The City School Class 1 English Curriculum Document EY / 2018-19

The City School

Communication, Language & Literacy

Class – 1
Term – 1
Session 2018-19

Page 1 of 46
The City School Class 1English Curriculum Document EY / 2018-19

Curriculum Contents
Sno.
1 Philosophy

2 Progression Grid

3 Key codes (guide to document and resource books)

4 Period allocation and time breakup

5 Description of the genres of texts in the Oxford International English

6 Scope and sequence term 1

7 Overview sheets term 1

8 Scope and sequence term 2

9 Overview sheets term 2

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The City School Class 1 English Curriculum Document EY / 2018-19

COMMUNICATION, LANGUAGE & LITERACY

Philosophy

Children are immersed in language experiences and activities as we believe that Language is all around us and is an important part of everyday life. It is inclusive
of listening, speaking, reading and writing. Children’s skills develop through talking, signing/communicating and listening. They should be encouraged to
communicate their needs, feelings and thoughts, retell experiences and discuss individual and group play. It is language that facilitates the development and
strengthening of relationships as conversations about learning, interests, opinions, needs and feelings prove vital to the learning process.
We also believe that some children communicate by means other than speech. Children refer to their intentions by asking questions, voicing/expressing opinions
and making choices through a variety of media and by building on previous experiences. At The City School, we encourage children to listen and respond to
others, to the variety of life experiences that their peers bring to the learning environment, and to a range of stimuli, including audio-visual material. Children
are given opportunities to choose and use reading materials, understand the conventions of print and books and given a wide range of opportunities to enjoy
mark-making and writing experiences.
Early Years CLL educators at The City School take a constructivist and social constructivist approach over one of simple transmission. This implies that The City
School Early Years CLL philosophy is one where active and co-operative learning is encouraged. Multiple types of interactions, such as small group, large group
and one to one are used to maximize the amount of talk and interaction between students. At The City School, Children are given opportunities to:

• Experience a language-rich environment that immerses them in the spoken and written word

• Practice, develop and refine their skills within all aspects of provision, including continuous provision, and through all Areas of Learning • Express themselves
creatively and imaginatively

• Experience and use a range of media and stimuli including emerging technologies

• Access and share a variety of non-fiction texts, stories and traditional tales from around the world including those written by significant authors • Mark make
or write in a range of genres

• Communicate in a range of contexts for a variety of purposes and audiences.

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The City School Class 1English Curriculum Document EY / 2018-19
COMMUNICATION LANGUAGE & LITERACY
Progression
Grid
Playgroup
to Class 2

Communication, Language and Literacy

Strand: Oracy
Elements Theme PG Nursery KG Class 1 Class 2

Children will be able Children will be able Children will be able Children will be able Children will be
to; to; to; to; able to;
Listen and respond to Listen and respond to Listen to others with Listen with sustained Listen attentively to
Developing and presenting information and

simple instructionse.g.by instructions with growing concentration and concentration and seek information
walking in a line/sitting in attentione.g.by drawing a respond to instructions understand conversational from a variety of
a circle. picture. with growing attention directions. sources such as
e.g. by carrying out step- people at school, at
wise instructions for home, in the
different actions. community.
Answer simple ‘Who? ’, Answer ‘Who?’ ’What?’, Answer ‘Who?’, ‘What?’ Respond to questions Ask and answer
Listening

’What?’ questions relating ‘Where?’ and open-ended ‘When?’, ‘Where?’, related to topic taught questions such as
to own experiences, questions relating to own ‘How?’ and open-ended (who, why, when,
stories or events. experiences, stories or questions relating to what…)
events. own experiences, stories or
events.
ideas

Listen and join in with Join in, repeat or memorize Join in, repeat or memorize Recite short poems, songs Recite short poems,
songs, rhymes and rhymes, songs and stories rhymes, songs, poems and and rhymes songs and rhymes
stories. with some support. stories. collaboratively with actions
independently.

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The City School Class 1 English Curriculum Document EY / 2018-19
Listen and recognises Recognise each phoneme Show understanding of Show understanding of Demonstrate an
each phoneme separately in a word, basic concepts including basic concepts including understanding of
separately( set1 and 2) beginning, middle and over, under, behind, in through, beside, below, prepositions within
fromtoassociated
Try respond to the end. to respond to the
Begin front of,
Begin to between,
formulatenext to. before, into, near.
Communicate their play and ideas
ideas and Communicate
vocabulary concepts
information imparted.such imparted information. ideas and actively thoughts and information andstructured
thoughtsactivities.
with
as in, on, big, small, respond to imparted about topic of interest reasoning.
happy, sad, wet, dry, day, information/concept. using vocabulary and
night, hot and cold. correct sentence structure.
In simple terms, retell a In simple terms, retell Retell narratives or Retell narratives or Recall events and
short story or information narratives or information information that they have information that they characters orally
that they have heard. that they have heard. heard using simple have heard, sequencing unfamiliar stories
connectives. events correctly read or heard.
Summarize story
orally.
Elements Theme PG Nursery KG Class 1 Class 2
Children will be able Children will be able Children will be able Children will be able Children will be
to; to; to; to; able to;
and presenting

Speak clearly enough to Speak audibly, conveying Speak audibly, conveying Speak clearly with Speaks clearly with
information
Developing

and ideas

be understood by adults simple meaning to meaning to listeners confidence and control. confidence and
Speaking

and peers. listener. beyond their friendship Speak clearly to a range of control, showing
group. audiences. awareness of the
listener.
Elements Theme PG Nursery KG Class 1 Class 2
Children will be able Children will be able Children will be able Children will be able Children will be
Use to; to;
sentences with five or Use words, phrases and Buildto;
on previous Buildto;
on previous able to;
Speaking confidently
Developing and

Speaking
information

more words with some simple sentences. experience, making experience, speaking and making
presenting

and ideas

grammatical immaturities, themselves clear by: confidently and making themselves clear by:
e.g. leaving out some link  Organizing what they say themselves clear by:  Organizing what
 Choosing words  Organizing what they they say
words. deliberately. say  Choosing words
 Choosing words deliberately
deliberately  Including relevant
 Including relevant detail detail
 Communicate
ideas and
Page 5 of 46
thoughts with
reasoning
The City School Class 1English Curriculum Document EY / 2018-19
Attempt to ask very Begins to ask simple Ask simple questions for Ask simple questions for Ask questions and
simple questions e.g. “can questions for exploration exploration purpose and exploration purpose and make comments
I” with support and purpose to clarify meaning e.g. to clarify meaning e.g. during listening and
prompts. e.g. “Who”, “What”, “Why”. ”Who”, “What”, “Who”, “Why”, reading activities to
“Why”, “How”. “What”, When”, “How”, clarify meaning and
Where”
gather information

