
Form letters and words in neat legible print using cursive writing
COMPLEMENTARY SKILL
Reading 3.1
Recognise words in linear and non-linear texts by using
knowledge of sounds of letters
MAIN SKILL
Writing 4.1.2
i) Form upper and lower case letters of regular size and shape** **preliterate pupils only ii) write letters and words in a straight line from left to right with regular spaces between words and spaces*
*all pupils
iii) copy letters and familiar high frequency words and phrases correctly* *all pupils COMPLEMENTARY SKILL Reading 3.1.1
Identify and recognise the shapes of the letters in the alphabet
Pre-lesson
Task 7 using a colour word
Lesson delivery
1. Play or sing the alphabet song as in previous lesson.
2. Ask pupils What’s your name? 3. Have pupils ask each other what their names are.
4. Ask pupils how to spell their name:
What’s your name? How do you spell
that? (this may be a new question for pupils, but they only need to
understand it. Make the meaning clear by miming writing and eliciting the letter names)
5. Give each pupil a piece of card. Ask them to write their name on the card to complete the sentence.
6. When pupils are finished. Collect the name cards, mix them up and give them back to different pupils. 7. Pupils read the name on the cards and try to find the pupil whose card it is. At this point, they can say simply A: Alia?
B: Yes / No
8. Make sure pupils all have their own name cards. Tell them to keep them in their books so that they can put them on their desks for English classes.
Post lesson
Task 3 (perhaps using name cards, and give them back to the pupils afterwards)
Your choice, as appropriate to your lesson content
Card for name cards for each pupil. If possible, like a worksheet, with the sentence stem: I’m _____.
Language Strategy 5 may be suitable.
Use other strategies if appropriate.
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES
CROSS - CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Language Arts 5.1
Enjoy and appreciate rhymes, poems and songs
MAIN SKILL
Language Arts 5.1.1
Demonstrate
appreciation through non-verbal responses to: i) simple chants and raps ii) simple rhymes
iii) simple action songs
COMPLEMENTARY SKILL
Language Arts 5.1.2
Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation
i) simple chants and raps ii) simple rhymes iii) simple action songs
Plan a Language Arts lesson which gives pupils a chance to enjoy responding to and using language in a chant, rap, rhyme or action song. Once pupils can respond with confidence and enjoyment, you can help them to develop entrepreneurial skills by encouraging them to create their own gestures.
Use your own, as appropriate to your lesson content If your focus is on colours, one possibility is the rainbow song. See http://www.bbc.co.uk/le arning/schoolradio/subj ects/earlylearning/nurs erysongs/F-J/sing_a_rainbow
for the tune and words.
Entrepreneurship Your choice, as appropriate to your lesson.
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 6 (Listening 2)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name? I’m (name)
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Listening 1.2
Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL Speaking 2.1 Communicate simple information intelligibly MAIN SKILL Listening 1.2.2
Understand with support specific information and details of very simple phrases and sentences
COMPLEMENTARY SKILL
Speaking 2.1.1
Give very basic personal information using fixed phrases
Pre-lesson
See Teacher’s Book
Lesson delivery
See Teacher’s Book
Post lesson
See Teacher’s Book.
Superminds 1 p.4 Language Strategy 2 may be suitable.
Use other strategies if appropriate.
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards
Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 7 (Writing 2)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS: Numbers 1 - 10
How old are you? I’m (age)
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Writing 4.1
Form letters and words in neat legible print using cursive writing
COMPLEMENTARY SKILL Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Writing 4.1.2 ii)
write letters and words in a straight line from left to right with regular spaces between words and spaces
COMPLEMENTARY SKILL
Writing 4.2.1
Give very basic personal information using fixed phrases
Pre-Lesson
See Teacher’s Book
Lesson delivery
See Teacher’s Book
Post lesson
See Teacher’s Book
Superminds 1 p.5 Language Strategies 2 and 7 may be suitable.
Use other strategies if appropriate.
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 8 (Reading 2)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS: Names of letters of the alphabet
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES
CROSS - CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading 3.1
Recognise words in linear and non-linear texts by using
knowledge of sounds of letters
COMPLEMENTARY SKILL
Writing 4.1
Form letters and words in neat legible print using cursive writing
MAIN SKILL
Reading 3.1.1
Identify and recognise the shapes of the letters in the alphabet
COMPLEMENTARY SKILL
Writing 4.1.2
ii) write letters and words in a straight line from left to right with regular spaces between words and spaces
Pre-Lesson
See Teacher’s Book
Lesson delivery
See Teacher’s Book
Post lesson
See Teacher’s Book
Superminds 1 p.6 Language Strategies 2, 6, and 7 may be suitable. Use other strategies if appropriate.
