KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work for Phonics
Primary Year 2
Scheme of Work for Phonics Year 2 English

Year 2 English Scheme of Work For Phonics

 Page

Glossary of key terms in Year 2 Curriculum Framework 3

Differentiation strategies 6

Formative assessment 10

Scheme of Work 11

Year 2 English Scheme of Work For Phonics

 Glossary of terms in Year 2 curriculum framework

Page in Term in Year 1 curriculum framework Meaning

curriculum
framework
Listening

2 Listening 1.1.1 a range of high frequency target language phonemes

Recognise and reproduce with support a range of These are the phonemes in the phonics table shown in the phonics table on p2 of the
high frequency target language phonemes syllabus.

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

3 Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics
contexts covered in the Superminds 1 textbook, such as friends and family, school, food (from Year 1),
as well as free time, the home and clothes (from Year 2).

However, pupils in rural or remote areas and pupils who live in cities may be familiar with
different contexts. Please use your own judgment here.

3 Listening 1.2.1 simple sentences

Understand with support the main idea of Simple sentences are short, and contain just one clause, (e.g. I’m seven; She can swim, He’s
simple sentences See also: got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in
• Listening 1.2.2 (p.2) Kuching, I like bananas).
• Reading 3.2.1 (p.14)
• Reading 3.2.2 (p.15)

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Year 2 English Scheme of Work For Phonics
 3 Listening 1.2.3 very short simple narratives
Understand with support very short simple Very short narratives are stories which are usually not more than 6 lines long. The simple
narratives narratives contain language and ideas which pupils can understand.

Please use your own judgment on very short simple narratives, based on the level and
interest of the pupils you teach.

Speaking
10 Speaking 2.1 simple information
Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively. Examples
include pupils saying their name and age, or saying what they like. Superminds 1 provides
frequent opportunities for pupils to communicate simple information.

9 Speaking 2.1.1 basic phrases

Give simple personal information using
basic phrases See also:
• Speaking 2.1.2 Basic questions (p. 10)
• Writing 4.2.1 Basic questions and
statements (p.28)
Basic phrases are short, simple phrases for communication which pupils can understand and
adapt to communicate successfully. These include phrases such as “How are you?” “I’m tired
today”. There are many basic phrases presented in Superminds 1.

11 Speaking 2.1.3 short sequence of basic instructions

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

16 Speaking 2.3.1 fixed phrases

Introduce self and others to an audience using Fixed phrases are useful phrases for communication which pupils can understand and use to
fixed phrases 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

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Year 2 English Scheme of Work For Phonics
 17 Reading 3.1 linear and non-linear texts
Recognise words in linear and non-linear texts Linear texts contain only words. Pupils usually read their content in the sequence in which it
by using knowledge of sounds of letters 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
See also linear texts, as pupils may move between the words and the pictures as they read, not always
Reading 3.2 (p.21-24) in a sequence.
Examples of non-linear texts include graphs, diagrams, and some computer games.

25 Reading 3.3.1 digital games

Read and enjoy simple print and digital games at Digital games are language games which pupils play on language learning DVD ROMs, CD
word level ROMS, or websites.

Writing

28 Writing 4.2 basic information

Communicate basic information intelligibly for a
range of purposes in print and digital media
Basic information means the same as simple information (see Speaking 2.1 above).
a range of purposes
The range of purposes is described in the learning standards for Years 1-6. These purposes
involve finding out about and giving personal details and opinions.

34 Writing 4.3.2 familiar high frequency words

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

34 Writing 4.3.2 guided writing

Spell a narrow range of familiar high frequency
words accurately in guided writing
A guided writing activity is one where pupils are given support. This support is often in the form
of models to follow, substitutions, gapped sentences and so on, or it may be guided in the
content that pupils are writing about. This guidance supports pupils development of writing
skills in order to begin to develop freer writing skills, where less content or language support is
given.

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Year 2 English Scheme of Work For Phonics
 Differentiation strategies for Year 2 pupils

Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of correct responses.
Open-ended tasks (e.g. Tell me the food words you know, or What will happen next?) allow more proficient pupils to contribute with more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give different tasks to more proficient and less proficient
groups of pupils according to their needs and interests: see strategy 5 for more on this.