Use newly learned Use appropriate, increasing Use an increasing range of Use appropriate, Use a growing range
vocabulary in and through vocabulary in and through appropriate vocabulary in increasing and growing of appropriate
play activities. play activities. play and structured range of vocabulary in vocabulary in play
activities. activities and situations. and structured
Developing and presenting information and ideas

Begin to talk about Begin to use simple Begin to use naming, Share ideas and activities and formal
Communicate ideas
pictures and objects with sentences e.g. naming action and describing information about topics situations,
and opinionsusing
prompt and support. words while talking about words in sentences while of interest using variety in atone
regarding topic
toin
add
pictures or objects with talking about a picture interesting vocabulary interest
descriptive
Retell in simple terms, a Talk about things from their Talk about events in Retell a main event or Recall events and
prompts. object. and correct sentences sentences
Speaking

familiar story or an event. experiences; linking them to the story including familiar story using characters orally in
structure
the stories heard. relevant details and relevant words and familiar stories read
vocabulary. phrases or heard
Express imagination and Summarize story
creativity through orally
activities such as
Recount or describe
storytelling and game
key ideas or details
Express agreement and from a text read
disagreement aloud or information
presented orally or
Talk about activities
through other media
through reflection
Dramatize an event or
experience with
expression
Communicates
-

through reflecting
and modifying actions
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The City School Class 1 English Curriculum Document EY / 2018-19
Recognize rhythm and Recognise rhythm in Use rhythm and rhyme to Use alliteration and rhyme Use rhythm and
rhyme in spoken words spoken words and continue create simple chants, in a range of contexts rhyme to create
and join in with rhythmic a rhyming string. rhymes and poems. more detailed
activities. chants, rhymes and
poems
Communication, Language and Literacy
Strand: Reading
Elemen Theme PG Nursery KG Class 1 Class 2
ts Children will be able Children will be able Children will be able Children will be able Children will be able
Identify
to; sounds of Associate
to; picture with Use phonic
to; knowledge and Use phonic
to; knowledge and Begin to read a
introduced letters. words and letters. contextual support while contextual effectively paragraph using
Links spoken sounds to reading familiar text. while reading unfamiliar expression with
letters. text increasing fluency.
Follow text while reading begin to read at even pace.
Associate picture with Begin to read a sentence with understanding.
Organizing ideas and information

words with prompt and phonetically and from Begin to recognize parts of
support. contextual clues. a book (title, front and Differentiate between th
Begin to handle books in a Handle books in a specific back page). Identify the structure of author, illustrato
books and name the narrator and characters i
specific way (left to right, way (left to right, know
author and the illustrator a story
know how to hold a book, how to hold a book, how
how to turn pages). Read books of own
predict what might Begin
to turntopages).
. Begin to develop interest Begin Predicttowhat
read might
familiar text Tell events what might
happen Predict what might
choice with some
Comprehend
in books a story Understand
happen nextthat print,
in the text with
story. next interest.
in the story. Read books
happen nextofinownthe choice
story happen next in the story
through Illustrations and with some fluency fluency and accuracy
and illustrations carry Connect stories with own Identify the main events
prompts. Begin to link stories and Begin to link stories and Connect
Use events and
illustrations in a stories Identify
story Begin tographic
compare features
and
meaning and attempt to experiences. of the story and link
Reading strategies

events to personal events to personal with personal

to describe its experiences in text
characters , narrate the experience
depict meaning through them
e.g. to the personal
illustrations and
experiences. experiences and pretend settings or of characters
diagrams in stories.
illustrations. experiences.
like story characters. Recount stories and
Develop familiarization of Comprehend text and Make own stories using Read a range of familiar Read a range
determine of familiar
their central
known story characters. illustrations with increasing familiar text and events of and common words and and common
message moralwords and
vocabulary. the read book/story. simple sentences simple sentences
Know that in English, print is Know that in English, print independently independently with
read from left to right and is read from left to right intonation
top to bottom. and top to bottom.
Read familiar words and
simple sentences Page 7 of 46
independently.
 Elements Theme Nurser PG KG Class 1 Class 2
The City School Class 1English y
Children will
Curriculum be able
Document Children will be able
EY / 2018-19 Children will be able Children will be able Children will be able
Beginto;to identify taught to; and read taught Understand
Recognise to; usage of Beginto;to read text using Readto;
simple instructions
letters and ORT words. sound and letters in text. capital letters and full phonic skills noting key structural
Begin to blend and read stop. Read simple poems with features
consonant vowel Begin to read CVC words. actions Read poem independen
consonant (CVC) words. Begin to identify pattern and act on them
Read and form words that
Recognize own name in Recognize own name and Read own name and and
Readrhyme in rhymes and
and follow pattern features
Identify graphic and
rhyme. text
names ofRead
ORTsimple text poems sung and read by rhyme in rhymes and
Locating selecting and using information

print and name of familiar names of story characters characters. instructions e.g. illustration a
ORT characters. in print. using phonic skills. teachers poems
diagram
Recognize the difference Distinguish between
between letters and Recognize the difference purpose of print in the
words. between letters, words Distinguish between classroom i.e. signs
Reading strategies

and sentences. purposes of print in the labels, captions, lists

Read and recognise high Begin to recognize Recognize
classroom high frequency Read sight words and hi
i.e. signs,
Recognize alphabetical
frequency and tricky words introduced sight words.
order.
words listslevel ) Use
(as per class
labels, captions, dictionary
frequency words to
as find
in sentences words
suggested and class thei
per leve
Begin to use picture respective meaning
dictionary to develop
Apply the following Apply the following reading Apply the following reading vocabulary
reading strategies with strategies with support: strategies with increasing
support: – phonic strategies to independence:
– recognition of decode simple words – phonic strategies to
decode words
familiar words (e.g. – recognition of high-
– recognition of high-
logos: print in the frequency words
frequency words
environment) – context cues, e.g.
– context clues,
– context cues, e.g. pictures pictures,
e.g. prior
begining/middle/ending
make meaning from use pictures to aid knowledge
look for clues in the text to Develop skimming and Skim and scan text to
sounds – graphic and syntactic clues
pictures in books, adding understanding of text
– repetition in text
understand information scanning skills to find find relevant informatio
– self-correction,
detail to their explanations desired information /
including re- reading answers
and reading ahead

8
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The City School Class 1 English Curriculum Document EY / 2018-19

