REPUBLIC OF TRINIDAD AND TOBAGO

MINISTRY OF EDUCATION

CURRICULUM DEVELOPMENT DIVISION

Secondary School Curriculum

Reading Literacy Support Guide

English Language Arts

 What will I find here?

Content Framework:
Introductory Statement pg. 1 Form 1 Term 1 pg. 9
Form 1 Term 2 pg. 12
Reading Levels pg. 3 Form 1 Term 3 pg. 14

Struggling Reading Curriculum Content- Schemes of Work:

Behaviours pg. 7 Comprehension -Term 1 pg.16
Comprehension- Term 2 pg. 25
Comprehension- Term 3 pg. 32

-----------*----------
Vocabulary Development-Term 1 pg. 38
Vocabulary Development-Term 2 pg. 47
Vocabulary Development-Term 3 pg. 53

-----------*----------
Word Study Resources pg. 117 Word Study/Phonics- Term 1 pg. 60
Lesson Plan-Self-Collection Word Study/Phonics- Term 2 pg. 75
Strategy pg. 122 Word Study/Phonics- Term 3 pg. 85
Lesson Plan – Phonics and
Literary Appreciation pg. 127 -----------*----------
Word Attack Strategies pg. 130 Word Study/Syllabication- Term 1 pg. 94
Technical Vocabulary pg. 131 Word Study/Syllabication- Term 2 pg. 104
List of Reading Support Word Study/Syllabication- Term 3 pg. 110
Strategies pg. 135
Suggested List of Graphic
Novels pg. 137
Useful Websites pg. 138
 Section 1
Introduction
 Introductory Statement

This Reading Support Guide is intended for use at the Form One secondary school level. Its
primary purpose is to provide support for reading instruction. The objectives are:

 To provide explicit instruction for those students who are reading below their class level.
 To assist the struggling reader to improve his/her reading skills.
 To eliminate the types of barriers that hinder student progress in reading.
 To motivate the student to improve his/her reading to support learning in other subject
areas.
 To help the student to gain confidence and fluency in reading.
 To develop students’ decoding, vocabulary and comprehension skills.
 To foster enjoyment of reading of texts across genres.

Oracy is encouraged as a starting point from which to engage students in the process of reading.
Teachers are encouraged to demonstrate explicitly the various reading strategies using a process
approach: before, during and after reading. It is equally important to note that the skills of
listening, speaking, writing and representing should be integrated to enhance the development of
reading skills.

Moreover, students’ strengths should be emphasised and cooperative learning--including peer

evaluation and support--should be encouraged on a regular basis. Points of grammar relevant to
the reading material being used should be taught in context and reinforced within a print-rich
environment. This also applies to the development of students’ reading and content vocabulary.

The main focus of the Reading Literacy Support Guide is to provide opportunities for students to
acquire skills to ‘learn to read’. Once these skills have been developed, students will progress to
‘read to learn’. Teachers, therefore, must use a variety of techniques to ensure that students
acquire the necessary skills. These include the following best practices:
1. A comprehensive and coordinated literacy programme
2. Direct, explicit instruction with modelling of strategies by the teacher

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 3. Explicit scaffolding of students’ knowledge to ensure connections to new content
material
4. Thorough explanation of concepts and activities to enhance students’ understanding
5. Purposeful questioning to extend students’ thinking
6. Different teaching methodologies with the use of technology to encourage exploration
and investigation to build critical thinking skills and inquiry
7. Motivation and self-directed learning
8. Text-based collaborative learning
9. On-going formative assessment
10. Extended time for literacy development

This document also emphasises the use of differentiated instruction. Differentiated Instruction is
a process through which teachers can enhance learning by matching student needs to instruction
and assessment. The use of technology assists with differentiation and also allows for knowledge
construction. The use of a variety of ICTs within well-designed reading lessons will provide the
opportunities for students to interpret, analyse, synthesize, evaluate information and develop
critical thinking.

It is anticipated that this guide will motivate teachers to plan meaningful and engaging learning
activities for their students.

Use of the Reading Literacy Support Guide

The use of the document provides the opportunity for teachers to engage students at the
Frustration Level to purposefully participate in the reading process. The teacher, through
instruction and scaffolded support, can assist the student to gradually progress through the
reading developmental continuum from the Frustration to the Instructional Level and then to
becoming Independent readers (See Figure 1).

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Figure 1

Skills Development - Frustration Level

Comprehension
Skills Development -
Instructional Level
Oral Reading
Fluency Comprehension

Skills Development -
Vocabulary
Development
Vocabulary
Independent Level
Sentence Comprehension
Structure - Metacognition -
Vocabulary
Word Study Fix-up Think Alouds
e.g. Phonics, Strategies
Syllabication Text Structure
and Affixes

Reading Levels according to Edward Fry

Many teachers are familiar with the Edward Fry Oral Reading Test and the Fry High Frequency
Word List. These determine whether the student is reading at the Independent, Instructional or
Frustration Levels.

Independent Reading Level:

The Independent Reading Level refers to that difficulty level whereby the student can read with
relative ease and independence, with little or no help from the instructor. The student should be

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able to pronounce nearly all the words in this level, recognizing 95% or more of the words.
Teachers can give students reading material at this level for pleasure, practice or sustained silent
reading.

Instructional Reading Level:

The Instructional Reading Level refers to that difficulty level whereby the student knows most
of the words, but not all. Here the student should be able to recognize between 90-94% of the
words. This reading level is the difficulty level where reading instruction is most effective.
Teachers can use this level for oral reading or for silent reading when they are around to help
students with the difficult words.

Frustration Reading Level:

The Frustration Reading Level refers to when many of the words are unknown, so that the
reading material is too difficult for the student. When the student is unable to recognise less than
90% of the words, he/she is at the Frustration Reading Level. Here the student’s progress may
not be rapid and he/she may start to dislike reading. Teachers must avoid giving a student
reading material at his/her frustration level.
Fry’s Readability Graph: To estimate the grade level of reading material:
1. The teacher randomly selects three 100 word passages from any one piece of reading
material that they are using with their students e.g. a content area textbook, a literature
text or an article.

For each of the three random passages selected, the following must be considered:

2. Proper nouns, numerals and initials e.g. John, MOE, 2014 are counted as words when
using the Fry’s Readability Formula.

3. Count each symbol, letter or number as a syllable e.g. the symbol &¹ is one syllable, the
letter I¹ is one syllable and the number 1945 has four numbers but three syllables

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 19¹ 4¹ 5¹.
4. For each 100 word passage, count the number of syllables and the number of sentences,
and determine the average number of syllables and average number of sentences.
Make a table:
Syllables Sentences
First 100 word passage 124 6.6
Second 100 word passage 141 5.5
Third 100 word passage 158 6.8
Average 141 6.3

5. If a wide variability is observed, the book has uneven readability.

6. The Fry’s Readability Graph illustrates the following features:
The numbers between each set of boldface parallel lines indicate the approximate
grade level of the reading material. The curved darker line shows the norm. If the
average scores for syllables and sentences fall outside the lines, the grade level scores
are considered invalid. Other reading material should be selected.
7. Using the Fry’s Readability Graph
Plot the score for the average syllables e.g. 141 and the score for the average sentences
e.g. 6.3 Determine if the reading material is appropriate for the grade level that you are
teaching.

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Source: http://www.csudh.edu/fisher/FryGraph.html

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 Struggling Reading Behaviours

 Seldom set a purpose when they begin to read

 May not activate prior knowledge and use text features
Struggling  Have difficulty organising their thoughts
Readers:  Lack motivation
Before Reading

 Have trouble decoding words quickly and accurately

 Make reading errors such as: mispronunciations, omissions,
Struggling substitutions, limited meaning-making
Readers:  Have difficulty constructing meaning from text
During Reading  Read in a slow and halting manner
 Focus on words rather than on meaningful chunks
 Have limited comprehension of what is being read
 Have limited vocabulary knowledge
 Have difficulty decoding polysyllabic words
 Use comprehension fix up strategies infrequently: visualising,
making connections, questioning, inferring, making predictions,
self-monitoring for meaning, re-reading

 Have difficulty in recalling the main idea

Struggling  Have difficulty writing about what was read
Readers:  Have difficulty making personal connections
After Reading  Need help to ‘see’ the natural connection between ‘reading’ and
‘writing’

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 Section 2:
Reading Content
 CONTENT FRAMEWORK BY TERMS AND WEEKS
TERM 1
WEEK COMPREHENSION VOCABULARY SKILLS PHONICS WORD STUDY
SKILLS
1 Reading Orientation Sight words Phonics Syllabication
(motivation to read) - Alphabet Identifying
syllables
2 Reading Orientation Sight words Phonics Syllabication
- Main Idea (Picture and - Short vowels Identifying
Listening - Phonograms syllables
Comprehension)

3 Main Idea Synonyms Phonics Syllabication

- Activating Prior - Short vowels VCCV rule
Knowledge - Phonograms
- Making connections
4 Main Idea Synonyms Phonics Syllabication
- Activating Prior - Consonants VCCV rule
Knowledge - Phonograms
- Making connections
5 Supporting details Content Area Vocabulary Phonics Syllabication
- Scanning - Consonants VCV rule (short
- Phonograms vowels)
6 Supporting details Content Area Vocabulary Phonics Syllabication
- Scanning - Long vowels ‘a’ VCV rule (short
- (ai, ay) vowels)
- Final ‘e’ rule
- Phonograms

7 External Text Features Multiple-meaning words Phonics

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 CONTENT FRAMEWORK BY TERMS AND WEEKS
TERM 1
WEEK COMPREHENSION VOCABULARY SKILLS PHONICS WORD STUDY
SKILLS
- Skimming - Long vowels ‘e’ (ee, Root Words
ea, y)
- Final ‘e’ rule Compound Words
- Phonograms
8 External Text Features Multiple-meaning words Phonics Root Words
- Skimming - Long vowels ‘i’
(igh, ie, y) Compound Words
- Final ‘e’ rule
- Phonograms
9 Predicting & confirming Context clues Phonics PREFIXES
outcomes - Long vowels ‘o’ un, under, dis, re, im, in,
Predicting meanings (oa, ow) semi
- Final ‘e’ rule
- Phonograms
10 Predicting & confirming Context clues Phonics Prefixes
outcomes - Long vowels ‘u’ un, under, dis, re, im, in,
Predicting meanings (ue, ew) semi
- Final ‘e’ rule
- Phonograms
11 Barriers to Comprehension Synonyms Phonograms Prefixes
Use of the thesaurus un, under, dis, re, im, in,
semi
12 Barriers to Comprehension Antonyms - Phonograms Suffixes
Fix-up strategies ly, er
Metacognition ful, ness
13 Barriers to Comprehension Antonyms - Phonograms Suffixes
Fix-up strategies

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 CONTENT FRAMEWORK BY TERMS AND WEEKS
TERM 1
WEEK COMPREHENSION VOCABULARY SKILLS PHONICS WORD STUDY
SKILLS
Metacognition ly, er
ful, ness
14
& Revision & Assessment
15

11
 CONTENT FRAMEWORK BY TERMS AND WEEKS
TERM 2
WEEK COMPREHENSION VOCABULARY SKILLS PHONICS WORD STUDY SKILLS

1 Implied Main Idea Sight Words - Review of long Syllabication

- Making inferences Review and extension and short vowels - VCV rule (long
vowels)
2 Implied Main Idea Sight Words - Initial consonant Syllabication
- Making inferences digraphs (ch, sh, - VCV rule (long
th, ph, wh) vowels)
- Phonograms
3 Determining author’s purpose Content Area /Technical - Initial consonant Syllabication
Vocabulary digraphs (ch, sh, - Consonant blends and
th, ph, wh) digraphs
- Phonograms

4 Determining author’s purpose Content Area /Technical Phonics Syllabication

Vocabulary - Initial consonant - Consonant blends and
blends digraphs
- Phonograms

5 Explicit details Homographs Phonics Root Words

- Initial consonant
blends Compound Words
- Phonograms

6 Explicit details Homographs Phonics Root Words

- Final consonant
blends Compound Words
- Phonograms

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 CONTENT FRAMEWORK BY TERMS AND WEEKS
TERM 2
WEEK COMPREHENSION VOCABULARY SKILLS PHONICS WORD STUDY SKILLS

7 Sequencing Context Clues Phonics Prefixes

- Text Structure - Final consonant pre, sub, ex, inter, mis
blends
- Phonograms

8 Sequencing Context Clues Phonics Prefixes

- Text Structure - ‘r’ controlled pre, sub, ex, inter, mis
vowels
- Phonograms
9 Barriers to Comprehension Context Clues Phonics Suffixes
Fix-up strategies - ‘r’ controlled y, or, sion, less
Metacognition vowels
- Phonograms
10 Barriers to Comprehension Context Clues - Phonograms Suffixes
Fix-up strategies y, or, sion, less
Metacognition

11
& Revision & Assessment
12

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 CONTENT FRAMEWORK BY TERMS AND WEEKS
TERM 3
WEEK COMPREHENSION VOCABULARY SKILLS PHONICS WORD STUDY SKILLS

1 Implied Main Idea Sight Words Review of sounds done Syllabication

- Making Inferences Review and Extension previously - Vowel clusters

2 Implied Main Idea Content Area Vocabulary Phonics Syllabication

Making Inferences - Technical vocabulary - ‘l’ controlled vowels - Vowel clusters
- Phonograms
3 Fact & Opinion Content Area Vocabulary Phonics Syllabication
- Questioning - Technical vocabulary - ‘l’ controlled vowels - Two vowels
- Making - Phonograms together with
connections separate sounds
4 Fact & Opinion Context Clues Phonics Syllabication
- Questioning - Diphthongs (oi, oy, - Two vowels
- Making ou, ow) together with
connections - Phonograms separate sounds
5 Compare & Contrast Context Clues Phonics Syllabication
- Literary device - - Diphthongs (oi, oy, - Combination of
simile ou, ow) syllabication rules
- Phonograms
6 Compare & Contrast Content Area Vocabulary Phonics Syllabication
- Text structure - Multiple-meaning words - Broad ‘o’ vowels - Combination of
- Literary device - (aw, au) syllabication rules
simile - Phonograms

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 CONTENT FRAMEWORK BY TERMS AND WEEKS
TERM 3
WEEK COMPREHENSION VOCABULARY SKILLS PHONICS WORD STUDY SKILLS

7 Summarising Content Area Vocabulary Phonics Prefixes

- Retelling - Multiple-meaning words - Broad ‘o’ vowels - en, ir, trans, anti,
(aw, au) pro, super
- Phonograms
8 Summarising Homographs Phonics Prefixes
- Retelling - Silent letters (gn, kn, - en, ir, trans, anti,
wr) pro, super
- Phonograms
9 Cause and effect Synonyms Phonics Suffixes
- Text structure Use of thesaurus - Silent letters (gn, kn, - able, ible, en, tion,
wr) ment, ish,
- Phonograms
10 Cause and effect Synonyms - Phonograms Suffixes
- Text structure Use of thesaurus - able, ible, en, tion,
ment, ish,

11
& Revision and Assessment
12

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies

Reading Appreciate the value Interest Inventory Interest Inventory Print/electronic materials
Orientation of reading Discussion and passages
Interactive Read Alouds
(Motivation to Reading Checklists (informational and
1 Pair & Share/
Read) Whole group activities literary) of interest to
Response to literal students e.g.
questions E-books
Graphic novels
Observation Checklist Comic books
Digital stories
Anecdotal records Material from text books
Newspapers/
Magazine Articles

Reading Appreciate the value Students ‘picture walk’ Oral summaries Print/electronic materials
Orientation of reading through a variety of and passages e.g.
2 visually-appealing print and Sketch to Stretch E-books
non-print texts Short films
Main idea Identify the main Graphic novels
(picture and idea in visual and Students listen to read Comic books
listening oral texts alouds of high Digital stories

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies
comprehension) interest/culturally appealing Material from text books
passages Newspapers/
Students view cartoons/films Magazine Articles
of related text

3 Main Idea Summarise content Students list explicit details Responses to literal or Stories
& of reading material in given texts after teacher simple inference
4 e.g. a story or modelling Advertisements
questions about the main
sequence
Students distinguish idea of a passage making Websites
Identify main idea between main idea and reference to evidence in
for each paragraph in supporting details using the text Discovery logs
a variety of genres graphic organisers
Oral and written
Digitexts
Teacher models quick write summaries of short
Activating prior Activate prior
knowledge and or quick draw to develop passages
knowledge
experiences related ideas about a text and to
reflect on what the already Completion of graphic
to a particular topic organiser – Venn
know about a topic. Teacher
encourages the use of KWL diagram
to activate students’ prior
knowledge

