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Scheme of Work - English Stage 1 (Extract) : Unit 1A: Stories With Familiar Settings

This document provides an extract from the Cambridge Primary English Stage 1 Scheme of Work, focusing on Unit 1A which covers stories with familiar settings. Over four weeks, learners will read and discuss stories, retelling them orally and in writing. Activities include predicting content from titles and covers, enjoying stories together, discussing characters and events, listening to audios while following text, and retelling stories using puppets or drawings. Learners will also write simple stories based on those read, sequencing events or writing captions for pictures using letters, words and basic punctuation.

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207 views4 pages

Scheme of Work - English Stage 1 (Extract) : Unit 1A: Stories With Familiar Settings

This document provides an extract from the Cambridge Primary English Stage 1 Scheme of Work, focusing on Unit 1A which covers stories with familiar settings. Over four weeks, learners will read and discuss stories, retelling them orally and in writing. Activities include predicting content from titles and covers, enjoying stories together, discussing characters and events, listening to audios while following text, and retelling stories using puppets or drawings. Learners will also write simple stories based on those read, sequencing events or writing captions for pictures using letters, words and basic punctuation.

Uploaded by

JelenaAV
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Cambridge Primary

Scheme of Work – English Stage 1 (Extract)

Unit 1A: Stories with familiar settings


Reading and retelling stories with familiar settings and writing a similar story

This is the first of nine units for Stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit
is four weeks.

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

Recommended prior knowledge:


Learners should be familiar with the early literacy skills described in the overview to this scheme of work and should also know:
 vocabulary such as book, cover, beginning, middle, end, page, line, word, letter, sentence
 all the letters in the alphabet and the sound that each represents.

Resources needed:
 a range of illustrated large print stories with familiar settings (they should all have minimal text and a strong storyline)
 audios of some of the stories for learners to listen to
 simple puppets (sock puppets will do) for phonics work and for re-enacting the stories.

V1 8Y01 English Stage 1 1


Unit 1A: Stories with familiar settings

Framework Summary of learning Suggested activities


codes objectives

1Ro11 Know how to predict the Teach learners to use the title, front cover picture and blurb to predict what the book is likely to
contents of a book. be about.
1Ri1
1Rv1
1Rv2

1Ro7 Develop a sense of Share the large print books with learners and enjoy the stories. Sometimes, pause before
themselves as readers. reading on to ask learners to predict what may be about to happen.
1Ro8
1Ri1
Talk about the story.
1Ri2
1Rw2  Who are the characters? Who was their favourite character? Why?

1SL4  Where is the book set?

1SL5  Talk about the sequence of events in the story. Use the vocabulary beginning, middle and
end.
1SL6
 What does the author want the reader to feel at the end of the book (happy, sad, etc.)?
1SL8
 Do learners like the book? Why, or why not? What was their favourite bit?

1Ro11 Increase familiarity with Learners sit in pairs or groups and listen to audios of the picture books. They follow the text in
favourite books. the books as they listen.

V1 8Y01 English Stage 1


Unit 1A: Stories with familiar settings

Framework Summary of learning Suggested activities


codes objectives

1Ro13 Retell stories. When a story has been read several times, encourage learners to participate in retelling it. This
can include:
1Ri2
1Rw1  straightforward retelling in groups or as a class

1SL1  using puppets to retell the story

1SL5  drawing a picture and using it to retell the story.

1SL6
1SL9 As learners retell the story, encourage use of vocabulary and language from the book, especially
dialogue words spoken by particular characters.
1SL10

1Ro7 Write simple stories based Once learners have read, discussed and retold a story, they should attempt to write parts of it.
on stories you have read Depending on the development of learners, work can vary between:
1Ro8
together.
1Rv1  sequencing events using pictures from the story

1Wo4  writing captions for individual pictures

1Wa1  writing captions under a sequence of pictures to retell the story

1Wt1  drawing a picture of the story and writing a commentary.


1Wp1
1Wp2 As learners write, encourage them to use:
 known letters to represent sounds in words
 high frequency words you have taught
 capital letters to mark the beginning of some sentences
 full stops to mark the end of some sentences.

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

V1 8Y01 English Stage 1


V1 8Y01 English Stage 1

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