Communication, Language and Literacy

Strand: Writing
Elements Theme P Nurser K Class Class
G
Children will be able Childrenywill be able G
Children will be able 1
Children will be able Children2will be abl
Beginto; to develop fine Develop
to; fine motor Develop
to; an effective and Holdsto;a pencil and uses it Develop
to; a comfortable
motor skills for hand and coordination in comfortable tripod pencil effectively to recognizable and efficient pencil grip
eye coordination for preparation for formal grip. letters, most of which are
writing purposes. writing skills. correctly formed
Begin to hold writing tools
Trace patterns in the air, Trace patterns in the air, Write own name and name Write on lines with Produce a controlled lin
(crayon, chalk, brush).
on the table, on their on thetotable,
Begin hold on theirtools.
writing of a friend. ascenders and defenders. which supports letter
Organizing ideas and information

palms, in the sand, salt palms, in the sand,

(Crayon, brush, chalk, salt formation
trays or sandpaper letters trays
colourorpencil,
sand paper letters
Meaning, Purposes, Readers

lead pencil
and on dotted lines. and
with on dotted
hand easy
control andto
complex
grip). lines.
Make variations in Follow left to right
Begin to form lower case Form lower case and
patterns independently. direction while writing.
and upper case letter, in upper case letter, in
readiness for joined readiness for joined
writing writing
Trace and write upper and Write words and
Use beginning of sentence Understand and use capital Write sentences using
meaningful sentences.
lowercase letters. with capitalization and letter, full stop, question punctuation marks
Use
end spacing between letter mark and comma
with appropriate (capital letters, full
sound words
punctuation. while writing stops, question mark,
Attempt to write own on lines. comma and exclamatio
Attempt to do name.
Create a drawing or a Draw pictures to mark)
Free hand drawing to form Follow
picturespacing
to represent
betweena communicate ideas and
irregular images. word orwhile
letters a concept.
writing on expressions.
Experiment with mark lines. to write CVC words Construct three to four
Begin Use phonic knowledge to Begin to create
making activities. using phonics. letter words through write simple regular dictionaries and
blending. words and make glossaries collaborative
phonetically plausible
attempts at more
complex words

Page 9 of 46
The City School Class
Elements Theme P
1English Curriculum Document EY / 2018-19 Nurser K Class Class
ChildrenGwill be y
Children will be able G
Children will be able 1
Children will be able Children2will be a
able to; to; to;
Identify missing sounds to Use phonics (a-z) initial, to;
Use phonic knowledge to Begin to;to create
complete a word. final blends, consonant write simple regular words dictionaries and
diagraph sand trigraphs to and make phonetically glossaries collaborativ
read words. plausible attempts at
more complex words
Use phonetic awareness to
Compose and write simple write familiar two syllable Demonstrate
sentences. words understanding of wo
syllables and sounds
Communicate ideas in (phonemes)
Arrange vocabulary in written form (by writing
Meaning, Purposes, Readers

alphabetical order. for different purposes Communicate ideas in

Organizing ideas and

e.g. timetable, postcard, written form (by writ

captions, labels etc) for different purpose
information

e.g. captions, label, e

Write words that rhyme. Participate in instructional
writing Do instructional writi
using time and seque
vocabulary
Begin to write simple Writ a few descriptive
compositions on the given sentences on an event or Write a descriptive
topics/pictures (4– a topic, character paragraph on an even
5Sentences with a help of or a topic or picture.
word bank).
Participate in shared
Begin to participate in writing activities Participate in share
shared writing activities. Begin to use ‘and’ and research
Use and differe
writin
‘but’ projects or recor
connectives
Begin to use sequence observation
sentences ( and, bu
vocabulary ( first, after, when, or, because )
then, etc ) in writing Formulate ideas an
Use dictionary to support complete
Use dictionarystories
and in
writing sequential
glossary to supportmann
10
(beginning / middle
writing
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Use nouns in sentences ending )
The City School Class 1 English Curriculum Document EY / 2018-19
COMMUNICATION, LANGUAGE & LITERACY
Class – 1
Session 2018-19
Term 1
KEYS & CODES: RESOURCES
Oxford International English Student Anthology
SA- Student Anthology
1
Oxford International English Student Activity
SAB- Student Activity Book
Book 1
Oxford International English Teacher Resource
TRB- Teacher Resource Book
Book 1
SAS-Student Activity Sheet
Pg. – page no.
TME- Teacher made exercise CD-ROM
WCD-word cloud definitions

Ex.B/LJs- exercise books/Learning journals

HFW – High Frequency Words

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The City School Class 1English Curriculum Document EY / 2018-19

The Genres of texts in the Oxford International English

First Term

Term UNIT Genres Description

Fiction Literature in the form of prose, especially novels, that describes imaginary events and people
New School

Narrative A spoken or written account of connected events; a story.

Instructions Detailed information about how something should be done or operated

Show me, tell A board displaying the name or logo of a business or

me Sign product. A board displaying directions to steer traffic or
travellers.
A small piece of paper, fabric, plastic, or similar material attached to an object and giving
Label
information about it
Everyday A text that creates or recreates experience in a compressed and intense way, using rhythm or
Poems Poetry rhyme and language effects to create images and sound effects. Most poems have short lines,
and many lines endings that rhyme.
Traditional Traditional This focuses on the chronological order of history, A spoken or written account of connected
stories Narrative events; a story.

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The City School Class 1 English Curriculum Document EY / 2018-19

HOMEWORK
THIS DOCUMENT DOESNOT PROVIDE ANY GUIDELINE TO HOMEWORK.
HOMEWORK SHOULD BE PLANNED UPON TEACHER’S DISCRETION AS PER THE CRITERIA MENTIONED IN
HOMEWORK POLICY (REF: POLICY DOCUMENT 2018-19)
HOMEWORK SHOULD ONLY BE A REINFORCEMENT OF TAUGHT CONCEPTS THAT A CHILD CAN
INDEPENDENTLY ATTEMPT AT HOME.

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The City School Class 1English Curriculum Document EY / 2018-19

Period Allocation & Time breakup CLL (E)

3 clubbed/block periods 2
1 Week = 8 periods
separate units

1 period= 35 min (Mon-THR) 1 Period= 35 MIN (FRI)

OXFORD INTERNATIONAL STUDENT ANTHOLOGY

70 min 70 min 35 min 35 min

Reading and Grammar/ Punctuation Phonemic Awareness/Word

Listening/speaking Emergent /Creative Writing
comprehension Knowledge

ORT-READERS
70 min
Writing activities
Reading and comprehension (Summarizing, Close passages, RTC, Character sketch, book
Drama/role play Activities
Listening/speaking reviews etc.)

