Scheme of Work – English stage 1
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 1. 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 1 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 1. 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 stories
Reading, retelling and writing a traditional
tale.
Unit 3A: Fantasy stories
Reading, retelling and writing stories in
fantasy worlds.
Non-fiction
(40% of teaching
time)
Unit 1B: Signs, labels, instructions
Reading and writing instructions.
Unit 2B: Non-chronological reports and
dictionaries
Reading, retelling and writing nonchronological report texts. Using simple
dictionaries.
Unit 3B: Information texts including
recounts
Reading, retelling and writing non-fiction
recount texts.
Poetry
(20% of teaching
time)
Unit 1C: Simple rhymes
Reading and writing simple rhymes.
Unit 2C: Simple rhymes
Reading, reciting and writing simple
rhymes.
Unit 3C: Poems and rhymes with similar
themes
Reading, reciting and writing poems and
rhymes on similar themes.
V1 1Y07
English Stage 1
1
Scheme of Work – English stage 1
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
the term 1 units are taught 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 that children have acquired some basic skills in:

recognising letters and knowing which sounds they represent;

making simple rhyming strings (e.g. pat, cat, sat, fat, hat);

recognising some high frequency words (e.g. a, all, am, and, are, at, away, big, can, cat,

early reading (i.e. understanding the directionality of print and that print carries meaning; distinguishing text from pictures; recognising some of the words in a
text);

developing early writing skills (e.g. can write own name, is beginning to try to express own ideas in writing).
The skills and understanding developed in stage 1 are important for the children to make good progress in subsequent stages. If this level of work is too easy for
the students in the class, it is recommended that ideas from stage 2 are used. 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 use
resources that they have available and to include locally or nationally relevant resources. Descriptions of the types of texts you will need in for teaching are given
at the beginning of the unit. Books with large pictures and text are particularly useful for teaching children of this age - the more the children can see and read the
text, the more effective the teaching will be. Where relevant, websites are recommended. The list of websites is not exhaustive, and we cannot be held responsible
for their contents.
It is assumed throughout that teachers have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.
V1 1Y07
English Stage 1
2
Scheme of Work – English stage 1
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 early literacy skills described in the overview and also know:

vocabulary such as book, cover, beginning, end, blurb, page, line, word, letter, sentence;

all the letters in the alphabet and the sound that each represents.
Ongoing work
Framework
Codes
Learning Objective
Activities
Resources
Ongoing work in developing vocabulary
1PSV8
1Rf3
To recognise an increasing range of high
frequency words.
Teach and reinforce the recognition and spelling of high frequency
words in regular sessions.
This could include:
 pointing them out when reading
 using them in writing activities and oral sentence construction
 reinforcing them in handwriting exercises
 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.
 introduce an additional 25-30 high frequency words each
term.
By the end of Stage 1 children should recognise about 140 common
words.
V1 1Y07
English Stage 1
3
Framework
Codes
Learning Objective
Activities
Resources
Ongoing work in handwriting and reading
1Wp1
1Wp2
To hold a pencil comfortably and write with
good letter formation.
Teach and reinforce handwriting in regular sessions when ‘families’ of
similar shaped letters are taught and reinforced. The key to each of
the letter families should be the starting strokes of each of the letters.
Commonly used letter families are:
 f, i, j , l, t, u, y (long ladder letters)
 b, h, k, m, n, p, r, (one armed robot letters)
 a, c, d, e, g, o, q, s, (curly caterpillar letters)
 v, w, x, z (zigzag letters)
The placement of the letters ‘f’ and ‘k’ will depend on the style of
handwriting chosen.
All taught letters should be correctly formed in all writing.
Children often find it difficult to transfer letter formation to their regular
writing but bad habits learned now are harder to eradicate later on.
Introduce some basic joins when all letters are correctly formed.
At first, only join up pairs of letters which will help children as they
learn to spell words independently (e.g. y-ou, M- um, c-at, s-a-nd etc).
Visit
http://
www.nationalstrategie
s.
standards.dcsf.gov.uk/
node/47342
to download the
handwriting section of
Developing Early
Writing.
1Rf1
1Rf2
1Rf4
1GPr1
1GPr2
1GPr3
For children to know about technical
aspects of reading.
Share the simple large text and picture books with children.
When reading, point out:
 new high frequency words;
 phonically regular words which children can model decoding;
 how the words relate to the picture;
 that a capital letter is used for ‘I’, for names and for the start
of a sentence;
 the role of punctuation including question marks and speech
marks;
 the idea of a sentence (NB a sentence is not necessarily one
line of text);
 how the pronoun ‘I’ is always represented by a capital letter;
 spelling patterns in rhyming words. Are they the same?
As reading experience increases over Terms 2 and 3 begin to
include:
 CCVC and CVCC words and then CVC words with long
vowel phonemes that children can model decoding;
 Words with common endings ed, -ing, -s.
CCVC is ConsonantConsonant-VowelConsonant.
V1 1Y07
English Stage 1
CVCC is ConsonantVowel-ConsonantConsonant.
CVC is ConsonantVowel-Consonant.
4
Framework
Codes
Learning Objective
Activities
Resources
Ongoing work in reading - continued
1GPr1
1Rf1
1Rf5
1Rf7
1Rf11
1Rf12
1SL2
1SL5
1SL6
1SL7
V1 1Y07
For children to develop skills as
independent readers.
As children read themselves, either individually or in guided reading
groups, encourage them to:
 use all the information they can to work out words and make
sense of what they read.
Encourage use of all the skills that have been modelled and ask
children to explicitly state which strategies they are using to work out
words.
 make use of full stops;
 talk about the story, including all of the issues that have been
discussed as a class.
 read aloud from simple books independently;
 converse audibly with friends ,teachers and other adults;
 speak confidently to a group to share an experience.
English Stage 1
5
Scheme of Work – English stage 1
Unit 1A: Stories with a familiar setting
Reading, retelling and writing a story in a familiar setting
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described on the introduction sheet and also know:

