English Scheme of Work Year 1 See also school procedures for Reading and Writing (kept in English folder and also on staff share).

Key information for delivering the National Curriculum 2014 in all year groups English has a pre-eminent place in education and society; it is essential to everyday life. A high quality English education provides a foundation for:  pupils to access the wider whole curriculum;  pupils to communicate their ideas and emotions to others;  pupils to develop culturally, emotionally, spiritually and socially; literature plays a key role in this development. The       

National Curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often for pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they are able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

The National Curriculum for English highlights the importance of spoken language in pupils’ development in order to develop cognitively, socially and linguistically. Pupils should:  develop confidence and competence in spoken language  hear and speak quality and varied language to develop their understanding for reading and writing, grammar and vocabulary  develop a capacity to explain their understanding of books and poems and to prepare their ideas prior to writing  be assisted in making their thinking clear to themselves as well as to others  be probed by discussion with teachers to remedy their misconceptions  be taught to understand and use the conventions for discussion and debate. The statutory appendices within the new NC for spelling and grammar and punctuation are included in this scheme of work for the specified year group but staff need to be aware of what is required across the whole school. Where the appendices have a bold printed word. It is imperative that the definition in the glossary is used to support teaching and learning.

Spring 2014

Reading – Year 1 LETTERS AND SOUNDS TO BE FOLLOWED FOR SYSTEMATIC SYNTHETIC PHONICS TEACHING.

Reading should be taught alongside spelling. At this stage pupils will be spelling some words phonetically. Misspellings of words taught to spell should be corrected; other misspelt words should be used to teach pupils about alternative ways of representing those sounds.

Areas for revision from previous year group

Word Reading  Apply phonic knowledge to decode words  Read by blending sounds in words that contain graphemes taught so far, recognising alternate sounds for graphemes  Read accurately words of 2 or more syllables that contain the GPCs taught  Read words containing common suffixes –s, -es, -ing, -ed, -er and –est.  Read common exception words  Read words with contractions e.g I’m, I’ll, we’ll and understand that the apostrophe represents the omitted letter(s)  Read most words quickly and accurately when they have been frequently encountered  Read aloud books closely matched to phonics phase  Reread books to build fluency

Reading Comprehension  Listen to, discuss and express views about a range of poetry, stories and non-fiction at a level beyond that they can read independently  Discuss the sequence of events in books and how information is linked  Becoming familiar with and retelling a wider range of stories, fairy stories and traditional tales  Explore non-fiction books structured in different ways  Recognise simple recurring literary language in stories and poems  Discuss favourite words and phrases  Build up a repertoire of poems learned by heart  Understand books by drawing on what they know and background info given by teacher  Check that the text makes sense and correct errors  Make inferences based on what has been said  Answer and ask questions  Predict what might happen based on reading so far  Talk about books they are reading and listening to  Explain and discuss their understanding of books that they are reading or listening to.

Coverage Fiction: Traditional Nursery and Modern Nursery Rhymes; Action songs, chants; Simple poetry from a range of cultures; Variety of poems on similar themes; Stories from familiar settings; Fantasy and fairy stories; Stories from other cultures. Non-Fiction: Signs, labels, captions, lists; Non-chronological reports; Recounts of observations, visits and events; Dictionaries.

Spring 2014

Writing – Year 1 Areas for revision from previous year group

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Composition Say out loud what they are going to write about Compose a sentence orally before writing it Sequence sentences to form short narratives Reread what they have written and make sense of it Discuss what they have written with a teacher or other pupils Read aloud my writing clearly enough to be heard by my peers and my teacher Coverage

Sentences Recounts Instructions Narrative – traditional and fairytales/fantasy worlds/familiar settings/range of cultures (beginning, middle and end)  Poems – pattern and rhyme.    

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Handwriting Sit at a table correctly and hold a pencil correctly Begin to form lower case letters in the correct direction, starting and finishing in the right place Form capital letters Form the digits 0-9 Understand which letters belong to which handwriting families

Grammar and Punctuation      

Use the concepts in the Appendix for Grammar and Punctuation Use the terminology in the Appendix for Grammar and Punctuation Use finger spaces Join words and sentences using ‘and’. Begin to punctuate sentences using a capital letter, full stops, question mark or exclamation Use a capital letter for names of people, places, the days of the week and the personal pronoun ‘I’.

Word

Sentence Text

Spring 2014

Appendix for Grammar and Punctuation (statutory) Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including

the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] How words can combine to make sentences Joining words and joining clauses using and Sequencing sentences to form short narratives

Punctuation

Terminology for pupils

Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark

Spelling Ensure you followed the detailed spelling appendix in conjunction with this.

