Stage 2 Overview Page - Home - Bermuda Schoolsschools.moed.bm/FP/Curriculum schemes of work/Scheme...

Scheme of Work – English stage 2IntroductionThis document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 2. Learning objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.The scheme for English has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of each unit for stage 2 can be seen in the table below.The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary to suit the pace of your learners and to fit the work comfortably into your own term times. Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks). Activities and resources are suggested against the objectives to illustrate possible methods of delivery. There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an illustration of how delivery might be planned over the six stages.A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.Nine units of work are suggested for children working at Stage 2. In each school term there are three units: fiction, non-fiction and poetry. The range of topics suggested is:

TermFocus

1 2 3

Fiction(40% of teaching time)

Unit 1A: Stories with familiar settingsReading, retelling and writing a story in a familiar setting.

Unit 2A: Traditional tales and stories from other culturesReading, retelling and writing traditional tales and stories from other cultures.

Unit 3A: Stories by significant children’s authorsReading, retelling and writing stories by significant children’s writers.

Non-fiction(40% of teaching time)

Unit 1B: InstructionsReading, analysing and writing instructional texts.

Unit 2B: Explanations and dictionaries entriesReading and writing explanations and dictionary entries.

Unit 3B: Non-chronological reportsReading, speaking and writing non-chronological reports.

Poetry(20% of teaching time)

Unit 1C: Poems in familiar settingsReading, learning and reciting poems in familiar settings.

Unit 2C: Poems by significant poetsReading, learning and reciting poems by significant poets.

Unit 3C: Poems by significant poets and with language playReading, learning and reciting poems by significant poets and poems with language play including humorous poems.

V1 1Y07 English Stage 2 1

Scheme of Work – English stage 2

OverviewFor children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.

Within each term, it is not important in which order the units are taught – the level of expectation is consistent across all three units. It is important, however, that you should teach the term 1 units before the term 2, and the term 2 before the term 3.

The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is developed in Stage 1, and the skills and understanding developed in Stage 2 are important for the children to make good progress in subsequent stages. If this level of work is not appropriate for the students in your class, it is recommended that you use ideas from the Stage 1 or 3 units of work: comparable texts are often studied in each stage, so matching text type with appropriate learning objectives is usually fairly easy.

In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to include locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are given at the beginning of the unit. Large print and picture books are never assumed, although many are available that are appropriate for children of this age and the more the children can see and read the text, the more effectively you can teach. Where relevant, websites are recommended. The list of websites is not exhaustive and CIE cannot be held responsible for their contents.

It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.



The objectives listed below should be taught, reinforced and developed throughout the entire school year.You may wish to allocate time each day to teaching these objectives, or you may prefer to allocate a set amount of time each week.

Recommended Prior Knowledge

Children should be familiar with the literacy skills developed in Stage 1. At the start of the Stage 2 work, it is assumed that all children can: spell phonically, regular, monosyllabic words with short vowels; recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot; read and spell about 120 high frequency words; read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency

words, using picture cues to help to work out the words; form all letters correctly and use some joining to support spelling; write short texts independently, although using phonic spellings for more complex words.


Ongoing work:

Framework Codes

Learning Objective Activities Resources

Ongoing work in developing phonics and spelling

2PSV52Rf22PSV6

To identify syllables to aid reading and spelling.

To recognise common prefixes and suffixes.

As children’s phonic knowledge develops, they need to begin to segment words for spelling and blend them for reading using bigger ‘chunks’ of the word than phonemes. The most useful ‘chunk’ is often the syllable.

Teach children to recognise syllables both orally and in writing: clap names and the rhymes of songs. Can children match words to the

claps? show children how compound words can be broken into syllables, each of

which is a word (e.g. foot-ball, light-house, hand-bag); demonstrate how to segment a word into syllables as a strategy for spelling

(e.g. im-por-tant; teach-er); demonstrate how to find syllables to blend for reading. Teach children to

look for the vowel phonemes in a word and find the associated consonants. That is usually a syllable (and all syllables must have a vowel phoneme).

