Page 295 - Year 1 SOW 2020

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Pictures of toys (you Language Strategies 2, 4 and 7 may
Task 9 (using the toy words, not could use the pictures be suitable.
Reading Reading adjectives). from p.25)
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the Lesson delivery Sentences that appropriate.
linear and non-linear page to help understand 1. Play run and touch (or insist pupils describe the toys on
print and digital texts by a word of phrase walk). Say, for example ‘Touch strips of paper. At least If appropriate, select
using appropriate something long’ or ‘Touch something two or three strips suitable activities for your
reading strategies blue’. Pupils move around the (sentences) for each pupils from LINUS
classroom or use items they have at pupil or a set for each Module 1 to be added in
their desks. group. to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY 2. Nominate some pupils to be the from Line g of the
SKILL SKILL teacher. Phonics Table (see
Syllabus).
Writing Writing 3. Now put up the toy pictures around
4.2 4.2.4 the room.
Communicate basic Name or describe objects
information intelligibly using suitable words from 4. Give each pupil some sentences (or
for a range of purposes word sets give groups a complete set). Ask pupils
in print and digital to read the sentences. They can ask for
media your help of for another pupil’s help in
English if necessary.

5. Tell pupils to get up and put the
sentence next to the correct picture.

6. Have all pupils stand up and move
together to check whether all the
sentences have been put in the right
place.

7. Ask pupils to look at the toy they
drew in Lesson 57. They should write a
short sentence about it to label it (e.g. a
red ball).

Post lesson
Task 12

158
Primary Year 1 Scheme of Work