vocabulary such as book, cover, beginning, end, blurb, page, line, word, letter, sentence;

all the letters in the alphabet and the sound that each represents.
Context
This is the first of nine units for stage 1. 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 story books with pictures featuring stories with familiar settings. The books should all have minimal text and a strong storyline.

Audio cassettes or CD-ROMs of some of the stories for children to listen to.

A range of books that the children can read with increasing independence.

A range of good quality picture books for reading aloud to the children.

Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.
Outline
Children will read and discuss a variety of stories, first enjoying the texts as readers, then retelling the stories orally and then in writing.
V1 1Y07
English Stage 1
6
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV7
1Rf4
To be able to hear, read and write all
three sounds in single syllable words.
Every lesson should include some phonics games and activities. See
Letters and Sounds for specific games and examples.
Use regular opportunities to reinforce segmenting and blending. Say the
word, the phonemes, and the word. Children repeat the sequence.
Repeat with another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat;
fat, f-a-t, fat).
Visit the website
http://nationalstrategie
s.
standards.dcsf.gov.uk/
node/83216?uc=force
_uj
to access Letters and
Sounds.
Use magnetic letters so that children have both an aural and a visual
input for these sounds. This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is
represented by two letters, they are still one phoneme so a word like
shop is a single syllable word.
1PSV7
1PSV9
V1 1Y07
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make simple, single syllable words.
Ask children to explore what happens when the first letter is replaced by
another.
Can they predict what will happen if the first letter is replaced with a
different sound?
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different vowel-consonant (VC) combinations (rimes).
English Stage 1
Magnetic or
card/wooden cut-out
letters.
Magnetic or
card/wooden cut-out
letters.
7
Framework
Codes
Learning Objective
Activities
1Rf11
To know how to predict the contents of
a book.
Teach children to use the title, front cover picture and blurb to make
predictions as to what the book is likely to be about.
1Rf1
1Rf6
1Rf7
1Rf8
1SL4
1SL5
1SL6
1SL8
To develop a sense of themselves as
readers.
Share the large text and picture and class ‘read aloud’ books with the
children and enjoy the stories.
Sometimes, pause before reading on to ask children to predict what may
be about to happen.
Talk about:
 who the characters are, expressing preferences and giving
reasons;
 where the book is set;
 the sequence of events in the story. Introduce the vocabulary:
beginning, middle, end;
 what the author wants the reader to feel at the end of the book
(happy, sad, funny etc);
 whether children liked the book or not. Why/not? What was their
favourite bit?
1Rf11
To increase familiarity with favourite
books.
Let children sit in pairs and listen to taped readings of favourite books.
They can follow the books as they do so.
1Rf7
1Rf9
1Rf10
1SL1
1SL5
1SL6
1SL9
1SL10
To retell stories.
When a story has been read several times, encourage children to
participate in retelling it.
This can include:
 straightforward re-telling in groups or as a class;
 using puppets to retell the story;
 drawing a picture and using it to retell the story.
V1 1Y07
Resources
Oxford Reading Tree
resources may be
included here.
As children retell the story, encourage the use of vocabulary and
language from the book, especially of dialogue words spoken by
particular characters.
English Stage 1
8
Framework
Codes
Learning Objective
Activities
Resources
1PSV7
1GPw1
1Rf1
1Rn3
1Wf1
1Wf2
1Wf4
To write simple texts based on those
that have been read together.
Once children have read, discussed and retold a story, they should
attempt to write parts of it. Depending on the development of the children,
this can vary between:
 sequencing events from pictures for the story and folding them
into a book;
 writing captions for individual pictures;
 writing captions under a sequence of pictures to retell the story;
 drawing a picture of the story and writing a commentary.
As children write, encourage them to use:
 known letters to represent sounds in words;
 high frequency words you have taught;
 full stops to mark the end of a piece of writing.
Always ask children to read back what they have written soon after they
have finished.
V1 1Y07
English Stage 1
9
Scheme of Work – English stage 1
Unit 1B: Signs, labels, instructions
Reading and writing instructions
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview and also know:

vocabulary such as book, cover, beginning, end, blurb, page, line, word, letter, sentence;

all the letters in the alphabet and the sound that each represents.
Context
This is the second of nine units for stage 1. 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 with large print and pictures or posters featuring instructions. These can include instructions with no text or those with minimal text.

A range of books, including non-fiction, which the children can read with increasing independence.

