Scheme of Work – English Stage 2

Introduction
This document is a scheme of work created by Cambridge as a suggested plan for delivery of Cambridge Primary English Stage 2. Learning objectives for the
stage have been grouped into topic areas or ‘units’. These have then been arranged in a recommended teaching order, but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.
The scheme of work assumes a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of
each unit for Stage 2 can be seen in the table on the next page. The scheme of work is 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.
Some learning objectives are designed to be recurring across all units. As such, these are listed separately at the beginning of the scheme of work as ongoing
work across Stage 2. These ongoing learning objectives are followed by the learning objectives for the topic of the unit, and related phonics, spelling and
vocabulary. (Learning objectives are given using their curriculum framework codes and a summary rather than following the precise wording in the curriculum
framework.) Activities and resources are suggested against the objectives to illustrate possible methods of delivery. In the fiction and non-fiction units, these
include more general activities that can be carried out at any point across the unit to reinforce learners’ skills.
There is no obligation to follow the published Cambridge schemes of work to deliver Cambridge Primary. They have 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 support site. Blank templates are also available on the Cambridge
Primary support site for you to use if you wish.
Two sample lesson plans (short-term plans), with suggested resources, are included in Appendix A at the end of this document.
Cambridge International Examinations is not responsible for the content of materials or websites recommended in this document. All website references were
accurate at the time of writing. As websites may be changed and newer, better websites are being created, teachers are advised to check all websites before using
them and encouraged to actively search for appropriate new online resources.

V1 7Y01 English Stage 2 1

Overview
Nine units of work are suggested for Stage 2. In each school term there are three units: fiction, non-fiction and poetry. The range of topics suggested is:

TERM 1 TERM 2 TERM 3

Fiction Unit 1A: Stories with familiar settings Unit 2A: Traditional tales from different Unit 3A: Stories by significant children’s
cultures authors
(40% of teaching Reading, retelling and writing stories with
time) familiar settings. Reading, retelling and writing traditional Reading and retelling stories by significant
tales and stories from other cultures. children’s authors and writing a story.

Non-fiction Unit 1B: Instructions Unit 2B: Dictionaries and explanations Unit 3B: Non-chronological reports
(40% of teaching Reading, analysing and writing instruction Using dictionaries and reading and writing Reading, speaking and writing
time) texts. explanations.
non-chronological reports.

Poetry Unit 1C: Poems with familiar settings Unit 2C: Poems by significant poets Unit 3C: Poems with language play
(20% of teaching Reading, learning and reciting poems with Reading, learning and reciting poems by Reading, learning and reciting poems by
time) familiar settings. significant poets. significant poets and poems with language
play, including humorous poems.
For learners to become more proficient in English skills, it is important that they keep revisiting and consolidating skills in different contexts. For this reason, many
of the learning objectives are revisited in different ways in every unit. This gives all learners the opportunity to grasp the ideas involved. Within each term, the order
in which units are taught is not important – the level of expectation is consistent across all three units. It is important, however, that you teach the Term 1 units
before the Term 2 units, and the Term 2 units before the Term 3 units.
The teaching and learning of English skills is a continuum. The prior knowledge expected for these units is developed in Stage 1, and the skills and understanding
developed in Stage 2 are important for learners to make good progress in subsequent stages. If the Stage 2 level of work is not appropriate for the learners in your
class, it is recommended that you use ideas from the Stage 1 or Stage 3 units of work: comparable texts are often studied in each stage, so matching a text type
with the appropriate learning objectives is usually fairly easy.
In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to include
resources that they have available and locally or nationally relevant resources. Descriptions of the types of texts you will need are given at the beginning of each
unit. The availability of large print and picture texts is never assumed, although many are available and you will be able to teach more effectively if learners can see
and read the text. It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.

V1 7Y01 English Stage 2 2

Learners should be familiar with the literacy skills developed in Stage 1. In particular, at the start of the Stage 2 work, it is assumed that all learners can:
 spell phonically regular, monosyllabic words with short vowels
 recognise the common spellings for the long vowel phonemes in bait, beet, bite, boat, boot
 read and spell about 120 high frequency words
 read simple texts using a variety of strategies, including decoding phonically regular words with a short vowel phoneme, recognising more high frequency
words, using picture cues to help to work out the words
 form all letters correctly and use some joining to support spelling
 write short texts independently, using phonic spellings for more complex words.

V1 7Y01 English Stage 2 3

Ongoing work
The learning 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 learning objectives, or you may prefer to allocate a set amount of time each week.

Ongoing phonics and spelling

Framework Summary of learning Suggested activities
codes objectives

2Ro2 Identify syllables to aid reading As learners’ phonic knowledge develops, they need to begin to segment words for spelling and blend them
2Ro3 and spelling. for reading using bigger ‘chunks’ of the word than phonemes. The most useful chunk is often the syllable.

Teach learners to recognise syllables both orally and in writing.

 Clap names and the rhymes of songs. Can learners match words to the claps?
 Show learners how compound words can be broken into syllables, each of which is a word (e.g. foot-
ball, light-house, hand-bag).
 Demonstrate how to segment a word into syllables as a strategy for spelling (e.g. im-por-tant, teach-
er).
 Demonstrate how to find syllables to blend for reading. Teach learners to look for the vowel phonemes
in a word and find the associated consonants. That is usually a syllable (and all syllables must have a
vowel phoneme).
2Ws4 Recognise common prefixes Another important chunk of a word for learners to recognise is the base word and suffixes and prefixes:
and suffixes to aid reading and  remind learners of the suffixes -ing, -ed and -s
spelling.  introduce other common suffixes like -ful and -ly
 introduce prefixes like un- and dis-.