Strategy 2: Differentiate by the type and amount of support provided The

teacher can support pupils to understand and use language with:
• their own teacher talk (e.g. “It begins with B. You read it. It’s on the desk.”) with gestures
• with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary,
• with written words (e.g. written words on a worksheet to help pupils with spelling)

Different types and amount of support can be given to less proficient pupils, depending on their needs, and these can provide extra challenge for more
proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil to says or writes something, so that
they feel successful. Two useful strategies here are:

• Compulsory plus optional

• Remember and share.

i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance

6
Year 2 English Scheme of Work For Phonics
 for stronger language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon get
the idea of going beyond the minimum target.

ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task. (e.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). Sometimes, less
proficient pupils have good memories, and so this task also allows different pupils to make successful contributions.

Strategy 4: Differentiate by the time pupils are given to complete a task.

Some pupils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils should be given a little
more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in this picture in the textbook; Talk with your friend in English: You choose what to talk about). Rewarding fast finishers with something ‘fun’ to do
(such as playing with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.

Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example,
pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening or through movement).

Different pairings and groupings will allow pupils to work in different ways - teachers can sometimes pair up pupils who can help and support each other
(e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers
should make sure to vary pairing and grouping over time.

Teachers can support needs by setting individual tasks and targets for pupils based on your assessment. For example, if a number of pupils are not
able to read well yet, a teacher might decide on a Reading target for each child, and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks. It should be noted that the Schemes of Work for Primary Year 1 and 2 give
recommendations for less proficient readers to be given support during some reading lessons.

Strategy 6: Differentiate by the types of question asked

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Year 2 English Scheme of Work For Phonics
Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open questions
usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or
a cat?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions. Asking open questions to more
proficient pupils (e.g. What can Misty do now?) provides extra challenge. As less proficient pupils grow in confidence and competence, teachers can
ask them more open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the
lesson and helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is weak at writing has tried hard
and produces work with a number of misspellings, feedback can be given on what they did well, and only one 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil
writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ Speaking.

Pupils with pre-and low-level literacy skills

Some pupils are already literate when they begin Year 1, and they will continue to develop these skills in Year 1. Others may begin Year 1 with few or
no literacy skills, and continue to need to develop these skills into Year 2. Within the Scheme of Work, reading and writing skills are developed in
different ways and pupils’ literacy skills will be developed through the activities and lessons outlined in the Scheme of Work, both in the textbook and
non-textbook lessons as the relevant content and learning standards are given adequate attention for pupils who are developing literacy skills.

However, pupils with lower literacy proficiency will need extra support. It is recommended that teachers select relevant material from LINUS, Literasi
Bahasa Inggeris (LBI) Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the Scheme of
Work in the Differentiation column.

Note the following Content and Learning Standards which develop these skills:
1. Content Standard
Listening 1.1
Recognise and reproduce target language sounds

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

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Year 2 English Scheme of Work For Phonics
2. Content Standard Reading 3.1:
Recognise words in linear and non-linear texts by using knowledge of sounds and letters

Learning Standard
Reading 3.1.1
Identify, recognise and name the letters of the alphabet

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

Reading 3.1.3
Blend phonemes (CVC, CCVC, CVCV, CCV)

Reading 3.1.4
Segment phonemes (CVC, CCVC, CVCV, CCV)

9
Year 2 English Scheme of Work For Phonics
 Formative Assessment

Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as language learners, and in communicating this information
clearly to pupils through feedback.

As formative assessment involves clear communication with pupils, effective formative assessment is therefore also informative. Formative
assessment of Listening or Reading may involve talking with pupils about different listening and reading strategies they can use. Some of this
discussion may be in L1, as the focus is on learning, not on language performance. Formative assessment of Speaking, may involve highlighting how
well a pupil has communicated a message, as well as some explicit or implicit correction of pronunciation, vocabulary or grammar. The picture is
similar with formative assessment of Writing, with spelling and punctuation replacing pronunciation.

There are five common ways of collecting information and learning to understand what pupils have done well, and what they need to improve:

1. observing pupils in class

2. reading and marking their written work
3. asking pupils about their learning: e.g. what they find easy and difficult, what task types and topics they enjoy
4. asking pupils to self or peer assess their work
5. testing pupils

Formative assessment also involves teachers in reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular
value when considering the non-textbook lessons, where learning from the textbook can be reviewed and/or enriched.

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Year 2 English Scheme of Work For Phonics
Note: Some learning standards are taken from Year 1.

