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:
Term
1
2
3
Focus
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.
V1 1Y07
English Stage 2
1
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.
V1 1Y07
English Stage 2
2
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.
V1 1Y07
English Stage 2
3
Ongoing work:
Framework
Codes
Learning Objective
Activities
Resources
Ongoing work in developing phonics and spelling
2PSV5
2Rf2
2PSV6
To identify syllables to aid
reading and spelling.
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).
To recognise common
prefixes and suffixes.
V1 1Y07
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. unfriend-ly). They can then add the prefixes and suffixes and explore the
change in meaning.
English Stage 2
4
Framework
Codes
Learning Objective
Activities
Resources
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
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.
Visit
http://nationalstrategie
s.standards.dcsf.gov.u
k/node/47342
to download the
handwriting section of
Developing Early
Writing.
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.
V1 1Y07
English Stage 2
5
Framework
Codes
Learning Objective
Activities
Resources
Ongoing work in reading
2Rf1
2Rf2
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.
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.
2Rf3
2GPr1
2GPr2
PSV8
2Rf3
2Rf7
2Rf8
2Rf9
2SL4
2SL8
V1 1Y07
English Stage 2
6
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.
V1 1Y07
English Stage 2
7
Framework
Codes
Learning Objective
Activities
Resources
2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2
To apply their knowledge of
phonemes efficiently in reading and
spelling.
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’.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
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.
V1 1Y07
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.
English Stage 2
8
Framework
Codes
Learning Objective
Activities
2SL3
2SL4
2SL7
2SL8
2PSV7
2PSV8
2Rf4
2Rf5
To enjoy, discuss and share opinions of
books they read together.
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.
To find and discuss new and interesting
words in their reading.
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.
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 …
To begin to develop inferential skills.
2Wn1
V1 1Y07
To evaluate books.
Resources
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.
English Stage 2
9
Framework
Codes
Learning Objective
Activities
Resources
2GPw3
2Wf4
2Wf8
2Wf9
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.
V1 1Y07
English Stage 2
10
Framework
Codes
Learning Objective
Activities
Resources
2PSV9
2GPw1
2GPw4
2Wf1
2Wf2
2Wf4
2Wf6
2Wf7
2Wf8
2Wf9
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.
V1 1Y07
English Stage 2
11
Framework
Codes
Learning Objective
Activities
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
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.
V1 1Y07
Resources
English Stage 2
12
Scheme of Work – English stage 2
Unit 1B: Instructions
Reading, analysing and writing instructional texts
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 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.
V1 1Y07
English Stage 2
13
Framework
Codes
Learning Objective
Activities
Resources
2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2
To apply their knowledge of
phonemes efficiently in reading and
spelling.
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’.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
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.
V1 1Y07
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.
English Stage 2
14
Framework
Codes
Learning Objective
Activities
Resources
2SL3
2SL7
2PSV7
2PSV8
2GPr2
2Rn1
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.
2Rf1
2Rf2
2Rf3
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.
2SL3
2SL7
2Wf8
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.
V1 1Y07
English Stage 2
15
Framework
Codes
Learning Objective
Activities
Resources
2GPw1
2GPw5
2Wf8
2Wn2
2Wn3
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.
Always ask children to read back what they have written soon after they
have finished.
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
V1 1Y07
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 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.
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 2
16
Scheme of Work – English stage 2
Unit 1C: Poems in familiar settings
Reading, learning and reciting poems 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 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.
V1 1Y07
English Stage 2
17
Framework
Codes
Learning Objective
Activities
Resources
2PSV3
2PSV2
2PSV1
2PSV4
2Rf1
2Rf2
To apply their knowledge of
phonemes efficiently in reading and
spelling.
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.
To learn different spellings of long
vowel phonemes ‘oi’, ‘ar’ and ‘ou’.
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’.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
To learn to read and spell at least 30
new high frequency words.
V1 1Y07
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.
English Stage 2
18
Framework
Codes
Learning Objective
Activities
Resources
2SL3
2SL7
2Rf6
2Rf10
2Rn3
2PSV7
2PSV8
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.
2Rf1
2Rf2
2Rf3
2GPr1
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.
2Rf10
2SL9
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.
V1 1Y07
English Stage 2
19
Framework
Codes
Learning Objective
Activities
Resources
2Wf9
2Wp2
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.
Always ask children to read back what they have written soon after they
have finished.
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
V1 1Y07
For children 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 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.
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 2
20
Scheme of Work – English stage 2
Unit 2A: Traditional tales and stories from other cultures
Reading, retelling and writing traditional tales and stories from other cultures
Recommended Prior Knowledge
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
Children will read and discuss a variety of stories, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.
V1 1Y07
English Stage 2
21
Framework
Codes
Learning Objective
Activities
Resources
2PSV3
2PSV2
2PSV1
2PSV4
2Rf1
2Rf2
2Rf3
To apply their knowledge of
phonemes efficiently in reading and
spelling.