When learners recognise a prefix or suffix in reading, demonstrate that by first covering up the prefix and/or
suffix the base world is often more easily recognisable (e.g. un-friend-ly). Learners can then add the prefix
and/or suffix back in and explore the change in meaning.
2Ws3 Learn to spell at least 30 new Introduce a further 30 or more high frequency words each term.
high frequency words.
Take regular opportunities to teach and reinforce the recognition and spelling of high frequency words.
This could include:
 pointing out high frequency words when reading
 using them in writing activities and oral sentence construction
 reinforcing them in handwriting activities.

Do ‘quick-write’ activities: teach learners 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
multisensory activity, combining aural, visual and kinaesthetic (movement) modes of learning.

Ongoing reading
Framework Summary of learning Suggested activities
codes objectives

2Ro2 Develop reading skills, using a Share simple large print books with pictures with learners. As you read, point out:
2Ro4 range of strategies.  new high frequency words
2Ro6  phonically regular words they can decode
2Ro7  strategies learners can use to work out unknown words, including using context and grammar
2Rx1  interesting and significant words they could add to their own vocabulary
 words and phrases they may want to use in their own writing
 awareness of punctuation, including speech marks.
2Ro5 Develop skills as independent As learners read themselves, either individually or in guided reading groups, encourage them to:
2Ro6 readers.  read with increasing independence
2Ro10  use knowledge of grammar and context in deciphering words and sentences
2Rw1  monitor themselves when reading to make sure they don’t lose the sense of what they read
2Rw2  use all the discussion and questioning skills you model during shared reading sessions
2SL4  read with awareness of punctuation, including speech marks.
2SL8

V1 7Y01 English Stage 2 5

 Ongoing handwriting
Framework Summary of learning Suggested activities
codes objectives

2Wo1 Form letters correctly and Introduce different ways of representing all the long vowel phonemes as joined up, to reinforce the fact
2Wo2 develop skills in joining. that two or more letters are representing one phoneme. This will support learners both as they spell the
words and as they read them. Learners should not be joining whole words at this point, but they should be
joining chunks of letters within the word – most usefully long vowel phonemes.

Give learners opportunities to

 draw controlled patterns, to develop fine motor control and lead the hand into shapes and movements
for joining letters
 practise joins in books, using different kinds of writing and drawing implements and at different sizes.

Once you have introduced joins, expect to see some sign of joining in all learners’ writing.

Use handwriting as part of teaching high frequency words and phonics. The multisensory approach which
involves kinaesthetic learning supports learners in their learning to spell.

V1 7Y01 English Stage 2 6

Unit 1A: Stories with familiar settings
Reading, retelling and writing stories with familiar settings

This is the first of nine units for Stage 2. You should expect to cover three units a term (fiction, non-fiction, poetry). Time suggested for this unit is four weeks.

Outline:
Learners will read and discuss a variety of stories, first enjoying them as readers, then retelling the stories orally and then in writing.

Resources needed:
 a range of illustrated large print books with stories with familiar settings (books should have an accessible text)
 audio versions of some of the stories for learners to listen to
 a range of books that learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives

2Ro10 Enjoy, discuss and share Share the large print and class read-aloud books with learners and enjoy the stories. Sometimes, pause
2Ri1 opinions of books read before you read on to ask learners to predict what may be about to happen and particularly the end of
2Ri2 together. stories.
2Wa3
2SL3 Find and discuss new and Encourage learners to express their own opinions and ask one another questions to find out about:
2SL4 interesting words in reading.  characters and settings
2SL7  the way that the familiar setting impacts on the story
2SL8  how authors show that time has passed in a story
 opinions of the story – what did they enjoy, find most interesting and/or think the author could have
improved?
2Rx1 Read and respond to question Help learners to begin to answer some simple questions about implicit meanings in the story and
2Ri3 words. characters’ feelings. Ask questions beginning with:
 Who do you think …?
Start to make simple  What do you think … felt when …?
inferences.  Where do you think …?
 When did you find out …?
 Why do you think …?
 How might …?
2Wa7 Evaluate books. Once learners have read and discussed a book, ask them to write an evaluation, or simple review, to
share with others in the same class or a different class.
2Wa2 Develop awareness of an When the stories have been read and enjoyed, begin to look more closely at the language the author
2Wt2 author’s skill by looking at the uses. Looking at how an author uses words and phrases can lead on to learners doing some short,
2Wp2 connectives they use to link structured pieces of writing to explore and try out the language structures for themselves.
2Wp3 sentences, their choice of
2Wp6 vocabulary and how they signal Short activities and games to extend grammatical awareness can also help learners at this stage, as long
the passage of time. as the grammar is used in short independent writing activities too.

Particularly useful at this stage are games and activities which extend:
 different ways of joining sentences and linking ideas
 making careful vocabulary choices to describe people and events
 changing how characters and settings are described and considering the impact it has on the reader
 finding ways of showing that time has passed.
 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives

2Wo5 Write a story with planned Once learners have read, discussed and considered a story, they should attempt to write their own version
2Wo6 structure, characters and of it, or to retell it. Before they begin to write, encourage them to plan their story using a simple flow
2Wa1 setting, interesting words and diagram to map out the basic structure of the story – its beginning, middle and end.
2Wa2 phrases, a variety of
2Wa4 connecting words, and words to Encourage learners to write carefully chosen words and phrases on their plan to describe the main
2Wt1 signal the passing of time. characters and the setting. Some learners may benefit from using a planning sheet.
2Wt2
2Wp1 Depending on the development of learners, work can vary between:
2Wp2  writing longer captions under a sequence of pictures to retell the story
2Wp5  drawing a picture of the story before writing it
 writing about some particular aspects of the story
 retelling the story in a story frame
 retelling the story independently.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 speech marks to show dialogue
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their story, ask them to revisit it four times to check that:
2Wo3 writing.  their story makes sense and they have followed their plan
2Wp1  they have spelled most words correctly and the verbs are in the past tense for narration
2Wp3  the punctuation, including question marks and speech marks, is correct
2Wp4  they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 9