Another important ‘chunk’ of a word for children to recognise is the base word and suffixes and prefixes:

remind children of the suffixes ing, ed and s; introduce other common suffixes like ful, and ly; introduce prefixes like un and dis; when children recognise a prefix or suffix in reading, demonstrate that by

covering them up initially they can often recognise the base word (e.g. un-friend-ly). They can then add the prefixes and suffixes and explore the change in meaning.


Framework Codes


Ongoing work in developing phonics and spelling

2PSV4 To learn to spell at least 30 new high frequency words.

Introduce about 30+ more high frequency words each term.

Take regular opportunities to teach and reinforce the recognition and spelling of high frequency words. This could include:

pointing them out when reading; using them in writing activities and oral sentence construction; reinforcing them in handwriting activities; doing quick-write activities (teach the children to write the word as a

handwriting activity on one day, then ask them to reproduce it several times on the next day. Reinforce at the end of a week).

Quick-write is a multi-sensory activity, combining the aural, visual and kinaesthetic (movement) modes of learning.

Ongoing work in developing vocabulary and handwriting

2Wp12Wp2

To form letters correctly and develop skills in joining.

Introduce different ways of representing all the long vowel phonemes as joined up to reinforce the fact that two or more letters are representing one phoneme. This will support the children both as they spell the words and as they read them. Children should not be joining whole words at this point, but they should be joining ‘chunks’ of letters within the word, most usefully, long vowel phonemes.

Give children opportunities to draw controlled patterns to develop fine motor control and lead the hand into shapes and movements for joining letters.Give opportunities to practise joins in books, using different kinds of writing and drawing implements and at different sizes.

Once you have introduced joins, expect to see some sign of joining in all of the children’s writing.Use handwriting as part of teaching high frequency words and phonics.The multi-sensory approach which involves kinaesthetic learning supports children in their learning to spell.

Visithttp://nationalstrategies.standards.dcsf.gov.uk/node/47342to download thehandwriting section ofDeveloping EarlyWriting.


Framework Codes


Ongoing work in reading

2Rf12Rf22Rf32GPr12GPr2

To know about technical aspects of reading.

Share the simple large print and picture books with children. Whilst reading, point out:

new high frequency words; phonically regular words they can decode; strategies children can use to work out unknown words, including using

context and grammar; interesting and significant words that they might add to their own

vocabulary; words and phrases that they might want to use in their own writing; awareness of punctuation, including speech marks.

PSV82Rf32Rf72Rf82Rf92SL42SL8

To develop skills as independent readers.

As children read themselves, either individually or in guided reading groups, encourage them to:

read with increasing independence; use knowledge of grammar and context in deciphering words and

sentences; monitor themselves when reading to make sure that they don’t lose the

sense of what they read; use all the discussion and questioning skills you model during shared

reading sessions; read with awareness of punctuation, including speech marks.



Unit 1A: Stories with familiar settingsReading, retelling and writing a story in familiar settings




Context

This is the first of nine units for Stage 2. You should expect to cover three units a term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.

Texts needed

You will need: A range of big books featuring stories in familiar settings. The books should have an accessible text. Audio cassettes or CD-ROMs of some of the tales for the children to listen to. A range of books that the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline

Children will read and discuss a variety of stories, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.


Framework Codes


2PSV12PSV22PSV32PSV42Rf12Rf2

To apply their knowledge of phonemes efficiently in reading and spelling.

To learn different spellings of long vowel phonemes ‘oi’, ‘ar’ and ‘ou’.

To learn to read and spell at least 30 new high frequency words.

Expect to do a phonics or spelling session at least every other day during this year. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (point, p-oi-n-t, point; cart, c-ar-t, cart; house, h-ou-se, house). Revisit the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, as well as introducing the phonemes ‘oi’, ‘ar’ and ‘ou’.

Use magnetic letters so that children have both an aural and a visual input for these sounds. If there is access to ‘joined’ letters, use them at this point to reinforce the fact that two letters represent one sound. Children will find different ways of spelling each of the long vowel phonemes as they try to produce sets of rhyming words; encourage this awareness and try to spot generalisations which could account for different spelling variations. This activity combines segmenting a word for spelling and blending the phonemes for reading.