Primary Year 2 English Scheme of Work

LESSON: 1 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

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

LANGUAGE/GRAMMAR FOCUS:

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

11
Year 2 English Scheme of Work For Phonics
 LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD STANDARD LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS

Listening Listening Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Listen to the rhyme Relevant pages strategies in the KSSR any suitable materials
Recognise and reproduce reproduce with support a Page 80-97 Teacher’s Guidebook for their pupils from the
target limited range of high Lesson delivery English Language Year 1 suggested pages.
language sounds frequency target by BPK
1.Do the action
language phonemes Page 85-90 ( for the
More materials here: actions )
Post lesson
https://goo.gl/W1AeW9 Use any appropriate
COMPLEMENTARY COMPLEMENTARY
1.Circle / Match the strategies in the KSSR
CONTENT STANDARD LEARNING STANDARD
words with the relevant Teacher’s Guidebook
Reading https://goo.gl/2tKBDP
Reading sounds English Language Year 2
3.1 Recognise words in by BPK
linear and non-linear 3.1.2 Recognise and Language Skills:
https://goo.gl/DRDw4
texts by using knowledge sound out with support w
of sounds of letters beginning, medial and
final sounds in a word L1.1.1
https://goo.gl/zU51AF
R3.1.1
3.1.3 Blend phonemes R3.1.2
(CVC, CCVC) https://goo.gl/mqbqdE
R3.1.3
R3.1.4
3.1.4 Segment https://goo.gl/Se6dLR
phonemes
*Choose any suitable
activities in the learning
outline for your lesson.

12
Year 2 English Scheme of Work For Phonics
LESSON: 2 ( Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

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

LANGUAGE/GRAMMAR FOCUS:
Sounds
Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)

13
Year 2 English Scheme of Work For Phonics

CONTENT STANDARD
Reading
3.1
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
COMPLEMENTARY
CONTENT STANDARD
Writing
4.1 Form letters and
words in neat legible
print using cursive writing
LEARNING
STANDARD
3.1.2
Recognise and sound out
with some support
beginning, medial and
final sounds in a word
COMPLEMENTARY
LEARNING STANDARD
Writing
4.1.2
i) Form upper and
lower case letters of
regular
size and shape
ii) write letters and
words in a straight line
from left to right with
regular spaces between
words and spaces
iii) copy letters and
familiar high frequency
words and phrases
correctly
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson Language Use any appropriate Teachers may choose
1..Sing a song strategies in the KSSR any suitable materials
Teacher’s Guidebook for their pupils from the
LINUS Module Book 2 English Language Year 1
Lesson delivery suggested pages.
Relevant pages by BPK
Page 80-97 Page 85-90 ( for the
1.Blend and segment the actions )
words Post More materials here:
lesson Use any appropriate
https://goo.gl/W1AeW9 strategies in the KSSR
1.List out words with ea Teacher’s Guidebook
sound English Language Year 2
https://goo.gl/2tKBDP by BPK
Language Skills: https://goo.gl/DRDw4
w
R3.1.1
https://goo.gl/zU51AF
R3.1.2
R3.1.3
https://goo.gl/mqbqdE
R3.1.4
W4.1.2
*Choose any suitable
https://goo.gl/Se6dLR
activities in the learning
outline for your lesson.
14
Year 2 English Scheme of Work For Phonics
LESSON: 3 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories

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

LANGUAGE/GRAMMAR FOCUS:
Review Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er) Focus
Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/

15
Year 2 English Scheme of Work For Phonics
 LEARNING
CONTENT STANDARD STANDARD
Listening Listening
1.1 1.1.1 Recognise and
Recognise and reproduce reproduce with support a
target limited range of high
frequency target
language sounds
language phonemes
COMPLEMENTARY
COMPLEMENTARY
LEARNING STANDARD
CONTENT STANDARD
Reading Reading
3.1 Recognise words in 3.1.1 Identify and
linear and non-linear recognise the shapes of
texts by using knowledge the letters in the alphabet
of sounds of letters
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson Language Use any appropriate Teachers may choose
1.Recite the poem strategies in the KSSR any suitable materials
Teacher’s Guidebook for their pupils from the
LINUS Module Book 2 English Language Year 1
Lesson delivery suggested pages.
Relevant pages by BPK
1.Do the action for the
Page 98 - 113 Page 85-90( for the
sounds
actions )
2. Blending of sounds
More materials here:
Use any appropriate
Post lesson
https://goo.gl/W1AeW9 strategies in the KSSR
1.Read the story
Teacher’s Guidebook
2.Complete the journal English Language Year 2
https://goo.gl/2tKBDP by BPK
Language Skills:
L1.1.1 https://goo.gl/DRDw4
w
R3.1.1
R3.1.2
R3.1.3 https://goo.gl/zU51AF
R3.1.4
https://goo.gl/mqbqdE
*Choose any suitable
activities in the learning https://goo.gl/Se6dLR
outline for your lesson.
16
Year 2 English Scheme of Work For Phonics
LESSON: 4 (Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Stories