 Phonics, spelling and vocabulary for Unit 1A
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Point, p-oi-n-t, point.
2Ws1 Learn different spellings of long Cart, c-ar-t, cart. House, h-ou-se, house.’
2Ws2 vowel phonemes ‘oi’, ‘ar’ and
2Ws3 ‘ou’. Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’, ‘ue’, as well as introducing ‘oi’, ‘ar’ and ‘ou’. Use
card/wooden cut-out letters so that learners have both an aural and a visual input for these sounds. If you
Learn to read and spell at least have cut-outs of joined letters, use them at this point to reinforce the fact that two letters represent one
30 new high frequency words. sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 7Y01 English Stage 2 10

Unit 1B: Instructions
Reading, analysing and writing instruction texts

This is the second of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is four
weeks.

Outline:
Learners will read and discuss a variety of instruction texts, first enjoying them as readers, then analysing the texts and giving instructions orally, then writing their
own instruction text.

Resources needed:
 a range of illustrated large print books or posters featuring instruction texts (books should have an accessible text)
 other procedural texts around the school and home, e.g. diagrams for assembling flat-pack furniture or construction toy models, instructions on seed packets,
simple recipes
 a range of books, including non-fiction, which learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 1B: Instructions
Framework Summary of learning Suggested activities
codes objectives

2Ro10 Follow instructions and ask and Explore the instructional texts.
2Rx1 answer questions about them.
2Rx2 Give groups of learners a variety of instructional texts and ask them to find features in common and
2Rv1 differences.
2Rv2
2Wa5 Let learners read and follow simple instructions to make or construct something, and then evaluate the
2SL1 instructions. Can they explain to others in their group what they did? Let others ask them questions about
2SL2 their experiences and encourage good responses.
2SL3
2SL7
2Ro2 Develop reading skills, using a Share the simple large print books with learners. As you read, point out:
2Ro4 range of strategies.  features of layout and text type
2Ro6  different ways of organising the information.
2Wt2 Experience giving instructions Give learners opportunities to give one another instructions for something they are familiar with, such as:
2SL3 and using sequencing language.  playing playground games
2SL7  doing new activities in PE
 making patterns using shapes, beads or cubes.
 Unit 1B: Instructions
Framework Summary of learning Suggested activities
codes objectives

2Wo6 Write instructions with Once learners have read and given instructions, and discussed features them, they should try to write their
2Wa5 appropriate features for the text own. Ideally, this will follow directly from an activity you have done together in the classroom (e.g. made
2Wa6 type. pizza, made simple circuits in science, set up an experiment, played a game). Most learners will benefit
2Wt2 from using a planning sheet.
2Wt4
2Wp1 Depending on the development of learners, work can vary between:
 writing the instructions on a worksheet
 sequencing pictures and using them as the basis for the instructions
 writing and drawing instructions.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 time sequencing words to show the order of the instructions.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their instructions, ask them to revisit it four times to check
2Wo3 writing. that:
2Wp1  the instructions make sense
2Wp3  they have spelled most words correctly and the verbs are all in the present tense
2Wp4  the punctuation is correct
 they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 13

 Phonics, spelling and vocabulary for Unit 1B
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Point, p-oi-n-t, point.
2Ws1 Learn different spellings of Cart, c-ar-t, cart. House, h-ou-se, house.’
2Ws2 long vowel phonemes ‘oi’, ‘ar’
2Ws3 and ‘ou’. Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’, ‘ue’, as well as introducing ‘oi’, ‘ar’ and ‘ou’. Use
card/wooden cut-out letters so that learners have both an aural and a visual input for these sounds. If you
Learn to read and spell at least have cut-outs of joined letters, use them at this point to reinforce the fact that two letters represent one
30 new high frequency words. sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 7Y01 English Stage 2 14

Unit 1C: Poems with familiar settings
Reading, learning and reciting poems with familiar settings

This is the third of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying them as readers, then reciting poems and writing their own version.

Resources needed:
 illustrated large print books and poster texts of poems
 a number of poetry books for learners to browse through
 a variety of books that learners can read with increasing independence
 a variety of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 1C: Poems with familiar settings
Framework Summary of learning Suggested activities
codes objectives

2Ro10 Read, enjoy, discuss and Share the poems together, discuss and enjoy them. Encourage learners to express their own opinions and
2Rx3 compare poems. ask one another questions to find out about:
2Ri3  powerful words and images
2Rw3  the picture the poem paints in learners’ minds
2Wa3  the patterns of rhymes and rhythms
2SL3  patterns of sounds including alliteration
2SL7  the layout on the page.

Give learners opportunities to discuss their individual response to the poem with a partner and then share
the responses with the class.

Compare the poems and find similarities and differences.