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 9 (Speaking 2)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS: Colours
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES
CROSS - CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Speaking 2.1
Communicate simple information intelligibly
COMPLEMENTARY SKILL
Reading 3.1
Recognise words in linear and non-linear texts by using
knowledge of sounds of letters
MAIN SKILL
Speaking 2.1.5
Name or describe objects using suitable words from word sets
COMPLEMENTARY SKILL
Reading 3.1.3
Blend phonemes (CVC, CCVC)
Pre-lesson
See Teacher’s Book
Lesson delivery
See Teacher’s Book
Post lesson
See Teacher’s Book
Superminds 1 p.7 Language Strategies 1, 2 and 3 may be suitable.
Use other strategies if appropriate.
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Primary Year 1 (SJK) Scheme of Work k
WEE
K
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LESSON: 10 (Language Arts 2)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Language Arts 5.1
Enjoy and appreciate rhymes, poems and songs
MAIN SKILL
Language Arts 5.1.1
Demonstrate
appreciation through non-verbal responses to i) simple chants and raps ii) simple rhymes iii) simple action songs
COMPLEMENTARY SKILL
Language Arts 5.1.2
Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation
i) simple chants and raps ii) simple rhymes iii) simple action songs
Pre-lesson
1. Your choice, as appropriate to your lesson.
Lesson delivery
2. Design a lesson
in which pupils develop and share gestures to accompany a numbers song.
3. Body numbers: small groups of pupils represent numbers with their bodies: all group members are involved in representing each number.
Post lesson
4. Your choice, as appropriate to your lesson.
Choose a number song you know and like, or create your own. 10 little numbers
https://www.youtube.co m/watch?v=dk9Yt1PqQ iw
is one possibility.
Entrepreneurship Strategies 2, 3, 4 and 7 may be suitable. Use other strategies if appropriate.
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Primary Year 1 (SJK) Scheme of Work k
WEE
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LESSON: 11 (Listening 3)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10: What’s your name…?
How old are you? I’m (years old) How do you spell?
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Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Listening 1.2
Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media MAIN SKILL Listening 1.2.5 Understand short supported questions COMPLEMENTARY SKILL Writing 4.2.2
Greet, say goodbye, and express thanks using suitable fixed phrases
Pre-lesson
1. Pre-lesson task 1: Work at the word.
2. Introduce and teach the fixed phrase How do you spell….?
Lesson development
3. In groups of 6-8, pupils do a survey of names, ages, and ask how to
spell their classmates’ names. 4. In pairs, they draw their neighbour
and write about him/her (E.g.
Lukman/Mira. He’s/She’s 7 years
old).
5. Pupils put their work on the wall to create a class profile.
Post lesson
6. Post-lesson task 4: Correct the error.
Paper and something to stick pictures on the wall if appropriate
Values (Friendship) Strategies 2 and 7 may be suitable.
Use other strategies if appropriate.
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing
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48
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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LESSON: 12 (Speaking 3)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10 What’s your name…?
How old are you? I’m (years old)
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49
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS -CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Speaking 2.3
Communicate
appropriately to a small or large group
COMPLEMENTARY SKILL Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Speaking 2.3.1
Introduce self to an audience using fixed phrases
COMPLEMENTARY SKILL
Writing 4.3.1
Use capital letters appropriately in personal and place names
Pre-lesson
1. Pre-lesson task 7: Beat the teacher
Lesson delivery
2. Pupils stand in groups of about 5 or 6.
3. They throw a ball of paper to each other to practise target language in a chain activity.
4. E.g. Pupil 1 starts: Hi, I’m X …, I’m years old and throws the ball of paper to pupil 2 in the circle who repeats this information, and adds their own information to make a chain. i.e. He’s/ she’s X, he’s
/she’s … years old. I’m Y… I’m
years old.
5. Each pupil repeats previous information and adds their own information to the chain.
6. Pupils write about themselves and a classmate.
Post lesson
7. Post lesson task 6: Whisper and write
Pieces of paper to screw up into a ball
Language Strategies 2 and 7 may be suitable.
Use other strategies if appropriate.
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50
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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_
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LESSON: 13 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
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51
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS -CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Reading 3.2
Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL Listening 1.2
Understand meaning in a variety of familiar contexts
MAIN SKILL
Reading 3.2.2
Understand specific information and details of very simple phrases and sentences
COMPLEMENTARY SKILL
Listening 1.2.3
Understand with a high degree of support very short simple narratives
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.8 - 9 Entrepreneurship (role play)
Strategies 2, 5, and 7 may be suitable. Use other strategies if appropriate.
