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FOR TRAINING PURPOSES ONLY

KSSR

English Language
Year 1

Phonics

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English Language Year 1: Phonics Overview
English Language
Year 1
Phonics Overview

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English Language Year 1: Phonics Overview
Phonics SOW for English Year 1: Overview by lesson, skill, content + learning standards, cross-curricular element

Lesson Materials Skill and Lesson No Content standard Learning standard Cross-curricular element
1 Row a.: L1 L1.1 L1.1.1 Language
/s/ (s), // (a), /t/ (t), /p/ (p) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
2 Review: L2 L1.1 L1.1.1 Language
Row a.: /s/ (s), // (a), /t/ (t), /p/ (p) R3.1 R3.1.1
Focus: R3.1.2
Row b.: // (i), /n/ (n), /m/ (m), /d/ (d) R3.1.3
R3.1.4
3 Review: L3 L1.1 L1.1.1 Language
Row a.: /s/ (s), // (a), /t/ (t), /p/ (p) R3.1 R3.1.1
Row b: // (i), /n/ (n), /m/ (m), /d/ (d) R3.1.2
Focus: R3.1.3
Row c: /g/ (g), // (o), /k/ (c), /k/ (k) R3.1.4
4 Review for Lesson 1-3 R1 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
5 Review for Lesson 1-3 W1 W4.1 W4.1.2 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
6 Row d: /k/ (ck), /e/ (e), // (u), /r/ (r) L4 L1.1 L1.1.1 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4

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English Language Year 1: Phonics Overview
7 Review : L5 L1.1 L1.1.1 Language
Row d: /k/ (ck), /e/ (e), // (u), /r/ (r) R3.1 R3.1.1
Focus : R3.1.2
Row e: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ R3.1.3
(ss) R3.1.4
8 Review : L6 L1.1 L1.1.1 Language
Row d: R3.1 R3.1.1
/k/ (ck), /e/ (e), // (u), /r/ (r) R3.1.2
Row e: R3.1.3
/h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss) R3.1.4
Focus :
Row f:
/d/ (j), /v/ (v), /w/ (w), /ks/ /gz/ (x)
9 Review for Lesson 6-8 R2 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
10 Review for Lesson 6-8 W2 W4.1 W4.1.2 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
11 Row g: L7 L1.1 L1.1.1 Language
/j/ (y), /z/ (z, zz), /kw/ (qu) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
12 Row h: L8 L1.1 L1.1.1 Language
/t/ (ch), // (sh), // // (th), // (ng) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4

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English Language Year 1: Phonics Overview
13 Row g: L9 L1.1 L1.1.1 Language
/j/ (y), /z/ (z, zz), /kw/ (qu) R3.1 R3.1.1
Row h: R3.1.2
/t/ (ch), // (sh), // // (th), // (ng) R3.1.3
R3.1.4
14 Review for Lesson 11-13 R3 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
15 Review for Lesson 11-13 W3 W4.1 W4.1.2 Language
R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
16 Row i: L10 L1.1 L1.1.1 Language
/e/ (ai), /i:/ (ee), /a/ (igh), // (oa), //,/u:/ R3.1 R3.1.1
(oo) R3.1.2
R3.1.3
R3.1.4
17 Row j: L11 L1.1 L1.1.1 Language
/a:/ (ar), /:/ (or), /:/ (ur), // (ow), //(oi) R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
18 Row i: L12 L1.1 L1.1.1 Language
/e/ (ai), /i:/ (ee), /a/ (igh), // (oa), //,/u:/ R3.1 R3.1.1
(oo) R3.1.2
Row j: R3.1.3
/a:/ (ar), /:/ (or), /:/ (ur), //, (ow), /(oi) R3.1.4
19 Review for Lesson 16-18 R4 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2

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English Language Year 1: Phonics Overview
20 Review for Lesson 16-18 W4 W4.1 W4.1.2 Language
R3.1.1
R3.1.2
R3.1.3
R3.1 R3.1.4
21 Consolidation of all throughout the year R5/W5 R3.1 R3.1.1 Language
R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2

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English Language Year 1: Phonics Overview
English Language
Year 1
Scheme of Work for Phonics

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English Language Year 1: Scheme of Work for Phonics
Page

Glossary of key terms in Year 1 Curriculum Framework 3

Differentiation strategies 6

Formative assessment 11

Scheme of Work 12

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English Language Year 1: Scheme of Work for Phonics
The Scheme of Work for Phonics is a prerequisite for the Year 1 Scheme of Work. Teachers are required to carry out the Phonics lessons before
carrying out the lessons from the Year 1 Scheme of Work. However, teachers are encouraged to consolidate the Phonics teaching and learning
in the lessons throughout the year.

