CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL Speaking 2.3 Communicate appropriately to a small or large group MAIN SKILL Writing 4.2.1 Ask for and give personal information using basic questions and statements COMPLEMENTARY SKILL Speaking 2.3.1 Introduce self and others to an audience using fixed phrases Plan a lesson to review learning from Year 1. In this lesson, pupils work in or small groups to ask and answer questions about themselves on topics such as their name, age, favourites. Then they will write about their partner (My new friend) and draw a picture (for example, of them, their family, pet, a favourite something). Have pupils introduce partner to the class. These pictures can be left on the classroom wall to help you and the pupils get to know each other. Large paper, coloured pencils. Values (Friendship) Your choice, depending on the needs of individuals in your class. You can offer more or less support for the speaking and writing, and encourage pupils to write more or less detail depending on the level of literacy of your pupils and what you would like to review.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S / REMARKS MAIN Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY Listening 1.2 Understand meaning in a variety of familiar contexts MAIN Speaking 2.1.1 Give simple personal information using basic statements COMPLEMENTARY Listening 1.2.1 Understand with support the main idea of simple sentences Pre-lesson See Teacher’s Book. Lesson Delivery See Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.59 Language Strategies 1, 2, 3 or 6 may be suitable. Use other strategies if appropriate.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S / REMARKS MAIN SKILL Reading 3.2 Understand a variety of linear and non-linear and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL Listening 1.2 Understand meaning in a variety of familiar contexts MAIN SKILL Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL Listening 1.2.1 Understand with support the main idea of simple sentences Pre-lesson See Teacher’s Book. Lesson Delivery See Teacher’s Book. NB – this is a reading lesson. Have pupils read and draw a line before/while listening. Post lesson See Teacher’s Book. Superminds 1 p.60 Language Strategy 5 may be suitable. Use other strategies if appropriate.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN SKILL Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL Speaking 2.1 Communicate simple information intelligibly MAIN SKILL Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL Speaking 2.1.1 Give simple personal information using basic statements Pre-lesson Task 4: Identify the flashcard Lesson Delivery Review the flashcards on the board from the pre-lesson task by checking pupils know these expressions. Then mime each one and ask pupils to guess what you are doing. Ask pupils to stand in a circle. Say the action words and pupils mime. Ask pupils to turn to their neighbour to do this in pairs. Put the days of the week word cards around the classroom. Give each pupil an action flashcard. Say the sentence I (verb) on (day). The pupil with the action flashcard should take it and stand by the correct day. Repeat for all cards. Ask pupils to tell you a sentence for their action and day (where they are standing). Pupils return to their places. Tell pupils a sentence about your week (e.g. I ride my pony on Mondays). They should tell you if it is right or wrong. Repeat a few times. Pupils do the Right or Wrong activity in pairs. Picture flashcards for actions from p.56-60 (these can be handdrawn if necessary) : play football, go swimming, play the piano etc. Enough for one per pupil (they can be repeated) Word for days of the week Language Strategy 3 may be suitable at stage 8 (see Learning Outline). Use other strategies if appropriate.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S / REMARKS MAIN SKILL Reading 3.1 Recognise in linear and non-linear texts by using knowledge of sounds and letters COMPLEMENTARY SKILL Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters MAIN SKILL Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word COMPLEMENTARY SKILL Reading 3.1.1 Identify, recognise and name the letters of the alphabet Pre-lesson Task 4 Lesson delivery Write the words on the board: play watch day game ball what hurray Elicit the common letter (a). Ask pupils to read the words to their partner. Model the /ei/ sound. Ask pupils to tell their partner which words have this sound. Feedback on 1 and 2 whole class and check pronunciation. Elicit spellings for /ei/ sound: ay and a+C+e (ask pupils to say the letter names). Ask pupils to write (or tell you) more words which follow this rule. Give pupils the worksheet. Ask them to read the sentences in part 1 and circle the /ei/ sounds. Then they should read them with their partner before checking whole class. Ask pupils to read the sentences in Part 2 of the worksheet (these should be a mix of sentences about pupils, some true (or right), some false (or wrong), based on their responses in Lesson 7. See below). They should circle True or False. Picture flashcards of actions One worksheet for each pupil, in two parts. Part 1 – see below. Part 2 – sentences based on pupils’ responses in Lesson 7) Language Strategies 1 or 3 may be suitable. Use other strategies if appropriate. When writing the worksheet part 2, you could choose pupils who participate less often, who have lower proficiency or who have low motivation. This will help involve them more in their learning. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines a and b of the Year 1 Phonics Table (see syllabus)