Expect to do a phonics or spelling session at least every other day during
this year.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
Use regular opportunities to reinforce segmenting and blending. Say the
word, the phonemes, and the word then the children repeat the
sequence.
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.
V1 1Y07
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 phonemes
for reading.
English Stage 2
Magnetic or
card/wooden letters.
22
Framework
Codes
Learning Objective
Activities
2SL3
2SL4
2SL7
2SL8
2PSV7
2PSV8
2Rf4
2Rf5
To enjoy, discuss and share opinions
of books they read together.
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.
To find and discuss new and
interesting words in their reading.
Encourage children to express their own opinions and ask each other
questions to find out about:
 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
interesting and/or think the author could have improved?
2GPr2
2Rf6
To read and respond to questioning
words.
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 …
To begin to develop inferential skills.
2Wn1
V1 1Y07
To evaluate books.
Resources
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.
English Stage 2
23
Framework
Codes
Learning Objective
Activities
2GPw3
2Wf4
2Wf8
2Wf9
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.
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.
2Wf2
2SL5
2SL6
2SL9
V1 1Y07
Resources
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.
As they retell the story, encourage them to use words and phrases from
the original text.
English Stage 2
24
Framework
Codes
Learning Objective
Activities
Resources
2PSV9
2GPw1
2GPw4
2Wf1
2Wf2
2Wf4
2Wf6
2Wf7
2Wf8
2Wf9
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;
 writing another story in the same setting or with the same theme.
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.
V1 1Y07
English Stage 2
25
Framework
Codes
Learning Objective
Activities
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
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.
V1 1Y07
Resources
English Stage 2
26
Scheme of Work – English stage 2
Unit 2B: Explanations and dictionaries entries
Reading and writing explanations and dictionary entries
Recommended Prior Knowledge
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 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
Children will read and discuss a variety of stories, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.
V1 1Y07
English Stage 2
27
Framework
Codes
Learning Objective
Activities
Resources
2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2
2Rf3
To apply their knowledge of
phonemes efficiently in reading and
spelling.
Expect to do a phonics or spelling session at least every other day during
this year.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
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.
V1 1Y07
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.
English Stage 2
Magnetic or
card/wooden letters.
28
Framework
Codes
Learning Objective
Activities
2SL3
2SL5
2PSV7
2PSV8
2GPw5
2Rn2
2Rn3
2Rn4
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.
2Wn4
2SL3
2SL5
2SL6
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.
V1 1Y07
Resources
English Stage 2
29
Framework
Codes
Learning Objective
Activities
Resources
2GPr2
2GPw1
2Wn3
2Wn4
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.
Always ask children to read back what they have written soon after they
have finished.
V1 1Y07
English Stage 2
30
Framework
Codes
Learning Objective
Activities
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
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 explanation 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. 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.
V1 1Y07
Resources
English Stage 2
31
Scheme of Work – English stage 2
Unit 2C: Poems by significant poets
Reading, learning and reciting poems by significant poets
Recommended Prior Knowledge
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 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.
V1 1Y07
English Stage 2
32
Framework
Codes
Learning Objective
Activities
Resources
2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2
2Rf3
To apply their knowledge of
phonemes efficiently in reading and
spelling.
Expect to do a phonics or spelling session at least every other day during
this year.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
Use regular opportunities to reinforce segmenting and blending. Say the
word, the phonemes, and the word then the children repeat the
sequence.
To learn different spellings of long
vowel phonemes ‘oi’, ‘ar’ and ‘ou’.
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’.
To learn to read and spell at least 30
new high frequency words.
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.
Magnetic or
card/wooden letters.
This activity combines segmenting a word for spelling and blending the
phonemes for reading.
V1 1Y07
English Stage 2
33
Framework
Codes
Learning Objective
Activities
Resources
2SL3
2SL7
2Rf6
2Rf10
2Rn3
2PSV7
2PSV8
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.
2Rf1
2Rf2
2Rf3
2GPr1
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.
2Rf10
2SL4
2SL9
2SL11
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.
V1 1Y07
English Stage 2
34
Framework
Codes
Learning Objective
Activities
Resources
2Wf6
2Wf9
2Wp1
2Wp2
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.
Always ask children to read back what they have written soon after they
have finished.
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
V1 1Y07
For children 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 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.
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 2
35
Scheme of Work – English stage 1
Unit 3A: Stories by significant children’s authors
Reading, retelling and writing stories by significant children’s writers
Recommended Prior Knowledge
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
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 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
Children will read and discuss a variety of poems, first, enjoying the texts as readers, then reciting the poems and writing their own versions.
V1 1Y07
English Stage 2
36
Framework
Codes
Learning Objective
Activities
Resources
2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2
2Rf3
To apply their knowledge of
phonemes efficiently in reading and
spelling.