Notices up around the classroom with simple instructions in pictures and writing e.g. ‘way out’, ‘4 children at a time’, ‘put your coat on your peg’, ‘put your
hand up, etc.
Outline
Children will read and discuss a variety of instruction texts, first enjoying the texts as readers, then by giving instructions orally and then in writing.
V1 1Y07
English Stage 1
10
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV7
1Rf4
To be able to hear, read and write all
three sounds in single syllable words.
Every lesson should include some phonics games and activities. See
Letters and Sounds for specific games and examples.
Use regular opportunities to reinforce segmenting and blending. Say the
word, the phonemes and the word then the children repeat the sequence.
Visit the website
http://nationalstrategie
s.
standards.dcsf.gov.uk/
node/83216?uc=force
_uj
to access Letters and
Sounds.
Say another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat,f-a-t,
fat).
Use magnetic letters so that children have both an aural and a visual
input for these sounds. This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is
represented by two letters, they are still one phoneme so a word like
shop is a single syllable word.
1PSV7
1PSV9
V1 1Y07
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make simple single syllable words.
Ask children to explore what happens when the first letter is replaced by
another.
Can they predict what will happen if the first letter is replaced with a
different sound?
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC combinations (rimes).
English Stage 1
Magnetic or
card/wooden cut-out
letters.
Magnetic or
card/wooden cut-out
letters.
11
Framework
Codes
Learning Objective
Activities
Resources
1Rn1
To recognise different kinds of
instructions.
If possible, go for a walk around the school or environment, looking for
labels which tell people what to do. (If a walk isn’t possible, limit
discussions to printed notices in the classroom). Record by drawing,
copying or photographing signs and labels e.g.:
 push to open;
 stop;
 signs for fire exit;
 ‘visitors, please ring bell’;
 ‘now wash your hands’.
Talk about the shared function of all these notices and labels. Discuss
what they have in common and what is different.
A camera is useful for
recording children’s
experiences.
1Rn2
To know how to predict the contents of
a book.
Teach children to use the title, front cover picture and blurb to make
predictions as to what the book is likely to be about.
Talk about the function of contents pages and title pages in non-fiction
books.
1Rf1
1Rn1
1SL4
1SL5
1SL6
1SL8
To develop a sense of themselves as
readers of instruction texts.
Share the large print and picture books, posters and class read aloud
books with the children.
Whilst reading the different kinds of instruction books, talk about:
 the purpose of the books;
 the layout and features of instruction texts (e.g. the use of an aim
at the beginning; ‘what you need’, number, sequential
instructions);
 how they are the same and different from story books (introduce
the vocabulary ‘fiction’ and ‘non-fiction’);
 what kind of things instruction books tell you about.
Encourage the children to talk about their own experiences of following
instructions.
V1 1Y07
English Stage 1
12
Framework
Codes
Learning Objective
Activities
Resources
1SL1
1SL5
1SL6
1SL9
To give instructions.
Once children have had experience of reading instructions, give them
opportunities of giving instructions orally. These can include:
 asking children to give the rest of the class clear instructions for
regular classroom routines (e.g. preparing for dinner, going out to
play, changing for PE);
 letting children invent PE games or races and giving others in the
group instructions as to how to play them;
 teaching one group of children the instructions for a
game/ routine and asking them to tell the other children;
 playing games like ‘Simon Says’ (One person gives instructions
e.g. “put your hands on your head” but must always say “Simon
says” first. If they give an instruction without saying “Simon says”
first, all those who follow it are out of the game).
1PSV7
1Rf1
1Rn4
1Wf1
1Wf2
1Wf4
1Wn2
To write simple texts based on those
you have read together.
Once children have read, discussed and given instructions they should
attempt to write simple instructions. These written instructions should be
based on a classroom activity that the children have participated in (e.g.
making sandwiches; making something in an art and craft lesson;
preparing to go home; getting dressed etc):
 sequencing events from pictures and folding them into a book;
 writing labels for ‘what you need’;
 writing captions for individual pictures;
 writing captions under a sequence of pictures to give more
complete instructions.
As children write, encourage them to use:
 known letters to represent sounds in words;
 high frequency words you have taught;
 full stops to mark the end of a piece of writing.
Always ask children to read back what they have written soon after they
have finished.
1Rn4
1SL10
V1 1Y07
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 1
13
Scheme of Work – English stage 1
Unit 1C: Simple rhymes
Reading and writing simple rhymes
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview and also know:

vocabulary such as book, cover, beginning, end, blurb, page, line, word, letter, sentence;

all the letters in the alphabet and the sound that they represent.
Context
This is the third of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed

A range of books with large print and pictures or posters featuring simple rhymes and nursery rhymes.