14
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The City School Class 1 English Curriculum Document EY / 2018-19
COMMUNICATION, LANGUAGE & LITERACY
SCOPE AND SEQUENCE TERM 1

70 min 70 min 35 min 35 min

Week Reading and Listening/speaking Emergent /Creative Grammar/ Phonemic Awareness/Word
comprehension Writing Punctuation Knowledge
(follow up written
exercises)
Environment and • Introduction/orientation • Shared writing on class • Reinforcement of • Reinforcement of phonemes
classroom boards. • Getting familiar with the school rules previous grammar introduced so far
Reading and environment • Introduction to the topics • Aa –Z z
• Using Courtesy words • Vowels and
understanding signs and Anthology and Activity Book. • TME in Ex.B
consonants
1 labels in school • Introduction to new set
TME in Ex.B
• Reinforcement of of ORT Readers
previous topics
• Diagnostics w/S

Unit:1 New School • Unit Warm up Ref: TRB Pg. 10  welcome card for Unhei Use of a / an TME in DICTATION – List 1 Ref: TRB Pg.
Shared Reading • Discussion “ First day of school” TME in L.Js Ex.B 128 (High Frequency Words)
2 The Name Jar • Let’s Talk SAB Pg. 6 Ref: TRB Pg. 10
(SA pg. 6-9)(SAB pg.7,8) • Listening comprehension
Ref: TRB PG.11,12

Unit:1 New School • Group discussion on difficulties about • RTC SAB Pg. 14Ref:TRB Pg. Noun • Phonic igh – y ref: TRBPg.1 3
Shared Reading moving to another country 18 TME in Ex.B • WC Definitions
The Name Jar • Role play • Designing a welcome card • Ref: TRB Pg. 11
3 for your new friend
(SA Pg.9–13) • Listening comprehension • DICTATION– List 2 Ref: TRB Pg.
(SAB pg.9) Ref: TRB g.13 • Emergent Writing 129 (HFW)
Writing “Ways to welcome
your friend to the School”
Ref: TRB Pg.14 ‘Challenge’

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The City School Class 1English Curriculum Document EY / 2018-19
Unit:1 New School • Discussion on how to make new friends? Speech bubbles Capital letters • Initial letter sounds
Shared Reading And the way Joey showed kindness and • SAB pg. 15 Ref: Pg. 19 SAB Pg. no.11 & 13 SAB Pg. 12 Ref: TRB Pg. 16
The Naming Jar friendship to Unhei Ref: TRB Pg. 19 • Initial letter sound
(SA pg.14-17) • Question – developing ideas and extending ‘Extension:2’  Ref: TRBPg.15 (part 6 TME in Ex.B
(SAB pg.10 )Ref: TRB understanding  SAS 2 Level 1Unit 1Ref: extension) Proper Ref:TRB Pg. 17 ’Challenge’
Pg.13 • Talk about it TRB Pg. 21 Methodology Noun. SAS 1 Level • Digraph , Sh
Interactive Activity Ref: TRB Pg. 19’ 1Unit : TRB Pg. 20 SAB Pg. 13 Ref: TRB Pg. 17
4 “Sequencing the story” Listening comprehension • WC WORDS/MEANING MATCHING
(Ref: CD-ROM-E-Books EXCERCISE IN LJs Ref: TRB Pg. 142
and Activities Unit 1
:The Name Jar
 Comprehension Q/A
about Unhei
TME in Ex.B

70 min 70 min 35 min 35 min

Week Reading and Listening/speaking Emergent /Creative Writing Gr/Punctuation Phonemic Awareness/Word
comprehension Knowledge

5 Unit: 2 Show me tell me • Unit warm up Ref: TRB Pg. 22 Classroom sign Verbs – Action words • Initial letter sounds
Shared Reading • Discussion on classroom signs SAS level 1unit :2 TME in Ex.b SAB Pg. 19 Ref: TRB Pg. 25
Signs and Labels and its purpose TRB Pg. 35 • DICTATION– List 4 Ref: TRB Pg131
( SA pg. 18-21)(SAB pg. .17,18) • Show & tell of traffic / warning Ref: TRB Pg. 32’Extension’ (HFW)
Ref: TRB Pg.23 & 24 / classroom signs • Phonics- ch TME in Ex.B Ref: TRB
Interactive Activity • Let’s Talk SAB Pg. 16 Ref: TRB Pg. 17 (Phonics)
(Ref: CD-ROM E-Books and Pg. 22 • Phonics-ch,sh,th
Activities Unit 2: Signs and • Listening comprehension TME in Ex.B Ref: TRB Pg. 25(Phonics)
Labels

16
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The City School Class 1 English Curriculum Document EY / 2018-19
6 Unit: 2 Show me and tell me • Imaginative discussion on “Writing sign for class door”  Verbs (present • Phonics-ch
Shared Reading Our Senses blessing benefits of senses  SAB Pg. 27 Ref :TRB Pg.33 is/are) • Make list of words having digraph
SA pg. 22-23(SAB pg.20, 21) • Question – developing ideas  Our Senses TME in Ex.B TME in Ex.B “ch” P
and extending understanding • DICTATION– List 5 Ref: TRB Pg.
Ref : TRB Pg. 26 &27 Draw a picture of yourself  Rhyming words
Interactive Activity Listening comprehension and write labels to show 132 (HFW)
SAB Pg. 22 Ref :TRB Pg.28
(Ref: CD-ROM E-Books and senses and join them to
Activities Unit 2: Our Senses the correct body part on
picture.

7 Unit: 2 Show and tell me • Demonstrating and • Writing instructions (SAB Pg • Using instruction • Phonics ay – ai sounds
Shared Reading How to make a instructions to make a 26) Ref : TRB Pg. 32 vocabulary (Verbs) SAS Level 1 Unit 2 TRB Pg. 34 Ref:
Spinning Picture Trick SA pg. Spinning Picture • Making birthday card SAB Pg. e.g. cut, paste, pour, TRB Pg.31
24-29 (SAB pg. 23,24,25)Ref: 27) Ref: TRB Pg. 33 put, glue, turn, fold • WC WORDS/MEANING
• Question – developing ideas etc. in sentences.
TRB Pg. 29,30,31,32 • Making spinning picture MATCHING EXCERCISE IN LJs
and extending understanding TME in LJs: TRB Pg. 31 Ref: TRB Pg. 142
Interactive Activity TMe In Ex.B Ref: TRB
• Listening comprehension (Extension pg. 53 TRB for
(Ref: CD-ROM E-Books and Activities Pg.31’Extension’
reference)
Unit 2: How to make a Spinning
Picture Trick
8 Unit: 3 Every Day Poems • Unit Warm Up Ref: TRB Pg.36 • Generating rhyming • Rhyming words • DICTATION (word list
Shared Reading • Sharing experiences on losing strings on your favourite • SAS level 1unit 3 can be from TRB or as per
DIggedy-Do SA Pg. 30-31 first tooth object /word TRB pg.42 teachers discretion)
• (SAB Pg.28 Ref: TRB Pg. 36 • Listening and sharing favourite • Complete the poem • Building words
Wobbly Tooth SA Pg. 32 poems (TME) using given word bank SAS level 1 Unit 3 in
• (SAB pg.29) Ref: TRB Pg. 37 in LJs LJs and write a
• Question – developing ideas
and extending understanding rhyming word next to
your word.
• Listening comprehension