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing
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52
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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__
__
__
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__
_
__
LESSON: 14 (Writing 3)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS: Recycled language from topic of Friends
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53
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS -CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL Speaking 2.1 Communicate simple information intelligibly MAIN SKILL Writing 4.2.1
Give very basic personal information using fixed phrases
COMPLEMENTARY SKILL
Speaking 2.1.5
Name or describe objects using suitable words from word sets
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.9 Language Strategies 2, 4, and 6 may be suitable. Use other strategies if appropriate.
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing
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54
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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__
__
__
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_
__
LESSON: 15 (Listening 4)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS: Classroom objects
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55
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES
CROSS - CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Listening 1.2
Understand meaning in a variety of familiar contexts
COMPLEMENTARY SKILL
Speaking 2.1
Communicate simple information intelligibly
MAIN SKILL
Listening 1.2.1
Understand with support the main idea of very simple phrases and sentences
COMPLEMENTARY SKILL
Speaking 2.1.5
Name or describe objects using suitable words from word sets
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.10 Language Strategies 2 and 3 may be suitable.
Use other strategies if appropriate.
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56
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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__
__
__
__
__
_
__
LESSON: 16 (Speaking 4)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
What’s this? It’s a (ruler) Is it a (ruler)? Yes, it is/No, it isn’t.
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57
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES
CROSS - CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Speaking 2.1
Communicate simple information intelligibly
COMPLEMENTARY SKILL
Listening 1.2
Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.5
Name or describe objects using suitable words from word sets
COMPLEMENTARY SKILL
Listening 1.2.2
Understand with support specific information and details of very simple phrases and sentences
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.11 Language Strategies 2, 4 and 7 may be suitable.
Use other strategies if appropriate.
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58
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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__
__
__
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_
__
LESSON: 17 (Language Arts 3)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
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59
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS -CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Language Arts 5.2
Express personal responses to literary texts COMPLEMENTARY SKILL Speaking 2.1 Communicate simple information intelligibly MAIN SKILL Language Arts 5.2.1
Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILL Speaking 2.1.5
Name or describe objects using suitable words from word sets
Plan a Language Arts lesson which allows pupils to listen and respond to short texts. These could be
descriptions of classroom objects that pupils need to identify.
You could, for example, collect various classroom items and other realia (real things) to review vocabulary so far. Put these on a tray. Describe an item and pupils should tell you what it is. You could also write the sentences on the board if you would like to support reading skills development too.
You could then play ‘Kim’s Game’,
where pupils look at the items on the tray for 30 seconds. Then close their eyes as you take something away. The pupils should tell you what you took away. Pupils can then play a similar game in small groups.
Your choice of materials and resources.
Realia (real things) are recommended. Short texts (e.g. for you to say to describe classroom items.)
Language Use appropriate strategies according to your lesson and class.
.
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60
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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_
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LESSON: 18 (Speaking 5)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
It isn’t my (pen) Look at (the desk)
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61
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES
CROSS -CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Speaking 2.1
Communicate simple information intelligibly
COMPLEMENTARY SKILL
Listening 1.2
Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.1
Give very basic personal information using fixed phrases
COMPLEMENTARY SKILL
Listening 1.2.5
Understand short supported questions
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.12 Language Strategies 2 and 7 may be suitable.
Use other strategies if appropriate.
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191
Primary Year 1 (SJK) Scheme of Work k
Collect the poster and pieces of paper and make sure you know which poster they belong to, as you will need these in the next lesson.
Tell pupils to remember who is in their group, as they’ll start the next lesson in the same group.
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192
Primary Year 1 (SJK) Scheme of Work k
WEE
K
:
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_
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LESSON: 81 (Reading 17)
MAIN SKILL(S) FOCUS: Reading
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics:
Friends, At school, Let’s play!, Pet show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
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193
Primary Year 1 (SJK) Scheme of Work k CONTENT
STANDARD
LEARNING
STANDARD LEARNING OUTLINE
MATERIALS / REFERENCES CROSS - CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES
TEACHER’S NOTES /
REMARKS MAIN SKILL
Reading 3.3
Read independently for information and enjoyment COMPLEMENTARY SKILL Reading 3.2
Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Reading 3.3.1
Read and enjoy simple print and digital games at word level
COMPLEMENTARY SKILL
Reading 3.2.3
i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns
Pre-lesson
Tell pupils to form the same groups of 3 as in the previous lesson, and hand out ABC posters and words to each group.
Lesson delivery
1. Join groups of 3 to form groups of 6.
2. Tell pupils to swap posters and sets of pieces of paper.
3. Pupils match pieces of paper to the pictures and check each other’s answers.
4. Repeat steps 1, 2, and 3 with new groups as appropriate.
Post lesson
Post-lesson task 7, Listen and point, using pupils’ posters as a prompt.
Posters and sets of paper from previous lesson
Values (cooperation) Strategies 2 and 7 may be suitable.
Use other strategies if appropriate.
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