Visit the website:http://national strategies.standards.dcsf.gov.uk/node473342to download thespelling section ofDeveloping EarlyWriting.


http://national/

Framework Codes


2SL32SL42SL72SL82PSV72PSV82Rf42Rf5

To enjoy, discuss and share opinions of books they read together.

To find and discuss new and interesting words in their reading.

Share the large print and picture books and class read aloud books with the children and enjoy the stories. Sometimes, pause before you read on to ask children to predict what may be about to happen and particularly the end of stories.

Encourage children to express their own opinions and ask each other questions to find out about:

characters and settings; the way that the familiar setting impacts on the story; how authors show that time has passed in a story; opinions of the story. What did other children enjoy, find most

interesting and/or think the author could have improved?

2GPr22Rf6

To read and respond to questioning words.

To begin to develop inferential skills.

Help children to begin to answer some simple inferential questions about the story and the characters’ feelings by asking questions beginning with:

who do you think… what…do you think … felt when … where do you think… when did you find out … why do you think… how might …

2Wn1 To evaluate books. Once children have read and discussed a book, ask them to write an evaluation, or simple review, to share with others in the same class, or a different class.


Framework Codes


2GPw32Wf42Wf82Wf9

To develop awareness of the skills of the author including:

considering the different connectives to link sentences;

looking at choice of vocabulary;

looking at how time is signalled.

Once the stories have been read and enjoyed, begin to look more closely at the language the author uses. Looking at how an author uses words and phrases can lead on to the children doing some short, structured pieces of writing to explore and try out the language structures themselves.

Short activities and games to extend grammatical awareness can also help children at this stage, as long as the grammar is used in short independent writing activities too.

Particularly useful at this stage are games and activities which extend: different ways of joining sentences and linking ideas; making careful vocabulary choices in describing people and

events; changing the ways in which characters and settings are

described and considering the impact it has on the reader; finding ways of showing that time has passed.


Framework Codes


2PSV92GPw12GPw42Wf12Wf22Wf42Wf62Wf72Wf82Wf9

To write a story with: a planned structure; planned characters and

setting; interesting words and

phrases; a variety of connecting words; language to signal time.

Once children have read, discussed and considered a story they should attempt to write their own version of it, or to retell it. Before they write their story, encourage them to plan it using a simple flow diagram to map out the basic structure of the story: beginning, middle and end.On the plan, encourage children to write down carefully chosen words and phrases to describe the main characters and the setting. Some children benefit from a planning sheet.

Depending on the development of the children, the story can vary between:

writing longer captions under a sequence of pictures to retell the story;

drawing a picture of the story before writing it; writing about some particular aspects of the story; retelling the story in a story frame; retelling the story independently.

As children write, encourage them to use: a phonic representation of tricky unknown words; high frequency words they should know; full stops or question marks to mark the end of sentences; speech marks to show dialogue; connectives to link ideas; time connectives to show how time is passing.

Always ask children to read back what they have written soon after they have finished.


Framework Codes


2GPr12GPw12GPw22GPw32GPw6

To reread and improve their own writing.

After children have finished their first draft of a piece of writing, ask them to revisit it four times:

1. Check that the story makes sense and the plan has been followed.

2. Check that spelling is mostly correct and that verbs are always in the past tense for narration.

3. Check that punctuation, including question marks and speech marks, is correct.

4. Check that the best words have been chosen, including a variety of words to link sentences.

To value children as writers. Allow children time to read aloud what they have written in groups.



Unit 1B: InstructionsReading, analysing and writing instructional texts




Context

This is the second of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.

Texts needed

A range of large print and picture books or posters featuring instructional texts. The books should have an accessible text. Other procedural texts around the school and home e.g. diagrams for assembling flat-pack furniture or Lego/ construction toy models; instructions on seed

packets, simple recipes. A range of books – including non-fiction - which the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline

Children will read and discuss a variety of texts and stories, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.