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The City School Class 1English Curriculum Document EY / 2018-19
70 min 70 min 35 min 35 min

Week Reading and Listening/speaking Emergent /Creative Writing Grammar/ Phonemic Awareness/Word
comprehension Punctuation Knowledge
(follow up written
exercises)
9 Unit: 3 Everyday • Reciting Poems • Completing the poem using • Short vowel /i/, /e/, /o/
Poems Expressing feeling, ideas and rhyming words.  Rhyming words Ref: TRB Pg.39(Phonics)
Shared Reading opinion Question for developing (SAB Pg. 33) (SAB Pg.31) ) • Diagraph – ch SAB Pg. 32 Ref:
•
“Today I am a ideas and extending understanding Ref: TRB Pg.39 TRB 40
•
drummer SA pg. Talk About It Ref: TRB Pg.38  Write a short free verse • WC WORDS/MEANING
33(SAB Pg. 30) poem on “ CHIPS CHIPS” in
Listening comprehension  Sentence MATCHING EXCERCISE IN LJs
Ref: LJs Punctuation Ref: TRB Pg 143
TRB Pg. 38 Capital letters and • DICTATION (word list can be
Poppadums Pg.34-35 full stop TME in from TRB or as per teachers
(SAB pg.32)) Ref: TRB
discretion
Pg. 40
10 Unit: 4Traditional • Unit Warm Up Ref: TRB Pg. 44 • Emergent Writing • Sentence • Diagraph – sh,ch,th
stories Discussion on difference of Traditional If I would have a magic paint punctuation SAB Pg. 38 Ref: TRB Pg. 48,49
Shared Reading • and Fiction Stories. brush TME in L.J. capital letters • DICTATION (word list can be
The Magic Question for developing ideas and and full stops from TRB or as per teachers
Paintbrush extending understanding TME in Ljs discretion)
•
SA pg. 36-37 ” Let’s Talk Ref: TRB Pg.44
(SAB pg.34,35 )) Ref: Listening comprehension
TRB Pg. 44,45
11 Unit: 4 Traditional • Expressing ideas, feelings and • Writing a Story Blurb by • List some • Diagraph – sh,ch,th
Stories opinions Question for developing adding missing words words and SAB Pg. 39
•
Shared Reading SAB Pg. 46 phrases used in Ref: TRB Pg. 48,49
ideas and extending understanding
The Magic Paintbrush • Write down the final traditional tales • DICTATION (word list can be
• Talk about It Ref: TRB Pg. 50 in Ljs.e.g. long
SA pg. 38-40” and complete version of from TRB or as per teachers
Listening comprehension the blurb in LJs long ago, once
(SAB pg. 36)) Ref: • discretion)
upon a time,
happily ever
after, etc

18
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The City School Class 1 English Curriculum Document EY / 2018-19
12 Unit: 4 Traditional • Discussion on story elements • Writing captions for story • Using • WC WORDS/MEANING
TRB Pg. 46 beginning, middle and ending pictures with the traditional story MATCHING EXCERCISE IN LJs
Stories identification of story language to Ref: TRB Pg 144
• Discussion on Moral of the story
elementsSABPg.44
Shared Reading complete the
• Question for developing ideas and
The Magic Paintbrush sentences SAB
extending understanding • Draw story in three pg. 47
SA pg. 41-43”
(SAB pg. 37)) • Listening comprehension picture and write one sentence
Ref: about each picture SAS Level 1
Unit 4 TRB Pg. 58 Ref:
TRB Pg. 47
TRB Pg. 47 extension

Interactive Activity
(Ref: CD-ROM
EBooks and Activities.

80 min 80 min 40 min 30 min

Week Reading and Listening/speaking Emergent /Creative Writing Grammar/ Phonemic Awareness/Word
comprehension Punctuation Knowledge
(follow up written
exercises)
13 Unit: 4 Traditional • Questioning to develop ideas and • Sequencing the story in Adjectives • Long Vowel phoneme /ee/
Stories Shared extending understanding. sentences “The pumpkin SAB pg.42 Ref: SAB Pg. 43
Reading • Takes turn in speaking in the jar” in LJs using TRB Pg. 52 Ref: TRB Pg. 53(Phonics)
The Pumpkin in the Expressing ideas picture prompts. • Using DICTATION (word list can be
Jar Talk About it Ref: TRB Pg.56 traditional story from TRB or as per teachers
SA pg.44-45” Listening comprehension language to discretion
(SAB pg. 40)) complete the
Ref:
story in Ljs
TRB Pg. 50 TRB pg. 57
“Challenge”

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The City School Class 1English Curriculum Document EY / 2018-19
14 Unit: 4 Traditional Recounting experiences • Writing a story • Punctuation • WC WORDS/MEANING MATCHING
Stories Shared Discussion on Moral of the story Question for developing blurb SAS level1 unit 4 Full stop and EXCERCISE IN LJs Ref: TRB Pg. 144
Reading ideas and extending understanding TRB Pg. 59 Capital letters•
The Pumpkin in the SAB Pg. 45
Listening comprehension.
Jar Ref: TRB Pg.55
SA pg. 46-47”
(SAB pg. 41)) • Adjectives
Ref: TME in LJ (Use
TRB Pg. 51 TRB pg. 51
“challenge” for
Interactive Activity ref. to plan)
“Sequencing the
story”
(Ref: CD-ROM E-
Books and Activities
Unit 1 :The Pumpkin
in the
Jar
15 Project Work Designing labels  Example, plan a visit to a Mall or Restaurant, ask students to look for different signs and labels around.
One week project and captions  Facilitate students to design a project on different signs, captions and labels on their own that they feel are important to
work to be planned have in a Mall or Restaurant.
as per teacher’s  Make sure that each student is part of the project either individual or in group. Promote independent and student centred
discretion. work.