2Ro2 Develop reading skills, noticing Share the poems with learners. As you read, point out:
2Ro4 unfamiliar words and  the punctuation and its effects on meaning
2Ro6 punctuation.  words and phrases from the poems they might want to use in their own writing.
2Ro7
2Rw3 Learn and recite favourite Encourage learners to learn and recite poems. This will help them to:
2SL9 poems.  appreciate the patterns of rhyme, rhythm and sounds
2SL10  develop a more extensive vocabulary
2SL11  appreciate the structure of the poem.
 Unit 1C: Poems with familiar settings
Framework Summary of learning Suggested activities
codes objectives

2Wo2 Write a poem based on a Once learners have read, discussed and considered a poem, they should attempt to write their own version
2Wo6 model. of it. Before they write their poem, encourage them to plan it.
2Wa2
Depending on the development of learners, work can vary between:
 copying the original
 rewriting the original, replacing pairs of rhyming words
 writing a new verse for the poem
 writing a new version of the poem.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their poem, ask them to revisit it four times to check that:
2Wo3 writing.  the poem makes sense and they have followed their plan
2Wp1  they have spelled most words correctly
2Wp3  the punctuation is correct
2Wp4  they have chosen the best words, including a variety of words to link ideas.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 17

 Phonics, spelling and vocabulary for Unit 1C
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Point, p-oi-n-t, point.
2Ws1 Learn different spellings of long Cart, c-ar-t, cart. House, h-ou-se, house.’
2Ws2 vowel phonemes ‘oi’, ‘ar’ and
2Ws3 ‘ou’. Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’, ‘ue’, as well as introducing ‘oi’, ‘ar’ and ‘ou’. Use
card/wooden cut-out letters so that learners have both an aural and a visual input for these sounds. If you
Learn to read and spell at least have cut-outs of joined letters, use them at this point to reinforce the fact that two letters represent one
30 new high frequency words. sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 7Y01 English Stage 2 18

Unit 2A: Traditional tales from different cultures
Reading, retelling and writing traditional tales and stories from other cultures

This is the fourth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is four weeks.

Outline:
Learners will read and discuss a variety of stories, first enjoying them as readers, then retelling the stories orally and then in writing.

Resources needed:
 a range of illustrated large print books featuring traditional stories and stories from other cultures, including stories from the country you are in
 audio versions and/or videos/DVDs of some of the tales for learners to listen to or watch
 a range of books that learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 2A: Traditional tales from different cultures
Framework Summary of learning Suggested activities
codes objectives

2Ro10 Enjoy, discuss and share Share the large print and class read-aloud books with learners and enjoy the stories. Sometimes, pause
2Ri1 opinions of books read before you read on to ask learners to predict what may be about to happen and particularly the end of
2Ri2 together. stories.
2Wa3
2SL3 Find and discuss new and Encourage learners to express their own opinions and ask one another questions to find out about:
2SL4 interesting words in reading.  characters and settings – encourage learners to find words from the text to support their opinions
2SL5  features they notice of traditional tales
2SL7  themes of the stories (e.g. rags to riches, kindness overcoming evil)
2SL8  understanding how authors show that time has passed in a story
 opinions of the story – what did they enjoy, find most interesting and/or think the author could have
improved?
2Rx1 Read and respond to question Help learners to begin to answer some simple questions about implicit meanings in the story and
2Ri3 words. characters’ feelings. Ask questions beginning with:
 Who do you think …?
Start to make simple  What do you think … felt when …?
inferences.  Where do you think …?
 When did you find out …?
 Why do you think …?
 How might …?
2Wa7 Evaluate books. Once learners have read and discussed a book, ask them to write an evaluation, or simple review, to
share with others in the same class or a different class.
2Wa2 Develop awareness of an When the stories have been read and enjoyed, begin to look more closely at the language the author
2Wt2 author’s skill by looking at the uses. Looking at how an author uses words and phrases can lead on to learners doing some short,
2Wp2 connectives they use to link structured pieces of writing to explore and try out the language structures themselves.
2Wp3 sentences, their choice of
2Wp6 vocabulary and how they signal Short activities and games to extend grammatical awareness can also help learners at this stage, as long
the passage of time. as the grammar is used in short independent writing activities too.

Particularly useful at this stage are games and activities which extend:
 different ways of joining sentences and linking ideas
 making careful vocabulary choices in describing people and events
 changing how characters and settings are described and considering the impact it has on the reader
 finding ways of showing that time has passed.
 Unit 2A: Traditional tales from different cultures
Framework Summary of learning Suggested activities
codes objectives

2Wt1 Retell stories, using language Once learners have read, discussed and considered a story, they should attempt to retell it. They could
2SL5 from the original text to ensure retell it individually to an audience, in groups, or through role-play or using puppets.
2SL6 a good story structure, showing
2SL9 awareness of audience by As they retell the story, encourage them to use words and phrases from the original text.
including relevant details, and
expressing ideas precisely.
2Wo5 Write a story with planned Once learners have read, discussed, considered and retold a story orally, they should attempt to write their
2Wo6 structure, characters and own version of it. Before they begin to write, encourage them to plan their story using a simple flow
2Wa1 setting, interesting words and diagram to map out the basic structure of the story – its beginning, middle and end.
2Wa2 phrases, a variety of connecting
2Wa4 words, and words to signal the Encourage learners to write carefully chosen words and phrases on their plan to describe the main
2Wt1 passing of time. characters and the setting. Some learners may benefit from using a planning sheet.
2Wt2
2Wp1 Depending on the development of learners, work can vary between:
2Wp2  writing longer captions under a sequence of pictures to retell the story
2Wp5  drawing a picture of the story before writing it
 writing about some particular aspects of the story
 retelling the story in a story frame
 retelling the story independently
 writing another story in the same setting or with the same theme.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 speech marks to show dialogue
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.

V1 7Y01 English Stage 2 21

 Unit 2A: Traditional tales from different cultures
Framework Summary of learning Suggested activities
codes objectives

2Ro7 Re-read and improve own After learners have finished their first draft of their story, ask them to revisit it four times to check that:
2Wo3 writing.  their story makes sense and they have followed their plan
2Wp1  they have spelled most words correctly and the verbs are in the past tense for narration
2Wp3  the punctuation, including question marks and speech marks, is correct
2Wp4  they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 22

 Phonics, spelling and vocabulary for Unit 2A
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Pear, p-ear, pear.
2Ws1 Learn different spellings of long Fork, f-or-k, fork. Hurt, h-ur-t, hurt.’
2Ws2 vowel phonemes ‘oi’, ‘ar’ and
2Ws3 ‘ou’. Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, ‘oi’, ‘ar’, ‘ou’, as well as introducing ‘air’, ‘or’ and
‘er’. Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
Learn to read and spell at least sounds. If you have cut-outs of joined letters, use them at this point to reinforce the fact that two letters
30 new high frequency words. represent one sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 7Y01 English Stage 2 23

Unit 2B: Dictionaries and explanations
Using dictionaries and reading and writing explanations

This is the fifth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is four weeks.