Expect to do a phonics or spelling session at least every other day during
this year.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
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.
V1 1Y07
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.
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.
English Stage 2
Magnetic or
card/wooden letters.
37
Framework
Codes
Learning Objective
Activities
2SL3
2SL4
2SL5
2SL7
2SL8
2PSV7
2PSV8
2Rf4
2Rf5
To enjoy, discuss and share opinions
of books they read together.
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.
2Rf9
2Rn7
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?
2GPr2
2Rf6
To read and respond to questioning
words.
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…
To find and discuss new and
interesting words in their reading
To begin to develop inferential skills.
2Wn1
V1 1Y07
To evaluate books.
Resources
Encourage children to express their own opinions and ask each other
questions to find out about:
 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
interesting and/or think the author could have improved?
Encourage the
children to use the
internet to
find out more about
their authors.
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.
English Stage 2
38
Framework
Codes
Learning Objective
Activities
2GPw3
2Rf7
2Wf4
2Wf5
2Wf8
2Wf9
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.
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.
2Wf2
2SL5
2SL6
2SL9
V1 1Y07
Resources
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.
As they retell the story, encourage them to use words and phrases from
the original text.
English Stage 2
39
Framework
Codes
Learning Objective
Activities
Resources
2PSV9
2GPw1
2GPw4
2Wf1
2Wf2
2Wf4
2Wf6
2Wf7
2Wf8
2Wf9
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. 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;
 retelling the story in a story frame;
 retelling the story independently;
 writing another story in the same setting or with the same theme.
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.
V1 1Y07
English Stage 2
40
Framework
Codes
Learning Objective
Activities
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
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.
V1 1Y07
Resources
English Stage 2
41
Scheme of Work – English stage 1
Unit 3B: Non-chronological reports
Reading, speaking and writing non-chronological reports
Recommended Prior Knowledge
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.
V1 1Y07
English Stage 2
42
Framework
Codes
Learning Objective
Activities
Resources
2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2
2Rf3
To apply their knowledge of
phonemes efficiently in reading and
spelling.
Expect to do a phonics or spelling session at least every other day during
this year.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
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.
V1 1Y07
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.
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.
English Stage 2
Magnetic or
card/wooden letters.
43
Framework
Codes
Learning Objective
Activities
2PSV7
2PSV8
2GPw5
2Rn2
2Rn3
2Rn4
2Rn5
2Rn7
To know how to use nonchronological texts to find information.
Give children different report texts and see which features they can find
(e.g. headings, main text, captions, labels, diagrams).
2SL3
2SL4
2SL5
2SL6
To find answers to questions and
present them orally.
V1 1Y07
Resources
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.
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.
English Stage 2
44
Framework
Codes
Learning Objective
Activities
Resources
2GPw1
2Rn6
2Wf9
2Wn3
2Wn4
2Wn5
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.
Always ask children to read back what they have written soon after they
have finished.
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
V1 1Y07
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 report 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 sentences.
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 2
45
Scheme of Work – English stage 1
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
Recommended Prior Knowledge
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
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 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
Children will read and discuss a variety of poems, first, enjoying the texts as readers, then reciting the poems and writing their own versions.
V1 1Y07
English Stage 2
46
Framework
Codes
Learning Objective
Activities
Resources
2PSV1
2PSV2
2PSV3
2PSV4
2Rf1
2Rf2
2Rf3
To apply their knowledge of
phonemes efficiently in reading and
spelling.
Expect to do a phonics or spelling session at least every other day during
this year.
Visit the website:
http://national
strategies.standards.d
csf.gov.uk/node47334
2
to download the
spelling section of
Developing Early
Writing.
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.
V1 1Y07
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, beard, beard; bread, b-r-ea-d, bread). Revisit all the long vowel phonemes
and reinforce the different common spellings for them all.
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.
English Stage 2
Magnetic or
card/wooden letters.
47
Framework
Codes
Learning Objective
Activities
Resources
2SL3
2SL7
2Rf6
2Rf10
2Rn3
2PSV7
2PSV8
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.
Encourage children to find out what they can about the significant poets.
2SL3
2SL7
2Rf8
2Rf10
To read, enjoy, discuss and compare
the poems.
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).
2Rf1
2Rf2
2Rf3
2GPr1
For children to know about technical
aspects of reading.
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.
2Rf10
2SL4
2SL9
2SL11
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.
V1 1Y07
English Stage 2
48
Framework
Codes
Learning Objective
Activities
Resources
2PSV7
2Wf6
2Wf9
2Wp1
2Wp2
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.
If children are trying to write humorous poetry, help them to develop
their understanding of ‘what works’ in humorous poetry.
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.
Always ask children to read back what they have written soon after
they have finished.
2GPr1
2GPw1
2GPw2
2GPw3
2GPw6
V1 1Y07
For children 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 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.
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 2
49