Practice worksheet
16
Revise and check worksheet TRB pg. 118 Revise and check worksheet TRB pg. 119 Revise and check worksheet TRB pg. 120

20
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The City School Class 1 English Curriculum Document EY / 2018-19

COMMMUNICATION, LANGUAGE & LITERACY

Overview
Class 1 Term 1
Class: 1 Subject/ Areas of Development: Communication, Language and Strands: Oracy (Listening and Speaking),
Literacy Reading and Writing
Duration: 2 weeks (week 1 &2) No. of lessons: 6 Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

• Answer questions and explain Introductions (Teachers, Students, School Head, helping staff To record students’ achievements of learning
further when asked etc. in school) objectives throughout Progress charts
• Take turns to speak, • Familiarization to the new environment (Classroom, (appendix 1) to be used.
• Listen attentively to others and learning corners, washrooms, library, playground etc.) Use one set of charts for each students noting
respond appropriately • KW talk and discussions with students (What do they their level of understanding and writing any
• Anticipate what happens next in a Know, comments in the space provided
story What do they Want to know) Students will be assessed on their ability to:
• Discuss the different ways and • Shared writing on School and Classroom rules (Involve • Draw on their own experiences and answer
purposes of speech students to create classroom rules) questions
• Recognise story elements • Recap of Previously taught concepts in KG • Discussion in groups
• Recognise/ use the correct way to • Reinforcement of Consonant and vowels • taking turns in speaking and listening
read English, print; from left to right Unit 1: New School pg. 6-9( first half) • Identifying different settings within the
and top to bottom. Unit warm up (Ref: TRB Pg. 10) story.
• Use phonic knowledge to read de- • Introduction to Map (SA Pg. 4 & 5) will be given which will • Discussing the feelings and actions of the
codable words and to attempt to help the children throughout Student Anthology as can be main character and link it to their own
sound out some elements of used to locate where a person or story originates. experiences.
unfamiliar words • Students will get chance to express their feelings on first day • using phonic knowledge and sound out the
• Talk about events in a story and of their school. They will express how nervous they were or character’s name
make simple inferences about how excited they were (nervous, excited, sad, happy, shy, • Writing sentences with full stop and
characters and events to show scared) others should be encouraged to listen carefully. information text with labels, captions and
understanding. Shared Reading lists.

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The City School Class 1English Curriculum Document EY / 2018-19
• Introduce the story by discussing the title, cover, and Suggested Resources:
author/illustrator. Students to make predictions regarding
what they think the story might be about.
• use the following literary terms: • Read the story aloud to the students using appropriate Suggested Resources
title, author, and illustrator. inflection and tone. Pause and ask the students to make • Student Anthology (SA)
• Comprehend text and begin to predictions through world map given in the book. Cultural • World Map (SA) pg. 4-5
relate it with own experiences differences should also be discussed. • Rubric
• Use knowledge of sounds to read • Ask brief questions to determine students' comprehension • TRB (pg. 10-12)
single syllable words with short level.
• Flash Cards
vowels • Conclude the reading by reserving time for reactions and
• Blend to read and segments to comments. Ask questions about the story to attempt SAB a
spell, words with final and initial Pg. No. 7 and 8 Ref: TRB Pg. 11 & 12 (Ref: CD-
adjacent consonants ROMTeachers Resource-audio-Unit 1) an
 Recognise the use of full stop • Listen to the audio Pg. 6 -9 while students listen and follow
while reading the text in their books(Reference TRB pg.10 Listen, Read
and Talk)
• Identify and use articles a/an
• Let’s Talk SAB Pg. 6 Ref: TRB Pg. 10
appropriately before nouns
• use of a and an
• Compose simple sentences to
communicate ideas using relevant • Pair activity to be done for the use of ‘a’ and ‘an’ through
vocabulary flash cards.
• Develops a comfortable and • Draw a welcome card for Unhei
efficient pencil grip • Blending CVC words
• Form letters correctly. • DICTATION– List 2 Ref: TRB Pg. 128 (HFW)
• Use knowledge of sounds to write
simple regular words, and to
attempt other words

22
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The City School Class 1 English Curriculum Document EY / 2018-19

COMMMUNICATION, LANGUAGE & LITERACY

Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Language and Strands: Oracy (Listening and Speaking), Reading
Literacy and Writing
Duration:1 week (week 3) No. of lessons: 6 -- Fiction Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • Discuss in groups the difficulties of moving from one place to Students will be assessed on their ability to:
• Talk about events in a story and another pg. 9-13. Groups should represent their points of • Share experiences about moving from one
make simple inferences about view and others should be encouraged to listen attentively. place to another and talk about the feelings
characters and events to show • Shared Reading and actions of main character.
understanding.  Pg. 9-11(first half) and attempt SAB Pg. 9 Ref: TRB • Discuss in groups the story elements.
• Discuss the different ways and Pg.13 • Identify that people speak in different ways
purposes of speech  (Ref: CD-ROM-Teachers Resource-audio-Unit 1) for different purposes and meaning
• Recognise story elements • After the shared reading students will listen to the audio and • Use phonic knowledge to help them read and
• Engage in imaginative play, follow the text in their books sound out the character’s name.
enacting simple characters or (Reference TRB pg10 Listen, Read and Talk) • Anticipate what happens next in the story
situation • Phonic /y/ will be introduced and a list of /y/ words will be making links with their own experiences
• Comprehend text and begin to made through TME in EX.B Reference TRB pg. 13 Identify nouns through the text.
relate it with own experiences • In small groups children will do the focused reading for the • Match characters to their words.
• Use phonic knowledge to search of noun and will underline. Pg. 11(second half)-13 • Use cues to add in missing vocabulary that is
read decodable words and to • Children will write the definition of Noun “Noun are Naming relevant to different sentences.
attempt to sound out some words” with the examples
elements of unfamiliar words.
• Word Cloud definition in Ex.B Ref: TRB Pg. 11 Suggested Resources:

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The City School Class 1English Curriculum Document EY / 2018-19
• Anticipate what happen next • Role play on Unhei’s feeling • Chart papers
in the story. • RTC ( Reference To the Context) SAB Pg. 14Ref: TRB Pg. 18 • Student Anthology Book
• Recognise nouns and identify • “Ways to welcome your new friend to the class” Ref: TRB • Activity Book
and use nouns in text. Pg.14 ‘Challenge’ • CD-ROM
• Use knowledge of sounds to • Shared writing followed by the first draft (in • Teacher Resource Book
write single syllable words with pairs/groups/individually) to be done in school (during a club • https://www.teachyourmonstertoread.co
short vowels lesson), after checking of the first draft the second and final m/
• Form letter correctly draft to be prepared as homework. Attach the first draft • https://www.youtube.com/watch?v=0Kon
along in the ex.book it would bring clarity to formulate ideas
EenzFYk&feature=youtu.be
and compose a piece of writing (with least errors).
• Phonic /igh/ – y Ref: TRB Pg. 13
• DICTATION– List 2 Ref: TRB Pg. 129 (HFW)

24
This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics Department only
The City School Class 1 English Curriculum Document EY / 2018-19