Teacher models using the Oral Presentations

Making To help students

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies
connections make connections Think Aloud strategy Class blog
between their real demonstrating how to make
life experiences, text to self, text to text and
text to world connections.
opinions and
Students will be guided to
knowledge and the make and share any
texts that they read connections between the text
and their experiences

5 Supporting Identify explicit Teacher models Completion of graphic Print and electronic
& details details in given texts comprehension strategies organisers to show main materials/passages
6 and integration of all ideas and supporting (informational and
Distinguish between language skills-oracy is details literary) of interest to
main idea and emphasised students
supporting details Quick Writes
Use of graphic organisers E-books
Use of Reading
Scanning Scan for main idea, Students Think-Pair-Share Checklist Comic books
simple details and then make entries in learning
key words in a text logs Response to literal Digital story
Students return to text to questions
gather more details Digital treasure hunt

Students practice using the Observation Checklist Stationery-highlighter

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies
5 Supporting Identify explicit Think Aloud strategy that Oral responses
& details details in given texts the teacher first models as
6 they use picture clues to Completion of graphic
Distinguish between skim and predict outcomes. organisers to show main
main idea and They use pictures, textual ideas and supporting
supporting details clues, and text format to details
support their use of the
Scanning Scan for main idea, Think Aloud strategy Quick Writes Print and electronic
simple details and Use of Reading materials/passages
key words in a text Students read and use Checklist (informational and
captions, chapter headings, Response to literal literary) of interest to
boldface headings, words, questions students
charts and graphs and
pictures to become Observation Checklist E-books
acquainted with reading Comic books
material Oral responses
Students use pictures, Digital story
textual clues, and text format Digital treasure hunt
to support their use of the Stationery-highlighter
Think Aloud strategy

7 External Text Use text features to Teacher models Journal entries Print and electronic
& Features establish a purpose comprehension strategies Quick Writes materials/passages
8 for reading and integration of all Reading Checklists (informational and
language skills—especially Response to literal literary) of interest to

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies
oracy is emphasised questions students

Skimming Preview texts Teacher guides discussion to Observation Checklist E-books

establish a purpose for
reading (e.g. for enjoyment, Anecdotal records Comic books
for information) and models
the previewing of text, then Journal entries Digital story
guides student practice
Quick Writes Digital treasure hunt
Teacher first models using
Think Aloud, then guides Reading Checklists Stationery-highlighter
students to use picture clues
to skim and predict Response to literal
outcomes questions

External Text Use text features to Students read and use Observation Checklist
Features establish a purpose captions, chapter headings,
for reading boldface headings, words,
charts and graphs and
Skimming Preview texts pictures to become
acquainted with reading
material

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies

9 Predicting & Make predictions Students participate in whole Quick Writes A variety of texts
& confirming about content and group discussion (the including digital prints
10 outcomes meanings in reading teacher establishes a Use of Reading
Predicting passages supportive environment and Checklist Internet
meanings Confirm and revise emphasises the goal of the
predictions about class generating a quantity Response to literal Graphic organizers
content in reading of ideas, encouraging all questions
passages students’ participation and Cartoons
active listening, and Observation Checklist
discouraging evaluative or Graphic novels
critical comments from Anecdotal records
peers) Sentence strips
All ideas may be recorded Journal entries
using a graphic organiser
(e.g. cluster, web) Oral responses

Use KWL and Anticipation Treasure hunt

Guide

Uses pictures, the title and

some text to support
predictions made

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies

11 Barriers to Identify barriers to Teacher elicits students’ Oral retelling of Copies of unfamiliar
comprehension comprehension thoughts on why they do not information texts – menu, graphic
understand when reading. novel, cartoon, recipe,
Teacher distributes copies of Creation of poster brochure
an unfamiliar text e.g. illustrating “barriers to
newspaper or magazine comprehension” Computer
clipping
Comprehension exercise Internet
Students examine the text to
determine what makes
comprehension difficult.
Students present reasons,
e.g. failure to understand
words, sentences, how
information fits together
(organisation)
Teacher distributes level
appropriate reading material
that has some degree of
difficulty

In groups, students read the

material and generate a list
of reading difficulties

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies

12 Barriers to Identify barriers to Teacher distributes level Oral retelling of Copies of unfamiliar
& comprehension comprehension appropriate reading material information texts – menu, graphic
13 that has some degree of novel, cartoon, recipe,
Fix-up Use “fix-up difficulty Creation of poster brochure
strategies strategies” to remedy illustrating “fix-up
Metacognition problems In groups, students read the strategies” Computer
material and generate a list
of reading difficulties
Oral retelling of
Students create a list of fix- information Copies of unfamiliar
up strategies used to cope texts – menu, graphic
with the difficulties. Groups Creation of poster novel, cartoon, recipe,
share their strategies and illustrating “fix-up brochure
teacher records them on the strategies”
board Computer

Teacher uses a ‘Think Comprehension exercise

Aloud’ to model the use of Internet
additional fix-up strategies
to aid comprehension e.g.
skip section of text and read
on, break text into “chunks”,
re-read current sentence,
re-read previous

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 COMPREHENSION SCHEME OF WORK
TERM 1

Week Skill/topic Learning Outcomes Suggested Suggested Assessment Resources

Students will be able Teaching/Learning Strategies
to: Strategies
information,
use context clues, consult a
dictionary/thesaurus

Paired Practice

14
& Revision and Assessment
15

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 COMPREHENSION SCHEME OF WORK
TERM 2
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Assessment Resources
Strategies Strategies
Students will be able
to:

1 Implied Main Detect connections Students read a paragraph or a Written exercise to infer Text
& Idea among details in a fable the main idea
2 text Herringbone pattern
Making Using the herringbone pattern Completion of graphic graphic organiser
inferences Infer the main idea graphic organiser, students fill organisers
in important details from the
Explain the story
relationship between
main ideas and Using the details in groups,
supporting details students draw conclusions
about the main idea. They
compose a sentence that states
the main idea

Students are divided into

groups Written exercise to infer Text
Each group is given an excerpt the main idea
from a text, and a pattern of the Herringbone pattern
herringbone graphic organiser Completion of graphic graphic organiser
organisers
Members of each group fill in
the pattern and infer the main
idea

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 COMPREHENSION SCHEME OF WORK
TERM 2
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Assessment Resources
Strategies Strategies
Students will be able
to:
Oral class presentation of
inferred main ideas and
discussion follows

3 Determining Determine author’s Students work in pairs and Completion of graphic Reading on Author’s
& author’s purpose practice using the following organisers purpose e.g.
4 purpose questions to determine an https://suite.io/thadra-
(e.g. to inform, Examine language to author’s purpose: Oral and written petkus/2ef12r6
persuade) determine a writer’s - What is the author trying to responses to literal and
purpose say to me? inferential questions (Author’s purpose)
-Is the author a reliable source
of information? Completion of student Teacher checklists
-Is the author trying to persuade checklists
me to think a certain way or Student checklists
to do something? Journal entries
-What kind of information is Panel discussion Video Clips
the author providing?
-Might the author have a Author’s chair Inspiration
hidden agenda? Completion of concept
maps Webspiration
Think-Pair-Share

Completion of checklists
Author’s chair

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 COMPREHENSION SCHEME OF WORK
TERM 2
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Assessment Resources
Strategies Strategies
Students will be able
to:

5 Explicit List explicit details in Students list explicit details in Literal comprehension Copies of short
& Details given texts given texts after observing exercises descriptive texts
6 teacher modelling this activity
Answer literal Graphic organiser
questions based on Students read selected Creation of questions
given texts descriptive texts based on a given text Chart paper
Students recreate what is using the 5Ws and an H
Create literal described in the text in Markers
questions graphic form Oral responses to written
questions created by
Explain the Students present peers
importance of creations to the class
identifying key
information in texts Small-Group Work
Students:
read a short story
retell the story orally
use a checklist to ensure
that essential details are
included

In groups, students
create questions based
on the story using the

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 COMPREHENSION SCHEME OF WORK
TERM 2
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Assessment Resources
Strategies Strategies
Students will be able
to:
strategy 5Ws and an H
Questions are circulated
for peers to answer
7 Sequencing Identify the sequence Students locate transitional or Arrange jumbled Envelopes with comic
& - Text in written text signal words that indicate sentences into a frames
8 Structure sequence (e.g. first, second, paragraph
Follow a sequence of last) in a passage Jumbled sentences
events in a written
text Students, in small groups, Creation of timeline Copies of short story
sequence the events of a story of school activities and
Detect words that using story board software or school vacations Newspapers
indicate sequence bristol board and markers. They
present the completed Students present their Internet
storyboard to the class and findings to the class
justify the sequence created

Students read a short story and

identify signal words that
suggest sequence

Students sequence events in

stories according to time and
present the sequence on an
organisational map or
chart/story chain

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 COMPREHENSION SCHEME OF WORK
TERM 2
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Assessment Resources
Strategies Strategies
Students will be able
to:
Sequencing Identify the sequence Students use the Internet and Arrange jumbled Envelopes with comic
-Text Structure in written text newspapers to research and sentences into a frames
7 create timelines of current paragraph
& Follow a sequence of world events Jumbled sentences
8 events in a written
text Creation of a schema story: Creation of timeline Copies of short story
 Select story of school activities and
Detect words that  Cut into sections school vacations Newspapers
indicate sequence  Distribute sections to
small groups Students present their Internet
 One group member findings to the class
reads section to his/her
group
 Teacher invites the
group that thinks it has
the story’s
beginning/middle/end to
share
Group justifies its selection
9 Barriers to Identify barriers to Teacher distributes level Oral retelling of Copies of unfamiliar
& comprehension comprehension appropriate reading material information texts – menu, graphic
10 that has some degree of Creation of poster novel, cartoon, recipe,
Fix-up Use ‘fix-up strategies’ difficulty illustrating “fix-up brochure
strategies to remedy problems strategies”
In groups, students examine the Comprehension exercise Computer

29
 COMPREHENSION SCHEME OF WORK
TERM 2
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Assessment Resources
Strategies Strategies
Students will be able
to:
Metacognition text to determine what makes Internet
comprehension difficult.
Students present reasons, e.g. Copies of unfamiliar
failure to understand words, texts – menu, graphic
sentences, how information fits novel, cartoon, recipe,
together (organisation) brochure

Students generate a list of Computer

reading difficulties
Internet
Students create a list of fix-up Oral retelling of
strategies used to cope with the information
difficulties. Groups share their
strategies and teacher records Creation of poster
them on board illustrating “fix-up
strategies”
Barriers to Teacher uses a ‘think aloud’ to
comprehension model the use of additional fix- Comprehension
up strategies to aid exercise
comprehension:
- skip section of text and
Fix-up read on
strategies - break text into “chunks”
Metacognition - re-read current sentence
- re-read previous

30
 COMPREHENSION SCHEME OF WORK
TERM 2
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Assessment Resources
Strategies Strategies
Students will be able
to:
information
- use context clues
- consult a
dictionary/thesaurus

11
&
12 Revision and Assessment

31
 COMPREHENSION SCHEME OF WORK
TERM 3
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Strategies Assessment
Students will be able
Strategies
to:

1 Implied Detect connections Students read a paragraph or a fable Students are given Text
& Main Idea among details in a text short extract from
2 Using the herringbone pattern which they infer the Herringbone pattern
- Making Infer the main idea graphic organiser, students fill in main idea graphic organiser
Inferences important details from the story
Explain the
relationship between Using the details in groups students
main ideas and draw conclusions about the main
supporting details idea. They compose a sentence that
states the main idea

Students are divided into groups.

Each group is given an excerpt from
a text, and a pattern of the
herringbone graphic organiser
Members of each group fill in the
pattern and infer the main idea

Oral class presentation of inferred

main ideas and discussion follows

32
 COMPREHENSION SCHEME OF WORK
TERM 3
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Strategies Assessment
Students will be able
Strategies
to:

3 Fact & Identify facts and Whole-Group Work Written exercises to Texts
& Opinion opinions Students read two accounts of the differentiate between
4 - same incident, one factual and fact and opinion in T-charts
Questioning Differentiate between another from someone’s point of given passages
fact and opinion in a view. They: Pictures
- given piece of writing  make relevant connections
Making  compare and contrast the Computers
connections Generate questions two accounts Research project:
about the purpose of  identify differences Investigate an incident Cell phones
the writing and their  define what is factual and reported in the media
purpose for reading what is opinion involving a popular Video clips
Students are given samples of celebrity. Report the
factual and opinion statements. facts versus the News papers
Make connections Using a T-chart, they place each opinions via social
between: statement in one of the two columns media to their peers Podcasts
 text and self
 text and text Students investigate a real or
 text and world imaginary incident at school. They
use the 5Ws and an H strategy and
ascertain facts and opinions

33
 COMPREHENSION SCHEME OF WORK
TERM 3
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Strategies Assessment
Students will be able
Strategies
to:

5 Compare & Identify the language Students solve “Spot the Creation of Venn Passages or excerpts
& Contrast of comparison and Difference” puzzles diagrams and T-charts from different texts:
6 contrast to show comparison
- Literary Using a Venn diagram, students and contrast Newspaper articles
device Identify similarities record features identified in
(simile) and differences in photographs that are similar and Online assessment of Magazines
texts different games played
Texts (fiction and
Use similes to make Teacher introduces the terms non-fiction)
comparisons comparison and contrast and elicits
definitions of both from groups Multimedia Projector

Teacher does a Read Aloud using a Charts

passage containing key words and
phrases that indicate comparison Venn diagrams
and contrast. Focuses attention on
key words and phrases e.g. Post It Notes
like/unlike; same as/in contrast
to/likewise; however /whereas

Students read a passage and identify

words that indicate comparison and
contrast. These are recorded on a T-
chart

34
 COMPREHENSION SCHEME OF WORK
TERM 3
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Strategies Assessment
Students will be able
Strategies
to:

Students read texts containing

similes and discuss comparisons
made. They create and visually
represent similes. They play online
matching simile games as well as
simile Jeopardy game

7 Summarising Locate the main ideas Students categorise lists of items Select a category Journals
& - Retelling in content area texts e.g. video games, cell phones name for a list of
8 items Passages
Differentiate between Students list main ideas in given
relevant and irrelevant paragraphs after observing teacher Substitute synonyms Graphic organisers
details modelling this activity for specified phrases
Relevant texts
Detect words that Students read paragraphs, identify Oral and written
categorise a group of the main ideas and highlight the summaries of short Multimedia projector
items relevant details. They represent this passages
using graphic organisers and then
Detect words that write the summary
summarises phrases or
ideas Class discussion on the importance
of precision in language use e.g.
Appreciate the value All of a sudden—Suddenly;
of concise language In the end -- Finally

35
 COMPREHENSION SCHEME OF WORK
TERM 3
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Strategies Assessment
Students will be able
Strategies
to:

Students are grouped and each

group is given cue cards with
phrases written on them. Students
write a word for those phrases on
the reverse side of the card

9 Cause and Use text features to Teacher models comprehension Treasure hunt Print and electronic
& effect establish a purpose for strategies and integration of all materials/passages
10 -Text reading language skills—especially oracy is Word Bingo (informational and
structure emphasised Journal entries literary) of interest to
Preview texts Quick Writes students
Teacher guides discussion to Reading Checklists
establish a purpose for reading (e.g. E-books
for enjoyment, for information) and Response to literal
models the previewing of text, then questions Comic books
guides student practice
Observation Checklist Digital story
Teacher first models using Think
Aloud, then guides students to use Anecdotal records Digital treasure hunt
picture clues to skim and predict
outcomes Stationery-
highlighter
Students read and use captions,
chapter headings, boldface headings,
words, charts and graphs and

36
 COMPREHENSION SCHEME OF WORK
TERM 3
Week Skill/topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Strategies Assessment
Students will be able
Strategies
to:

pictures to become acquainted with

reading material
11
& Revision and Assessment
12

37
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
1 Sight words Identify and Explicit teaching of sight Read a passage containing Flash Cards,
& pronounce words: sight words without errors Power Point Slides,
2 words from various Sentence strips
Sight Words List Students are taught five new Use a checklist to record
sight words each day using students’ sight words Links for sight word
PowerPoint slides or flash progress. games and
cards with the target words strategies:
Key search words:
Students use sentences with sight words, high
the sight words to associate frequency words
meaning with the words e.g.
http://pinterest.com/l
Students sing sight words earningahoy/sight-
songs (rap) words/
http://moffattgirls.bl
Key search words: Sight ogspot.com/
words, songs http://www.mrsperki
ns.com/dolch.htm
Playing of sight word games http://www.signingti
e.g. me.com/
http://www.starfall.com/n/matc http://www.sightwor
hing/sight-words/play.htm?f dsgame.com/

