FOR TRAINING PURPOSES ONLY

KSSR

English Language
Year 2

Phonics
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English Language Year 2: Phonics Overview
English Language
Year 2
Phonics Overview

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English Language Year 2: Phonics Overview
 Malaysia SoW for English Year 2: Overview by lesson, skill, content + learning standards, cross-curricular element (SK)

Lesson Materials Skill and Lesson No Content standard Learning standard Cross-curricular element
1 Row k.: L1 L1.1 L1.1.1 Language
// (ear), /e/ (air), // (ure), R3.1 R3.1.1
/:/ (er) R3.1.2
R3.1.3
R3.1.4
2 Row k.: R1 R3.1 R3.1.1 Language
// (ear), /e/ (air), // (ure), R3.1.2
/:/ (er) R3.1.3
R3.1.4
W4.1 W4.1.2
3 Row l.: L2 L1.1 L1.1.1 Language
/e/ (ay), /a/ (ou), /a/ (ie), /i:/ R3.1 R3.1.1
R3.1.2
R3.1.3
R3.1.4
4 Row l.: R2 R3.1 R3.1.1 Language
/e/ (ay), /a/ (ou), /a/ (ie), /i:/ R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2
5 Row m: L3 L1.1 L1.1.1 Language
// (oy), /:/ (ir), /u:/ (ue), /:/ R3.1 R3.1.1
(aw) R3.1.2
R3.1.3
R3.1.4
6 Row m: R3 R3.1 R3.1.1 Language
// (oy), /:/ (ir), /u:/ (ue), /:/ R3.1.2
(aw) R3.1.3
R3.1.4
W4.1 W4.1.2

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English Language Year 2: Phonics Overview
7 Row n: L4 L1.1 L1.1.1 Language
/w/ (wh), /f/ (ph), /ju:/ (ew), R3.1 R3.1.1
// (oe ), /:/ (au) R3.1.2
R3.1.3
R3.1.4
8 Row n: R4 R3.1 R3.1.1 Language
/w/ (wh), /f/ (ph), /ju:/ (ew), R3.1.2
// (oe ), /:/ (au) R3.1.3
R3.1.4
W4.1 W4.1.2
9 Row o: L5 L1.1 L1.1.1 Language
/e/ (a-e), /i:/ (e-e), /a/ (i-e), R3.1 R3.1.1
// (o-e), /u:/ (u-e) R3.1.2
R3.1.3
R3.1.4
10 Row o: R5 R3.1 R3.1.1 Language
/e/ (a-e), /i:/ (e-e), /a/ (i-e), R3.1.2
// (o-e), /u:/ (u-e) R3.1.3
R3.1.4
W4.1 W4.1.2
11 Consolidation of all throughout R6 R3.1 R3.1.1 Language
the year R3.1.2
R3.1.3
R3.1.4
W4.1 W4.1.2

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English Language Year 2: Phonics Overview
 English Language
Year 2
Scheme of Work for Phonics

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English Language Year 2: Scheme of Work for Phonics
 Page

Glossary of key terms in Year 2 Curriculum Framework 3

Differentiation strategies 6

Formative assessment 10

Scheme of Work 11

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English Language Year 2: Scheme of Work for Phonics
The Scheme of Work for Phonics is a prerequisite for the Year 2 Scheme of Work. Teachers are required to carry out the Phonics lessons before
carrying out the lessons from the Year 2 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 2 curriculum framework

Page in Term in Year 1 curriculum framework Meaning

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

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

3 Listening 1.2 a variety of familiar contexts

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

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

3 Listening 1.2.1 simple sentences

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

3 Listening1.2.3 very short simple narratives

Understand with support very short simple Very short narratives are stories which are usually not more than 6 lines long. The simple
narratives narratives contain language and ideas which pupils can understand.

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

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English Language Year 2: Scheme of Work for Phonics
Speaking
10 Speaking 2.1 simple information
Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively. Examples
include pupils saying their name and age, or saying what they like. Superminds 1 provides
frequent opportunities for pupils to communicate simple information.

10 Speaking 2.1.1 basic phrases

Give simple personal information using basic Basic phrases are short, simple phrases for communication which pupils can understand and
phrases adapt to communicate successfully. These include phrases such as How are you? Im tired
See also: today. There are many basic phrases presented in Superminds 1.
Speaking 2.1.2 Basic questions (p. 6)
Writing 4.2.1 Basic questions and
statements (p.21)

11 Speaking 2.1.3 short sequence of basic instructions
Give a short sequence of basic instructions Basic instructions are short, are often two or three words long and use imperative verb forms,
for example Stand up or Pass me the book, please. Two or three of these together make a
short sequence of basic instructions.

16 Speaking 2.3.1 fixed phrases

Introduce self and others to an audience using Fixed phrases are useful phrases for communication which pupils can understand and use to
fixed phrases communicate successfully. Often the language in the fixed phrases is above their general
language level. Here are some examples: Its my turn, Good idea! No problem! There are
many fixed phrases in Superminds 1.

Reading
17 Reading 3.1 linear and non-linear texts
Recognise words in linear and non-linear texts Linear texts contain only words. Pupils usually read their content in the sequence in which it
by using knowledge of sounds of letters appears on the page. Examples of linear texts include: dialogues, stories and descriptions.