A range of books, including simple rhyming books, which the children can read with increasing independence.
Outline
Children will read and discuss a variety of simple repetitive rhymes, first enjoying the texts as readers, then exploring their own rhymes.
V1 1Y07
English Stage 1
14
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV7
1Rf4
To be able to hear, read and write all
three sounds in single syllable words.
Every lesson should include some phonics games and activities. See
Letters and Sounds for specific games and examples.
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. (cat, c-a-t, cat; hat, h-a-t, hat; fat,fa-t, fat).
Visit the website
http://nationalstrate
gies.
standards.dcsf.gov.
uk/node/83216?uc=
force_uj
to access Letters
and Sounds.
Use magnetic letters so that children have both an aural and a visual input
for these sounds. This activity combines segmenting a word for spelling
and blending the phonemes for reading.
Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is
represented by two letters, they are still one phoneme so a word like shop
is a single syllable word.
1PSV7
1PSV9
V1 1Y07
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make simple single syllable words.
Ask children to explore what happens when the first letter is replaced by
another.
Can they predict what will happen if the first letter is replaced with a
different sound?
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC combinations (rimes).
English Stage 1
Magnetic or
card/wooden cutout letters.
Magnetic or
card/wooden cutout letters.
15
Framework
Codes
Learning Objective
Activities
1Rf1
1Rf3
1Rf4
1Rf7
To join in with the reading of simple
repetitive rhymes and poems.
Use books with large print and pictures and posters to share rhymes.
These can include:
 nursery rhymes;
 finger and action rhymes;
 playground chants and skipping rhymes;
 nonsense rhymes;
 songs;
 simple poems.
Once the rhymes have been introduced to the children, enjoy chanting
and reading them together.
1PSV9
1Rf1
1Rf4
1Rf14
To know about technical aspects of
reading.
Share the simple large print and picture texts with children.
Whilst reading, point out words which share the same spelling patterns
and also rhyme.
1Rf1
1Rf3
1Rf10
1SL1
1SL4
1SL5
1SL6
1SL8
To share and enjoy rhymes.
As children become more familiar with the rhymes, encourage them to:
 share readings with friends;
 recite and perform the rhymes (with actions if possible);
 talk about which rhyme they like best and why;
 discuss the rhymes in the groups. What do children enjoy/dislike
about them?
 ask each other questions about the rhymes;
 play guessing games (e.g. ‘I’m thinking of a rhyme. It’s about a
star).
V1 1Y07
Resources
English Stage 1
16
Framework
Codes
Learning Objective
Activities
Resources
1PSV7
1PSV9
1Rf1
1Rn4
1Wf1
1Wf2
1Wf4
To write simple texts based on those
you have read together.
Once children have read, discussed and recited rhymes they should
attempt to write some. These can be rewrites of known rhymes or simple
exploration of rhyming patterns. These can include:
 sequencing events in a rhyme from pictures and folding them into
a book;
 writing captions for individual pictures;
 writing sets of rhyming words.
As children write, encourage them to use:
 known letters to represent sounds in words;
 high frequency words you have taught;
 full stops to mark the end of a piece of writing.
Always ask children to read back what they have written soon after they
have finished.
1Rn4
V1 1Y07
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 1
17
Scheme of Work – English stage 1
Unit 2A: Traditional stories
Reading, retelling and writing a traditional tale
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Term 1. They should be able to:

make CVC words, hearing all of the sounds;

begin to use rhyme to build analogous words;

read and spell about 50 high frequency words;

read simple texts using a variety of strategies including decoding CVC words, recognising some high frequency words, use picture cues to help to work out
the words;

form most letters correctly;

write simple sentences.
Context
This is the fourth of nine units for stage 1. 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 with large print and picture featuring traditional stories and fairy tales. The books should have patterned repetitive text where possible. Try to
include tales that are told in the country in which you are living and in other countries.

DVDs, videos or CD-ROMs of some of the tales.

A range of books that the children can read with increasing independence.

A range of good quality picture books for reading aloud to the children.

Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories
Outline
Children will read and discuss a variety of stories, first enjoying the texts as readers, then retelling the stories orally and then in writing.
V1 1Y07
English Stage 1
18
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV7
1Rf4
To be able to hear, read and write all
three sounds in single syllable words.
Every lesson should include some level of phonics games and activities.
See Letters and Sounds for specific games and examples.
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. (frog, f-r-o-g, frog; sand, s-a-n-d,
sand),
Use magnetic letters so that children have both an aural and a visual
input for these sounds, This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
Visit the website
http://nationalstrategie
s.
standards.dcsf.gov.uk/
node/83216?uc=force
_uj
to access Letters and
Sounds.
Use magnetic letters to make single syllable words (CCVC and CVCC).
 ask children to explore what happens when the first letters are
replaced by others.
 ask children to make as many words as they can.
 read all the words aloud. Talk about the fact that they rhyme and
share spelling patterns.
 repeat with different VC (C) combinations (rimes).
Magnetic or
card/wooden cut-out
letters.
1PSV7
1PSV9
V1 1Y07
To begin to learn consonant clusters
in initial and final position in CCVC
words.
To develop awareness of analogy as
a useful strategy for reading and
writing.
English Stage 1
Magnetic or
card/wooden cut-out
letters.
19
Framework
Codes
Learning Objective
Activities
1Rf11
To know how to predict the contents of
a book.
Teach children to use the title, front cover picture and blurb to make
predictions as to what the book is likely to be about. Introduce words like
author and illustrator.
1Rf1
1Rf6
1Rf7
1Rf8
1SL4
1SL5
1SL6
1SL8
To develop a sense of themselves as
readers.
Share the large print and picture books and class read aloud books with
the children and enjoy the stories. Sometimes, pause before reading on
to ask children to predict what may be about to happen.
Talk about:
 who the characters are, expressing preferences and giving
reasons;
 what kind of people the characters are and how we know;
 what the characters say to each other and what we can find out
by listening to them talk;
 the sequence of events in the story. Introduce the vocabulary:
beginning, middle, end;
 whether children liked the book or not. Why/ not? What was the
favourite bit?
Talk about the differences between traditional tales and modern stories in
a familiar setting.
1Rf11
To become familiar with different ways
of retelling a familiar tale.
Let the children watch/ listen to different versions of favourite stories. Talk
about how the stories are the same and different. Discuss this with
reference to character and story sequence.
V1 1Y07
Resources
English Stage 1
20
Framework
Codes
Learning Objective
Activities
Resources
1Rf7
1Rf9
1SL1
1SL5
1SL6
To retell stories.
When a story has been read, several times, encourage children to
participate in retelling it. This can include:
 straightforward re-telling in groups or as a class;
 using puppets to retell the story;
 drawing a picture and using it to retell the story.
As children retell the story, encourage the use of vocabulary and
language from the book, especially of dialogue words spoken by
particular characters.
1PSV7
1GPw2
1Rf1
1Rn4
1Wf1
1Wf2
1Wf3
1Wf4
To write simple texts based on those
that have been read together.
Once children have read, discussed and retold a story, they should
attempt to write bits of it. Depending on the development of the children,
this can vary between:
 sequencing events from pictures for the story and folding them
into a book. The children can add repetitive language from the
book if appropriate;
 writing longer captions for individual pictures;
 writing longer captions under a sequence of pictures to retell the
story;
 drawing a picture of the story and writing a commentary.
As children write, encourage them to use:
 more known letters to represent sounds in words;
 high frequency words they should know;
 full stops to mark the end of some sentences.
Always ask children to read back what they have written soon after they
have finished.
1Rn4
V1 1Y07
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 1
21
Scheme of Work – English stage 1
Unit 2B: Non-chronological reports and dictionaries
Reading, retelling and writing non-chronological report texts. Using simple dictionaries
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Term 1. They should be able to:

make CVC words, hearing all of the sounds;

begin to use rhyme to build analogous words;

read and spell about 50 high frequency words;

read simple texts using a variety of strategies including decoding CVC words, recognising some high frequency words, using picture cues to help to work out
the words;

form most letters correctly;

write simple sentences.
Context
This is the fifth of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
You will need:

A range of books with large pictures and text featuring non-chronological report texts.

Some very simple dictionaries.

A range of books that the children can read with increasing independence.

A range of good quality picture books for reading aloud to the children.
Outline
Children will read and discuss a variety of stories, first enjoying the texts as readers, then retelling the stories orally and then in writing.
V1 1Y07
English Stage 1
22
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV7
1Rf4
To be able to hear, read and write all
three sounds in single syllable words.
Every lesson should include some level of phonics games and activities.
See Letters and Sounds for specific games and examples.
To begin to learn consonant clusters in
initial and final position in CCVC
words.
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. (frog, f-r-o-g, frog; sand, s-a-n-d,
sand). Use magnetic letters so that children have both an aural and a
visual input for these sounds. This activity combines segmenting a word
for spelling and blending the phonemes for reading.
Visit the website
http://nationalstrate
gies.
standards.dcsf.gov.
uk/node/83216?uc=
force_uj
to access Letters
and Sounds.
Many children respond well to a puppet robot that needs help to blend and
segment these words.
1PSV7
1PSV9
V1 1Y07
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make single syllable words (CCVC and CVCC).
Ask children to explore what happens when the first letters are replaced by
others.
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC (C) combinations (rimes).
English Stage 1
Magnetic or
card/wooden cutout letters.
Magnetic or
card/wooden cutout letters.
23
Framework
Codes
Learning Objective
Activities
1Rf11
1Rn2
To know how to predict the contents of
a book.
Teach children to use the title, front cover picture and blurb to make
predictions as to what the book is likely to be about.
Introduce the index and glossary (if there is one). Discuss the
organisation.
Compare the functions of the contents page and index.
1Rf1
1Rn1
1Rn2
1Rn3
1SL4
1SL5
1SL6
1SL8
To develop a sense of themselves as
readers.
Share the large print and picture books and class read aloud books with
the children and learn from the information. Introduce purpose and
features of non-chronological report texts including:
 they are non-fiction (not fiction) and are intended to give
information on different subjects;
 the information in a book will relate to the title of the book;
 the book is usually divided into sections by headings;
 you can read texts from different parts of the book in any order –
you don’t have to read the whole book in the right order;
 you can use the contents and index to look up information;
 information book like these can be about almost anything.
1Rn1
1Rn2
1SL4
1SL5
1SL6
1SL8
To use alphabetical texts.
Introduce simple dictionaries to the children. Talk about:
 their purpose;
 their organisation.
V1 1Y07
Resources
Encourage children to play question and answer games using the simple
dictionaries (e.g. I’m thinking of a word. It begins with ‘s’. It
means…What’s the word?’).
English Stage 1
24
Framework
Codes
Learning Objective
Activities
Resources
1SL1
1SL4
1SL5
1SL6
To talk in the manner of a
non-chronological text.
Encourage ‘show and tell’. Children bring in a small box (e.g. a shoe box)
with something (or a picture of something) that interests them inside it.
They can give the class information about their chosen artefact.
Other children can ask questions.
1PSV7
1Rf1
1Rn4
1Wf1
1Wf4
1Wn2
1Wn3
To write simple texts based on those
that have been read together.
Once children have read, discussed and spoken like a non-chronological
report text, they should try to write one. This could be done by making a
class book about something and asking each child to contribute or
different children could:
 write longer captions for individual pictures;
 write about and draw several aspects of the same subject.
As children write, encourage them to use:
 more known letters to represent sounds in words;
 high frequency words they should know;
 full stops to mark the end of some sentences.
Always ask children to read back what they have written soon after they
have finished.
1Rn4
V1 1Y07
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 1
25
Scheme of Work – English stage 1
Unit 2C: Simple rhymes
Reading, reciting and writing simple rhymes
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Term 1. They should be able to:

make CVC words, hearing all of the sounds;


begin to use rhyme to build analogous words;
read and spell about 50 high frequency words;

read simple texts using a variety of strategies including decoding CVC words, recognising some high frequency words, using picture cues to help to work out
the words;

form most letters correctly;

write simple sentences.
Context
This is the sixth of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is two weeks.
Texts needed

Large print and picture books with poems and rhymes as well as stories written in rhyming text.