Key search words: starfall,

sight word games
38
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:

3 Synonyms Define the term Students listen to Read Aloud Rewrite a given fairy tale: Key search words:
& synonym of a popular fairy tale  Highlight words Thesaurus: E.g.
4 that can be http://www.teachingi
Identify and use The fairy tale is written on a replaced with deas.co.uk/english/w
synonyms chart with several words synonyms orksheets/thesaurus
appropriately in highlighted ws.htm
sentences  Replace the words
Students participate in  Share the How to use a
Distinguish words discussion on suitable words to rewritten story Thesaurus lesson
from other words replace the highlighted words with the class plan e.g.
similar in meaning Complete cloze exercises http://www.localsch
Students identify what are ooldirectory.com/les
synonyms and give their own Replace the underlined son-plans/id/271
definition through guided with a word nearest in
questioning meaning Synonym list

Students use graphic Matching exercises Words from reading

organisers to group words that involving synonyms passages, stories,
are similar to a given word newspapers,
magazines
Students read passages with Games to reinforce
highlighted words and use a synonyms
thesaurus to find suitable
synonyms Key Search Words:
Concept Maps
39
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
Graphic Organisers
e.g.
http://www.readwrit
ethink.org/files/resou
rces/printouts/30699
_concept_map.pdf

5 Content Area Determine the Use Frayer model graphic Construct sentences to Word Wall: Large
& Vocabulary different meanings organiser to provide a detailed illustrate the meaning of manila folders, rulers
6 of words as used in understanding of new words words used in a particular and markers
different content context
areas Use the Vocabulary Self- Graphic Organiser-
Collection strategy (VSS): Completion of cloze Frayer Model
passages
Classify words and Students when reading are
their meanings encouraged to choose words
according to their from their readings that are Correctly sort words and
content area new and interesting. They must place in relevant
use the context and other categories
resources to determine the
meaning of the words.
Teachers using the VSS must
 Model the process of
collecting words
 Provide guided

40
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
practice within reading
groups and other
instructional contexts
 Offer constant
encouragement to
students to use VSS
during independent
reading

Construct a word wall that

classifies words and their
meanings according to the
different content areas

7 Multiple- Use words in Provide examples of words Write sentences to Stories

& meaning words context to show the used in different context illustrate the different
8 different meanings meanings of words Expository passages
Students are guided to identify e.g. cast, back, bolt
Determine the specific multiple meaning show Passages from the
meaning of words words. They then participate in newspapers,
by analysing the a discussion on how the words Orally construct sentences magazines
context are used in various contexts to illustrate the multiple
 students use the meanings of words. Use a Using the internet
State the literal and dictionary to checklist to record Key words: context
figurative meanings demonstrate the information clues games

41
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
of words meaning of multi-
Multiple- meaning words Create riddles e.g. Dictionary
meaning words Use words in  Teacher draws I am a flying mammal and
7 context to show the reference from content something you use in a
& different meanings area words game of cricket. What
8  e.g. The product of 2 word am I?
Determine the and 2 equals
meaning of words  The main product of Creation of metaphors to
by analysing the petroleum is gasoline illustrate the figurative
context meaning of words
Play with parts of speech
State the literal and Let students create sentences
figurative meanings using the word two times, once
of words as a noun and once as a verb
e.g.
Kate was cleaning her
diamond ring when she heard
the phone ring

Listen to sentences containing

words with multiple meanings
and explain the meaning of the
word and how it applies to the
related context

42
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
Stories
9- 11 Context clues Use context clues to Teacher constructs cloze Completion of cloze
complete cloze passage omitting selected passages Expository passages
Synonyms passages words. In place of each target
word, insert a letter and then Passages from the
Use of Use context to x’s for the rest of the letters in Worksheets newspapers,
Thesaurus determine the the words magazines
meaning of words Online assessments of
E.g. We had ice cream and context clues games Using the internet
cxxx at Janelle’s birthday Key words: context
party. Teacher informs clues games
students that each x stands for
a different letter and asks Dictionary
students to guess what is the
word and state why they chose
the particular word.
Teacher explains that we can
get the correct word due to the
context in which it is used, that
is, the words that come before
and after
 Using only x’s for the
target word
 Using a blank for the
target word.

43
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:

9-11 Context clues Use context to Create passages with blanks Completion of cloze Stories
determine the representing specific words passages
Synonyms meaning of words e.g. adjectives, nouns etc. Expository passages
Illustrate to students that there
Use of are different kinds of context Worksheets Passages from the
Thesaurus clues e.g. newspapers,
antonym and synonym Online assessments of magazines
Pictionary Variation: students context clues games
draw graphic representations Using the internet
of words Key words: context
clues games
Students play a game of
Charades using vocabulary Dictionary
words from the text that is
being studied. Play word
BINGO games and word sorts.
Use dictionary and thesaurus
to find meanings of words

44
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:

12 Antonyms Define the term Students listen to a read aloud Before reading activity: Key search words:
& antonym of a story or passage and have Guide students to Antonyms, antonym
13 role play it in two ways: highlight words that may games
Identify and use - as read form opposites in the E.g.
antonyms in - the opposite passage http://busyteacher.or
sentences g/8044-opposites-
Discussion on antonyms attract-having-fun-
with-antonyms.html
Distinguish words Practice replacing words with
from other words antonyms During the reading Flash Cards
opposite in activity:
meaning Students use graphic Discussion of words and Blank Bingo cards
organisers their opposite meaning
Antonym list
Game of trees- placing Post reading activity:
synonyms and antonyms of a Construct sentences using Words found in
given word on word trees. the highlighted words and reading passages,
Antonym Bingo their opposite in meaning stories, newspapers,
Memory- Matching antonym magazines
cards Word games such as
bingo, word sleuth

Concept Maps:
Key search words:
graphic organisers,
45
 VOCABULARY SCHEME OF WORK
TERM 1
Week Skill/topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
concept maps for
Antonyms Identify and use Students listen to a read aloud Before reading activity: reading. E.g.
antonyms in of a story or passage and have Guide students to http://www.readwrit
12 sentences role play it in two ways: highlight words that may ethink.org/files/resou
& - as read form opposites in the rces/printouts/30699
13 - the opposite passage _concept_map.pdf
Distinguish words
from other words Discussion on antonyms
opposite in
meaning Practice replacing words with
antonyms During the reading
activity:
Students use graphic Discussion of words and
organisers their opposite meaning

Game of trees- placing Post reading activity:

synonyms and antonyms of a Construct sentences using
given word on word trees. the highlighted words and
Antonym Bingo their opposite in meaning
Memory- Matching antonym
cards
14
& Revision and Assessment
15

46
 VOCABULARY SCHEME OF WORK
TERM 2
Week Skill/topic Learning Suggested Suggested Resources
Outcomes Teaching/Learning Assessment
Students will be Strategies Strategies
able to:
1 Sight Words: Identify and Explicit teaching of sight Read a passage Flash Cards, Power Point
pronounce words: containing sight Slides, sentence strips
Review and words from Teach five new sight words words, without
Extension various Sight to students each day using making errors Links for sight word games
Words List PowerPoint slides or flash and strategies:
cards with the target words Use a checklist to Key search words: sight
record students’ sight words, high frequency
Students use sentences with words progress words e.g.
the sight words to create a http://pinterest.com/learnin
context for associating gahoy/sight-words/
meaning with the words http://www.mrsperkins.co
m/dolch.htm
Singing of sight words songs http://www.signingtime.co
(rap) m/
Key search words: Sight http://www.sightwordsgam
words, songs e.com/

Playing of sight word games

e.g.
http://www.starfall.com/n/ma
tching/sight-
words/play.htm?f

Key search words: starfall,

sight word games

47
 VOCABULARY SCHEME OF WORK
TERM 2
Week Skill/topic Learning Suggested Suggested Resources
Outcomes Teaching/Learning Assessment
Students will be Strategies Strategies
able to:

2 Sight Words Identify and Explicit teaching of sight Read a passage Flash Cards, Power Point
pronounce words: containing sight Slides, sentence strips
words from words without errors
various Sight Students are taught five new Links for sight word games
Words List sight words each day using Use a checklist to and strategies:
PowerPoint slides or flash record students’ sight Key search words: sight
cards with the target words words progress words, high frequency
words. E.g.
Students use sentences with http://pinterest.com/learnin
the sight words to create a gahoy/sight-words/
context for associating http://www.mrsperkins.co
meaning with the words m/dolch.htm
. http://www.signingtime.co
m/
Singing of sight words songs http://www.sightwordsgam
(rap) e.com/
e.g.
http://www.youtube.com/wat
ch?v=idexNu0SZpU
Key search words: Sight
words, songs

Playing of sight word games

e.g.
http://www.starfall.com/n/ma
48
 tching/sight-
Sight Words Identify and words/play.htm?f Read a passage
pronounce containing sight
words from Key search words: starfall, words without errors
various Sight sight word games
Words List Use a checklist to
record students’ sight
words progress

3 Content Area Identify and Use Frayer model graphic Read a passage Flash Cards
& /Technical pronounce organiser to provide a containing technical
4 Vocabulary words from detailed understanding of vocabulary without Power Point Slides
various subject new words errors
word lists Sentence strips
Use the Vocabulary Self- Completion of a
Determine the Collection strategy (VSS): cloze passage
different
meanings of Students when reading are Use a checklist to
words as used in encouraged to choose words record students’
different content from their readings that are technical words
areas new and interesting. They progress
must use the context and
other resources to determine
Classify words the meaning of the words.
and their Teachers using the VSS must
meanings  Model the process of
according to collecting words
their content area  Provide guided
practice within
reading groups and
other instructional
contexts

49
  Offer constant
encouragement to
students to use VSS
during independent
reading

Construct a word wall that

classifies words and their
meanings according to the
different content areas

5 Homographs Distinguish the Students view sentences and Students create two Homograph list
& (Words with same differences in the passages with homographs sentences showing
6 spelling different pronunciation of the meaning of a pair Words found in passages,
origin, homographs e.g. I was present when he of homographs. stories, newspapers,
pronunciation and received the present. magazines
meaning) Distinguish the Will you permit me to use
differences in the your permit? Oral Evaluation using Words found in content
meaning of Students echo teacher’s a checklist: area
homographs. demonstration of the
different pronunciations of -pronunciation of Using activities to reinforce
Construct the words and how they homographs homographs
sentences using convey different meanings in -use in sentences e.g. dictation
homographs the sentences

Students read additional Reading of sentences

homographs and engage in and passages
discussion about their use containing
e.g. minute, product homographs with
bow, produce, lead, read proper pronunciation

Musical chair homographs Creation of sentences

(game) showing the

50
 Key words: homographs, differences in the
games for homographs meanings of the
e.g. respective
https://www.teachervision.co homographs
m/tv/printables/Strouf_08762
8635x_178-179.pdf

Game: In teams, students

present flashcards for
opponents to give both
pronunciations of words and
dramatise their meanings

7 Context Clues Use context Teacher constructs cloze Completion of cloze Stories
& clues to passage omitting selected passages
8 complete cloze words. In place of each target Expository passages
passages. word, insert a letter and then
x’s for the rest of the letters Worksheets Passages from the
Use content to in the words newspapers, magazines
determine
meaning of e.g. We had ice cream and Completion of cloze Using the internet
words c_ _ _ Janelle’s birthday passages Key words: context clues
party games

Teacher informs students that Worksheets Dictionary

each x stands for a different
letter and asks students to
guess what is the word and
state why they chose the
particular word

Teacher explains that the

correct meaning of the word

51
 can be arrived at due to the
context in which it is used,
that is, the words that come
before and after

 Using only x’s for the

target word
 Using a blank for the
target word

9 Context Clues Students will be Create passages with blanks Completion of cloze Stories
& able to: representing specific words passages
10 e.g. adjectives, nouns etc. Expository passages
Use context
clues to Illustrate to students that Worksheets Passages from the
complete cloze there are different kinds of newspapers, magazines
passages context clues e.g. Antonym Online assessments
and synonym; Pictionary of context clues Using the internet
Use content to Variation: students draw games
determine graphic representations of Key words: context clues
meaning of words games
words
Students play a game of Dictionary
Charades using vocabulary
words from the text that is
being studied
Play word BINGO games
and word sorts.
Use dictionary and thesaurus
to find meanings of words
11
& Revision and Assessment
12

52
 VOCABULARY SCHEME OF WORK
TERM 3
Week Skill/topic Learning Suggested Suggested Resources
Outcomes Teaching/Learning Assessment
Students will be Strategies Strategies
able to:
1 Sight Words: Identify and Explicit teaching of sight Read a passage Flash Cards, Power Point
pronounce words: containing sight Slides, sentence strips
Review and words from Teach five new sight words words, without
Extension various Sight to students each day using making errors Links for sight word games
Words List PowerPoint slides or flash and strategies:
cards with the target words Use a checklist to Key search words: sight
record students’ sight words, high frequency
Students use sentences with words progress words e.g.
the sight words to create a http://pinterest.com/learnin
context for associating gahoy/sight-words/
meaning with the words http://www.mrsperkins.co
m/dolch.htm
Singing of sight words songs http://www.signingtime.co
(rap) m/
Key search words: Sight http://www.sightwordsgam
words, songs e.com/

Playing of sight word games

e.g.
http://www.starfall.com/n/ma
tching/sight-
words/play.htm?f

Key search words: starfall,

sight word games

53
 VOCABULARY SCHEME OF WORK
TERM 3
Week Skill/topic Learning Suggested Suggested Resources
Outcomes Teaching/Learning Assessment
Students will be Strategies Strategies
able to:

2 Content Area Determine the Use Frayer model graphic Construct sentences Word Wall: Large manila
& Vocabulary different organiser to provide a to illustrate the folders, rulers and markers
3  Technical meanings of detailed understanding of meaning of words
vocabulary words as used in new words used in a particular Graphic Organiser- Frayer
different content context Model
areas Use the Vocabulary Self-
Collection strategy (VSS): Completion of cloze
passages
Classify words Students when reading are
and their encouraged to choose words
meanings from their readings that are Correctly sort words
according to new and interesting. They and place in relevant
their content area must use the context and categories
other resources to determine
the meaning of the words
Teachers using the VSS must
 Model the process of
collecting words
 Provide guided
practice within
reading groups and
other instructional
contexts
 Offer constant
encouragement to

54
 students to use VSS
during independent
reading

Construct a word wall that

classifies words and their
meanings according to the
different content areas

4 Context Clues Use context Students read teacher created Completion of cloze Stories
& clues to passages with blanks passages
5 complete cloze representing specific words Expository passages
passages e.g. adjectives, verbs, nouns
etc. Worksheets Passages from the
newspapers, magazines
Use context to Teacher models how Online assessments
determine synonyms, antonyms, use of of context clues Using the internet
meaning of signal words, punctuation games
words cues and details can be used Key words: context clues
to deduce meanings of words games

Students practice reading Dictionary

passages with about four
unfamiliar words and discuss
plausible meaning based on
context clues

They use a dictionary to

verify meanings. Students
create a dictionary/ thesaurus
of new words and phrases,
their definitions and
synonyms

55
 Pictionary Variation:
students draw graphic
representations of words

Students play a game of

Charades using vocabulary
words from the text that is
being studied
Playing of word BINGO
games and word sorts

6 Multiple-meaning Use words in Provide examples of words Write sentences to Stories

& words context to show used in different context illustrate the different
7 the different meanings of words Expository passages
meanings Students are guided to e.g. cast, back,
identify specific multiple bolt show Passages from the
Determine the meaning words. They then newspapers, magazines
meaning of participate in a discussion on Orally construct
words by how the words are used in sentences to illustrate Using the internet
analysing the various contexts the multiple Key words: context clues
context  students use the meanings of words. games
dictionary to Use a checklist to
State the literal demonstrate the record information Dictionary
and figurative meaning of multi-
meanings of meaning words Creation of riddles
words  Teacher draws e.g.
reference from I am a flying
content area words mammal and
 e.g. The product of 2 something you use in
and 2 equals a game of cricket.
 The main product of What word am I?