Outline:
Learners will read and discuss a variety of explanation texts, first enjoying and exploring them as readers, then giving explanations orally and then in writing.

Resources needed:
 a range illustrated large print books or posters featuring explanation texts
 simple dictionaries
 a range of books that learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 2B: Dictionaries and explanations
Framework Summary of learning Suggested activities
codes objectives

2Ro9 Know how to use a dictionary. Introduce the dictionary to learners, Discuss:
 the organisation of the dictionary (check they know the alphabet!)
 the language of the dictionary (headword, definition, example, parts of speech, etc.)
 how to find words efficiently in the dictionary.
2Ro9 Find information quickly and Share the large print books and explanation texts with learners. As you read together, model reading
2Ro10 interpret the information they explanation texts and discuss how you can:
2Rx3 have.  use organisational devices, including the contents page, to quickly find your way round a text
2Rx4  find information by reading the relevant bit of the text only
2Rv1  skim a text for relevant information
2Rv2  scan a text for particular words
2Wa5  use flow charts, charts, graphs, etc. to find information.
2Wt4
2SL3 Discuss the features of explanation texts:
2SL5  they explain how or why something happens
 the text is ordered in a way that gradually builds up an understanding of how or why something
happens
 they are usually written in the present tense
 they often use the language of time
 they can include pictures to help you understand.
2Wo7 Make simple notes. After learners have read an explanation, ask them to:
 tell you what they have found out
 jot down the key ideas in the text.
2Wo4 Give an oral explanation. Ask learners to give a simple explanation of a process or how something works. They may like to have
2SL3 some visual aid like a flow chart or labelled diagram. As they speak, encourage them to think about:
2SL5  the order in which they give the information
2SL6  the details they include
 the explanatory language they use, including connectives like because, so and then.
 Unit 2B: Dictionaries and explanations
Framework Summary of learning Suggested activities
codes objectives

2Rx1 Write an explanation based on After learners have read, analysed and spoken an explanation text, they should try to write one. Ideally,
2Wo4 ones read. this will follow directly from something has been experienced together in the classroom. Most learners will
2Wo6 benefit from using a planning sheet.
2Wa5
2Wp1 Depending on the development of learners, work can vary between:
 writing the explanation on a worksheet under a flow diagram
 sequencing pictures and using them as the basis for the explanation
 writing and drawing diagrams and charts as a simple explanation
 writing an explanation.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of a piece of their explanation, ask them to revisit it four times to
2Wo3 writing. check that:
2Wp1  the explanation makes sense and they have followed their plan
2Wp3  they have spelled most words correctly and the verbs are all in the present tense
2Wp4  the punctuation is correct
 they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 26

 Phonics, spelling and vocabulary for Unit 2B
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Pear, p-ear, pear.
2Ws1 Learn different spellings of long Fork, f-or-k, fork. Hurt, h-ur-t, hurt.’
2Ws2 vowel phonemes ‘oi’, ‘ar’ and
2Ws3 ‘ou’. Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, ‘oi’, ‘ar’, ‘ou’, as well as introducing ‘air’, ‘or’ and
‘er’. Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
Learn to read and spell at least sounds. If you have cut-outs of joined letters, use them at this point to reinforce the fact that two letters
30 new high frequency words. represent one sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.
Unit 2C: Poems by significant poets
Reading, learning and reciting poems by significant poets

This is the sixth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying them as readers, then reciting and exploring the poems and writing their own version.

Resources needed:
 illustrated large print books and poster texts of poems by significant poets
 a number of poetry books for learners to browse through
 a range of books that learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 2C: Poems by significant poets
Framework Summary of learning Suggested activities
codes objectives

2Ro10 Read, enjoy, discuss and Share the poems together, discuss and enjoy them. Encourage learners to express their own opinions and
2Rx3 compare poems. ask one another questions to find out about:
2Ri3  powerful words and images
2Rw3  the picture the poem paints in learners’ minds
2Wa3  the patterns of rhymes and rhythms
2SL3  patterns of sounds including alliteration
2SL7  the layout on the page.

Give learners opportunities to discuss their individual response to the poem with a partner and then share
the responses with the class.

Compare the poems and find similarities and differences.

2Ro2 Develop reading skills, noticing Share the poems with learners. As you read, point out:
2Ro4 unfamiliar words and  punctuation and its effects on meaning
punctuation.
2Ro6  words and phrases from the poems they might want to use in their own writing.
2Ro7
2Rw3 Learn and recite favourite Encourage learners to learn and recite poems. This will help them to:
2SL4 poems.  appreciate the patterns of rhyme, rhythm and sounds
2SL9  develop a more extensive vocabulary
2SL11  appreciate the structure of the poem.
 Unit 2C: Poems by significant poets
Framework Summary of learning Suggested activities
codes objectives

2Wo1 Write a poem based on a Once learners have read, discussed and considered a poem, they should attempt to write their own version
2Wo2 model. of it. Before they write their poem, encourage them to plan it.
2Wo5
2Wo6 Depending on the development of learners, work can vary between:
2Wa2  copying the original
 rewriting the original, replacing pairs of rhyming words
 writing a new verse for the poem
 writing a new version of the poem.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their poem, ask them to revisit it four times to check that:
2Wo3 writing.  the poem makes sense and they have followed their plan
2Wp1  they have spelled most words correctly
2Wp3  the punctuation is correct
2Wp4  they have chosen the best words, including a variety of words to link ideas.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 30