Non-linear texts combine words and pictures. They involve a different kind of reading from
See also linear texts, as pupils may move between the words and the pictures as they read, not always
Reading 3.2 (p.21-24) in a sequence.
Examples of non-linear texts include graphs, diagrams, and some computer games.

17 Reading 3.3.1 digital games

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

Writing

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English Language Year 2: Scheme of Work for Phonics
28 Writing 4.2 basic information
Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above).
range of purposes in print and digital media
a range of purposes
The range of purposes is described in the learning standards for Years 1-6. These purposes
involve finding out about and giving personal details and opinions.

34 Writing 4.3.2 familiar high frequency words

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

34 Writing 4.3.2 guided writing

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

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English Language Year 2: Scheme of Work for Phonics
 Differentiation strategies for Year 2 pupils

Strategy 1: Differentiate by the task pupils are given

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

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

The teacher can support pupils to understand and use language with:
their own teacher talk (e.g. It begins with B. You read it. 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 2: 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.

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
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English Language Year 2: Scheme of Work for Phonics
a cat?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions. Asking open questions to more
proficient pupils (e.g. What can Misty do now?) provides extra challenge. As less proficient pupils grow in confidence and competence, teachers can
ask them more open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the
lesson and helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given

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

Pupils with pre-and low-level literacy skills

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

However, pupils with lower literacy proficiency will need extra support. It is recommended that teachers select relevant material from LINUS, Literasi
Bahasa Inggeris (LBI) 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

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

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

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

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

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

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

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

Primary Year 2 English Scheme of Work

LESSON: 1 (Listening and Reading )

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

WEEK: _______________

TOPIC: Unit 11 Lets Hear ! , Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The Mermaids Tail

LANGUAGE/GRAMMAR FOCUS:

Sounds
Row k : / (ear), /e/ (air), // (ure), /:/ (er)

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English Language Year 2: 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 LINUS Module Book 2 Language Use any appropriate Teachers may choose
1.1 1.1.1 Recognise and 1.Listen to the rhyme Relevant pages strategies in the KSSR any suitable materials
Recognise and reproduce with support a Page 80-97 Teachers Guidebook for their pupils from the
reproduce target limited range of high Lesson delivery English Language Year 1 suggested pages.
language sounds frequency target 1.Do the action by BPK (2011)
language phonemes More materials here: Page 85-90 ( for the
Post lesson actions )
https://goo.gl/W1AeW9
COMPLEMENTARY COMPLEMENTARY 1.Circle / Match the Use any appropriate
CONTENT STANDARD LEARNING STANDARD words with the relevant https://goo.gl/2tKBDP strategies in the KSSR
Reading Reading sounds Teachers Guidebook
3.1 Recognise words in https://goo.gl/DRDw4 English Language Year 2
linear and non-linear 3.1.2 Recognise and Language Skills: by BPK
texts by using knowledge sound out with support
w
of sounds of letters beginning, medial and L1.1.1
final sounds in a word https://goo.gl/zU51AF
R3.1.1
R3.1.2
3.1.3 Blend phonemes https://goo.gl/mqbqdE
(CVC, CCVC) R3.1.3
R3.1.4 https://goo.gl/Se6dLR
3.1.4 Segment
phonemes *Choose any suitable
activities in the
learning outline for
your lesson.

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English Language Year 2: Scheme of Work for Phonics
 LESSON: 2 ( Reading and Writing )

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Unit 11 Lets Hear ! ,, Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The Mermaids Tail
WEEK: _______________

LANGUAGE/GRAMMAR FOCUS:
Sounds
Row k : / (ear), /e/ (air), // (ure), /:/ (er)

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English Language Year 2: Scheme of Work for Phonics

CONTENT STANDARD
Reading
3.1
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
COMPLEMENTARY
CONTENT STANDARD
Writing
4.1 Form letters and
words in neat legible
print using cursive writing
LEARNING
STANDARD
3.1.3
Recognise and sound
out with some support
beginning, medial and
final sounds in a word
COMPLEMENTARY
LEARNING STANDARD
Writing
4.1.2
i) Form upper and lower
case letters of regular
size and shape
ii) write letters and words
in a straight line from left
to right with regular
spaces between words
and spaces
iii) copy letters and
familiar high frequency
words and phrases
correctly
TEACHERS NOTES /
MATERIALS / CROSS CURRICULAR DIFFERENTIATION
LEARNING OUTLINE REMARKS
REFERENCES ELEMENT STRATEGIES
Pre-lesson Language Use any appropriate Teachers may choose
1..Sing a song strategies in the KSSR any suitable materials for
LINUS Module Book 2 Teachers Guidebook their pupils from the
Lesson delivery Relevant pages English Language Year 1 suggested pages.
Page 80-97 by BPK (2011)
1.Blend and segment the Page 85-90 ( for the
words More materials here: actions )
Post lesson
https://goo.gl/W1AeW9 Use any appropriate
1.List out words with ea strategies in the KSSR
sound https://goo.gl/2tKBDP Teachers Guidebook
English Language Year 2
https://goo.gl/DRDw4 by BPK
Language Skills:
w
R3.1.1
https://goo.gl/zU51AF
R3.1.2
R3.1.3
https://goo.gl/mqbqdE
R3.1.4
W4.1.2 https://goo.gl/Se6dLR
*Choose any suitable
activities in the
learning outline for
your lesson.
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English Language Year 2: Scheme of Work for Phonics
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English Language Year 2: Scheme of Work for Phonics