56
 petroleum is gasoline
Creation of
Play with parts of speech metaphors to
Let students create sentences illustrate the
using the word two times, figurative meaning of
once as a noun and once as a words
verb e.g.
Kate was cleaning her
diamond ring when she heard
the phone ring

Listen to sentences
containing words with
multiple meanings and
explain the meaning of the
word and how it applies to
the related context

8 Homographs Distinguish the Students view sentences and Creation of sentences Homograph list
(Words with same differences in the passages with homographs showing the
spelling different pronunciation of e.g. I was present when he differences in the Words found in passages,
origin, homographs received the present. meanings of stories, newspapers,
pronunciation and Will you permit me to use homographs magazines
meaning) Distinguish the your permit?
differences in the Oral Evaluation using Words found in content
meaning of Students echo teacher’s a checklist: area
homographs demonstration of the
different pronunciations of -pronunciation of Key words: homographs,
Construct the words and how they homographs games for homographs
sentences using convey different meanings in -use in sentences e.g.
homographs the sentences https://www.teachervision.
com/tv/printables/Strouf_0

57
 Students read additional Reading of sentences 87628635x_178-179.pdf
homographs and engage in and passages
discussion about their use containing
e.g. minute, product homographs with
bow, produce, lead, read proper pronunciation

Musical chair homographs

Game: In teams, students
present flashcards for
opponents to give both
pronunciations of words and
dramatise their meanings
9 Synonyms Identify and use Students read teacher created Rewrite a given Key search words:
& synonyms passage or content area passage/story/poem Thesaurus: E.g.
10 Use of a thesaurus appropriately in material with words  Highlight http://www.teachingideas.c
sentences highlighted words that can o.uk/english/worksheets/th
be replaced esaurusws.htm
Distinguish Students participate in with
words from other discussion on suitable words synonyms How to use a Thesaurus
words similar in to replace the highlighted lesson plan e.g.
meaning words  Replace the http://www.localschooldire
words ctory.com/lesson-
Students use graphic  Share the plans/id/271
organisers to group words rewritten
that are similar to a given passage/story/ Synonym list
word poem with
the class Words from reading
Students read passages with Complete cloze passages, stories,
highlighted words and use a exercises newspapers, magazines
thesaurus to find suitable Games to reinforce
synonyms Replace the synonyms
underlined with a
word nearest in

58
 meaning

11
& Revision and Assessment
12

59
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies

1 Phonics Apply knowledge of Integrate phonics Exercises to identify letters A variety of reading
Alphabet letter sound instruction into content and their sounds materials e.g. ‘hi-lo’
correspondence and classroom lessons reading books,
using high interest-low Completion of online magazines, food labels,
(hi-lo) readability books, exercises on letter recipes, cartoons, poems
food labels, recipes, identification and sound newspapers, song lyrics
cartoons
Independently read simple Teacher composed
Review of alphabet, texts passages
vowel and consonant
letters and sounds. Work Magnetic letters
with individuals or small Letter tiles
groups lacking these Word walls,
skills
Computers with internet
access,
CD players

2 Phonics Apply knowledge of Review of short vowel Create illustrated stories A variety of reading
& -Short letter sound sounds using appropriate based on short vowel materials e.g. ‘hi-lo’
3 vowels correspondence text e.g. poem or short phonograms e.g. reading books,
- Make and read words passage. Conduct mini an, et, ig, op, ub magazines, food labels,
Phonograms using short vowel lesson on the short Stories could be created on recipes, cartoons, poems

60
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
sounds vowel sounds using computer newspapers, song lyrics
word cards, multi-media
Utilise word families projector (MMP) or Create phonic books Teacher composed
to create and use presentation software passages
Phonics words e.g. Power Point Write and present rhymes or
-Short limericks using rhyming Magnetic letters
vowels Apply appropriate Work with individuals words Letter tiles
- phonic and word or small groups lacking Word walls
Phonograms attack skills these phonic sounds Create games such as search-
(chunking, a-word puzzles Computers with internet
syllabication) and Oral practice e.g. access,
strategies when rapping, in pronouncing Completion of online phonic CD players
reading short vowel sounds and games
words containing them Games e.g. Bingo,
Read independently Completion of worksheets Concentration, Scrabble,
Students investigate Hangman, Search-a-
words with short vowel Word puzzles, scrambled
phonogram patterns e.g. words and online games
an, et, ig, op, ub found
in texts. They group and
record the words
according to their
patterns. They form
additional words using
letter tiles/ magnetic

61
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
tiles
Phonics Utilise word families
-Short to create and use Students read word
vowels words families and create
- sentences or stories both
Phonograms Apply appropriate orally and written using
phonic and word them
attack skills
(chunking, Echo, choral, paired
syllabication) and reading can all be done.
strategies when Reinforce sounds using
reading games

Read independently Create classroom word

walls with phonic lists

4 Phonics Apply knowledge of Review of consonant Create illustrated stories A variety of reading
& -Consonants letter sound sounds using appropriate based on consonants in initial materials e.g. ‘hi-lo’
5 correspondence pictures and texts e.g. and final positions reading books,
poem or short passage magazines, food labels,
- Discriminate between Stories could be created on recipes, cartoons, poems
Phonograms words which differ in Work with individuals computer newspapers, song lyrics
their initial and final or small groups lacking
sounds. these phonic sounds Create phonic books Teacher composed
passages

62
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
Utilise word families Oral practice e.g. Write and present rhymes or
to create and use rapping, in limericks using rhyming Magnetic letters
Phonics words differentiating between words. Letter tiles
4 -Consonants consonants in initial and Word walls
& Apply appropriate final positions in words Create games such as search-
5 phonic and word e.g. back, hack, Jack, a-word puzzles Computers with internet
- attack skills pack access,
Phonograms (chunking, grim, grit, grin, grip Completion of online phonic CD players
syllabication) and games
strategies when Students investigate Games e.g. Bingo,
reading words with consonants Completion of worksheets Concentration, Scrabble,
in initial and final Hangman, Search-a-
Read independently positions found in texts. Word puzzles, scrambled
They group and record words and online games
the words according to
their patterns. They form
additional words using
letter tiles/ magnetic
tiles

Students read word

families and create
sentences or stories both
orally and written using
them

63
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies

Echo, choral, paired

Phonics reading can all be done.
-Consonants Reinforce sounds using
4 games
&
5 - Create classroom word
Phonograms walls with phonic lists
A variety of reading
Phonics Apply knowledge of Review of long vowel Create illustrated stories materials e.g. ‘hi-lo’
6 -Long long ‘a’ letter sound. sounds using appropriate based on long vowel reading books,
vowels ‘a’ Make and read words text e.g. poem or short phonograms. Stories could be magazines, food labels,
(ai, ay) using long vowel passage. Conduct mini created on computer recipes, cartoons, poems
sounds lesson on the long vowel newspapers, song lyrics
-Final ‘e’ Utilise word families sounds including final Create phonic books
rule to create and use ‘e’ rule using word Teacher composed
words cards, MMP or Write and present rhymes or passages
- presentation software limericks using rhyming
Phonograms Apply appropriate words Magnetic letters
phonic and word Work with individuals Letter tiles
attack skills or small groups to Create games such as search- Word walls
(chunking, reinforce these phonic a-word puzzles
syllabication) and sounds
strategies when Completion of online phonic
6 reading Oral practice e.g. games

64
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
rapping, in pronouncing
Phonics long vowel sounds and Completion of worksheets
-Long Apply knowledge of words containing them
vowels ‘a’ long ‘a’ letter sound.
(ai, ay) Make and read words Students investigate
using long vowel words with long vowel
-Final ‘e’ sounds. phonogram patterns Computers with internet
rule Utilise word families found in texts e.g. Create illustrated stories access,
to create and use date, fate, plate/ rail, based on long vowel CD players
- words mail, sail/ day, play phonograms. Stories could be
Phonograms They group and record created on computer Games e.g. Bingo,
Apply appropriate the words according to Concentration, Scrabble,
phonic and word their patterns. They form Create phonic books Hangman, Search-a-
attack skills additional words using Word puzzles, scrambled
(chunking, letter tiles/ magnetic Write and present rhymes or words and online games
syllabication) and tiles limericks using rhyming
strategies when words
reading Students read word
families and create Create games such as search-
Read independently sentences or stories both a-word puzzles
orally and written using
them Completion of online phonic
games
Echo, choral, paired
reading can all be done. Completion of worksheets

65
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
Reinforce sounds using
games

Create classroom word

walls with phonic lists

7 Phonics Apply knowledge of Review of long vowel Create illustrated stories A variety of reading
-Long long ‘e’ letter sound. sounds using appropriate based on long vowel materials e.g. ‘hi-lo’
vowels ‘e’ Make and read words text e.g. poem or short phonograms. Stories could be reading books,
(ee, ea, y) using long vowel passage. Conduct mini created on computer magazines, food labels,
sounds lesson on the long vowel recipes, cartoons, poems
-Final ‘e’ Utilise word families sounds including final Create phonic books newspapers, song lyrics
rule to create and use ‘e’ rule using word
words cards, MMP or Write and present rhymes or Teacher composed
- presentation software limericks using rhyming passages
Phonograms Be able to apply words
appropriate phonic Work with individuals Magnetic letters Letter
and word attack skills or small groups to Create games such as search- tiles
(chunking, reinforce these phonic a-word puzzles Word walls
syllabication) and sounds
strategies when Completion of online phonic
reading Oral practice e.g. games
rapping, in pronouncing
Be able to read long vowel sounds and Completion of worksheets
independently words containing them

66
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
7 Phonics
-Long Apply knowledge of Students investigate Create illustrated stories
vowels ‘e’ long ‘e’ letter sound. words with long vowel based on long vowel
(ee, ea, y) Make and read words phonogram patterns phonograms. Stories could be
using long vowel found in texts e.g. created on computer
-Final ‘e’ sounds. need, reed, feed/ seat,
rule Utilise word families cheat, treat / cherry, Create phonic books
to create and use berry Computers with internet
- words They group and record Write and present rhymes or access,
Phonograms the words according to limericks using rhyming CD players
Be able to apply their patterns. They form words
appropriate phonic additional words using Games e.g. Bingo,
and word attack skills letter tiles/ magnetic Create games such as search- Concentration, Scrabble,
(chunking, tiles a-word puzzles Hangman, Search-a-
syllabication) and Word puzzles, scrambled
strategies when Students read word Completion of online phonic words and online games
reading families and create games
sentences or stories both
Be able to read orally and written using Completion of worksheets
independently them

Echo, choral, paired

reading can all be done.
Reinforce sounds using
games

67
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies

Create classroom word

walls with phonic lists

8 Phonics Apply knowledge of Review of long vowel Create illustrated stories A variety of reading
-Long long ‘i’ letter sound. sounds using appropriate based on long vowel materials e.g. ‘hi-lo’
vowels ‘i’ Make and read words text e.g. poem or short phonograms. Stories could be reading books,
(igh, ie, y) using long vowel passage. Conduct mini created on computer magazines, food labels,
sounds lesson on the long vowel recipes, cartoons, poems
-Final ‘e’ Utilise word families sounds including final Create phonic books newspapers, song lyrics
rule to create and use ‘e’ rule using word
words cards, MMP or Write and present rhymes or Teacher composed
- presentation software limericks using rhyming passages
Phonograms Be able to apply words
appropriate phonic Work with individuals Magnetic letters
and word attack skills or small groups to Create games such as search-
(chunking, reinforce these phonic a-word puzzles Letter tiles
syllabication) and sounds
strategies when Completion of online phonic Word walls
reading Oral practice e.g. games
rapping, in pronouncing
Be able to read long vowel sounds and Completion of worksheets
independently words containing them

8 Apply knowledge of Students investigate Create phonic books Computers with internet

68
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
long ‘i’ letter sound. words with long vowel access,
-Final ‘e’ Make and read words phonogram patterns Write and present rhymes or CD players
rule using long vowel found in texts e.g. limericks using rhyming
sounds bike, like, hike/ high, words. Games e.g. Bingo,
Phonograms thigh/ pie, tie Concentration, Scrabble,
Utilise word families They group and record Create games such as search- Hangman, Search-a-
to create and use the words according to a-word puzzles Word puzzles, scrambled
words their patterns. They form words and online games
additional words using Completion of online phonic
Be able to apply letter tiles/ magnetic games
appropriate phonic tiles
and word attack skills Completion of worksheets
(chunking, Students read word
syllabication) and families and create
strategies when sentences or stories both
reading orally and written using
them
Be able to read
independently. Echo, choral, paired
reading can all be done.
Reinforce sounds using
games

Create classroom word

walls with phonic lists

69
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
9 Phonics Apply knowledge of Review of long vowel Create illustrated stories A variety of reading
-Long long ‘o’ letter sound. sounds using appropriate based on long vowel materials e.g. ‘hi-lo’
vowels ‘o’ Make and read words text e.g. poem or short phonograms. Stories could be reading books,
(oa, ow) using long vowel passage. Conduct mini created on computer magazines, food labels,
sounds lesson on the long vowel recipes, cartoons, poems
-Final ‘e’ sounds including final Create phonic books newspapers, song lyrics
rule Utilise word families ‘e’ rule using word
to create and use cards, MMP or Write and present rhymes or Teacher composed
- words presentation software limericks using rhyming passages
Phonograms words.
Be able to apply Work with individuals Magnetic letters
appropriate phonic or small groups to Create games such as search-
and word attack skills reinforce these phonic a-word puzzles Letter tiles
(chunking, sounds
syllabication) and Completion of online phonic Word walls,
strategies when Oral practice e.g. games
reading rapping, in pronouncing Computers with internet
long vowel sounds and Completion of worksheets access,
Be able to read words containing them CD players
independently
Students investigate Games e.g. Bingo,
words with long vowel Concentration, Scrabble,
Apply knowledge of phonogram patterns Hangman, Search-a-
long ‘o’ letter sound. found in texts e.g. Create illustrated stories Word puzzles, scrambled
9 Phonics Make and read words bone, tone, phone/ goat, based on long vowel words and online games

70
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
-Long using long vowel float/ glow, snow phonograms. Stories could be
vowels ‘o’ sounds They group and record created on computer
(oa, ow) the words according to A variety of reading
Utilise word families their patterns. They form Create phonic books materials e.g. ‘hi-lo’
-Final ‘e’ to create and use additional words using reading books,
rule words letter tiles/ magnetic Write and present rhymes or magazines, food labels,
tiles limericks using rhyming recipes, cartoons, poems
- Be able to apply words. newspapers, song lyrics
Phonograms appropriate phonic Students read word
and word attack skills families and create Create games such as search- Teacher composed
(chunking, sentences or stories both a-word puzzles passages
syllabication) and orally and written using
strategies when them Completion of online phonic Magnetic letters
reading games
Echo, choral, paired Letter tiles
Be able to read reading can all be done Completion of worksheets
independently Word walls
Reinforce sounds using
games Computers with internet
access
Create classroom word
walls with phonic lists CD players

Games e.g. Bingo,

Concentration, Scrabble,

71
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
Hangman, Search-a-
Word puzzles, scrambled
words and online games

10 Phonics Apply knowledge of Review of long vowel Create illustrated stories A variety of reading
-Long long ‘u’ letter sound. sounds using appropriate based on long vowel materials e.g. ‘hi-lo’
vowels ‘u’ Make and read words text e.g. poem or short phonograms. Stories could be reading books,
(ue, ew) using long vowel passage created on computer magazines, food labels,
sounds recipes, cartoons, poems
-Final ‘e’ Conduct mini lesson on Create phonic books newspapers, song lyrics
rule the long vowel sounds
Apply knowledge of including final ‘e’ rule Write and present rhymes or Teacher composed
long ‘u’ letter sound. using word cards, MMP limericks using rhyming passages
Make and read words or presentation software words.
- using long vowel Magnetic letters
Phonograms sounds Work with individuals Create games such as search-
or small groups to a-word puzzles Letter tiles
Utilise word families reinforce these phonic
to create and use sounds Completion of online phonic Word walls
words games
Oral practice e.g.
Apply appropriate rapping, in pronouncing Completion of worksheets
phonic and word long vowel sounds and Create illustrated stories Computers with internet
Phonics attack skills words containing them based on long vowel access,
-Long (chunking, phonograms. Stories could be CD players