COMMMUNICATION, LANGUAGE & LITERACY

Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Strands: Oracy (Listening and Speaking), Reading
Language and Literacy and Writing
Duration:1 week (week 4) No. of lessons: 6 Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • New School pg. 14-17. Discussion in pairs on how you Students will be assessed on their ability to:
make new friends? • Identify and talk about the actions of a
• Talk about events in a story and make • Shared Reading Pg14-17 to attempt SAB Pg. 10 Ref: TRB story character.
simple inferences about characters and Pg.14 (Ref: CD-ROM-Teachers Resource-audio-Unit 1) • Make links on their own experience of act
events to show understanding. • After the shared reading students will listen to of friendship.
• Make links to own experiences. the audio and follow the text in their books (Ref: • Use and recognize capital letters for
• Converse audibly with friends, teachers TRB pg. 10 Listen, Read and Talk) proper nouns and at the start of
and others adults. • Talk about it SAS 2 Level 1Unit 1Ref: TRB Pg. 21 sentence.
• Hear and reads the initial letter sound. Methodology Ref: TRB Pg. 19’ • Read and hear sounds to help them
• Identify separate sounds • TME in Ex.B. Children will attempt the question reorder letters to create simple regular
formulated by teachers in Exercise books to check their words.
(phone\mes) within words, which may be
represented by more than one letter e.g. comprehension of the unit • Read and write initial letters sounds for
th, sh,ch. • Capital letters SAB Pg. no.11 & 13(Ref: TRB pg. 15 & 17) ‘k’, ‘b’ and ‘j’.
• Recognise the use of capital letters in • Conduct an activity on Proper Noun. SAS 1 level 1 Unit • Use their phonic knowledge to read and
words and sentences. 1 TRB pg. 20 , Ref: TRB Pg. 15 Extension write single syllable words and recognize
• Use knowledge of sounds to read single /sh/ sounds within words used in the
Speech bubbles making activity :
syllable words with short vowels story.
 Discuss why speech bubbles are used. SAB pg.
• Identify sentence in a text • Recognize that a full stop marks a pause
15 (Ref: TRB pg. 19)
when reading.
• Pause at a full stop when reading  TME in Ex.B Ref: TRB Pg. 19 ‘Extension:2
• Write single syllable words.

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The City School Class 1English Curriculum Document EY / 2018-19
• Recognise story elements • Initial letter sounds SAB Pg. 12(Ref: TRB pg. 16) TME in • Edit and compose sentence that need
Ex.B Ref: RB Pg.17’Extension” capitals and full stop with the correct
• Introduce Digraph – /sh/ SAB Pg. 13(Ref: TRB pg. 17) formation of graphemes.
• Interactive Activity - “Sequencing the story”
(Ref: CD-ROM E-Books and Activities Unit 1 :The Name Jar
DICTATION– List 3 Ref: TRB Pg. 130 (HFW) Suggested Resources:
• Compose and write a simple • Flash Cards
sentence with a capital letter and a • Student Anthology Book
• full stop.
• Activity Book
• Use knowledge of sounds to Teachers Resource Book
•
write simple regular words. CD-ROM
• •
Develop a comfortable and efficient
pencil grip.
• Forms letters correctly.

26
This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics Department only
The City School Class 1 English Curriculum Document EY / 2018-19

COMMMUNICATION, LANGUAGE & LITERACY

Overview Class
1 Term 1
Class: 1 Subject/ Areas of Development: Communication, Language and Strands: Oracy (Listening and Speaking), Reading
Literacy and Writing
Duration:1 week (week 5) No. of lessons: 6 - Non-Fiction (Instruction/Sign) Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • Show me Tell me. Discuss Signs and Labels SA pg. 18-21 Students will be assessed on their ability to:
• Take turns in speaking. • Students to point out signs and labels around the school. Unit • Take part in a group discussion, taking turns in
• Answer questions and explain show me, tell me warm up (Ref: TRB Pg. 22) speaking.
further when asked. • Discussion on classroom signs and its purpose • Discuss their experiences, answer questions
• Listen carefully to instructions • Show & tell of traffic / warning / classroom signs and give information when asked.
• Make links to own experiences • Question – developing ideas and extending understanding • Give and recognize an instruction.
• Converse audibly with friends, • Shared Reading SA Pg18-21 and will attempt SAB Pg. • Read a variety of signs and labels.
teachers and other adults. 17& 18 ,Ref: TRB Pg. 23,24 • Identify the information and purpose and
• Read labels, lists and captions to • Listening comprehension (Ref: CD-ROM-Teachers Resource- understand that signs and labels do not all
find information audio-Unit 2) look the same.
• Show awareness that texts for • students will listen the audio and follow the text in their • Identify separate sounds in words and read
different purposes look different, books (Reference TRB pg. 22 Listen, Read and Talk) the words with short vowels.
e.g. charts, captions, reports, • Let’s Talk SAB Pg. 16 Ref: TRB Pg. 22 • Identify the action words in text.
dictionaries etc. • Read a text with labels and captions to find
• Verbs: Children will write the definition of Verbs “Verbs are
• Hear and read initial letter information.
action words” with the examples
sounds. • Discuss the sign and labels.
• Focused reading to be done. Students should be encouraged to
• Use knowledge of sounds to read • Write sentences about the sign they see in the
identify verbs while reading.
single syllable words with short classroom.
vowels • Activity on action words where students have to act out actions
and follow instructions given by their peers. For • Use phonic knowledge to write single syllable
words.

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The City School Class 1English Curriculum Document EY / 2018-19
• Identify and differentiate Suggested Resources:
between words, sentences and
questions
• Identify doing words (verbs) in a
text
• Identify separate sounds
(phonemes) within words, which
may
Be represented by more than e.g.: Wave your hands, nod your head, stand up, Sit on • Student Anthology Book
one letter e.g. th, sh,ch. floor, and sit on chair. • Activity Book
• Write for a purpose using some Simon says can also be played • Teachers Resource Book
basic features of text type Make a Classroom Sign SAS level 1unit :2, TRB Pg. 35 • Progress charts on TRB
•
• Write simple information texts Ref: TRB Pg. 32 • Flash Cards
with labels, captions, lists, •
Initial letter sounds SAB Pg. 1, Ref: TRB Pg. 25 • CD-ROM
questions an instructions for a Introduce Phonics- /ch/.
purpose •
Conduct an “I-spy” activity for students to identify
• Record answers to questions, •
things with /ch/TME in Ex.B Ref: TRB Pg. 17 (Phonics)
e.g. as •
Phonics-ch,sh,th, TME in Ex.B, Ref: TRB Pg. 25
lists, charts (Phonics)
• Use knowledge of sounds to •
Interactive Activity integrate with ICT (Ref: CD-ROM E-
write single syllable words with •
Books and Activities Unit 2: Signs and Labels
short vowel
DICTATION– List 4 Ref: TRB Pg. 131 (HFW)
•