 Phonics, spelling and vocabulary for Unit 2C
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
spelling.
2Ro4 Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Pear, p-ear, pear.
Learn different spellings of long Fork, f-or-k, fork. Hurt, h-ur-t, hurt.’
2Ws1
vowel phonemes ‘oi’, ‘ar’ and
2Ws2 ‘ou’.
Revisit the long vowel phonemes ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’, ‘oi’, ‘ar’, ‘ou’, as well as introducing ‘air’, ‘or’ and
2Ws3
‘er’. Use card/wooden cut-out letters so that learners have both an aural and a visual input for these
Learn to read and spell at least sounds. If you have cut-outs of joined letters, use them at this point to reinforce the fact that two letters
30 new high frequency words. represent one sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 7Y01 English Stage 2 31

Unit 3A: Stories by significant children’s authors
Reading and retelling stories by significant children’s authors and writing a story

This is the seventh of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is four
weeks.

Outline:
Learners will read and discuss a variety of stories by significant children’s authors, first enjoying them as readers, then exploring them in more detail, and finally
writing their own story.

Resources needed:
 a range of illustrated large print books featuring stories by significant children’s authors, including different stories by the same author
 audio versions of some of the stories for learners to listen to
 a range of books that learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 3A: Stories by significant children’s authors
Framework Summary of learning Suggested activities
codes objectives

2Ro10 Enjoy, discuss and share Share the large print and class read-aloud books with learners and enjoy the stories. Sometimes, pause
2Ri1 opinions of books read before you read on to ask learners to predict what may be about to happen and particularly the end of
2Ri2 together. Find and discuss new stories.
2Wa3 and interesting words in
2SL3 reading. Encourage learners to express their own opinions and ask one another questions to find out about:
2SL4  characters and settings – encourage learners to find words from the text to support their opinions.
2SL5  themes of the stories
2SL7  understanding how authors show that time has passed in a story
2SL8  opinions of the story – what did they enjoy, find most interesting and/or think the author could have
improved?
2Ro5 Broaden the range of books Discuss the author:
read and begin to develop likes  What can learners find out about them from the blurb in the book?
and dislikes.  Can they find other books by the same author?
 What would encourage them to try to find more books by a particular author?

Encourage learners to use the internet to find out more about their authors.
2Rx1 Read and respond to question Help learners to begin to answer some simple questions about implicit meanings in the story and
2Ri3 words. characters’ feelings. Ask questions beginning with:
 Who do you think …?
Start to make simple  What do you think … felt when …?
inferences.  Where do you think …?
 When did you find out …?
 Why do you think …?
 How might …?
2Wa7 Evaluate books. Once learners have read and discussed a book, ask them to write an evaluation, or simple review, to share
with others in the same class or a different class.
 Unit 3A: Stories by significant children’s authors
Framework Summary of learning Suggested activities
codes objectives

2Rw2 Develop awareness of an When the stories have been read and enjoyed, begin to look more closely at the language the author uses.
2Wa2 author’s skill by looking at the Looking at how an author uses words and phrases can lead on to learners doing some short, structured
2Wt2 connectives they use to link pieces of writing to explore and try out the language structures themselves.
2Wp2 sentences, their choice of
2Wp3 vocabulary and how they signal Short activities and games to extend grammatical awareness can also help learners at this stage, as long
2Wp6 the passage of time. as the grammar is used in short independent writing activities too.

2Wt1 Retell stories, using language
2Wp6 from the original text to ensure
2SL5 a good story structure, showing
2SL6 awareness of audience by
2SL9 including relevant details, and
expressing ideas precisely.
Particularly useful at this stage are games and activities which extend:
 different ways of joining sentences and linking ideas
 making careful vocabulary choices in describing people and events
 changing how characters and settings are described and considering the impact it has on the reader
 finding ways of showing that time has passed.
Once learners have read, discussed and considered a story, they should attempt to retell it. They could
retell it individually to an audience, in groups, or through role-play or using puppets.
As they retell the story, encourage them to use words and phrases from the original text.

V1 7Y01 English Stage 2 34

 Unit 3A: Stories by significant children’s authors
Framework Summary of learning Suggested activities
codes objectives

2Wo5 Write a story with planned Once learners have read, discussed and considered a story, they should attempt to write their own version
2Wo6 structure, characters and of it. Before they write their story, encourage them to plan it using a simple flow diagram to map out the
2Wa1 setting, interesting words and basic structure of the story – beginning, middle and end.
2Wa2 phrases, a variety of connecting
2Wa4 words, and words to signal the Encourage learners to write on their plan carefully chosen words and phrases to describe the main
2Wt1 passing of time. characters and the setting. Some learners may benefit from using a planning sheet.
2Wt2
2Wt3 Depending on the development of learners, work can vary between:
2Wp1  writing longer captions under a sequence of pictures to retell the story
2Wp2  drawing a picture of the story before writing it
2Wp5  retelling the story in a story frame
 retelling the story independently
 writing another story in the same setting or with the same theme.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 speech marks to show dialogue
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their story, ask them to revisit it four times to check that:
2Wo3 writing.  their story makes sense and they have followed their plan
2Wp1  they have spelled most words correctly and the verbs are in the past tense for narration
2Wp3  the punctuation, including question marks and speech marks, is correct
2Wp4  they have chosen the best words, including a variety of words to link sentences.
2Wp6
Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 35

 Phonics, spelling and vocabulary for Unit 3A
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Hear, h-ear, hear.
2Ws1 Learn different spellings of Beard, b-ear-d, beard. Bread, b-r-ea-d, bread.’
2Ws2 long vowel phonemes ‘oi’, ‘ar’
2Ws3 and ‘ou’. Revisit all the long vowel phonemes and reinforce the different common spellings for them all. Use
card/wooden cut-out letters so that learners have both an aural and a visual input for these sounds. If you
Learn to read and spell at least have cut-outs of joined letters, use them at this point to reinforce the fact that two letters represent one
30 new high frequency words. sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 7Y01 English Stage 2 36

Unit 3B: Non-chronological reports
Reading, speaking and writing non-chronological reports

This is the eighth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is four weeks.