Framework Codes






Expect to do a phonics or spelling session at least every other day during this year. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (point, p-oi-n-t, point; cart, c-ar-t, cart; house, h-ou-se, house ). Revisit the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, as well as introducing the phonemes ‘oi’, ‘ar’ and ‘ou’.




http://national/

Framework Codes


2SL32SL72PSV72PSV82GPr22Rn1

To follow instructions and ask and answer questions about them.

Explore the instructional texts.Give groups of children a variety of instructional texts and ask them to find features in common and differences.Let children read and follow simple instructions to make or construct something and evaluate the instructions.

Once children have followed instructions to construct something: ask them to explain what they did; let others ask them questions about their experiences and

encourage good responses.

2Rf12Rf22Rf3

To know about technical aspects of reading.

Share the simple large print and picture book texts with children. As you read, point out:

features of layout and text type; different ways of organising the information.

2SL32SL72Wf8

To experience giving instructions, including sequencing language.

Give children opportunities to give each other instructions for e.g.: playing playground games; doing new activities in PE; making patterns using shapes, beads or cubes.


Framework Codes


2GPw12GPw52Wf82Wn22Wn3

To write instructions with appropriate features for the text type.

Once children have read, given and discussed features of instructions, they should try to write their own. Ideally, this will follow directly from an activity you have done together in the classroom (e.g. made pizza, made simple circuits in science, set up an experiment; played a game). Most children will benefit from a planning sheet.

Depending on the development of the children, the instructions can vary between:

writing the instructions on a worksheet; sequencing pictures and using them as the basis of the

instructions; writing and drawing instructions.

As children write, encourage them to use: a phonic representation on tricky unknown words; high frequency words they should know; full stops or question marks to mark the end of sentences; time sequencing words to show the order of the instructions.





1. Check that the instructions make sense.2. Check that spelling is mostly correct and that verbs are

always in the present tense.3. Check that punctuation is correct.4. Check that the best words have been chosen, including a

variety of words to link sentences.




Unit 1C: Poems in familiar settingsReading, learning and reciting poems in familiar settings


Children should be familiar with the literacy skills developed in Stage 1. At the start of the Stage 2 work, it is assumed that all children can: spell phonically regular monosyllabic words with short vowels; recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot; read and spell about 120 high frequency words; read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency


Context

This is the third of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.

Texts needed

Large print and picture books and poster texts of poems. A number of poetry books for the children to browse through. A variety of books that the children can read with increasing independence. A variety of good quality books for reading aloud to the children.

Outline

Children will read and discuss a variety of poems, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.


Framework Codes






Expect to do a phonics or spelling session at least every other day during this year. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.

Then say another word and so on. e.g. (point, p-oi-n-t, point; cart, c-ar-t, cart; house, h-ou-se, house). Revisit the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, as well as introducing the phonemes ‘oi’, ‘ar’ and ‘ou’.




http://national/

Framework Codes


2SL32SL72Rf62Rf102Rn32PSV72PSV8

To read, enjoy, discuss and compare the poems.

Share the poems together, discuss and enjoy them.Encourage children to express their own opinions and ask each other questions to find out about:

powerful words and images; the picture the poem paints in the children’s minds; the patterns of rhymes and rhythms; patterns of sounds including alliteration; the layout on the page.

Give the children opportunities to discuss their individual response to the poem with a partner and then share the responses with the class.Compare the poems and find similarities and differences.

2Rf12Rf22Rf32GPr1

For children to know about technical aspects of reading.

Share the poems with children. As you read, point out: punctuation and its effects on meaning; words and phrases from the poems they might want to use in

their own writing.

2Rf102SL9

For children to learn and recite favourite poems.

Encourage children to learn and recite poems. This will help them to: appreciate the patterns of rhyme, rhythm and sounds; develop a more extensive vocabulary; appreciate the structure of the poem.


Framework Codes


2Wf92Wp2

For children to write a poem based on a model.

Once children have read, discussed and considered a poem they should attempt to write their own version of it. Before they write their poem, encourage them to plan it.Depending on the development of the children, the poem can vary between:

copying the original; rewriting the original, replacing pairs of rhyming words; writing a new verse for the poem; writing a new version of the poem.

As children write, encourage them to use: a phonic representation on tricky unknown words; high frequency words they should know; full stops or question marks to mark the end of sentences.