72
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
vowels ‘u’ syllabication) and Students investigate created on computer
(ue, ew) strategies when words with long vowel Games e.g. Bingo,
reading phonogram patterns Create phonic books Concentration, Scrabble,
-Final ‘e’ found in texts e.g. Hangman, Search-a-
rule Read independently. cube, tube/ glue, blue/ Write and present rhymes or Word puzzles, scrambled
stew, brew limericks using rhyming words and online games
10 - Apply knowledge of They group and record words
Phonograms long ‘u’ letter sound. the words according to
Make and read words their patterns. They form Create games such as search-
using long vowel additional words using a-word puzzles
sounds. letter tiles/ magnetic
Utilise word families tiles Completion of online phonic
to create and use games
words Students read word
families and create Completion of worksheets
Apply appropriate sentences or stories both
phonic and word orally and written using
attack skills them
(chunking,
syllabication) and Echo, choral, paired
strategies when reading can all be done.
reading Reinforce sounds using
games
Read independently
Create classroom word

73
 WORD STUDY/PHONICS` SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
walls with phonic lists
11 Phonograms Utilise word families Use strategies outlined Use assessment strategies Use resources identified
& to create and use above outlined above above
13 words
14
& Revision and Assessment
15

74
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:

1 Phonics Apply knowledge Review of long and short Create illustrated stories A variety of reading
of letter sound vowels sounds using based on long and short materials eg. ‘hi-lo’ reading
-Review of correspondence appropriate text e.g. vowels books
long and poem or short passage
short vowels Make and read Stories could be created on Teacher composed
words with long Work with individuals or computer passages
and short vowel small groups to reinforce
sounds these phonic sounds Create phonic books Magnetic letters
Letter tiles
Utilise word Oral practice e.g. Write and present rhymes or Word walls
families to create rapping, in pronouncing limericks using rhyming
and use words long and short vowels words Computers with internet
sounds and words access,
Be able to apply containing them Create games such as search- CD players
appropriate phonic a-word puzzles
and word attack Games e.g. Bingo,
skills (chunking, Students read word Completion of online phonic Concentration, Scrabble,
syllabication) and families with long and games Hangman, Search-a-Word
strategies when short vowels and create puzzles, scrambled words

75
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
reading sentences or stories both Completion of worksheets and online games
orally and written using
Be able to read them
independently
Echo, choral, paired
reading can all be done

Reinforce sounds using

games

Create classroom word

walls with phonic lists

2 Phonics Apply knowledge Review of consonant Create illustrated stories A variety of reading
& -Initial of letter sound digraphs sounds using based on consonant digraphs materials eg. ‘hi-lo’ reading
3 consonant correspondence appropriate text e.g. books, magazines, food
digraphs poem or short passage. Stories could be created on labels, recipes, cartoons,
(ch, sh, th, Make and read Conduct mini lesson on computer poems newspapers, song
ph, wh) words using the consonant digraphs lyrics
consonant digraphs sounds using word cards, Create phonic books
MMP or presentation Teacher composed
Utilise word software Write and present rhymes or passages
-Phonograms families to create limericks using rhyming
and use words Work with individuals or words. Magnetic letters
76
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
small groups to reinforce Letter tiles
2 Phonics Apply appropriate these phonic sounds Create games such as search- Word walls
& -Initial phonic and word a-word puzzles
3 consonant attack skills Oral practice e.g. Computers with internet
digraphs (chunking, rapping, in pronouncing Completion of online phonic access,
(ch, sh, th, syllabication) and consonant digraphs games CD players
ph, wh) strategies when sounds and words
reading containing them Completion of worksheets Games e.g. Bingo,
Concentration, Scrabble,
Read independently Students investigate Hangman, Search-a-Word
-Phonograms words with consonant Create illustrated stories puzzles, scrambled words
Apply knowledge digraphs patterns found based on consonant digraphs and online games
of letter sound in texts e.g.
correspondence chain, pain/ dish, fish/ Stories could be created on
what, when, why computer
Make and read They group and record
words using the words according to Create phonic books
consonant digraphs their patterns. They form
Utilise word additional words using Write and present rhymes or
families to create letter tiles/ magnetic tiles limericks using rhyming
and use words words.
Students read word
Apply appropriate families and create Create games such as search-
phonic and word sentences or stories both a-word puzzles
77
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
attack skills orally and written using
(chunking, them Completion of online phonic
syllabication) and games
strategies when Echo, choral, paired
reading reading can all be done Completion of worksheets
Reinforce sounds using
games
Create classroom word
walls with phonic lists

4 Phonics Apply knowledge Review of consonant Create illustrated stories A variety of reading
& -Initial of letter sound blend sounds using based on consonant blends materials e.g. ‘hi-lo’
5 consonant correspondence appropriate text e.g. reading books, magazines,
blends poem or short passage. Stories could be created on food labels, recipes,
(with ‘r’ e.g. Make and read Conduct mini lesson on computer cartoons, poems
br, cr, dr, fr, words using the consonant blends newspapers, song lyrics
gr, pr, tr, ) consonant blends sounds using word cards, Create phonic books
(with ‘l’ e.g. MMP or presentation Teacher composed
bl, cl, fl, gl, Utilise word software Write and present rhymes or passages
pl, sl) families to create limericks using rhyming
and use words Work with individuals or words Magnetic letters
small groups to reinforce Create games such as search- Letter tiles
Apply appropriate these phonic sounds a-word puzzles Word walls
phonic and word
78
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
attack skills Oral practice e.g. Completion of online phonic Computers with internet
4 Phonics (chunking, rapping, in pronouncing games access,
& -Initial syllabication) and consonant blends sounds CD players
5 consonant strategies when and words containing Completion of worksheets
blends reading them Games e.g. Bingo,
(with ‘r’ e.g. Concentration, Scrabble,
br, cr, dr, fr, Be able to read Students investigate Hangman, Search-a-Word
gr, pr, tr, ) independently words with consonant puzzles, scrambled words
(with ‘l’ e.g. blends patterns found in and online games
bl, cl, fl, gl, Apply knowledge texts e.g.
pl, sl) of letter sound bright, fright, plight/
correspondence. glare, blare, flare
Make and read They group and record
words using the words according to
-Phonograms consonant blends their patterns. They form
Utilise word additional words using
families to create letter tiles/ magnetic tiles
and use words
Students read word
Apply appropriate families and create
phonic and word sentences or stories both
attack skills orally and written using
(chunking, them
syllabication) and
79
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
strategies when Echo, choral, paired
reading reading can all be done
Reinforce sounds using
Read independently games
Create classroom word
walls with phonic lists
6 Phonics Apply knowledge Review of final Create illustrated stories A variety of reading
& -Final of letter sound consonant blend sounds based on final consonant materials eg. ‘hi-lo’ reading
7 consonant correspondence. using appropriate text blends books, magazines, food
blends Make and read e.g. poem or short labels, recipes, cartoons,
(–st, –sk, words using final passage. Conduct mini Stories could be created on poems newspapers, song
–sp, –nd, consonant blends lesson on the final computer lyrics
–nt, –nk, Utilise word consonant blends sounds
–mp, –rd, families to create using word cards, MMP Create phonic books Teacher composed
–ld, –lp, and use words or presentation software passages
–rk, –lt, Write and present rhymes or
–lf, –pt, Apply appropriate Work with individuals or limericks using rhyming Magnetic letters
–ft, –ct) phonic and word small groups to reinforce words. Letter tiles
attack skills these phonic sounds Word walls
-Phonograms (chunking, Create games such as search-
syllabication) and Oral practice e.g. a-word puzzles Computers with internet
strategies when rapping, in pronouncing access
reading final consonant blends Completion of online phonic CD players
sounds and words games
80
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
Phonics Read independently containing them Games e.g. Bingo,
6 -Final Completion of worksheets Concentration, Scrabble,
& consonant Students investigate Hangman, Search-a-Word
7 blends words with final puzzles, scrambled words
(–st, –sk, consonant blends patterns Create games such as search- and online games
–sp, –nd, Apply knowledge found in texts e.g. a-word puzzles
–nt, –nk, of letter sound tank, plank, blank/ list, Word walls
–mp, –rd, correspondence. mist Completion of online phonic
–ld, –lp, They group and record games Computers with internet
–rk, –lt, Make and read the words according to access
–lf, –pt, words using final their patterns. They form Completion of worksheets CD players
–ft, –ct) consonant blends additional words using
Utilise word letter tiles/ magnetic tiles Games e.g. Bingo,
-Phonograms families to create Concentration, Scrabble,
and use words Students read word Hangman, Search-a-Word
families and create puzzles, scrambled words
Apply appropriate sentences or stories both and online games
phonic and word orally and written using
attack skills them
(chunking,
syllabication) and Echo, choral, paired
strategies when reading can all be done
reading Reinforce sounds using
games
81
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
Read independently Create classroom word
walls with phonic lists

8 Phonics Apply knowledge Review of ‘r’ controlled Create illustrated stories A variety of reading
& -‘r’ of letter sound vowels sounds using based on ‘r’ controlled materials eg. ‘hi-lo’ reading
9 controlled correspondence appropriate text e.g. vowels books
vowels poem or short passage. (ar, er, ir, or, ur)
(ar, er, ir, or, Make and read Conduct mini lesson on http://www.ling.upenn.edu/
ur) words using ‘r’ the ‘r’ controlled vowels Stories could be created on pri/pdfs/RR10.pdf
controlled vowels sounds using word cards, computer (search words: ‘r’
MMP or presentation controlled vowels)
-Phonograms Utilise word software Create phonic books
families to create Teacher composed
and use words Work with individuals or Write and present rhymes or passages
small groups to reinforce limericks using rhyming
Be able to apply these phonic sounds words. Magnetic letters
appropriate phonic Letter tiles
and word attack Oral practice e.g. Create games such as search- Word walls
skills (chunking, rapping, in pronouncing a-word puzzles
syllabication) and ‘r’ controlled vowels Computers with internet
strategies when sounds and words Completion of online phonic access
reading containing them games CD players

Be able to read Students investigate Completion of worksheets Games e.g. Bingo,

82
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
8-9 Phonics independently words with ‘r’ controlled Concentration, Scrabble,
-‘r’ vowels patterns found in Hangman, Search-a-Word
controlled texts e.g. puzzles, scrambled words
vowels large, charge/ burn, and online games
(ar, er, ir, or, turn, churn
ur) They group and record
the words according to
their patterns. They form
additional words using
letter tiles/ magnetic tiles

10 -Phonograms Utilise word Students read word

families to create families and create
and use words sentences or stories both
orally and written using
Be able to apply them
appropriate phonic
and word attack Echo, choral, paired
skills (chunking, reading can all be done
syllabication) and Reinforce sounds using
strategies when games
reading
83
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Suggested Suggested Assessment Resources
Outcomes Teaching/Learning Strategies
Students will be Strategies
able to:
Be able to read Create classroom word
independently walls with phonic lists

11
& Revision and Assessment
12

84
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies

1 Phonics Apply knowledge of Review of sounds done Create illustrated stories A variety of reading
letter sound previously using based on sounds done materials e.g. ‘hi-lo’
-Review of correspondence appropriate text e.g. poem previously reading books
sounds done or short passage
previously Make and read words Stories could be created on Teacher composed
with sounds done Work with individuals or computer passages
previously small groups to reinforce
these phonic sounds Create phonic books Magnetic letters
Utilise word families Letter tiles
to create and use Oral practice e.g. rapping, Write and present rhymes or Word walls
words in pronouncing sounds limericks using rhyming
done previously and words. Computers with internet
Be able to apply words containing them access,
appropriate phonic and Create games such as CD players
word attack skills search-a-word puzzles
(chunking, Students read word Games e.g. Bingo,
syllabication) and families with sounds done Completion of online Concentration, Scrabble,
strategies when previously and create Phonic games Hangman, Search-a-
reading sentences or stories both Word puzzles,
orally and written using Completion of worksheets scrambled words and
Be able to read them online games
independently
Echo, choral, paired
reading can all be done

85
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies

Reinforce sounds using

games

Create classroom word

walls with phonic lists

2 Phonics Apply knowledge of Review of ‘l’ controlled Create illustrated stories A variety of reading
& -‘l’ letter sound vowels sounds using based on ‘l’ controlled materials e.g. ‘hi-lo’
3 controlled correspondence appropriate text e.g. poem vowels reading books
vowels or short passage. Conduct (ar, er, ir, or, ur)
(al, il, ol,) Make and read words mini lesson on the ‘r’ http://www.ling.upenn.e
using ‘l’ controlled controlled vowels using Stories could be created on du/pri/pdfs/RR10.pdf
-Phonograms vowels word cards, MMP or computer (search words: ‘r’
presentation software. controlled vowels)
Utilise word families sounds Create phonic books
to create and use Teacher composed
words Work with individuals or Write and present rhymes or passages
small groups to reinforce limericks using rhyming
Be able to apply these phonic sounds words Magnetic letters
appropriate phonic and Letter tiles
word attack skills Oral practice e.g. rapping, Create games such as Word walls
(chunking, in pronouncing ‘l’ search-a-word puzzles
syllabication) and controlled vowels sounds Computers with internet
strategies when and words containing Completion of online access

86
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
reading them phonic games CD players
2 Phonics
& -‘l’ Be able to read Students investigate words Completion of worksheets Games e.g. Bingo,
3 controlled independently with ‘l’ controlled vowels Concentration, Scrabble,
vowels patterns found in texts e.g. Hangman, Search-a-
(al, il, ol,) ball, call, stall/ bold, cold, Word puzzles,
sold/ child, mild scrambled words and
-Phonograms They group and record the online games
words according to their
patterns. They form
additional words using
letter tiles/ magnetic tiles

Students read word

families and create
sentences or stories both
orally and written using
them

Echo, choral, paired

reading can all be done
Reinforce sounds using
games
Create classroom word
walls with phonic lists

87
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies

4 Phonics Apply knowledge of Review of diphthongs Create illustrated stories A variety of reading
& -Diphthongs letter sound sounds using appropriate based on diphthongs materials e.g. ‘hi-lo’
5 (oi, oy, ou, correspondence text e.g. poem or short reading books,
ow) passage. Conduct mini Stories could be created on magazines, food labels,
Make and read words lesson on the diphthongs computer recipes, cartoons, poems
-Phonograms using diphthongs sounds using word cards, newspapers, song lyrics
MMP or presentation Create phonic books
Utilise word families software Teacher composed
to create and use Write and present rhymes or passages
words Work with individuals or limericks using rhyming
small groups to reinforce words Magnetic letters
Be able to apply these phonic sounds Letter tiles
appropriate phonic and Create games such as Word walls
word attack skills Oral practice e.g. rapping, search-a-word puzzles
(chunking, in pronouncing Computers with internet
syllabication) and diphthongs sounds and Completion of online access,
strategies when words containing them phonic games CD players
reading
Students investigate words Completion of worksheets Games e.g. Bingo,
Be able to read with diphthongs patterns Concentration, Scrabble,
independently found in texts e.g. Hangman, Search-a-
boil, coil, spoil/ boy, toy, Word puzzles,
annoy scrambled words and
They group and record the online games

88
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
4 Phonics Apply knowledge of words according to their
& -Diphthongs letter sound patterns. They form
5 (oi, oy, ou, correspondence additional words using
ow) letter tiles/ magnetic tiles
Make and read words
-Phonograms using diphthongs Students read word
families and create
Utilise word families sentences or stories both
to create and use orally and written using
words them

Be able to apply Echo, choral, paired

appropriate phonic and reading can all be done
word attack skills Reinforce sounds using
(chunking, games
syllabication) and Create classroom word
strategies when walls with phonic lists
reading

Be able to read
independently

6 Phonics Apply knowledge of Review of broad ‘o’ Create illustrated stories A variety of reading
& -Broad ‘o’ letter sound vowels sounds using based on broad ‘o’ vowels materials e.g. ‘hi-lo’
7 vowels correspondence appropriate text e.g. poem reading books,

89
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
(aw, au) or short passage. Conduct magazines, food labels,
Make and read words mini lesson on the broad Stories could be created on recipes, cartoons, poems
-Phonograms using broad ‘o’ vowels ‘o’ vowels sounds using computer newspapers, song lyrics
word cards, MMP or
Utilise word families presentation software Create phonic books Teacher composed
to create and use passages
words Work with individuals or Write and present rhymes or
small groups to reinforce limericks using rhyming Magnetic letters
Be able to apply these phonic sounds words. Letter tiles
appropriate phonic and Word walls
word attack skills Oral practice e.g. rapping, Create games such as
(chunking, in pronouncing broad ‘o’ search-a-word puzzles Computers with internet
syllabication) and vowels sounds and words access
strategies when containing them Completion of online CD players
reading phonic games Games e.g. Bingo,
Students investigate words Concentration, Scrabble,
Be able to read with broad ‘o’ vowels Completion of worksheets Hangman, Search-a-
independently patterns found in texts e.g. Word puzzles,
claw, crawl, drawn/ fault, scrambled words and
sauce online games
They group and record the
words according to their
patterns. They form
additional words using
letter tiles/ magnetic tiles