 Spell words with the 40+ phonemes in that I have been taught  Spell common exception words  Spell the days of the week  Name the alphabet letters in order  Use letter names and distinguish between alternate spellings of the same sound  Add –s or –es as the plural marker for nouns and the third person singular marker for verbs  Use the prefix –un  Use –ing, -ed, -er, -est where no change is made to the word root  Write from memory simple sentences dictated by the teacher that include words taught so far

Spelling Appendix Revision of Reception work The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:  all grapheme-phoneme correspondences which have been taught  the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds  words with adjacent consonants;  rules and guidelines which have been taught vowel digraphs which have been taught Statutory Rules and guidance (non-statutory) Example words (non-statutory) requirements The sounds /f/, The /f/, /l/, /s/, /z/ and /k/ sounds off, well, miss, buzz, back /l/, /s/, /z/ and are usually spelt as ff, ll, ss, zz and /k/ spelt ff, ll, ck if they come straight after a ss, zz and ck single vowel letter in short words. Exceptions: if, pal, us, bus, yes. The /ŋ/ sound bank, think, honk, sunk spelt n before k Division of words Each syllable is like a ‘beat’ in the pocket, rabbit, carrot, thunder, sunset into syllables spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel is unclear so the spelling of this vowel may need to be learnt. -tch The /tʃ/ sound is usually spelt as tch catch, fetch, kitchen, notch, hutch if it comes straight after a single Spring 2014

vowel letter. Exceptions: rich, which, much, such. The /v/ sound at English words hardly ever end with the end of words the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added after the ‘v’. Adding s and es to If the ending sounds like /s/ or /z/, words (plural of it is spelt as –s. If the ending sounds nouns and the like /ɪz/ and forms an extra syllable third person or ‘beat’ in the word, it is spelt as – singular of verbs) es. Adding the –ing and –er always add an extra endings –ing, –ed syllable to the word and –ed and –er to verbs sometimes does. where no change The past tense of some verbs may is needed to the sound as if it ends in /ɪd/ (extra root word syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt –ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on.

have, live, give

cats, dogs, spends, rocks, thanks, catches

hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper

Adding –er and – grander, grandest, fresher, freshest, est to adjectives quicker, quickest where no change is needed to the root word Vowel digraphs and trigraphs Some may already be known, depending on the programmes used in reception, but some will be new. The endings –ing, –ed, –er and –est, if relevant, can be added straight on to all the words which can function as verbs or adjectives, except for those in italics. ai The digraphs ai and oi are never used rain, wait, train, paid, afraid oi at the end of English words. oil, join, coin, point, soil ay ay and oy are used for those sounds day, play, say, way, stay oy at the end of words and at the end of boy, toy, enjoy, annoy syllables. a–e made, came, same, take, safe e–e these, theme, complete i–e five, ride, like, time, side o–e home, those, woke, hope, hole u–e Both the /u:/ and /ju:/ sounds can be June, rule, rude, use, tube, tune spelt u–e ar car, start, park, arm, garden ee see, tree, green, meet, week ea (/i:/) sea, dream, meat, each, read (present tense) Spring 2014

ea (/ɛ/) er (/ɜ:/) er (/ə/) ir ur oo oo oa oe ou ow (/aʊ/) ow (/əʊ/) ue ew ie (/aɪ/) ie (/i:/) igh or ore aw au air ear ear (/ɛə/) are (/ɛə/) Words ending –y (/i:/ or /ɪ/ depending on accent) New consonant spellings ph and wh Using k for the /k/ sound Adding the prefix –un

Compound words

Spring 2014

Very few words end with the letters oo. The digraph oa is very rare at the end of an English word. The only common English word ending in ou is you. Both the /u:/ and /ju:/ (“oo” and “yoo”) sounds can be spelt as u–e, ue and ew. If words end in the /oo/ sound, ue and ew are more common spellings than oo.

head, bread, meant, instead, read (past tense) (stressed sound): her, term, verb, person (unstressed schwa sound): better, under, summer, winter, sister girl, bird, shirt, first, third turn, hurt, church, burst, Thursday food, pool, moon, zoo, soon book, took, foot, wood, good boat, coat, road, coach, goal toe, goes out, about, mouth, around, sound now, how, brown, down, town own, blow, snow, grow, show blue, clue, true, rescue, Tuesday new, few, grew, flew, drew, threw lie, tie, pie, cried, tried, dried chief, field, thief high, night, light, bright, right for, short, born, horse, morning more, score, before, wore, shore saw, draw, yawn, crawl author, August, dinosaur, astronaut air, fair, pair, hair, chair dear, hear, beard, near, year bear, pear, wear bare, dare, care, share, scared very, happy, funny, party, family

The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun). The /k/ sound is spelt as k rather than as c before e, i and y. The prefix un– is added to the beginning of a word without any change to the spelling of the root word. Compound words are two words joined together. Each part of the longer word is spelt as it would be if

dolphin, alphabet, phonics, elephant when, where, which, wheel, while Kent, sketch, kit, skin, frisky unhappy, undo, unload, unfair, unlock

football, playground, farmyard, bedroom, blackberry

it were on its own. Common exception words the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our, and/or others, according to the programme used

Communication Skills for English KS1 To listen carefully and understand

 Be able to look at information and focus on the important points  Ask for support if they do not understand  Understand instructions with more than one point.

To develop a wide and interesting vocabulary

 Use subject specific vocabulary to explain and describe  Suggest words or phrases appropriate to the topic being discussed  Identify homophones.

To speak with clarity

 Speak in a way that is clear and easy to understand  Demonstrate good phonic knowledge by clearly pronouncing the sounds within words  Identify syllables within words.

To tell stories with structure

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To hold conversations and debates

 Take turns to talk, listening carefully to the contributions of others  Vary language between formal and informal according to the situation  Add humour to a discussion or debate where appropriate.

Spring 2014

Ensure stories have a setting, plot and sequence of events Recount experiences with interesting detail Predict events in a story Give just enough detail to keep the audience engaged.