For children to reread and improve their own writing.


1. Check that the poem makes sense and the plan has been followed.

2. Check that spelling is mostly correct.3. Check that punctuation is correct.4. Check that the best words have been chosen, including a

variety of words to link ideas.




Unit 2A: Traditional tales and stories from other culturesReading, retelling and writing traditional tales and stories from other cultures


Children should be familiar with the literacy skills developed in Stage 1 and Stage 2 term 1. At the start of this term, it is assumed that all children can: spell phonically regular monosyllabic words with short vowels; recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot, part, boy and about; read and spell about 150 high frequency words; read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency

words, using grammar and context to help to decode unfamiliar words; form all letters correctly and use some joining to support spelling; write short texts independently, although using phonic spellings for more complex words.

Context

This is the fourth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.

Texts needed

A range of large print and picture books featuring traditional stories and stories from other cultures. You should try to include stories from the country you are in.

Audio cassettes, videos or DVDs of some of the tales for the children to listen to. A range of books that the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline



Framework Codes


2PSV32PSV22PSV12PSV42Rf12Rf22Rf3




Expect to do a phonics or spelling session at least every other day during this year.

Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.

Then say another word and so on. e.g. (pear, p-ear, pear; fork, f-or-k, fork; hurt, h-ur-t, hurt). Revisit the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, ‘oi’, ‘ar’ and ‘ou’., as well as introducing the phonemes ‘air’, ‘or’, ‘er’.

Use magnetic letters so that children have both an aural and a visual input for these sounds. If you have access to ‘joined’ letters, use them at this point to reinforce the fact that two letters represent one sound. Children will find different ways of spelling each of the long vowel phonemes as they try to produce sets of rhyming words; encourage this awareness and try to spot generalisations which could account for different spelling variations. This activity combines segmenting a word for spelling and blending the phonemesfor reading.


Magnetic or card/wooden letters.


http://national/

Framework Codes


2SL32SL42SL72SL82PSV72PSV82Rf42Rf5


To find and discuss new and interesting words in their reading.

Share the Big Books and class read aloud books with the children and enjoy the stories. Sometimes, pause before you read on to ask children to predict what may be about to happen and particularly the end of stories.


characters and settings – encourage children to find words from the text to support their opinions;

features they notice of traditional tales; themes of the stories (e.g. rags to riches; kindness overcomes

evil); understanding how authors show that time has passed in a

story; opinions of the story. What did other children enjoy, find most


2GPr22Rf6




who do you think… what…do you think … felt when … where do you think… when did you find out … why do you think… how might …



Framework Codes


2GPw32Wf42Wf82Wf9





Once the stories have been read and enjoyed, begin to look more closely at the language the author uses.

Looking at how an author uses words and phrases can lead on to the children doing some short, structured pieces of writing to explore and try out the language structures themselves.

Short activities and games to extend grammatical awareness can also help children at this stage, as long as the grammar is used in short independent writing activities too. Particularly useful at this stage are games and activities which extend:

different ways of joining sentences and linking ideas; making careful vocabulary choices in describing people and



2Wf22SL52SL62SL9

To retell stories using language from the original text to ensure a good story structure and:

show awareness of their audience by including relevant details;

express their ideas precisely.

Once children have read, discussed and considered a story they should attempt to retell it. They can retell stories:

individually to an audience; in groups; through role play or using puppets.

As they retell the story, encourage them to use words and phrases from the original text.


Framework Codes






Once children have read, discussed and considered a story they should attempt to write their own version of it, or to retell it.

Before they write their story, encourage them to plan it using a simple flow diagram to map out the basic structure of the story: beginning, middle and end.

On the plan, encourage children to write down carefully chosen words and phrases to describe the main characters and the setting.Some children benefit from a planning sheet.

Depending on the development of the children, the story can vary between:


drawing a picture of the story before writing it; writing about some particular aspects of the story; retelling the story in a story frame; retelling the story independently; writing another story in the same setting or with the same theme.




Framework Codes












Unit 2B: Explanations and dictionaries entriesReading and writing explanations and dictionary entries




Context

This is the fifth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.