Outline:
Learners will read and discuss a variety of non-chronological reports, first enjoying them as readers, then exploring the reports and writing their own report.

Resources needed:
 a range of illustrated large print books with non-chronological reports, linked to another curriculum area
 a range of books – fiction and non-fiction – that learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters
 Unit 3B: Non-chronological reports
Framework Summary of learning Suggested activities
codes objectives

2Ro8 Know how to use non- Give learners different non-chronological report texts and see which features they can find (e.g. headings,
2Ro9 chronological texts to find main text, captions, labels, diagrams).
2Ro10 information.
2Rx3 Can learners remember the different ways of finding information they need to answer a question? Elicit or
2Rx4 remind them about:
2Rv1  using the organisational features of the text
2Rv2  using alphabetical order to find words in the index
2Wa5  skimming and scanning to find bits of information
2Wt4  using charts and diagrams to find information.
2SL3 Find answers to questions and Give learners the opportunity to find information in answer to a question and to present their information
2SL4 present them orally. orally to others. They should:
2SL5  summarise the information they found
2SL6  sensitive to what other learners already know and include relevant details accordingly
 express ideas clearly and precisely.
2Wo4 Write a non-chronological After learners have read, analysed and spoken a non-chronological report text, they should try to write one.
2Wo6 report text linked to a cross- Ideally, this will follow directly from something connected to a cross-curricular topic. Most learners will
2Wo7 curricular topic. benefit from using a planning sheet.
2Wa2
2Wa5 Depending on the development of learners, work can vary between:
2Wt3  writing an extended caption to a picture related to the topic
2Wp1  writing the main text to introduce the topic
 making a little book about something they know a lot about.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences
 connectives to link ideas
 time connectives to show how time is passing.

Always ask learners to read back what they have written soon after they have finished.
 Unit 3B: Non-chronological reports
Framework Summary of learning Suggested activities
codes objectives

2Ro7 Re-read and improve their own After learners have finished their first draft of a piece of their explanation, ask them to revisit it four times to
2Wo3 writing. check that:
2Wp1  the non-chronological report makes sense and they have followed their plan
2Wp3  they have spelled most words correctly
2Wp4  the punctuation is correct
2Wp6  they have chosen the best words, including a variety of words to link sentences.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 39

 Phonics, spelling and vocabulary for Unit 3B
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Hear, h-ear, hear.
2Ws1 Learn different spellings of long Beard, b-ear-d, beard. Bread, b-r-ea-d, bread.’
2Ws2 vowel phonemes ‘oi’, ‘ar’ and
2Ws3 ‘ou’. Revisit all the long vowel phonemes and reinforce the different common spellings for them all. Use
card/wooden cut-out letters so that learners have both an aural and a visual input for these sounds. If you
Learn to read and spell at least have cut-outs of joined letters, use them at this point to reinforce the fact that two letters represent one
30 new high frequency words. sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

V1 7Y01 English Stage 2 40

Unit 3C: Poems with language play
Reading, learning and reciting poems by significant poets and poems with language play, including humorous poems

This is the ninth of nine units for Stage 2. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying them as readers, then reciting and exploring the poems and writing their own version.

Resources needed:
 illustrated large print books and poster texts of poems by significant poets and poems with language play and humour
 a number of poetry books for learners to browse through
 a range of books that learners can read with increasing independence
 a range of good quality books for reading aloud to learners
 card/wooden cut-out letters.
 Unit 3C: Poems with language play
Framework Summary of learning Suggested activities
codes objectives

2Ro10 Read, enjoy, discuss and Share the poems together, discuss and enjoy them. Encourage learners to express their own opinions and
2Rx3 compare poems. ask one another questions to find out about:
2Ri3  powerful words and images
2Rw3  the picture the poem paints in learners’ minds
2Wa3  the patterns of rhymes and rhythms
2SL3  patterns of sounds including alliteration
2SL7  the layout on the page.

Give learners opportunities to discuss their individual response to the poem with a partner and then share
the responses with the class.

Compare the poems and find similarities and differences.

Encourage learners to find out what they can about the significant poets.
2Rw1 Read, enjoy, discuss and Explore the language play and humour in the poems. Help learners to recognise:
2Rw3 compare language play and  how double meanings, at sentence level and at word level, can play an important part in humour
2SL3 humour in poems.  how rhyme can be used to allow the reader to predict what is coming and build humorous tension
2SL7  other means of generating humorous poems, including the subject matter and view of the subject.
2Ro2 Develop reading skills, noticing Share the poems with learners. As you read, point out:
2Ro4 unfamiliar words and  punctuation and its effects on meaning
2Ro6 punctuation.  words and phrases from the poems they might want to use in their own writing.
2Ro7
2Rw3 Learn and recite favourite Encourage learners to learn and recite poems. This will help them to:
2SL4 poems.  appreciate the patterns of rhyme, rhythm and sounds
2SL9  develop a more extensive vocabulary
2SL11  appreciate the structure of the poem.