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

LANGUAGE/GRAMMAR FOCUS:
Focus
Sounds Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/

17
Year 2 English Scheme of Work For Phonics

CONTENT STANDARD
Reading
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
COMPLEMENTARY
CONTENT STANDARD
Writing
4.1 Form letters and
words in neat legible print
using cursive writing
LEARNING
STANDARD
Reading
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
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
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson LINUS Module Book 1 Language Use any appropriate Teachers may choose
1.Blending the sounds strategies in the KSSR any suitable materials
Relevant pages Teacher’s Guidebook for their pupils from the
English Language Year 1 suggested pages.
Lesson delivery Page 98 - 113
by BPK
Page 85-90( for the
1.Complete the story More materials here:
actions )
Post lesson https://goo.gl/W1AeW9 Use any appropriate
1.Role play and write the strategies in the KSSR
correct responds
https://goo.gl/2tKBDP Teacher’s Guidebook
English Language Year 2
by BPK
https://goo.gl/DRDw4
Language Skills:
w
R3.1.1
R3.1.2 https://goo.gl/zU51AF
R3.1.3
R3.1.4 https://goo.gl/mqbqdE
W4.1.2
https://goo.gl/Se6dLR
*Choose any suitable
activities in the learning
outline for your lesson.
18
Year 2 English Scheme of Work For Phonics
LESSON: 5 (Listening )

MAIN SKILL(S) FOCUS: Listening and Reading

THEME: World of Self, Family and Friends

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

LANGUAGE/GRAMMAR FOCUS:
Review Row l: /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
Focus Row m : /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)

19
Year 2 English Scheme of Work For Phonics
 LEARNING
CONTENT STANDARD STANDARD
Listening
Listening 1.1.1 Recognise and
reproduce with support a
limited range of high
1.1 frequency target
Recognise and reproduce language phonemes
target
language sounds
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
COMPLEMENTARY
CONTENT STANDARD
3.1.4 Segment
Reading
phonemes
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.Colouring the correct Relevant Pages strategies in the KSSR any suitable materials
initial sounds. Teacher’s Guidebook for their pupils from the
2. Listening to the English Language Year 1 suggested pages.
Page 98 - 113
dialogue by BPK
More materials here:
Lesson delivery Page 85-90( for the
actions )
https://goo.gl/W1AeW9
1.Circle True or False
Use any appropriate
https://goo.gl/2tKBDP strategies in the KSSR
Teacher’s Guidebook
Post lesson English Language Year 2
https://goo.gl/DRDw4
1.Draw a line on the floor by BPK
w
plan.
https://goo.gl/zU51AF
2.Match the sentence
parts.
https://goo.gl/mqbqdE
Language Skills: https://goo.gl/Se6dLR
L1.1.1
R3.1.1
R3.1.2
R3.1.3
R3.1.4
*Choose any suitable
activities in the learning
outline for your lesson.
20
Year 2 English Scheme of Work For Phonics
 21
Year 2 English Scheme of Work For Phonics
LESSON: 6 (Reading and Writing)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

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

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

22
Year 2 English Scheme of Work For Phonics

CONTENT STANDARD
Reading
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
COMPLEMENTARY
CONTENT STANDARD
Writing
4.1 Form letters and
words in neat legible print
using cursive writing
LEARNING
STANDARD
Reading
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
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
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson Language Use any appropriate Teachers may choose
1.Match the sentence strategies in the KSSR any suitable materials
parts Teacher’s Guidebook for their pupils from the
LINUS Module Book 2 English Language Year 1
suggested pages.
Relevant pages by BPK
Lesson delivery Page 98 - 113 Page 85-90( for the
1.Read the story based
actions )
on the pictures given
More materials here:
Use any appropriate
Post lesson
https://goo.gl/W1AeW9 strategies in the KSSR
1.Rearrange the letters to Teacher’s Guidebook
form words English Language Year 2
https://goo.gl/2tKBDP by BPK
2.Match the sentence
parts to form correct https://goo.gl/DRDw4
sentences. w
Language Skills: https://goo.gl/zU51AF
R3.1.1
R3.1.2
https://goo.gl/mqbqdE
R3.1.3
R3.1.4 https://goo.gl/Se6dLR
W4.1.2
*Choose any suitable
activities in the learning
outline for your lesson.
23
Year 2 English Scheme of Work For Phonics
LESSON: 7 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book