Texts needed

A range of large print and picture books and explanation texts. Simple dictionaries. A range of books that the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline



Framework Codes







Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then you say another word and so on. e.g. (pear, p-ear, pear; fork, f-or-k, fork; hurt, h-ur-t, hurt). Revisit the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, ‘oi’, ‘ar’ and ‘ou’., as well as introducing the phonemes ‘air’, ‘or’, ‘er’.

Use magnetic letters so that children have both an aural and a visual input for these sounds. If you have access to ‘joined’ letters, use them at this point to reinforce the fact that two letters represent one sound. Children will find different ways of spelling each of the long vowel phonemes as they try to produce sets of rhyming words; encourage this awareness and try to spot generalisations which could account for different spelling variations. This activity combines segmenting a word for spelling and blending the phonemes for reading.




http://national/

Framework Codes


2SL32SL52PSV72PSV82GPw52Rn22Rn32Rn4

To find information quickly and interpret the information they have.

Share the large print and picture books and explanatory texts with the children. Whilst reading together, model reading explanatory texts and discuss how you can:

use organisational devices, including contents pages and dictionaries to find your way quickly around texts;

find information by reading the relevant bit of the text only; skim a text for relevant information; scan a text for particular words; use flowcharts, charts, graphs etc to find information.

Discuss the features of explanation texts.

2Rn2 To know how to use a dictionary. Introduce the dictionary to the children, Discuss: the organisation of the dictionary. (Check that the children know

the alphabet!); the language of the dictionary (headword, definition, example,

parts of speech etc); how to find words efficiently in the dictionary.

2Wn5 To make simple notes. After children have read an explanation, ask them to: tell you what they have found out; jot down the key ideas in the text.

2Wn42SL32SL52SL6

To give oral explanations. Ask children to give simple explanations to explain a process or how things work. They may like to have some visual aid, like a flow chart or labelled diagram. As they speak, encourage them to think about:

the order in which they give the information; the details they include; the explanatory language they use including connectives like:

because, so, then.


Framework Codes


2GPr22GPw12Wn32Wn4

To write an explanation based on those that they have read.

After children have read, analysed and spoken an explanatory text, they should try to write one. Ideally, this will follow directly from something has been experienced together in the classroom. Most children will benefit from a planning sheet.

Depending on the development of the children, the explanations can vary between:

writing the explanation on a worksheet under a flow diagram; sequencing pictures and using them as the basis of the

explanation; writing and drawing diagrams and charts as a simple explanation; writing an explanation.

As children write, encourage them to use: a phonic representation on tricky unknown words; high frequency words they should know; full stops or question marks to mark the end of sentences; speech marks to show dialogue; connectives to link ideas; time connectives to show how time is passing.



Framework Codes





1. Check that the explanation makes sense and the plan has been followed.


3. Check that punctuation. is correct.4. Check that the best words have been chosen, including a





Unit 2C: Poems by significant poetsReading, learning and reciting poems by significant poets




Context

This is the sixth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.

Texts needed

Large print and picture books and poster texts of poems by significant authors. A number of poetry books for the children to browse through. A range of books that the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline

Children will read and discuss a variety of poems, first, enjoying the texts as readers, then reciting the poems and writing their own versions.


Framework Codes







Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.

Then you say another word and so on. e.g. (pear, p-ear, pear; fork, f-or-k, fork; hurt, h-ur-t, hurt). Revisit the long vowel phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, ‘oi’, ‘ar’ and ‘ou’., as well as introducing the phonemes ‘air’, ‘or’, ‘er’.

Use magnetic letters so that children have both an aural and a visual input for these sounds. If you have access to ‘joined’ letters, use them at this point to reinforce the fact that two letters represent one sound. Children will find different ways of spelling each of the long vowel phonemes as they try to produce sets of rhyming words; encourage this awareness and try to spot generalisations which could account for different spelling variations.

This activity combines segmenting a word for spelling and blending the phonemes for reading.




http://national/

Framework Codes






Give the children opportunities to discuss their individual response to the poem with a partner and then share the responses with the class.

Compare the poems and find similarities and differences.