V1 7Y01 English Stage 2 42

 Unit 3C: Poems with language play
Framework Summary of learning Suggested activities
codes objectives

2Wo1 Write a poem based on a Once learners have read, discussed and considered a poem, they should attempt to write their own version
2Wo2 model. of it. Before they write their poem, encourage them to plan it.
2Wo5
2Wo6 Depending on the development of learners, work can vary between:
2Wa2  copying the original
2Wa3  rewriting the original, replacing pairs of rhyming words
 writing a new verse for the poem
 writing a new version of the poem.

If learners are trying to write a funny poem, help them to develop their understanding of ‘what works’ in
humorous poetry.

As learners write, encourage them to use:

 a phonic representation for tricky unknown words
 high frequency words they should know
 full stops or question marks to mark the end of sentences.

Always ask learners to read back what they have written soon after they have finished.
2Ro7 Re-read and improve own After learners have finished their first draft of their poem, ask them to revisit it four times to check that:
2Wo3 writing.  the poem makes sense and they have followed their plan
2Wp1  they have spelled most words correctly
2Wp3  the punctuation is correct
2Wp4  they have chosen the best words, including a variety of words to link ideas.

Allow learners time to read aloud in groups what they have written.

V1 7Y01 English Stage 2 43

 Phonics, spelling and vocabulary for Unit 3C
Framework Summary of learning Suggested activities
codes objectives

2Ro1 Apply knowledge of phonemes Expect to do a phonics or spelling session at least every other day.
2Ro2 efficiently in reading and
2Ro4 spelling. Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the
2Ro6 word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Hear, h-ear, hear.
2Ws1 Learn different spellings of long Beard, b-ear-d, beard. Bread, b-r-ea-d, bread.’
2Ws2 vowel phonemes ‘oi’, ‘ar’ and
2Ws3 ‘ou’. Revisit all the long vowel phonemes and reinforce the different common spellings for them all. Use
card/wooden cut-out letters so that learners have both an aural and a visual input for these sounds. If you
Learn to read and spell at least have cut-outs of joined letters, use them at this point to reinforce the fact that two letters represent one
30 new high frequency words. sound.

Ask learners to make sets of rhyming words on analogy with a given word with a long vowel phoneme.
They will find different ways of spelling each of the long vowel phonemes, but encourage this awareness
and try to spot generalisations which could account for different spelling variations.

These activities combine segmenting a word for spelling and blending the phonemes for reading.

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 Appendix A – Sample lesson plans
Stage 2: Lesson plan 1
Week beginning: Unit 1A: Stories with familiar settings Class: Stage 2
Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
20 mins 2Ro1 Learn the different ways Can I read words where Explore different examples. W/G Large A4 pairs of words D/O
in which vowels can be the same letter has a Distribute sets of cards to groups of learners to read and pictures
pronounced. different sound? and sort into pairs. Take turns reading / saying. Set of small cards
30 mins 2Ri1 Predict story endings. Can I say what will Learners need to sit with talk partners. W/G A short story book O
2Ri2 Identify and describe happen next? Read aloud chosen text; ask learners to describe to
story settings and Can I talk about a their partner the setting and character; ask learners
characters, recognising character from the to predict what will happen next.
that they may be from story?
different times and
places.
2Ro10 Discuss the meaning of Can I work out the Read the story again (ideally display the text); ask W/G O
2Wa3 unfamiliar words meaning of a word that I learners to signal when a new and interesting word
encountered in reading. do not know? appears.
Build and use collections Can I find some different Turn to talk partner and talk about what the word
of interesting and words? could mean. Share ideas.
significant words. Make a storybook word bank.
10 mins 2Rw2 Talk about what Can I see the different Review story and identify sections (highlight W D
happens at the parts of the story? displayed text if using a photocopy).
beginning, in the middle
or at the end of a story.
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
Prepare cards for phonics work. Differentiate using (a) words only, (b) words and Homework: Read a story at home. Think about settings, characters and events. Talk about Q&A: question and
pictures, or (c) pictures only (so they can hear the sounds as they speak). the beginning, middle and end. (Send note home to parents asking them to support this answer
Classroom assistant makes observational notes during story time. activity and giving guidance on suitable questions to use. See medium term plan. Ask them D: discussion
to write in learner’s reading diary or log how the learner got on.)
O: observation
M: marked work

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 Stage 2: Lesson plan 2
Week beginning: Unit 1A: Stories with familiar settings Class: Stage 2
Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
20 mins 2Rx1 Read and respond to Can I answer questions Revisit story from previous session. Ask questions: W Display question starters O/D
2Ri3 question words. about a story? Who? What? Where? When? Why? How?
Make simple inferences Can I work out what a
from the words on the character is feeling? …
page. why something is
happening? … etc.
40 mins 2Wa7 Write simple evaluations Learners generate Talk about book reviews. Show examples to W/G Book reviews: one good O/M
of books read. these. Display them. learners. Ask questions. What does a review do? I and one not so good
What does it include? Does it tell us about the story? Writing template for
Does it say if it’s a good story or not? * review – differentiated
Decide what a good book review should have
(success criteria).
Learners write their own reviews of the story.
Share work with partner. (Have the criteria been
met? Mark up text with improvements in a different
colour.)
Set homework.
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
No phonics today except perhaps for less able – need to plan this carefully so Next session: Read a story. Ask learners to find answers to questions, as today working Q&A: question and
they can do the main activity. Working on simple writing templates may release with a talk partner (have copy of text displayed – this activity is discussion only and can be answer
time for oral work at end of main activity while others working. done with learners sitting together with talk partner). D: discussion
* You could challenge some learners to work together using a prompt sheet or (Plan phonics input in light of need)
O: observation
cards for questions. Can they think of any other questions? Homework: Find a favourite story and bring it for next session (can use school/class
library). M: marked work
During writing, teacher could work with learners who need more support.
Next session the steps to meet success criteria will be displayed and learners will write
their own review of their story.

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Stage 2

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