90
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
6 Phonics Students read word
& -Broad ‘o’ families and create
7 vowels sentences or stories both
(aw, au) orally and written using
them
-Phonograms
Echo, choral, paired
reading can all be done
Reinforce sounds using
games
Create classroom word
walls with phonic lists

8 Phonics Apply knowledge of Review of silent letters Create illustrated stories A variety of reading
& -Silent letters letter sound sounds using appropriate based on silent letters materials e.g. ‘hi-lo’
9 (gn, kn, wr) correspondence text e.g. poem or short reading books,
passage. Conduct mini Stories could be created on magazines, food labels,
-Phonograms Make and read words lesson on the broad ‘o’ computer recipes, cartoons, poems
using Silent letters vowels sounds using word newspapers, song lyrics
cards, MMP or Create phonic books
Utilise word families presentation software Teacher composed
to create and use Write and present rhymes or passages
words Work with individuals or limericks using rhyming
small groups to reinforce words Magnetic letters

91
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
8 Phonics Be able to apply these phonic sounds Letter tiles
& -Silent letters appropriate phonic and Create games such as Word walls
9 (gn, kn, wr) word attack skills Oral practice e.g. rapping, search-a-word puzzles
(chunking, in pronouncing silent Computers with internet
-Phonograms syllabication) and letters sounds and words Completion of online access
strategies when containing them phonic games CD players
reading
Students investigate words Completion of worksheets Games e.g. Bingo,
Be able to read with silent letters patterns Concentration, Scrabble,
independently found in texts e.g. Hangman, Search-a-
gnaw, gnu, gnarl/ knife, Word puzzles,
knew, knit scrambled words and
They group and record the online games
words according to their
patterns. They form
Apply knowledge of additional words using Create illustrated stories
letter sound letter tiles/ magnetic tiles based on silent letters
correspondence
Students read word Stories could be created on
Make and read words families and create computer
using Silent letters sentences or stories both
orally and written using Create phonic books
Utilise word families them
to create and use Write and present rhymes or
words Echo, choral, paired limericks using rhyming

92
 WORD STUDY/PHONICS SCHEME OF WORK
TERM 3
Week Skill/Topic Learning Outcomes Suggested Suggested Assessment Resources
Students will be able Teaching/Learning Strategies
to: Strategies
reading can all be done words
Be able to apply Reinforce sounds using
appropriate phonic and games Create games such as
word attack skills Create classroom word search-a-word puzzles
(chunking, walls with phonic lists
syllabication) and Completion of online
strategies when phonic games
reading
Completion of worksheets
Be able to read
independently

10 Phonograms Utilise word families Use strategies outlined Use assessment strategies Use resources identified
to create and use above outlined above above
words

11
& Revision and Assessment
12

93
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:

1 Syllabication Define the term Review vowel sounds – long Game: Two teams take Simple percussion
& -Identifying syllable and short - by doing a vowel turns to give each other instruments – drum,
2 syllables rap words to syllabicate chac chac, tambourine
Identify the number through the use of
of syllables in words Teacher presents the definition clapping or simple Worksheets
based on vowel of a syllable and explains that percussion instruments.
sounds each syllable must have a Winners - most correct Syllable cards
vowel sound answers
Online interactive
Oral exercises on saying words Use ‘robot speak’ to syllabication games
and identifying the vowel pronounce words and
sounds have partner say or write
the word by applying
Underline or highlight the syllabication rule. Winner
vowels in their names and other – most correct answers
words

Clap the rhythm or beat of

words including their names or
names of subjects. Use simple
percussion instruments to get
rhythm of syllables in words
Play rhythm games such as

94
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
creating movement sequences
for different number of
syllables in words. Listen for
vowel sounds

3 Syllabication Apply rules of Present familiar words which Underline the vowels and Simple percussion
& -VCCV rule syllabication to follow a syllabication rule e.g. state the number of instruments – drum,
4 decode multi-syllabic vc/cv – dan/ger, sis/ter syllables in words chac chac, tambourine
words Question students to elicit rule
Practice syllabicating similar Match words to the Worksheets
Use syllabication to words number of syllables
assist with decoding, Observation of use of Syllable cards
pronouncing and f a n t a s t iknowledge
c of
making meaning of syllabication to decode Scissors
words when reading Instruct students to highlight and read sentences/
vowels first and then cut or tear passages/short stories Online interactive
the words into syllables or put syllabication games
syllables together. They can Online assessments of
draw an arc under syllables games played
before attempting to pronounce
the word(s)
Apply rules of Encourage students to Underline the vowels and Simple percussion
syllabication to experiment with state the number of instruments – drum,
decode multi-syllabic sounds/pronunciations syllables in words chac chac, tambourine
words Make the connection between

95
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
3 Syllabication syllabication and Match words to the Worksheets
& VCCV rule Use syllabication to spelling/writing by students number of syllables
4 assist with decoding, working in pairs or groups to Observation of use of Syllable cards
pronouncing and call and spell/write words knowledge of
making meaning of syllabication to decode Scissors
words when reading Students play interactive online and read sentences/
syllabication games to reinforce passages/short stories Online interactive
skills syllabication games
Online assessments of
games played

5 Syllabication Apply rules of Present familiar words which Underline the vowels and Simple percussion
& -VCV rule syllabication to follow a syllabication rule e.g. state the number of instruments – drum,
6 (short decode multi-syllabic vc/v – riv/er syllables in words chac chac, tambourine
vowels) words Question students to elicit rule
Use syllabication to Practice syllabicating similar Match words to the Worksheets
assist with decoding, words number of syllables
pronouncing and Observation of use of Syllable cards
making meaning of m o n e y knowledge of
words when reading syllabication to decode Scissors
Instruct students to highlight and read sentences/
Apply rules of vowels first and then cut or tear passages/short stories Online interactive
syllabication to the words into syllables or put syllabication games
Syllabication decode multi-syllabic syllables together. They can Online assessments of Simple percussion

96
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
5 VCV rule words draw an arc under syllables games played instruments – drum,
& (short Use syllabication to before attempting to pronounce chac chac, tambourine
6 vowels) assist with decoding, the word(s).
pronouncing and Encourage students to Worksheets
making meaning of experiment with
words when reading sounds/pronunciations Syllable cards
Make the connection between
syllabication and Scissors
spelling/writing by students
working in pairs or groups to Online interactive
call and spell/write words syllabication games

Students play interactive online

syllabication games to reinforce
skills

7 Root Words Identify compound Students view a compound Match words to form compound words video
& words words video compound words
8 Compound Key search words:
Words Identify root words Game - students are given word Use compound words in compound words video
that make up cards with pictures and asked sentences to show correct
compound words walk around class to find a meaning Stories
person with word to make a Passages
Use root words to longer word e.g. foot + ball = Underline compound

97
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
7 Root Words form new words and football words in sentences and Newspapers
& use them in Teacher explains formation of passages
8 Compound sentences compound words. Discussion Magazines
Words and examples of compound Create passages using
Read passages with words compound words Content area materials
compound words
During shared or paired reading Make and solve riddles
students are asked to identity using compound words Compound words
compound words dominoes
in passages Create search-a word and
crossword puzzles using Online games
Using the words identified compound words key words: online
teacher reinforces that each root compound game
word has its own meaning and
when they are put together, the
meaning changes

Students match root words to

form compound words. They
divide or cut compound words
into its root words.
They make sentences using
compound words

98
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
Use root words to Game- compound words Underline compound Passages
7 Root Words form new words and Charade- students start to draw words in sentences and
& use them in root words and team mates have passages Newspapers
8 Compound sentences to guess the compound word
Words Create passages using Magazines
Read passages with Playing of online compound compound words
compound words game Content area materials
Make and solve riddles
using compound words
Compound words
Create search-a word and dominoes
crossword puzzles using
compound words Online games
key words: online
compound game

9-11 PREFIXES State the meaning of Students watch a ‘Prefixes rap’ Underline prefixes in Prefixes rap’ video
-un, under, prefixes video passages and state
dis, re, im, meanings of words
in, semi Identify words Discussion on what was learnt http://www.flocabulary.
containing prefixes about prefixes in video Match prefixes to root com/prefixes/ (lyrics of
in passages Students watch video again to words prefix rap)
find out definition, uses,
Deduce the meaning examples, meanings of prefixes. Make sentences using newspapers, magazines,
of the words with Group presentations to class words containing prefixes

99
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
prefixes in reading Content area words
passages Role playing activities to Play with words to create
9-11 PREFIXES demonstrate use of prefixes two short versions of a Activities to reinforce
-un, under, Use words Examples: skit/ scenario to show the prefixes e.g. card
dis, re, im, containing prefixes tying shoelaces untying shoelaces use of prefixes (add, games
in, semi orally and in written delete or change the
painting a wall repainting the
sentences same wall
prefixes in the second Online interactive
forming a circle forming a
version Jeopardy type word
semicircle building game, word
Create search-a word and matching, interactive
Present the sentences and focus crossword puzzles using meaning of prefixes
attention on the part of word prefixes activity
that changes the meaning
Online assessment of
Activities to add or remove games played
prefixes from words e.g. cutting
or tearing off the prefixes;
matching prefixes with words
on words cards

Discussion on the meaning of

prefixes. Exercises to
underline/match prefixes in
words
Students look for and highlight

100
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
9-11 PREFIXES Use words prefixes in various texts Play with words to create Activities to reinforce
-un, under, containing prefixes two short versions of a prefixes e.g. card
dis, re, im, orally and in written Participate in discussion on how skit/ scenario to show the games
in, semi sentences prefixes affect the meanings of use of prefixes (add,
words delete or change the Online interactive
prefixes in the second Jeopardy type word
Students play online prefix version building game, word
games matching, interactive
Create search-a word and meaning of prefixes
crossword puzzles using activity
prefixes

Online assessment of
games played
12 SUFFIXES State the meaning of Teacher presents a root words Underline words in Suffix lists
& -ly, er suffixes tree with a word at the root and passages containing
13 ful, ness on the branches e.g. kind. Asks suffixes and giving their Words found in reading
Identify words students to add leaves to the meanings passages, stories,
containing suffixes ends of the words on the newspapers, magazines
in passages branches e.g. kind-ness, kind- Match suffixes to root
er, kind-ly. A new root word is words Words in content area
Deduce the meaning then placed on tree and students
of words with add more endings Make sentences using Activities to reinforce
suffixes in reading words containing suffixes. suffixes
passages Discussion on suffixes and the

101
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
12 SUFFIXES Use words meanings they add to words. Create stories/poems Online suffix games
& ly, er containing suffixes Teacher and students discuss using suffixes e.g. ‘fishing for fixes’
13 ful, ness orally and in written how suffixes change the part of http://www.ezschool.co
sentences speech Play with words and m/Games/
illustrations to create a
State the meaning of Passages with words containing poster/wall chart English/Spelling2/Prefi
suffixes suffixes are presented and read. xSuffix.html
Examples of words containing Create search-a word and
Identify words more than one suffix are also crossword puzzles using Suffix lists
containing suffixes highlighted e.g. thankfulness suffixes
in passages Words found in reading
Students look for and highlight Underline words in passages, stories,
Deduce the meaning suffixes in various texts. passages containing newspapers, magazines
of words with Game- Divide class into two suffixes and giving their
suffixes in reading teams. Each take turns calling meanings Words in content area
passages root words and the other side
has to respond with suitable Match suffixes to root Activities to reinforce
Use words suffixes in given amount of words suffixes
containing suffixes time.
orally and in written Make sentences using Online suffix games
sentences. Students play online suffix words containing suffixes. e.g. ‘fishing for fixes’
games http://www.ezschool.co
Create stories/poems m/Games/
using suffixes
English/Spelling2/Prefi

102
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 1
Week Skill/Topic Learning Suggested Teaching/Learning Suggested Assessment Resources
Outcomes Strategies Strategies
Students will be able
to:
Play with words and xSuffix.html
illustrations to create a
poster/wall chart

Create search-a word and

crossword puzzles using
suffixes
14
&
Revision and Assessment
15

103
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Students will be able Strategies Assessment
to: Strategies

1 Syllabication Apply rules of Present familiar words which follow a Underline the Simple percussion
& -VCV rule syllabication to syllabication rule e.g. vowels and state instruments – drum,
2 (long decode multi-syllabic v/cv – pi/lot the number of chac chac,
vowels) words Question students to elicit rule syllables in words tambourine
Practice syllabicating similar words
Use syllabication to c r a d l e Match words to worksheets
assist with decoding, the number of
pronouncing and Instruct students to highlight vowels syllables syllable cards
making meaning of first and then cut or tear the words into Observation of use
words when reading syllables or put syllables together. They of knowledge of scissors
can draw an arc under syllables before syllabication to
attempting to pronounce the word(s). decode and read online interactive
Encourage students to experiment with sentences/ syllabication games
sounds/pronunciations passages/short
Make the connection between stories
syllabication and spelling/writing by
students working in pairs or groups to Online
call and spell/write words assessments of
games played
Students play interactive online
syllabication games to reinforce skills
3 Syllabication Apply rules of Present familiar words which follow a Underline the Simple percussion
& -Consonant syllabication to syllabication rule e.g. consonant blends vowels and state instruments – drum,
4 blends and decode multi-syllabic and digraphs are never separated the number of chac chac,
digraphs words (an/gry, fish/er/man) syllables in words tambourine

104
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Students will be able Strategies Assessment
to: Strategies
3 Syllabication Use syllabication to Question students to elicit rule
& -Consonant assist with decoding, Practice syllabicating similar words Match words to worksheets
4 blends and pronouncing and the number of
digraphs making meaning of f i s h e r m a n syllables syllable cards
words when reading Observation of use
Instruct students to highlight vowels of knowledge of scissors
first and then cut or tear the words into syllabication to
syllables or put syllables together. They decode and read online interactive
can draw an arc under syllables before sentences/ syllabication games
attempting to pronounce the word(s). passages/short
Encourage students to experiment with stories
sounds/pronunciations
Make the connection between Online
syllabication and spelling/writing by assessments of
students working in pairs or groups to games played
call and spell/write words

Students play interactive online

syllabication games to reinforce skills

5 Root Words Identify compound Game - students are given word cards Match words to Stories
& words with pictures and asked walk around form compound Passages
6 Compound class to find a person with word to words Newspapers
Words Identify root words make a longer word e.g. foot + ball = Magazines
that make up football Use compound Content area

105
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Students will be able Strategies Assessment
to: Strategies
compound words Teacher explains formation of words in sentences materials
5 Root Words compound words. Discussion and to show correct
& Use root words to examples of compound words meaning
6 Compound form new words and compound words
Words use them in During shared or paired reading Underline dominoes
sentences students are asked to identity compound words
compound words in passages in sentences and online games
Read passages with passages key words: online
compound words Using the words identified teacher compound game
reinforces that each root word has its Create passages
own meaning and when they are put using compound
together, the meaning changes words

Students match root words to form Make and solve

compound words. They divide or cut riddles using
compound words into its root words. compound words
They make sentences using compound
words Create search-a
word and
Game- compound words Charade- crossword puzzles
students start to draw root words and using compound
team mates have to guess the words
compound word

Playing of online compound game

106
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Students will be able Strategies Assessment
to: Strategies

7 PREFIXES State the meaning of Students watch a ‘Prefixes rap’ video Underline prefixes ‘Prefixes rap’ video
& prefixes in passages and
8 -pre, sub, ex, Discussion on what was learnt about state meanings of
inter, mis Identify words prefixes in video. Students watch video words http://www.flocabular
containing prefixes again to find out definition, uses, y.com/prefixes/
in passages examples, meanings of prefixes. Group Match prefixes to (lyrics of prefix rap)
presentations to class root words
Deduce the meaning newspapers
of the words with Role playing activities to demonstrate Make sentences magazines
prefixes in reading use of prefixes using words
passages containing prefixes Content area words
Present the sentences and focus
Use words attention on the part of word that Play with words to Activities to reinforce
containing prefixes changes the meaning create two short prefixes e.g. card
orally and in written versions of a skit/ games
sentences Activities to add or remove prefixes scenario to show
from words e.g. cutting or tearing off the use of prefixes Online interactive
the prefixes; matching prefixes with (add, delete or Jeopardy type word
words on words cards change the building game, word
prefixes in the matching, interactive
Discussion on the meaning of prefixes. second version meaning of prefixes
Exercises to underline/match prefixes activity
in words Create search-a
Students look for and highlight prefixes word and
in various texts. Participate in crossword puzzles