2Rf12Rf22Rf32GPr1


Share the poems with children. As you read, point out: punctuation and its effects on meaning; words and phrases from the poems they might want to use in

their own writing.

2Rf102SL42SL92SL11




Framework Codes


2Wf62Wf92Wp12Wp2


Once children have read, discussed and considered a poem they should attempt to write their own version of it. Before they write their poem, encourage them to plan it.

Depending on the development of the children, the poem can vary between:













Unit 3A: Stories by significant children’s authorsReading, retelling and writing stories by significant children’s writers


Children should be familiar with the literacy skills developed in Sage 1 and Stage 2 Terms 1 and 2. At the start of this term, it is assumed that all children can: spell phonically regular monosyllabic words with short vowels; recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot, Bart, boy, bout, bear, bore, Bert; read and spell about 180 high frequency words; read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency


Context

This is the seventh of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.

Texts needed

A range of books and large print and picture books featuring stories by significant children’s writers. Audio cassettes and CD-ROMs of some of the tales for the children to listen to. A range of books that the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline



Framework Codes







Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (hear; h-ear, hear; beard, b-eard, beard; bread, b-r-ea-d, bread). Revisit all the long vowel phonemes and reinforce the different common spellings for them all.





http://national/

Framework Codes


2SL32SL42SL52SL72SL82PSV72PSV82Rf42Rf5


To find and discuss new and interesting words in their reading

Share the large print and picture books and class read aloud books with the children and enjoy the stories.Sometimes, pause before you read on to ask children to predict what may be about to happen and particularly the end of stories.


characters and settings – encourage children to find words from the text to support their opinions.

themes of the stories understanding how authors show that time has passed in a

story; opinions of the story. What did other children enjoy, find most


2Rf92Rn7

To widen the range of books that children might be interested in reading.

Discuss the author: what can children find out about him/ her from the blurb in the

book? can the children find other books by the same author? what would encourage children to try to find more books by an

author?

Encourage the children to use the internet tofind out more abouttheir authors.

2GPr22Rf6




who do you think… what…do you think … felt when … where do you think… when did you find out … why do you think… how might…



Framework Codes


2GPw32Rf72Wf42Wf52Wf82Wf9





Once the stories have been read and enjoyed, begin to look more closely at the language the author uses. Looking at how an author uses words and phrases can lead on to the children doing some short, structured pieces of writing to explore and try out the language structures themselves.

Short activities and games to extend grammatical awareness can also help children at this stage, as long as the grammar is used in short independent writing activities too. Particularly useful at this stage are games and activities which extend:

different ways of joining sentences and linking ideas; making careful vocabulary choices in describing people and



2Wf22SL52SL62SL9

To retell stories using language from the original text to ensure a good story structure and:

show awareness of their audience by including relevant details;

express their ideas precisely.

Once children have read, discussed and considered a story they should attempt to retell it. They can retell stories:

individually to an audience; in groups; through role play or using puppets.

As they retell the story, encourage them to use words and phrases from the original text.


Framework Codes






Once children have read, discussed and considered a story they should attempt to write their own version of it. Before they write their story, encourage them to plan it using a simple flow diagram to map out the basic structure of the story: beginning, middle and end.On the plan, encourage children to write down carefully chosen words and phrases to describe the main characters and the setting. Some children benefit from a planning sheet.Depending on the development of the children, the story can vary between:


drawing a picture of the story before writing it; retelling the story in a story frame; retelling the story independently; writing another story in the same setting or with the same theme.




Framework Codes












Unit 3B: Non-chronological reportsReading, speaking and writing non-chronological reports


Children should be familiar with the literacy skills developed in Stage1 and Stage 2 terms 1 and 2. At the start of this term, it is assumed that all children can: spell phonically regular monosyllabic words with short vowels; recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot, Bart, boy, bout, bear, bore, Bert; read and spell about 180 high frequency words; read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency

words, using grammar and context to help to decode unfamiliar words; form all letters correctly and use some joining to support spelling; Write short texts independently, although using phonic spellings for more complex words.

Context

This is the eighth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.