Glossary of terms in Year 1 curriculum framework

Page in Term in Year 1 curriculum framework Meaning


curriculum
framework
2 Listening 1.1.1 a limited range of high frequency target language phonemes
Recognise and reproduce with support a limited range of high These are the phonemes in the phonics table shown in the phonics table
frequency target language phonemes on p2 of the syllabus.

A range of target language phonemes in Year 1 means a suitable variety


of phonemes from the phonics table, based on the teachers judgment of
how well the pupils they teach can read.

3 Listening 1.2 a variety of familiar contexts


Understand meaning in a variety of familiar contexts Familiar contexts are ones which pupils know. Examples include contexts
linked to topics covered in the Superminds 1 textbook, such as friends
and family, school, and food.

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

3 Listening 1.2.1 very simple phrases and sentences


Understand with support the main idea of very simple phrases and Very simple phrases and sentences are simple in structure. They are
sentences short, and contain just one clause, (e.g. Im seven; She can swim, Hes
got 2 sisters). The ideas they contain are easy for pupils to understand
See also (e.g. They live in Kuching, I like bananas)
Listening 1.2.2 p2
Reading 3.2.1 p14
Reading 3.2.2 p15

3 Listening1.2.3 very short simple narratives


Understand with a high degree of support very short simple Very short narratives are stories which are usually not more than 6 lines
narratives long. The simple narratives contain language and ideas which pupils can
understand.
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English Language Year 1: Scheme of Work for Phonics
Teachers should use their own judgment on very short simple narratives,
based on the level and interest of the pupils they teach.

10 Speaking 2.1 simple information


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

10 Speaking 2.1.1 fixed phrases


Give very basic personal information using fixed phrases Fixed phrases are useful phrases for communication which pupils can
understand and use to communicate successfully. Often the language in
See also the fixed phrases is above their general language level. Here are some
Speaking 2.1.2 p 6 examples: Its my turn, Good idea! No problem! There are many fixed
Speaking 2.1.4 p 7 phrases in Superminds 1.
Speaking 2.3.1 p 9
Writing 4.2.1 p21
Writing 4.2.2 p21

17 Reading 3.1 linear and non-linear texts


Recognise words in linear and non-linear texts by using knowledge of Linear texts contain only words, Pupils usually read their content in the
sounds of letters sequence in which it appears on the page. Examples of linear texts
include: dialogues, stories and descriptions.

See also Non-linear texts combine words and pictures. They involve a different
Reading 3.2 p21-24 kind of reading from linear texts, as pupils may move between the words
and the pictures as they read, not always in a sequence.
Examples of non-linear texts include graphs, diagrams, and some
computer games.

17 Reading 3.3.1 digital games


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

28 Writing 4.2 basic information


Communicate basic information intelligibly for a range of purposes Basic information means the same as simple information (see Speaking
in print and digital media 2.1 above).

a range of purposes

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English Language Year 1: Scheme of Work for Phonics
The range of purposes is described in the learning standards for Years 1-
6. These purposes involve finding out about and giving personal details
and opinions.

34 Writing 4.3.2 familiar high frequency words


Spell familiar high frequency words accurately High frequency words are words which pupils use often in Year 1
writing, such as colours, numbers, and classroom objects. Teachers
should use their own judgment on familiar high frequency words,
according to words pupils write often in their lessons.