107
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Students will be able Strategies Assessment
to: Strategies
7 PREFIXES discussion on how prefixes affect the using prefixes
& -pre, sub, ex, meanings of words
8 inter, mis, Online assessment
Students play online prefix games of games played

9 SUFFIXES State the meaning of Teacher presents a chart or list of Underline words in Suffix lists
& -y, or, sion, suffixes words containing various suffixes e.g. passages
10 less less- containing suffixes Words found in
Identify words thankless, fruitless, useless and giving their reading passages,
containing suffixes Initiates discussion on suffixes in the meanings stories, newspapers,
in passages words and the meanings they add to magazines,
words. Teacher and students discuss Match suffixes to
Deduce the meaning how suffixes change the part of speech root words Words in content area
of words with of words
suffixes in reading Make sentences Activities to reinforce
passages Passages with words containing using words suffixes
suffixes are presented and read. containing suffixes
Use words Examples of words containing more Online suffix games
containing suffixes than one suffix are also highlighted e.g Create e.g. ‘fishing for fixes’
orally and in written carelessness stories/poems http://www.ezschool.
sentences using suffixes com/Games/
Students look for and highlight suffixes
in various texts. Play with words English/Spelling2/Pre
and illustrations to fixSuffix.html
create a
poster/wall chart

108
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 2
Week Skill/Topic Learning Outcomes Suggested Teaching/Learning Suggested Resources
Students will be able Strategies Assessment
to: Strategies
9 SUFFIXES State the meaning of Game- Divide class into two teams. Create search-a
& -y, or, sion, suffixes Each take turns calling root words and word and
10 less the other side has to respond with crossword puzzles
Identify words suitable suffixes in given amount of using suffixes
containing suffixes time.
in passages
Students play online suffix games
Deduce the meaning
of words with
suffixes in reading
passages

Use words
containing suffixes
orally and in written
sentences

11
&
Revision and Assessment
12

109
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 3
Learning Outcomes Suggested Suggested Resources
Week Skill/Topic Students will be able Teaching/Learning Assessment
to: Strategies Strategies

1 Syllabication Apply rules of Present familiar words which Underline the Simple percussion
& syllabication to decode follow a syllabication rule e.g. vowels and state the instruments – drum, chac
2 -Vowel multi-syllabic words two vowels coming together number of syllables chac, tambourine
Clusters Use syllabication to are usually not separated in words
assist with decoding, e.g. fruitful worksheets
pronouncing and Question students to elicit rule Match words to the
making meaning of Practice syllabicating similar number of syllables syllable cards
words when reading words Observation of use
of knowledge of scissors
Instruct students to highlight syllabication to
vowels first and then cut or decode and read online interactive
tear the words into syllables sentences/ syllabication games
or put syllables together. They passages/short
can draw an arc under stories
syllables before attempting to
pronounce the word(s). Online assessments
Encourage students to of games played
experiment with
sounds/pronunciations
Make the connection between
syllabication and
spelling/writing by students

110
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 3
Learning Outcomes Suggested Suggested Resources
Week Skill/Topic Students will be able Teaching/Learning Assessment
to: Strategies Strategies
working in pairs or groups to
call and spell/write words

Students play interactive

online syllabication games to
reinforce skills

3 Syllabication Apply rules of Present familiar words which Underline the Simple percussion
& -Two vowels syllabication to decode follow a syllabication rule e.g. vowels and state the instruments – drum, chac
4 together with multi-syllabic words two vowels coming together number of syllables chac, tambourine
separate with separate sounds are in words
sounds Use syllabication to usually divided worksheets
assist with decoding, e.g. ra/di/o, di/et, i/de/a Match words to the
pronouncing and Question students to elicit rulenumber of syllables syllable cards
making meaning of Practice syllabicating similar Observation of use
words when reading words of knowledge of scissors
syllabication to
Instruct students to highlight decode and read online interactive
vowels first and then cut or sentences/ syllabication games
tear the words into syllables passages/short
or put syllables together. They stories
can draw an arc under
syllables before attempting to Online assessments
pronounce the word(s) of games played
Encourage students to
experiment with
sounds/pronunciations
Make the connection between

111
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 3
Learning Outcomes Suggested Suggested Resources
Week Skill/Topic Students will be able Teaching/Learning Assessment
to: Strategies Strategies
syllabication and
spelling/writing by students
working in pairs or groups to
call and spell/write words

Students play interactive

online syllabication games to
reinforce skills

5 Syllabication Apply rules of Present familiar words which Underline the Simple percussion
& syllabication to decode follow a combination of vowels and state the instruments – drum, chac
6 -Combination multi-syllabic words syllabication rules number of syllables chac, tambourine
of in words
syllabication Use syllabication to Question students to elicit rule worksheets
rules assist with decoding, Practice syllabicating similar Match words to the
pronouncing and words number of syllables syllable cards
making meaning of Observation of use
words when reading e n c o u r a ofgknowledge
e of scissors
syllabication to
Instruct students to highlight decode and read online interactive
vowels first and then cut or sentences/ syllabication games
tear the words into syllables passages/short
or put syllables together. They stories
can draw an arc under
syllables before attempting to Online assessments
pronounce the word(s). of games played
Encourage students to
experiment with

112
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 3
Learning Outcomes Suggested Suggested Resources
Week Skill/Topic Students will be able Teaching/Learning Assessment
to: Strategies Strategies
5 Syllabication sounds/pronunciations
& Make the connection between
6 -Combination syllabication and
of spelling/writing by students
syllabication working in pairs or groups to
rules call and spell/write words

Students play interactive

online syllabication games to
reinforce skills

7 PREFIXES State the meaning of Students watch a ‘Prefixes Underline prefixes ‘Prefixes rap’ video e.g.
& prefixes rap’ video in passages and state http://www.youtube.com/
8 -en, ir, trans, meanings of words watch?v=mRdMYuNeAn
anti, pro, Identify words Discussion on what was learnt g
super containing prefixes in about prefixes in video. Match prefixes to
passages Students watch video again to root words http://www.flocabulary.c
find out definition, uses, om/prefixes/ (lyrics of
Deduce the meaning examples, meanings of Make sentences prefix rap)
of the words with prefixes. Group presentations using words
prefixes in reading to class containing prefixes. newspapers, magazines
passages
Role playing activities to Play with words to Content area words
Use words containing demonstrate use of prefixes. create two short
prefixes orally and in versions of a skit/ Activities to reinforce
written sentences Present the sentences and scenario to show the prefixes e.g. card games
focus attention on the part of use of prefixes (add,
word that changes the delete or change the Online interactive

113
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 3
Learning Outcomes Suggested Suggested Resources
Week Skill/Topic Students will be able Teaching/Learning Assessment
to: Strategies Strategies
7 PREFIXES State the meaning of meaning prefixes in the Jeopardy type word
& -en, ir, trans, prefixes second version building game, word
8 anti, pro, Activities to add or remove matching, interactive
super Identify words prefixes from words e.g. Create search-a meaning of prefixes
containing prefixes in cutting or tearing off the word and crossword activity
passages prefixes; matching prefixes puzzles using
with words on words cards prefixes
Deduce the meaning
of the words with Discussion on the meaning of Online assessment
prefixes in reading prefixes. Exercises to of games played
passages underline/match prefixes in
words.
Use words containing Students look for and
prefixes orally and in highlight prefixes in various
written sentences texts. Participate in discussion
on how prefixes affect the
meanings of words

Students play online prefix

games
9 SUFFIXES State the meaning of Teacher presents a chart or Underline words in Suffix lists
& -able, ible, en, suffixes list of words containing passages containing
10 tion, ment, various suffixes e.g. able- suffixes and giving Words found in reading
ish Identify words reliable, noticeable, their meanings passages, stories,
containing suffixes in acceptable newspapers, magazines,
passages Initiates discussion on Match suffixes to
Deduce the meaning suffixes in the words and the root words Words in content area
of words with meanings they add to words.

114
 WORD STUDY/SYLLABICATION SCHEME OF WORK
TERM 3
Learning Outcomes Suggested Suggested Resources
Week Skill/Topic Students will be able Teaching/Learning Assessment
to: Strategies Strategies
9 SUFFIXES suffixes in reading Teacher and students discuss Make sentences Activities to reinforce
& -able, ible, en, passages how suffixes change the part using words suffixes
10 tion, ment, of speech of words containing suffixes
ish Use words containing Passages with words Create stories/poems Online suffix games
suffixes orally and in containing suffixes are using suffixes e.g. ‘fishing for fixes’
written sentences presented and read. Examples http://www.ezschool.com
of words containing more Play with words and /Games/
than one suffix are also illustrations to create
highlighted e.g. carelessness a poster/wall chart English/Spelling2/Prefix
Suffix.html
Students look for and Create search-a
highlight suffixes in various word and crossword
texts puzzles using
Game- Divide class into two suffixes
teams. Each take turns calling
root words and the other side
has to respond with suitable
suffixes in given amount of
time.
Students play online suffix
games
11
& Revision and Assessment
12

115
Section 3
Resources
 WORD STUDY RESOURCES
Word Families
Here are the 37 most common phonograms and some of the 500 words they make up.
A comprehensive list of phonograms is available in The Reading Teacher's Book of Lists.
--ab cab, grab, slab
--ack back, quack, track
--ag bag, rag, flag
--ail mail, pail, trail
--ain rain, brain, sprain
--ake bake, wake, snake
--am ham, clam, swam
--an can, fan, man
--ank bank, drank, thank
--ap cap, trap, wrap
--at bat, sat, brat, chat
--ay may, play, pray
--eed feed, greed, speed
--ell bell, smell, swell
--est nest, vest, chest
--ew few, knew, blew
--ick kick, brick, thick
--ight night, light, fright
--ill pill, will, skill
--in win, grin, twin
--ine line, vine, spine
--ing ring, bring, swing,
--ink wink, shrink, think
--ip rip, chip, whip
--ob mob, rob, knob
--ock lock, clock, stock
--op cop, drop, flop,

117
--ore more, tore, snore
--ot got, plot, spot
--out pout, grout, sprout
--ow cow, how, brow
--uck duck, stuck, truck
--um gum, hum, drum
--unk junk, chunk, drunk
-y by, dry, fly

Taken from: http://www.literacyconnections.com/phonograms.php

Initial and Final Consonant Blends/Digraphs

Initial / Onset Blends…..
bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, qu, sc, sk, sl, sm, sn, sp, st, sw, tr, tw, spr, spl, scr, squ, str, thr

Initial Consonant Digraphs

ch, th, wh, sh, wr, ph, gh, kn

Final / Coda Blends…..

ct, ft, lb, ld, lf, lp, lk, lm, ln, lt, mp, nd, nk, nt, pt, sk, sp, st
ng, ch, sh, ph, gh, ck, mb, tch

Phonic Rules
The vowels are "a,e,i,o, and u"; also sometimes "y" & "w". This also includes the diphthongs "oi,
oy, ou, ow, au, aw, oo" and many others.
The consonants are all the other letters which stop or limit the flow of air from the throat in
speech. They are: "b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z, ch, sh, th, ph, wh, ng, and
gh".

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1. Sometimes the rules do not work.
There are many exceptions in English because of the vastness of the language and the many
languages from which it has borrowed. The rules do work however, in the majority of the words.

2. Every syllable in every word must have a vowel.

English is a "vocal" language; Every word must have a vowel.

3. "c" followed by "e, i or y" usually has the soft sound of "s". Examples: "cyst", "central",
and "city".

4. "g" followed by "e, i or y" usually has the soft sound of "j". Example: "gem", "gym", and
"gist".

5. When 2 consonants are joined together and form one new sound, they are a consonant
digraph. They count as one sound and one letter and are never separated. Examples: "ch, sh, th,
ph and wh".

6. When a syllable ends in a consonant and has only one vowel, that vowel is
short. Examples: "fat, bed, fish, spot, luck".

7. When a syllable ends in a silent "e", the silent "e" is a signal that the vowel in front of it
is long. Examples: "make, gene, kite, rope, and use".

8. When a syllable has 2 vowels together, the first vowel is usually long and the second is
silent. Examples: "pain, eat, boat, res/cue, say, grow". NOTE: Diphthongs don't follow this rule;
In a diphthong, the vowels blend together to create a single new sound. The diphthongs are: "oi,
oy, ou, ow, au, aw, oo" and many others.

9. When a syllable ends in any vowel and is the only vowel, that vowel is usually
long. Examples: "pa/per, me, I, o/pen, u/nit, and my".

119
10. When a vowel is followed by an "r" in the same syllable, that vowel is "r-controlled". It
is not long or short. "R-controlled "er, ir, and ur" often sound the same (like "er"). Examples:
"term, sir, fir, fur, far, for, su/gar, or/der".

Syllabication Rules

1. To find the number of syllables:

---count the vowels in the word,
---subtract any silent vowels, (like the silent "e" at the end of a word or the second vowel when
two vowels a together in a syllable)
---subtract one vowel from every diphthong, (diphthongs only count as one vowel sound.)
---the number of vowels sounds left is the same as the number of syllables.
The number of syllables that you hear when you pronounce a word is the same as the number of
vowels sounds heard. For example:
The word "came" has 2 vowels, but the "e" is silent, leaving one vowel sound and one syllable.
The word "outside" has 4 vowels, but the "e" is silent and the "ou" is a diphthong which counts
as only one sound, so this word has only two vowels sounds and therefore, two syllables.

2. Divide between two middle consonants.

Split up words that have two middle consonants. For example:
hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant
digraphs. Never split up consonant digraphs as they really represent only one sound.
The exceptions are "th", "sh", "ph", "th", "ch", and "wh".

3. Usually divide before a single middle consonant.

When there is only one syllable, you usually divide in front of it, as in:
"o/pen", "i/tem", "e/vil", and "re/port". The only exceptions are those times when the first
syllable has an obvious short sound, as in "cab/in".

4. Divide before the consonant before an "-le" syllable.

When you have a word that has the old-style spelling in which the "-le" sounds like "-el", divide

120
before the consonant before the "-le". For example: "a/ble", "fum/ble", "rub/ble"
"mum/ble" and "this/tle". The only exception to this are "ckle" words like "tick/le".

5. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off the parts of compound words like "sports/car" and "house/boat". Divide off prefixes
such at "un/happy", "pre/paid", or "re/write". Also divide off suffixes as in the words "farm/er",
"teach/er", "hope/less" and "care/ful". In the word "stop/ping", the suffix is actually "-ping"
because this word follows the rule that when you add "-ing" to a word with one syllable, you
double the last consonant and add the "-ing".

Source: http://english.glendale.cc.ca.us/phonics.rules.html

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LESSON PLAN: Using the Vocabulary Self-Collection strategy
TEACHER:
CLASS: Form 1
ESTIMATED TIME: 80 minutes
TEACHING POINT:
Students use the Vocabulary Self-Collection strategy (VSS) to determine meanings of new and
interesting words that they encounter when reading.
PRE ENTRY PERFORMANCE: Students have knowledge of prose fiction based on their
prior readings. Students can use the context and other resources to determine the meaning of
words.
RESOURCES:
1. ICTs- laptops, projector, speakers, downloaded YouTube video.
2. Text- 25 copies of the text – Miguel Street
3. Manipulatives- chart paper

LEARNING OBJECTIVES:
Students will be able to:
1. identify new words from the literature text, Miguel Street.
2. explain the meaning of selected words.
3. use the new words in speech and writing.
4. appreciate the use of descriptive language to deepen the experience of the reader.