LANGUAGE/GRAMMAR FOCUS:
Review Row m: Sounds /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Focus Row n : Sounds :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)

24
Year 2 English Scheme of Work For Phonics
 LEARNING
CONTENT STANDARD STANDARD
Listening Listening
1.1 1.1.1 Recognise and
Recognise and reproduce reproduce with support a
target limited range of high
language sounds frequency target
language phonemes
COMPLEMENTARY
COMPLEMENTARY
LEARNING STANDARD
CONTENT STANDARD
Reading
Reading
3.1 Recognise words in 3.1.1 Identify and
recognise the shapes of
linear and non-linear
texts by using knowledge the letters in the alphabet
of sounds of letters
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson Language Use any appropriate Teachers may choose
1.Recite the poem with LINUS Module Book 2 strategies in the KSSR any suitable materials
actions Relevant pages Teacher’s Guidebook for their pupils from the
English Language Year 1 suggested pages.
2.Listen and chant by BPK
Page 98 - 113 Page 85-90( for the
actions )
Lesson delivery
1.Blending and
segmenting More materials here:
2. Chant Use any appropriate
https://goo.gl/W1AeW9 strategies in the KSSR
Teacher’s Guidebook
English Language Year 2
Post lesson https://goo.gl/2tKBDP by BPK
1. Do the action for the
sound https://goo.gl/DRDw4
w
Language Skills:
L1.1.1 https://goo.gl/zU51AF
R3.1.1
R3.1.2 https://goo.gl/mqbqdE
R3.1.3
R3.1.4 https://goo.gl/Se6dLR
*Choose any suitable
activities in the learning
outline for your lesson.
25
Year 2 English Scheme of Work For Phonics
LESSON: 8 (Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book

LANGUAGE/GRAMMAR FOCUS:

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

26
Year 2 English Scheme of Work For Phonics

CONTENT STANDARD
Reading
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
COMPLEMENTARY
CONTENT STANDARD
4.1 Form letters and
words in neat legible
print using cursive writing
LEARNING
STANDARD
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
4.1.2
i) Form upper and
lower case letters of
regular
size and shape
ii) write letters and
words in a straight line
from left to right with
regular spaces between
words and spaces
iii) copy letters and
familiar high frequency
words and phrases
correctly
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson 1.Complete LINUS Module Book 2 Language Use any appropriate Teachers may choose
the crossword puzzle Relevant pages strategies in the KSSR any suitable materials
2.Complete the poem Teacher’s Guidebook for their pupils from the
English Language Year 1
Page 98 - 113 suggested pages.
Lesson delivery by BPK
1.Match the pictures with
More materials here:
the correct words Page 85-90( for the
2.Match the pictures with actions )
the correct sentences https://goo.gl/W1AeW9
Use any appropriate
https://goo.gl/2tKBDP strategies in the KSSR
Post lesson Teacher’s Guidebook
English Language Year 2
1.Match the sentence https://goo.gl/DRDw4
by BPK
parts w
2.Write the sentences
https://goo.gl/zU51AF
Language Skills:
R3.1.1
https://goo.gl/mqbqdE
R3.1.2
R3.1.3
https://goo.gl/Se6dLR
R3.1.4
W4.1.2
*Choose any suitable
activities in the learning
outline for your lesson.
27
Year 2 English Scheme of Work For Phonics
LESSON: 9 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude

LANGUAGE/GRAMMAR FOCUS:
Review Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Focus Sound Row o :eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

