Scheme of Work – English stage 2
Introduction
This 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 settings
Reading, retelling and writing a story in a familiar setting. / Unit 2A: Traditional tales and stories from other cultures
Reading, retelling and writing traditional tales and stories from other cultures. / Unit 3A: Stories by significant children’s authors
Reading, retelling and writing stories by significant children’s writers.
Non-fiction
(40% of teaching time) / Unit 1B: Instructions
Reading, analysing and writing instructional texts. / Unit 2B: Explanations and dictionaries entries
Reading and writing explanations and dictionary entries. / Unit 3B: Non-chronological reports
Reading, speaking and writing
non-chronological reports.
Poetry
(20% of teaching time) / Unit 1C: Poems in familiar settings
Reading, learning and reciting poems in familiar settings. / Unit 2C: Poems by significant poets
Reading, learning and reciting poems by significant poets. / Unit 3C: Poems by significant poets and with language play
Reading, learning and reciting poems by significant poets and poems with language play including humorous poems.
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V1 1Y07 English Stage 2
Scheme of Work – English stage 2
Overview
For 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.
Scheme of Work – English stage 2
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.
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V1 1Y07 English Stage 2
Ongoing work:
Framework Codes / Learning Objective / Activities / ResourcesOngoing work in developing phonics and spelling
2PSV5
2Rf2
2PSV6 / 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.
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V1 1Y07 English Stage 2
Framework Codes / Learning Objective / Activities / ResourcesOngoing 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
2Wp1
2Wp2 / 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. / Visit
http://nationalstrategies.standards.dcsf.gov.uk/node/47342
to download the
handwriting section of
Developing Early
Writing.
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V1 1Y07 English Stage 2
Framework Codes / Learning Objective / Activities / ResourcesOngoing work in reading
2Rf1
2Rf2
2Rf3
2GPr1
2GPr2 / 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.
PSV8
2Rf3
2Rf7
2Rf8
2Rf9
2SL4
2SL8 / 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.
Scheme of Work – English stage 2
Unit 1A: Stories with familiar settings
Reading, retelling and writing a story in familiar settings
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.
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.
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V1 1Y07 English Stage 2
Framework Codes / Learning Objective / Activities / Resources2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2 / 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/node473342
to download the
spelling section of
Developing Early
Writing.
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V1 1Y07 English Stage 2
Framework Codes / Learning Objective / Activities / Resources2SL3
2SL4
2SL7
2SL8
2PSV7
2PSV8
2Rf4
2Rf5 / 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?
2GPr2
2Rf6 / 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.
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