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English Language Year 1: Scheme of Work for Phonics
Differentiation strategies for Year 1 pupils

Strategy 1: Differentiate by the task pupils are given


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

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


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

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

Strategy 3: Differentiate by the outcome expected from pupils


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

Compulsory plus optional


Remember and share.

i) Compulsory plus optional


Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the or more is optional, and gives a chance
for stronger language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon get
the idea of going beyond the minimum target.
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English Language Year 1: Scheme of Work for Phonics
ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task. (e.g. Look at the
classroom objects on my table. In one minute, Ill cover them Now, share with your group what you remember and then tell me). Sometimes, less
proficient pupils have good memories, and so this task also allows different pupils to make successful contributions.

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


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

Strategy 5: Differentiate by supporting individual learning preferences and needs


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

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

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

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English Language Year 1: Scheme of Work for Phonics
Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open questions
usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or
a cat?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions. Asking open questions to more
proficient pupils (e.g. What can Misty do now?) provides extra challenge. As less proficient pupils grow in confidence and competence, teachers can
ask them more open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the
lesson and helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given


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

Pupils with pre-and low-level literacy skills


Some pupils are already literate when they begin Year 1, whereas others may not yet be literate or may be just learning to read. Within the Scheme of
Work, reading and writing skills are developed in different ways and pupils literacy skills will be developed through the activities and lessons outlined in
the Scheme of Work, both in the textbook and non-textbook lessons as the relevant content and learning standards are given adequate attention for
pupils who are developing literacy skills.

However, pre-literate pupils or those with low-level literacy skills will need extra support. It is recommended that teachers select relevant material from
LINUS, Literasi Bahasa Inggeris (LBI) Pupils Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the
Scheme of Work in the Differentiation column.

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

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English Language Year 1: Scheme of Work for Phonics
Learning Standard
Listening 1.1.1
Recognise and reproduce with support a limited range of high frequency target language phonemes

2. Content Standard
Reading 3.1
Recognise words in linear and non-linear texts by using knowledge of sounds and letters

Learning Standard
Reading 3.1.1
Identify and recognise the shapes of the letters of the alphabet

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

Reading 3.1.3
Blend phonemes (CVC, CCVC)

Reading 3.1.4
Segment phonemes (CVC, CCVC)

For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need to be addressed from the beginning of Year 1.
They are not otherwise covered in the Scheme of Work. Suggestion for this is also indicated in the Differentiation column, where appropriate.

Note the following Content and Learning Standards which develop these skills:

Content Standard
Writing 4.1:
Form letters and words in neat legible print using cursive writing

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English Language Year 1: Scheme of Work for Phonics
Learning Standard
Writing 4.1.1
i) Demonstrate fine motor control of hands by using pen or pencil correctly
ii) Demonstrate correct posture and pen hold grip
iii) Develop hand-eye coordination through drawing lines

Writing 4.1.2
i) Form upper and lower case letters of regular size and shape
ii) Write letters and words in a straight line from left to right with regular spaces between words and spaces
iii) Copy letters and familiar high frequency words and phrases correctly

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English Language Year 1: Scheme of Work for Phonics
Formative Assessment

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

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

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

1. observing pupils in class


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

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

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English Language Year 1: Scheme of Work for Phonics
Primary Year 1 English Scheme of Work

LESSON: 1 (Listening 1)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends


WEEK: _______________

TOPIC: Unit 1 Fun at the Beach, Unit 2 Annie, Ant and Axe, Unit 3 Tom and Pat, Unit 4 Pat the Pencil

LANGUAGE/GRAMMAR FOCUS:

Row a.: /s/ (s), // (a), /t/ (t), /p/ (p)