28
Year 2 English Scheme of Work For Phonics
 LEARNING
CONTENT STANDARD STANDARD
Listening
Listening 1.1.1 Recognise and
1.1 reproduce with support a
Recognise and reproduce limited range of high
target frequency target
language sounds language phonemes
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
COMPLEMENTARY
CONTENT STANDARD 3.1.3 Blend phonemes
Reading (CVC, CCVC)
3.1 Recognise words in
linear and non-linear 3.1.4 Segment
texts by using knowledge phonemes
of sounds of letters
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.Listen to the story Relevant Pages strategies in the KSSR any suitable materials
159 – 175 , 190 - 195 Teacher’s Guidebook for their pupils from the
English Language Year 1
Lesson delivery 1Circle suggested pages.
by BPK
the correct pictures More materials here:
2.. Number the sentences
in the correct order Page 85-90 ( for the
https://goo.gl/W1AeW9
3.Recite a poem actions )
Post lesson https://goo.gl/2tKBDP Use any appropriate
1.Fill in the blanks strategies in the KSSR
2. Rearrange the https://goo.gl/DRDw4 Teacher’s Guidebook
sentences w English Language Year 2
3. Recite the jazz chant by BPK
4. Complete the jigsaw
puzzle
https://goo.gl/zU51AF
Language Skills: https://goo.gl/mqbqdE
L1.1.1
R3.1.1 https://goo.gl/Se6dLR
R3.1.2
R3.1.3
R3.1.4
*Choose any suitable
activities in the learning
outline for your lesson.
29
Year 2 English Scheme of Work For Phonics
LESSON: 10 (Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude

LANGUAGE/GRAMMAR FOCUS: Row o :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

30
Year 2 English Scheme of Work For Phonics

CONTENT STANDARD
Writing
4.1 Form letters and
words in neat legible
print using cursive writing
COMPLEMENTARY
CONTENT STANDARD
Reading
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
LEARNING
STANDARD
Writing
4.1.2
i) Form upper and
lower case letters of
regular
size and shape
ii) write letters and
words in a straight line
from left to right with
regular spaces between
words and spaces
iii) copy letters and
familiar high frequency
words and phrases
correctly
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.Read the story Relevant Pages strategies in the KSSR any suitable materials
159 – 175 , 190 - 195 Teacher’s Guidebook for their pupils from the
English Language Year 1 suggested pages.
Lesson delivery
by BPK
1.Complete the story More materials here:
with the correct words
2.Fill in the blanks Page 85-90( for the
https://goo.gl/W1AeW9
3. Match the pictures to actions )
the correct words
https://goo.gl/2tKBDP Use any appropriate
Post lesson strategies in the KSSR
https://goo.gl/DRDw4 Teacher’s Guidebook
1.Rearrange and rewrite
the phrases to form w English Language Year 2
correct sentences by BPK
https://goo.gl/zU51AF
Language Skills:
R3.1.1 https://goo.gl/mqbqdE
R3.1.2
R3.1.3 https://goo.gl/Se6dLR
R3.1.4
W4.1.2
*Choose any suitable
activities in the learning
outline for your lesson.
31
Year 2 English Scheme of Work For Phonics
 32
Year 2 English Scheme of Work For Phonics
LESSON: 11 (Reading and Writing)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Stories

TOPIC: Any relevant topics

LANGUAGE/GRAMMAR FOCUS:
Review
Row k :/ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Row l :eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
Row m :/ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Row n :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Row 0 :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

33
Year 2 English Scheme of Work For Phonics

CONTENT STANDARD
Reading
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
COMPLEMENTARY
CONTENT STANDARD
Writing
4.1 Form letters and
words in neat legible
print using cursive writing
LEARNING
STANDARD
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
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
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE REFERENCES ELEMENT STRATEGIES REMARKS
Pre-lesson Language Use any appropriate Teachers may choose
strategies in the KSSR any suitable materials
LINUS Module Book 2
Teacher’s Guidebook for their pupils from the
1.Reading a story Relevant Pages
English Language Year 1 suggested pages.
81- 175 & 190 - 195
by BPK
Lesson delivery
1.Fill in the blanks
Page 85-90( for the
2.Number the sentences
actions )
in the correct order
More materials here: Use any appropriate
Post lesson
strategies in the KSSR
1.Rearrange and
https://goo.gl/W1AeW9 Teacher’s Guidebook
rewrite the phrases to
English Language Year 2
form correct sentences.
by BPK
https://goo.gl/2tKBDP
Language Skills:
https://goo.gl/DRDw4
R3.1.1 w
R3.1.2
R3.1.3 https://goo.gl/zU51AF
R3.1.4
W4.1.2 https://goo.gl/mqbqdE
*Choose any suitable https://goo.gl/Se6dLR
activities in the learning
outline for your lesson.
34
Year 2 English Scheme of Work For Phonics
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/