Posters showing rhymes and simple poems.

A variety of books with rhyming texts which children can begin to read independently.
Outline
Children will read and discuss a variety of rhymes, reading them first, then reciting and exploring them and finally writing their own version of a popular rhyme.
V1 1Y07
English Stage 1
26
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV7
1Rf4
To be able to hear, read and write all
three sounds in single syllable words.
Every lesson should include some level of phonics games and activities.
See Letters and Sounds for specific games and examples.
To begin to learn consonant clusters in
initial and final position in CCVC words.
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. (frog, f-r-o-g, frog; sand, s-a-n-d,
sand).
Visit the website
http://nationalstrategie
s.
standards.dcsf.gov.uk/
node/83216?uc=force
_uj
to access Letters and
Sounds.
Use magnetic letters so that children have both an aural and a visual
input for these sounds, This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Magnetic or
card/wooden cut-out
letters.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7
1PSV9
V1 1Y07
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make single syllable words (CCVC and CVCC).
Ask children to explore what happens when the first letters are replaced
by others.
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different VC (C) combinations (rimes).
English Stage 1
Magnetic or
card/wooden cut-out
letters.
27
Framework
Codes
Learning Objective
Activities
Resources
1Rf1
1Rn1
1Rn2
1SL4
1SL5
1SL6
1SL8
To join in with the reading of simple
repetitive rhymes and poems.
Use large print and picture books and posters to share rhymes. These
can include:
 nursery rhymes;
 finger and action rhymes;
 playground chants and skipping rhymes;
 nonsense rhymes;
 songs;
 simple poems.
Once the rhymes have been introduced to the children, enjoy chanting
and reading them together.
Choose one of the rhymes and encourage children to replace pairs of
rhyming words (e.g. Humpty Dumpty sat on a box/ Humpty Dumpty saw
a…Humpty Dumpty sat in the sand/ Humpty Dumpty saw a …)
1Rf1
1Rf13
1Rf14
1SL4
1SL5
1SL6
1SL8
V1 1Y07
To share and enjoy rhymes.
As children become more familiar with the rhymes, encourage them to:
 share readings with friends;
 recite and perform the rhymes (with actions if possible);
 talk about which rhyme they like best and why;
 discuss the rhymes in the groups. What do children enjoy/ dislike
about them?
 ask each other questions about the rhymes;
 play ‘fill in the missing word’ games of their own, based on the
poems and rhymes.
English Stage 1
28
Framework
Codes
Learning Objective
Activities
Resources
1PSV9
1PSV7
1Rf1
1Rn4
1Wf1
1Wf2
1Wf4
To write simple texts based on those
you have read together.
Once children have read, discussed and recited rhymes they should
attempt to write some new rhymes by replacing words or phrases in
known rhymes.
Presentation can include:
 sequencing events in a rhyme from pictures and folding them into
a book;
 writing captions for individual pictures;
 writing sets of rhyming words.
As children write, encourage them to use:
 known letters to represent sounds in words;
 high frequency words you have taught;
 full stops to mark the end of a piece of writing.
Always ask children to read back what they have written soon after they
have finished.
1Rn4
V1 1Y07
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 1
29
Scheme of Work – English stage 1
Unit 3A: Fantasy stories
Reading, retelling and writing stories in fantasy worlds
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Terms 1 and 2. They should be able to:

spell CVC , CCVC, CVCC and CCVCC words, hearing all of the sounds;

begin to use rhyme to build analogous words;

read and spell about 80 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 begin to join some;

write simple sentences independently, although using phonic spellings for more complex words.
Context
This is the seventh of nine units for Stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
You will need:

A range of large print and picture books featuring traditional stories in fantasy worlds. The books should have an accessible text.

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 picture books for reading aloud to the children.

Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.
Outline
Children will read and discuss a variety of stories, first enjoying the texts as readers, then retell the stories orally and then in writing.
V1 1Y07
English Stage 1
30
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV6
1PSV7
1Rf4
To be able to hear all three phonemes
in a Consonant Vowel Consonant
(CVC) word with a long vowel phoneme
and to recognise some of the letter
patterns which commonly represent the
long vowel phoneme.
Every lesson should include some level of phonics games and activities.
See Letters and Sounds for specific games and examples.
Visit the website
http://nationalstrategie
s.
standards.dcsf.gov.uk/
node/83216?uc=force
_uj
to access Letters and
Sounds.
To know that one phoneme can be
represented by two or more letters.
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.
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. (train – t-r-ai-n, train; sheep,
shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel
phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’.
Magnetic or
card/wooden cut-out
letters.
This activity combines segmenting a word for spelling and blending the
phonemes for reading.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7
1PSV9
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make CVC words with long vowel phonemes.
Children can try to make rhyming sets of words using analogy (e.g. feed,
greed, seed, weed).
Magnetic or
card/wooden cut-out
letters.
When they contribute a word which could follow the rhyme, but doesn’t
(e.g. bead), explain that long vowel phonemes are less predictable than
short vowel phonemes and consonants and introduce the new spellings.
V1 1Y07
English Stage 1
31
Framework
Codes
Learning Objective
Activities
Resources
1Wp1
1Wp2
To hold a pencil comfortably and write
with good letter formation.
Assuming that basic letter formation is secure, introduce all 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.
Visit the website:
http://national
strategies.standards.dcsf.
gov.uk/node473342
to download the
handwriting section of
Developing Early Writing.
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.
1Rf6
1Rf11
To know how to predict the contents of
a book.
Teach children to use the title, front cover picture and blurb to make
predictions as to what the book is likely to be about. Introduce words
like author and illustrator.
1Rf1
1Rf6
1Rf7
1Rf8
1Rf10
1Rf11
1SL4
1SL5
1SL6
1SL8
1SL10
To develop a sense of themselves as
readers.
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.
V1 1Y07
Talk about:
 who the characters are, expressing preferences and giving
reasons;
 what kind of people the characters are and how we know;
 what the characters say to each other and what we can find
out by listening to them talk;
 the sequence of events in the story. Begin to use sequencing
words as you recount the events in the story;
 whether children liked the book or not. Why/ not? What was
the favourite bit?
English Stage 1
32
Framework
Codes
Learning Objective
Activities
Resources
1Rf7
1Rf9
1Rf12
1SL1
1SL5
1SL6
1SL9
To retell stories.
When a story has been read several times, encourage children to
participate in retelling it. This can include:
 straightforward re-telling in groups or as a class;
 using puppets to retell the story;
 drawing a picture and using it to retell the story.
1PSV7
1Rf1
1Rn4
1Wf1
1Wf2
1Wf3
1Wf4
1Wf5
1Wn1
To write simple texts based on those
you have read together.
As children retell the story, encourage the use of vocabulary and
language from the book, especially of dialogue words spoken by
particular characters.
Once children have read, discussed and retold a story, they should
attempt to write their own version of it, or to retell it. Depending on the
development of the children, this can vary between:
 sequencing events from pictures for the story and folding them
into a book. The children should add some of the book’s
vocabulary to caption the pictures;
 writing longer captions for individual pictures;
 writing longer captions under a sequence of pictures to retell the
story;
 drawing a picture of the story and writing a commentary.
As children write, encourage them to use:
 more known letters to represent sounds in words;
 high frequency words they should know;
 full stops or question marks to mark the end of some sentences.
Always ask children to read back what they have written soon after they
have finished.
1Rn4
V1 1Y07
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 1
33
Scheme of Work – English stage 1
Unit 3B: Information texts including recounts
Reading, retelling and writing non-fiction recount texts
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Terms 1 and 2. They should be able to:

spell CVC , CCVC, CVCC and CCVCC words, hearing all of the sounds;

begin to use rhyme to build analogous words;

read and spell about 80 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 begin to join some;

write simple sentences independently, although using phonic spellings for more complex words.
Context
This is the eighth of nine units for Stage 1. 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 texts featuring non-fiction recounts. These can include large print and picture books and posters. You may wish to make your own texts, or use the
children’s own
writing as the basis for discussion.

A range of books that the children can read with increasing independence.

A range of good quality picture books for reading aloud to the children.
Outline
Children will read and discuss recount texts, first enjoying the texts as readers, then recounting their own experiences and writing them.
V1 1Y07
English Stage 1
34
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV6
1PSV7
1Rf4
To be able to hear all three phonemes
in a Consonant Vowel Consonant
(CVC) word with a long vowel phoneme
and to recognise some of the letter
patterns which commonly represent the
long vowel phoneme.
Every lesson should include some level of phonics games and activities.
See Letters and Sounds for specific games and examples.
Visit the website
http://nationalstrategie
s.
standards.dcsf.gov.uk/
node/83216?uc=force
_uj
to access Letters and
Sounds.
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. (train – t-r-ai-n, train; sheep,
shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel
phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’.
To know that one phoneme can be
represented by two or more letters.
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. This
activity combines segmenting a word for spelling and blending the
phonemes for reading.
Magnetic or
card/wooden cut-out
letters.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7
1PSV9
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make CVC words with long vowel phonemes.
Children can try to make rhyming sets of words using analogy (e.g. feed,
greed, seed, weed).
Magnetic or
card/wooden cut-out
letters.
When they contribute a word which could follow the rhyme, but doesn’t
(e.g. bead), explain that long vowel phonemes are less predictable than
short vowel phonemes and consonants and introduce the new spellings.
V1 1Y07
English Stage 1
35
Framework
Codes
Learning Objective
Activities
Resources
1Rf7
1Rf12
1Rn1
1SL4
1SL5
1SL6
1SL8
To develop a sense of themselves as
readers.
Share the texts together. Once they have been read, point out key
features of recount texts, including:
 their purpose being to recount a real experience;
 they are written in the first person ‘I’ because the writer is the
one who had the experience;
 they feature sequencing words to show the order in which the
events occurred.
Ask children to discuss:
 which experiences they can relate to;
 which experiences they think are most interesting;
what might have happened to make an experience more
interesting.
1Rf7
1Rf9
1Rn3
1Wf3
1Wn1
1SL1
1SL5
1SL6
V1 1Y07
To recount their own experiences.
When recounts have been read, give children opportunities to orally
recount their own experiences. This can include:
 straightforward recounts in groups or as a class;
 using artefact boxes or photographs as a starting point;
 using ‘speaking frames’ where you give children two or three
opening sentences and they have to structure their recount to
fit into the frame (e.g. One day, I went to… and I saw… Then I
thought I would…. At the end of the day I…).
English Stage 1
36
Framework
Codes
Learning Objective
Activities
Resources
1PSV7
1Rn4
1Wf1
1Wf2
1Wf4
1Wf5
1Wn1
1Wn3
1SL8
To write simple texts based on those
that have been read together.
Once children have read recounts and orally recounted their experiences,
they should attempt to write a recount text.
This may be individual recounts, or a recount based on a class
experience. The advantage of the latter is that you can model the
language and help to scaffold the writing using writing frames.
Depending on the development of the children, this can vary between:
 using a chart to record information from a text you have shared;
 completing minimal details in a writing frame (I went to.. Then I
saw a… Next I went to… and… At the end of the day, I…);
 sequencing events from pictures from a text you have read
together and folding them into a book. The children can write
captions, using the language of recounts;
 writing longer captions for a sequence of pictures;
 drawing a picture of the experience and writing a commentary.
As children write, encourage them to use:
 more known letters to represent sounds in words;
 high frequency words they should know;
 full stops or question marks to mark the end of some sentences.
Always ask children to read back what they have written soon after they
have finished.
1Rn4
V1 1Y07
To value children as writers
Allow children time to read aloud what they have written in groups.
English Stage 1
37
Scheme of Work – English stage 1
Unit 3C: Poems and rhymes with similar themes
Reading, reciting and writing poems and rhymes on similar themes
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Terms 1 and 2. They should be able to:

spell CVC , CCVC, CVCC and CCVCC words, hearing all of the sounds;

begin to use rhyme to build analogous words;

read and spell about 80 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 begin to join some;

write simple sentences independently, although using phonic spellings for more complex words.
Context
This is the ninth of nine units for Stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed

A range of large print and picture books with rhyme and poems on a theme you have chosen (e.g. animals, feelings, festivals, food).

A range of books that the children can read with increasing independence.

A range of good quality picture books for reading aloud to the children.

Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.
Outline
Children will read and discuss a variety of poems and rhymes, firstly, enjoying them as readers, then reciting them and writing their own poems .
V1 1Y07
English Stage 1
38
Framework
Codes
Learning Objective
Activities
Resources
1PSV1
1PSV2
1PSV3
1PSV4
1PSV5
1PSV6
1PSV7
1Rf4
To be able to hear all three phonemes
in a CVC word (with a long vowel
phoneme) and to recognise some of
the letter patterns which commonly
represent the long vowel phoneme.
Every lesson should include some level of phonics games and activities.
See Letters and Sounds for specific games and examples.
Visit the website
http://nationalstrategie
s.
standards.dcsf.gov.uk/
node/83216?uc=force
_uj
to access Letters and
Sounds.
To know that one phoneme can be
represented by two or more letters.
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.
This activity combines segmenting a word for spelling and blending the
phonemes for reading.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
Magnetic or
card/wooden cut-out
letters.
To develop awareness of analogy as a
useful strategy for reading and writing.
Use magnetic letters to make CVC words with long vowel phonemes.
Children can try to make rhyming sets of words using analogy (e.g. feed,
greed, seed, weed).
Magnetic or
card/wooden cut-out
letters.
1PSV7
1PSV9
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. (train – t-r-ai-n, train; sheep,
shee-p, sheep; road, r-oa-d, road; boot, b-oo-t ). Focus on the long vowel
phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’.
When they contribute a word which could follow the rhyme, but doesn’t
(e.g. bead), explain that long vowel phonemes are less predictable than
short vowel phonemes and consonants and introduce the new spellings.
V1 1Y07
English Stage 1
39
Framework
Codes
Learning Objective
Activities
1Rf1
1Rf7
1Rf8
1Rf11
1SL4
1SL5
1SL6
1SL8
To develop a sense of themselves as
readers.
Share and enjoy the poems. Sometimes, pause before you read on to
ask children to predict a rhyming word.
Talk about:
 what the poems are about;
 whether or not they rhyme. If they don’t, what makes them
poems?
 whether the poems are describing something or telling about
events;
 whether children liked the poem or not. Why/ not? What was their
favourite bit?
Introduce some names of poets, so the children begin to get a sense of
author.
1Rf7
1Rf9
1Rf13
1Rf14
1SL1
1SL5
1SL6
1SL9
To recite poems and rhymes.
When a poem has been read several times, encourage children to
participate in reading it with you or learning to recite it. This can include:
 straightforward rereading/ recitation in groups or as a class;
 using puppets to retell the story.
V1 1Y07
Resources
As children become more familiar with the poems, encourage them to
use existing poems as a model and making their own poems by
substituting words and lines.
English Stage 1
40
Framework
Codes
Learning Objective
Activities
Resources
1PSV7
1Rf1
1Rn4
1Wf1
1Wf2
1Wf4
For children to write simple texts based
on those you have read together.
Once children have read, discussed and recited a poem, they should
attempt to write their own version of it, or to retell it. Depending on the
development of the children, this can vary between:
 sequencing events from pictures from the poem and folding
them into a book, adding some words or lines from the poem.
The children should add some of the book’s vocabulary to
caption the pictures;
 copying the poem for inclusion in a class anthology;
 writing a new version or verse of a poem, using the original as
a model.
As children write, encourage them to use:
 more known letters to represent sounds in words;
 high frequency words they should know;
 full stops or question marks to mark the end of some
sentences.
Always ask children to read back what they have written soon after
they have finished.
1Rn4
V1 1Y07
To value children as writers.
Allow children time to read aloud what they have written in groups.
English Stage 1
41