PROCEDURE:
SET INDUCTION:
Teacher shows a YouTube video on a popular character.
Search Words: talkative, chatty, chatterbox

TEACHER ACTIVITIES STUDENT ACTIVITIES

Before Reading
Students ask questions about VSS and why it is
Teachers introduces the purpose of
important and how it can help them.
Vocabulary Self-Collection strategy(VSS) to
students:
1. Students are told that they will be

122
 expected to find new and interesting
words from their literature text, Miguel
Street.
 Students will identify important words
when reading.
 They will use context and other resources
to determine the meaning of the words
 Students will nominate words from the
reading to be learned by others in the
class.
2. Teacher models how to select and Students engage in discussion and respond to
recommend important words from the teacher questions.
reading.
 The teacher selects the word
Loquacious from Chapter Two
(pg.18). This word is used to describe
the character called Popo.
 The teacher discusses with students
that without knowing the word, they
may not understand the sentence or
surrounding sentences. The meaning
of the word will also help the students
visualise the type of character that is
being described.
 Teacher also instructs the students that
when reading they can select words
that are interesting and useful in their
own writing.
3. Teacher demonstrates how to use context Students offer suggestions on how each one can
and other resources to learn the meaning be used.
of the word e.g.
 use the context
 refer to the glossary
 use a dictionary, diagrams or
illustrations
 knowledge of affixes (tian/cian)
4. Teacher types in a word, the context in Students observe the process.
which it was used; it’s meaning, and the
reason for selecting the word- on a lap top
computer using word processing software
and a multimedia projector.

Loquacious

123
The word as it is used in the sentence:

He was at heart a loquacious man, and always

wanted to be friendly with the men of the
street and he was always surprised that he was
not liked.
(Miguel Street,p.18)

The meaning of the word

A loquacious person talks a lot, often about

stuff that only they think is interesting. You
can also call them chatty or gabby, but either
way, they're loquacious .

Reason for choosing the word

In order to understand the character of Popo

the meaning of the word loquacious was very
important.

Engage in discussion to relate the word to

students’ lives.
5. During Reading Students work in small groups of five.
Students are asked to use their laptops when
Students read Chapter Two from the book
engaging in this activity.
Miguel Street with the teacher.

124
Teachers engage students in the process of
Students identify word/words they wish to
vocabulary self-selection.
select.
 Students are placed into small groups of
five students. The students and the teacher engage in a
 Chapter Two from the book Miguel Street discussion on reasons why a word was
is read with the teacher. nominated
 Teacher guides the students to identify Each small group moves to nominate one word
word/words they wish to select. for learning writing the word and the sentence
 Teacher demonstrates how to use context in which it is located on their laptop.
and other resources to figure out the Students follow the steps modelled by the
meaning of the word. For this word the teacher to find the meaning and explain the
teacher uses an online dictionary. reason for selecting the word.
 The students and the teacher engage in a
discussion to explain why a word was
nominated
6. Teacher provides guided practice to Students in their small groups discuss the words
support the use of VSS during reading by they wish to nominate.
helping students recall the steps in the
process. A chart is prepared with the Within their small groups, they talk about each
following questions: word and why they think the class should learn
 What is the word I believe is the word. Through consensus, they nominate
important to learn? two words.
 Is it an interesting or important word Students write the two words using their laptops
to learn?
using the same framework as before.
 How was the word used?
Write the sentence in which the word Each group presents its two words to the class.
was used. Using the overhead projector one member of
 What is the meaning of the word? the group writes the word, the sentence in
 Can I get the meaning of the word which the word was used, its meaning, and the
from the context, dictionary, reason for selecting the word.
glossary, online or some illustration
in the book?
7. Teacher instructs students to write two Students write two sentences showing their
sentences using the word nominated. understanding of the word and its meaning.

CLOSURE:
Teacher asks students to reflect on the lesson by writing in their journals or stating why the VSS
strategy will help them improve their understanding of text.

EVALUATION STRATEGIES:
1. Students’ oral responses from discussions.

125
 2. Vocabulary quiz
3. Student written responses on their laptops.

CONTINGENCY PLAN:
1. Students can write their responses on chart paper if laptops are unavailable.
2. Use hardcopies of dictionaries.
3. Pictures and sentence strips can be used to describe Popo.
4. Students ‘draw’ Popo and then describe the drawing in writing.

126
LESSON PLAN: Reading- Phonics and Literary Appreciation
TEACHER:
CLASS: Form One
ESTIMATED TIME: 80 minutes
TEACHING POINT: Using poetry to develop vocabulary knowledge
PRE ENTRY PERFORMANCE: Students are familiar with onsets and rimes from previous
lessons. They know rhyming words
RESOURCES:
1. ICTs
2. Text
3. Manipulatives

LEARNING OBJECTIVES:
Students will be able to:
1. identify literary elements in poetry - rhyming words, use of figurative language.
2. appreciate the literary elements in deepening the experience of the reader.
3. create rhyming word lists with phonograms and use them in speech and in writing.

PROCEDURE:
SET INDUCTION: Teacher plays YouTube video on dinosaurs or a scene from ‘Jurassic Park’.
Search words: Dinosaur, Jurassic Park.
TEACHER ACTIVITIES STUDENT ACTIVITIES
Teacher engages students in discussion about Students share their knowledge and ask
dinosaurs. Tells students that in this lesson questions about dinosaurs.
they will be reading a poem about dinosaurs.
Teacher projects the poem using the Students listen to the poem being read. They
multimedia projector and reads poem aloud. follow on their copies.
Teacher then reads the poem line by line and Students echo read the poem and participate in
asks students to echo read. Engages students discussion. They:
in discussion about the poem while echo  use fix-up strategies to read the words,
reading interpret the meaning of lines and stanzas
 Uses think aloud strategy to model and identify rhyming words
visualising, use of fix- up strategies  attempt to explain or draw similes
such as re-reading, asking questions,  do quick draws of dinosaurs after each
making use of prior knowledge to read stanza is read
and interpreting the meaning of the
lines and stanzas.
 Focuses students attention on the use

127
 of figurative language and end rhymes
and the effect of their use on the
reader

Teacher places students in groups, reads Students read the poem aloud in small groups.
poem again and asks groups to read different
verses.

Teacher tells students that they are going to Students identify the rime as being ‘ight’. They
study words from the poem. call words or the letters or blends (onsets) that
 highlights a word e.g.‘delight’ and make rhyming words eg. might, tight, night,
asks them to identify the rime and flight, plight, right, sight, light.
then to name as many words as they
can using the rime.
 uses Webspiration mapping software
to records the words in a graphic
organiser with ‘ight’ in center.
 asks students to play the game of
creating sentences using as many
‘ight’ words as they can They read the words created and compete to see
who could use the most ‘ight’ words in one
sentence.

Teacher highlights other rimes in the poem Using ‘Webspiration’ on their laptops, groups
and asks each group to add onsets to one rime select a rime eg. ‘ike’ ‘eat’, ‘ack’ ‘ing’. They:
to create as many words in the family as they  create as many words as they can based
can. on their knowledge of rhyming words as
well as by experimenting with adding
They are assigned the task of presenting their various onsets (consonants, blends,
words in a creative manner e.g. story, rap, digraphs)
song, cartoon, digital story.  insert graphics where possible
Teacher walks around class, listening to  read the words and
discussions and offering assistance where  use them to create a product such as
necessary. sentences/a short story/ a poem/a
rap/cartoon/ digital story/skit.
 present their products to the class

CLOSURE:
Students re-read the poem aloud. Students’ graphic organisers are printed, posted on the class
word wall and read by the students.

EVALUATION STRATEGIES:
1. Observation of participation in group activities.

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2. Students are allowed to use various means of presenting their products (oral, written,
dramatic, use of drawings, digital)
3. Points are awarded to the group using the most rhyming words in their presentation
4. Points awarded for the most innovative presentation as voted by the class

CONTINGENCY PLAN:
 Pictures of dinosaurs or a riddle could be used as a backup to introduce the lesson if
video available or does not work
 Appropriate poems on other subjects of interest can be used
 If concept mapping software such as ‘Webspiration’ is not available, teacher and students
can create their own graphic organisers
 Bristol board or flip chart paper and markers can be used to create graphic organisers

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 WORD ATTACK STRATEGIES

Word-attack strategies help students decode, pronounce, and understand unfamiliar words.

Use picture clues

Sound out the word

Chunk the word - small words, affixes, compound words

Connect to known words e.g. ball wall

Reread sentences

Continue reading

Use previous knowledge

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 Technical Vocabulary
Art

Art Crayon Marker Piece Still-life

Assemblage Cut Material Pinch Straw
Balance Decorate Media Portrait Technique
Border Design Medium Pot Texture
Bristol Board Draw Mobile Print Tint
Brush Easel Model Registration Tone
Canvas Fabric Mosaic Relief Weave
Carve Glue Motif Round Work
Ceramics Graphic Mould Scenery
Charcoal Hue Object Shade
Clay Ink Paint Shadow
Coil Landscape Palette Shape
Collage Leather Paper Sign
Colour Light Pastel Slab
Compose Line Pattern Stamp
Craft Logo Pencil Stick

English

Adjective Description Novel Punctuation Sentence-Structure

Adventure Dialogue Past Tense Repetition Style
Adverb Metaphor Personification Rhyme Subject-Verb-
Agreement
Autobiography Monologue Plot Rhythm Theme
Biography Mystery Poem Short Story Verb
Characters Narrative Present Tense Simile Verse
Concord Noun Pronoun Stanza

Dance
Accent Free flow movement Prop
Asymmetry Freeze Relationship
Axial General space Shape
Balance Gesture Space
Body Improvisation Stimulus
Choreography Level Symmetry
Elements of dance Locomotor movement Technique
Energy Mirroring Tempo
Ensemble Non-locomotor movement Time
Entrance Pathway Unison movement
Exit Personal space
Force Posture

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 Information and Communication Technology

Alignment Columns Input Output Save

Animation Deletions Internet Page Formatting Slides
Blu-Ray Disk Design Italics Plagiarism Spell Check
Browsing Digital Justification Presentation Storage
Bullets Ergonomics Magnetic Fields Preview Subscript
Close Font Netiquette Print Superscript
Colour Hyperlinks Open Processing Text

Technology Education

Abrasion Crops Hammer drill Peas Scissors

Adolescent Cut Hand drill Pencil Screw
After care Cuts IDEATE Perpendicular Screwdriver
Agriculture Danger Instrument Pest Scriber
Air Deficiency Iron Pin Cushion Seam
Aluminium Design Iron Pinking shears Seam Ripper
Angle Detergent Lathe Pins Set square
Angle iron Dimension Laundry Plane Sewing
Animal Diseases Lease Planning Shears
Antiseptic Divider Legumes Plant Site
Appliances Drapes Lettering Plaster Sketch
Bandage Draw Level Ply board Soil
Beans Drill press Line Point Solutions
Bench-vice Embroidery Linen Polygon Spanner
Biological Engineering Local Portfolio Square
Bisect Entrepreneurship Lumber Primer Square
Bleach Environment Machine Problem Solving Stains
Bolts Equipment Mallet Process Stains
Product
Brass Eraser Management Starches
Development
Budget Evaluation Management Protractor Steel rule
Calcium Evaluation Measure Punches Taper
Carbohydrates Exit Measuring Tape Quadrilateral Teenager
Cells Extended Metre Rule Rectangle Testing
Chemicals Eyes Minerals Relationships Textiles
Chisel Farm Mobile Home Removal Thimble
Chisel Fat Modification Rent Tools
Circle File Modification Research Torch
Clothes First Aid Mortgage Resources Triangle
Collaboration Flat iron Nail Robotics T-square

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Communication Fruits Needles Router Varnish
Compass Furniture Nuclear Rule Vegetables
Conservation Gloss paper Nursery Ruler Vice
Construct Glue Nutrients Safety Vitamins
Consumer Goggles Nuts Safety Water
Control Grinder Nuts Sander Welding Plant
Cotton Grooming Organisms Sandpaper Wood
Cotton Hacksaw Organisation Sandpaper Wood filter
Cramps Hammer Paint Saw Workbench

Mathematics
Area Expression Multiple Prime Subtract
Calculate Factor Percent Share
Common Integer Perimeter Simplify

Music
Accidental Crotchet Measure Quaver Short
Bar Dot Minim Recorder Signature
Bar line Dotted Music Repeat Sixteenth
Bass Double Name Rest Smooth
Beat Draw Natural Rhythm Staff
Broad Eight Note Semibreve Time
Clef Flat Pause Semiquaver Treble
Counts Half Quarter Sharp Whole

Physical Education
Adults Court Health Organs Tidy
Body Education Healthy Physical Tissues
Bones Equipment Human Players Trainer
Boys Games Manager Referee Umpire
Cells Girls Mature Rules
Clean Goal Nutrition Sports
Coach Harden Officials Team

Science
Amphibian Energy Explosive Metal Scientist
Apparatus Electricity Force Microscope Solution
Caution Element Gravity Observation Volume
Classification Environment Invertebrate Poisonous Thermometer
Corrosive Equipment Investigation Power Temperature
Cylinder Evolution Magnet Radioactive Technology
Density Experiment Measurement Respiration

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 Social Sciences
Adolescence Consensus Feature Longitude Reconstituted
Adulthood Consequences Forests Map Reconstructed
Ancestors Corporation Fundamental Marriage Relationship
Right
Antarctic Circle Country Future Mediation Religion
Architecture Cousin Generation Meridian Responsibility
Arctic Circle Creativity Genes Mosques Rivers
Asphalt Cultural Grandparents Mountain Scale
Aunt Culture Greenwich Multi-Cultural Senescence
Background Customs Gypsum Nation Building Sibling
Biological Data Health National Identity Single
Border Dateline Hemispheres Natural Gas Social
Boundaries Decade Heredity North Socialization
Cardinal Decision-Making Heritage Northern Southern
Cartographer Desert Household Nuclear Temple
Cartography Development Humanitarian Parent Territories
Century Eastern, Individuality Patriotism Timeline
Characteristic Economic Infancy Peace Corps Title
Childhood Educational Innovation Peak Tolerance
Civilization Emotional Intellectual Personality Tropic of Cancer
Coastline Environment International Petroleum Tropic of
Capricorn
Common Law Environment Key/Legend Physical Uncle
Commonwealth Equator Kinship Ponds Uniqueness
Compromise Ethical Latitude Practices Waters
Conflict Extended Limestone Present Western
Conflict Resolution Family Location Puberty

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 List of Reading Support Strategies
The following table includes a list of strategies that are suitable for supporting the teaching of
reading to struggling readers at the secondary level. These strategies can be used before, during
or after reading as well as teaching comprehension or vocabulary skills. Details on these
strategies found in the English Language Arts Teacher’s Guide.

Before During After Graphic

STRATEGY Comprehension Vocabulary
Reading Reading Reading Organisers

ABCDarium    
Anticipation
  
Guide
Choral Reading 
Cloze

Procedure
Concept Map      
Directed
Reading-
 
Thinking
Activity
Interactive

Read Aloud
KWL   
Language
Experience 
Approach
Question
Answer  
Relationship
Sketch to
    
Stretch

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Split-page
  
Notetaking
Text Features 
Frayer Model  
Visualisation 
Vocabulary
Self-Collection 
Strategy
WORDO 

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 Suggested List of Graphic Novels/Series
AUTHOR TITLE YEAR
PUBLISHED
Tom Watson Stick Dog 2013

Ruth Mc Nally Barshaw The Ellie Mc Doodle Diaries 2007

The Astro Smurf Peyo 2011

Lincoln Peirce Big Nate: What Could Possibly Go Wrong 2012

Jeff Kinney Diary of a Wimpy Kid 2014

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 Useful Websites

A list of Web 2.0 tools collected http://cooltoolsforschools.wikispaces.com/Organiser+Tools

A safe platform for educational https://www.edmodo.com/
social networking
Comic creating tool http://www.toondoo.com/
Create Speaking Avatars http://www.voki.com/
Epals http://www.epals.com/
Find biographies of celebrities http://www.biography.com/
Free dictionary and thesaurus www.dictionary.com
Graphic novel creator http://www.comicmaster.org.uk/
Inspirational tools/lessons http://www.ted.com/ , http://ed.ted.com/
Lessons Khan Academy http://www.khanacademy.org/
Online journal http://penzu.com/
Online noticeboard http://padlet.com/ , http://popplet.com/
Puzzle generator tool www.puzzlemaker.com
Screen capture and screencasting http://www.techsmith.com/jing.html
tool (Jing)
Snagit (screen capture tool) http://www.techsmith.com/snagit.html
Wiki Hosting platform http://www.wikispaces.com/
(Wikispaces)
Wiki/Collaboration software http://www.pbworks.com/
Word cloud generator www.wordle.net
The English Teacher. Teaching http://teacher2b.com/creative/poetry.htm
Basic Poetry
Free lesson plans www.teachnet.com

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