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English Language Year 1: Scheme of Work for Phonics
TEACHERS NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): strategies in the KSSR show the video as pupils
Recognise and reproduce with support a Song (audio) 1. https://youtu.be/ffeZ Teachers Guidebook should learn to pick up
reproduce target limited range of high XPtTGC4 English Language Year 1 the sounds first before
language sounds frequency target 2. https://youtu.be/BEL by BPK (2011) associating the sounds
language phonemes Lesson delivery with the letters
lZKpi1Zs
1. Listen to the sounds
and do the actions
3. https://www.youtube
COMPLEMENTARY COMPLEMENTARY 2. Listen to the words .com/watch?v=saF3- Teachers may choose
CONTENT STANDARD LEARNING STANDARD and identify the f0XWAY any suitable materials for
Reading Reading relevant sounds 4. https://youtu.be/zN their pupils from the
3.1 Recognise words in 3.1.1 Identify and 3. Listen and circle the mh4s9un3c suggested pages.
linear and non-linear recognise the shapes of correct pictures 5. https://youtu.be/c-
texts by using knowledge the letters in the alphabet 4. Sing a song 2j3l7IHLc
of sounds of letters
3.1.2 Recognise and LINUS Module Book 1
sound out with support Post lesson Suggested pages:
beginning, medial and 1. Read the questions 1.1.1
final sounds in a word and answers (pair p. 9, 16, 21, 25
work)
3.1.3 Blend phonemes 2. Match the pictures 3.1.1, 3.1.2 , 3.1.3, 3.1.4
(CVC, CCVC) to the correct words p. 14, 15, 17, 18, 19, 21,
3. Wordsearch 22, 23(E), 25, 26, 28
3.1.4 Segment
phonemes (CVC, CCVC) *Choose any suitable KSSR Teachers
activities in the Guidebook English
learning outline for Language Year 1 by
your lesson BPK
p. 52-60, 77-118, 142,
147 for relevant activities

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English Language Year 1: Scheme of Work for Phonics
LESSON: 2 (Listening 2)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories

TOPIC: Unit 5 Dillys Doughnut, Unit 6 Hush! Hush!, Unit 7 Who Breaks Mums Mug?, Unit 8 Dingo Dog and Daisy Duck
WEEK: _______________

LANGUAGE/GRAMMAR FOCUS:

Review: Row a.: /s/ (s), // (a), /t/ (t), /p/ (p)
Focus : Row b.: // (i), /n/ (n), /m/ (m), /d/ (d)

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English Language Year 1: Scheme of Work for Phonics
TEACHERS NOTES /
LEARNING MATERIALS / CROSS CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE REMARKS
STANDARD REFERENCES ELEMENT STRATEGIES

Listening Listening Pre-lesson Suggested Phonics Language Use any appropriate At this stage, do not
1.1 1.1.1 Recognise and 1. Sing the Phonics Song (audio): strategies in the KSSR show the video as pupils
Recognise and reproduce with support a Song (audio) 1. https://youtu.be/ffeZ Teachers Guidebook should learn to pick up
reproduce target limited range of high XPtTGC4 English Language Year 1 the sounds first before
language sounds frequency target 2. https://youtu.be/BEL by BPK (2011) associating the sounds
language phonemes Lesson delivery with the letters
lZKpi1Zs
1. Listen to the sounds
and do the actions
3. https://www.youtube
COMPLEMENTARY COMPLEMENTARY 2. Listen to the words .com/watch?v=saF3- Teachers may choose
CONTENT STANDARD LEARNING STANDARD and identify the f0XWAY any suitable materials for
Reading Reading relevant sounds 4. https://youtu.be/zN their pupils from the
3.1 Recognise words in 3.1.1 Identify and 3. Listen and circle the mh4s9un3c suggested pages.
linear and non-linear recognise the shapes of correct pictures 5. https://youtu.be/c-
texts by using knowledge the letters in the alphabet 4. Sing a song 2j3l7IHLc
of sounds of letters 5. Listen to the story
3.1.2 Recognise and and identify the LINUS Module Book 1
sound out with support relevant sound Suggested pages:
beginning, medial and 6. Recite a chant 1.1.1
final sounds in a word p. 30, 32, 33, 40, 41, 47,
48, 56, 57
3.1.3 Blend phonemes Post lesson
(CVC, CCVC) 1. Read the questions 3.1.1, 3.1.2, 3.1.3, 3.1.4
and answers (pair p. 30, 34, 40, 42, 44, 47,
3.1.4 Segment work) 48, 56, 57, 60
phonemes (CVC, CCVC) 2. Read the text/story
and answer the KSSR Teachers
questions Guidebook English
3. Match the pictures Language Year 1 by
to the correct words BPK
p. 52-60, 77-118, 142,
*Choose any suitable 147 for relevant activities
activities in the
learning outline for
your lesson

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English Language Year 1: Scheme of Work for Phonics
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English Language Year 1: Scheme of Work for Phonics

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