Texts needed

A wide range of books and large print and picture books with non-chronological reports. Link them to another curriculum area. A range of books – fiction and non-fiction – that the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline

Children will read and discuss a variety of reports, first, enjoying the texts as readers, then reciting the poems and writing their own versions.


Framework Codes







Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then say another word and so on. e.g. (hear; h-ear, hear; beard, b-eard, beard; bread, b-r-ea-d, bread). Revisit all the long vowel phonemes and reinforce the different common spellings for them all.





http://national/

Framework Codes


2PSV72PSV82GPw52Rn22Rn32Rn42Rn52Rn7

To know how to use non-chronological texts to find information.

Give children different report texts and see which features they can find (e.g. headings, main text, captions, labels, diagrams).

Can the children remember different ways of finding the information they need to answer a question:

using the organisational features; using alphabetical order to find words in the index; skimming and scanning a text to find bits of information; using charts and diagrams to find information.

2SL32SL42SL52SL6

To find answers to questions and present them orally.

Give the children the opportunity to find information in answer to a question and to present their information orally to others. They should:

summarise the information they found; include details which are sensitive to the prior knowledge of the

other children; express ideas clearly and precisely.


Framework Codes


2GPw12Rn62Wf92Wn32Wn42Wn5

To write a report text linked to a cross curricular topic.

After children have read, analysed and spoken a report text, they should try to write one. Ideally, this will follow directly from something connected to a cross-curricular topic. Most children will benefit from a planning sheet.Depending on the development of the children, the report can vary between:

writing an extended caption to a picture related to the topic; writing main text to introduce the topic; making a little book about something they know a lot about.

As children write, encourage them to use: a phonic representation on tricky unknown words; high frequency words they should know; full stops or question marks to mark the end of sentences; speech marks to show dialogue; connectives to link ideas; time connectives to show how time is passing.





1. Check that the report makes sense and the plan has been followed.






Unit 3C: Poems by significant poets and with language playReading, learning and reciting poems by significant poets and poems with language play including humorous poems


Children should be familiar with the literacy skills developed in Stage 1 and Stage 2 terms 1 and 2. At the start of this term, it is assumed that all children can: spell phonically regular monosyllabic words with short vowels; recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot, Bart, boy, bout, bear, bore, Bert; read and spell about 180 high frequency words; read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency


Context

This is the ninth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.

Texts needed

Large print and picture books and poster texts of poems by significant authors. A number of poetry books for the children to browse through. A range of books that the children can read with increasing independence. A range of good quality books for reading aloud to the children.

Outline



Framework Codes







Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word then the children repeat the sequence.Then you say another word and so on. e.g. (hear; h-ear, hear; beard, b-eard, beard; bread, b-r-ea-d, bread). Revisit all the long vowel phonemes and reinforce the different common spellings for them all.





http://national/

Framework Codes






Give the children opportunities to discuss their individual response to the poem with a partner and then share the responses with the class.Compare the poems and find similarities and differences.Encourage children to find out what they can about the significant poets.

2SL32SL72Rf82Rf10


As children explore language play and humorous poems help them to recognise:

how double meanings, both at sentence and word level, can play an important part in humour;

how rhyme can be used to allow readers to predict what is coming and build humorous tension;

other means of generating humorous poems (including the subject matters and the view of the subject).

2Rf12Rf22Rf32GPr1


Share the poems with children. Whilst reading, point out: punctuation and its effects on meaning; words and phrases from the poems they might want to use in

their own writing.

2Rf102SL42SL92SL11




Framework Codes


2PSV72Wf62Wf92Wp12Wp2


Once children have read, discussed and considered a poem they should attempt to write their own version of it. Before they write their poem, encourage them to plan it.Depending on the development of the children, the poem can vary between:


If children are trying to write humorous poetry, help them to develop their understanding of ‘what works’ in humorous poetry.











Stage 2 Overview Page - Home - Bermuda Schoolsschools.moed.bm/FP/Curriculum schemes of work/Scheme...

Documents

Transcript of Stage 2 Overview Page - Home - Bermuda Schoolsschools.moed.bm/FP/Curriculum schemes of work/Scheme...