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN SKILL Writing 4.3 Communicate with appropriate language form and for a range of purposes in print and digital media COMPLEMENTARY SKILL Writing 4.2 Communicate basic information intelligibly for a of purposes in print and digital media MAIN SKILL Writing 4.3.3 Plan, draft and write simple sentences COMPLEMENTARY SKILL Writing 4.2.1 Ask for and give basic personal information using basic questions and statements Pre-lesson Task 1 (days of the week) Lesson delivery Have pupils sit or stand in a circle. Give each pupil a word card. Ask pupils to find friends to make sentences. They should stand in a line to make a sentence with their words. If you have a very large class or would like to control this more, children can work in groups so that each group makes one sentence. Ask pupils to say their sentences. Put the sentences on the board. Elicit the need for full stops. Play a game to elicit the spelling of favourite (e.g. see pre-lesson task 7), leave the word on the board. Tell pupils that your favourite day is X. Tell them what you do on that day. Ask pupils to write their favourite day in their exercise books. They can also write what they do on that day, depending on the proficiency level of your class or pupils. Monitor and help pupils as necessary. Ask pupils to check their partner’s writing. Hand out worksheet to pupils. They should their favourite day at the top of the page. On the lines at the bottom, they write My favourite day is X. They can also write I xxx on xxxs if they drafted this in stage 3. They draw a picture in the box. Word cards to make up sentences. One per student. e.g. I / go / swimming / on / Saturdays / I / play / football / on / Fridays Worksheet for each pupil (see below) Language Strategies 3 or 4 may be suitable (see learning outline). Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines a and b of the Year 1 Phonics Table (see syllabus).
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN SKILL Language Arts 5.2 Express personal responses to literary COMPLEMENTARY SKILL Speaking 2.1 Communicate simple information intelligibly MAIN SKILL Language Arts 5.2.1 Name people, things, actions, or places of interest in COMPLEMENTARY SKILL Speaking 2.1.3 Give a sequence of basic instructions Plan a Language Arts lesson linked to the main and the complementary content and learning standards. You extend Lesson 5 by rereading The Very Hungry Caterpillar and providing some activities to develop understanding of life cycles in nature, specifically the butterfly. Your choice depending on the focus of your lesson. Suggested material: The Very Hungry Caterpillar Science and Technology Your choice depending on your lesson
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN SKILL Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL Speaking 2.1 Communicate simple information intelligibly MAIN SKILL Speaking 2.1.1 Give simple personal information using basic statements COMPLEMENTARY SKILL Speaking 2.1.2 Find out about personal information by asking basic questions Pre-lesson See Teacher’s Book. Lesson Delivery See Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.61 Language Strategy 2, 3 or 7 may be suitable. Use other strategies if appropriate.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S / REMARKS MAIN SKILL Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL Listening 1.2 Understand meaning in a variety of familiar contexts MAIN SKILL Listening 1.2.3 Understand with support very short simple narratives COMPLEMENTARY SKILL Listening 1.2.2 Understand with support specific information and details of simple sentences Pre-lesson See Teacher’s Book. Lesson Delivery See Teacher’s Book. NB – this lesson focuses on Activity 1 (picture story), which continues onto page 63. Post lesson See Teacher’s Book. Superminds 1 p.62 Values (asking for help when you need it) Strategy 6 may be suitable. Use other strategies if appropriate.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN SKILL Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY SKILL Listening 1.1 Recognise and reproduce target language sounds MAIN SKILL Reading 3.1.3 phonemes (CVC, CCVC, CVCV, CCV) COMPLEMENTARY SKILL Listening 1.1.1 Recognise and reproduce with support a of high frequency target language phonemes Pre-lesson See Teacher’s Book. Lesson Delivery See Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.63 Values (asking for help when you need it) Strategy 2 may be suitable. Use strategies if appropriate.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S / REMARKS MAIN SKILL Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL Listening 1.2 Understand meaning in a variety of familiar contexts MAIN SKILL Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence COMPLEMENTARY SKILL Listening 1.2.2 Understand with support specific information and details of simple sentences Pre-lesson See Teacher’s Book. Lesson Delivery See Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.64 Language Strategy 2 may be suitable. Use other strategies if appropriate.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters MAIN SKILL Language Arts 5.1.2 Say the in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL Reading 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, pupils listen to and join in a song which focuses on blending phonemes. They should see and work with the words of the song in written form as well. Your choice, as appropriate to your lesson. Some example songs can be found here: Language Your choice, as appropriate to your lesson.