28
This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics Department only
 The City School Class 1 English Curriculum Document EY / 2018-19
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1
Class: 1 Subject/ Areas of Development: Communication, Language Strands: Oracy (Listening and Speaking), Reading
and Literacy and Writing
Duration:1 week (week 6) No. of lessons: 6 - Non-Fiction (Instruction/Labels) Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • Discussion on our Senses SA pg. 22-23 Students will be assessed on their ability to:
• Imaginative discussion on blessing and benefits of each • Listen and follow instructions accordingly
• Communicate ideas effective in well - sense • Discuss the senses and present their opinions
structured sentences, using relevant • Question for developing ideas and extending to the class with confidence.
vocabulary the interest. understanding • Identify features of an instruction text and
• Speak confidently to a group to share an • Students to do shared reading SA Pg. 22-23 and will read a text with labels and captions to find
experience attempt SAB Pg. 20-21, Ref: TRB Pg. 26 & 27 information.
• Take turns in speaking • Listening comprehension exercise (Ref: CD-ROM • Identify sounds represented by two letters
• Listen to others and respond Teachers Resource-audio-Unit 2) and recognize rhyme and spelling patterns
appropriately. and can spell common word.
• students will listen to the audio and follow the text
• Listen carefully to questions and • Write labels and captions for their own
in their books (Reference TRB pg. 22 Listen, Read
instructions. pictures they also write sentences with full
and Talk)
• Read labels, lists and captions to find stops.
• Teacher should provide specimen sentences for teaching
information • Investigate and record results in a chart.
the concept of is and are.
• Use pictures and labels to communicate
ideas and information. Suggested Resources:

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Department only
29
 The City School Class 1English Curriculum Document EY / 2018-19
• Identify separate sounds within words, • Students to read in groups and try to identify where ‘is’ is • Worksheet
which may represented by used and where ‘are’ should be used. • Flash Cards
more than on letter. • Classwork exercise should be given by the teacher. TME • Student Anthology Book
• Use appropriate present tense verb in Ex.B • Activity Book
is/are in sentences (TME) • Draw a picture of their self and write labels to show senses and • Teachers Resource Book
• Spell familiar common words accurately, join them to the correct body part on picture. Also encourage
them to write which part of the body is most important.
• Progress charts on TRB
drawing on sight vocabulary
• Introduce Rhyming words SAB Pg. 22 Ref: TRB Pg. 28
• CD-ROM
• Begin to learn common spelling of long
vowel phonemes Activity on writing a sign for the class door.
• Show awareness that texts for different • Recap previous lesson.
purposes look different e.g. use of • In groups, students will discuss what should be on a sign.
photographs, diagrams, etc. SAB Pg. 27, Ref: TRB Pg. 33 Recap our senses.
• Use rhyme and relate this to spelling
• Encourage students to give feedback by making a list of
pattern the use of each sense. One sense per group. TME in
Ex.B, Ref: TRB Pg. 26 ‘warm up’
• Identify the use of capital letter and • Recap Digraph- /ch/ SAB Pg. 22, Ref: TRB Pg. 28
full stop. • Interactive Activity (Ref: CD-ROM E-Books and Activities
• Write simple information texts with Unit 2: Our Senses
labels, captions, lists, questions and • DICTATION– List 5,Ref: TRB Pg. 132 (HFW)
instructions for a purpose
• Use knowledge to sounds to write
simple regular words, and t attempt
other words.
 Write simple information texts
with labels, captions and lists.
• Write for a purpose using some basic
features of text type
• Record answer to questions e.g. lists,
charts.
• Use knowledge of sounds to write
single syllable words with short
• vowels

30
This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics
Department only
 The City School Class 1 English Curriculum Document EY / 2018-19
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Language Strands: Oracy (Listening and Speaking), Reading
and Literacy and Writing
Duration:1 week – (week 7) No. of lessons: 6 - Non-Fiction (Instruction/Labels) Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • Reading and discussion on How to make a spinning Students will be assessed on their ability to:
Picture Trick SA pg 24-29 • Listen and follow instructions accordingly.
• Answer questions and explain further • Demonstration and instructions to make a Spinning • Discuss the making of birthday card and things
when asked. Picture need to prepare it and present their opinions to
• Speak confidently to a group to share an • Shared Reading SA Pg. 22-23 and will attempt SAB Pg. the class with confidence and relate instruction to
experience 23,24,25(C) & 26 Ref: TRB Pg. 29,30,31,32 personal experience.
• Take turns in speaking • Listening and comprehension activity (Ref: CD- • Identify features of an instruction text and read a
• Comprehend text and begin to relate it ROMTeachers Resource-audio-Unit 2) text with labels and captions to find information.
with own experiences • After the shared reading students will listen the• Identify sounds represented by two letters.
• Listen to others and respond audio and follow the text in their books Practice handwriting and holding a pencil.
appropriately. (Reference TRB pg. 22 Listen, Read and Talk) • Write two common spellings for the sound
• Show awareness that texts for different • Instructional writing: talk about instructions SAB Pg. 26 /ai/.
purposes look different Ref: TRB Pg. 32 • Write sentences with a full stop and give
• Read labels, lists and captions to find information text with labels, captions and lists.
• Activity on Making birthday card SAB Pg. 27 Ref: TRB
information Pg. 33 • Give instructions for the reader and follow, and
• Read a range of common words on • Ex.B ai-ay sounds (Say, Spell and write) SAS Level 1 also put text in correct order
sight Unit 2 TRB Pg. 34 Ref: TRB pg. 31 Suggested Resources:
• Begin to learn common spellings of long • Using instruction vocabulary (Verbs) e.g. cut, paste,
vowel phonemes pour, put, glue, turn, fold etc. in sentences.

This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics
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31
 The City School Class 1English Curriculum Document EY / 2018-19
• Use instruction vocabulary (Verbs) e.g.
cut, paste, pour, put, glue, turn, and fold
etc. in sentences.

• Identify and differentiate between

words, sentences and questions
•
• Recognise the use of capital letters • Interactive Activity (Ref: CD-ROM E-Books and Student Anthology Book
and full stop in sentences Activities Unit 2: How to make a Spinning Picture • Activity Book
• Punctuate sentences using full stop Trick • Teachers Resource Book
and capital letters • Making spinning picture TME In Ex.B Ref: TRB • Progress charts on TRB
• Use present tense verb in sentences Pg.31’Extension’
• Flash Cards
• Use knowledge of sounds to • Verb SAB Pg. 25 ‘A’ &’B’ Ref: TRB Pg. 31
• CD-ROM
write single syllable words with short •
•
• vowels • Students will match words from ‘word cloud’ with their
• Form letters correctly appropriate meanings through worksheet/ or cut outs of
meanings can be given to students to look for appropriate
• Match the words with their
meanings of the word sort it and paste it in LJs with the
appropriate meanings
correct word.
• Develop a comfortable pencil grip • WC WORDS/MEANING MATCHING EXCERCISE IN LJs Ref:
Write for a purpose using some basic TRB Pg. 142
features of text type
• • DICTATION– List 6
Record answer to questions e.g. lists, Ref: TRB Pg. 133 (High Frequency Words)
charts.
Write simple information texts with
labels, captions and lists.

32
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 The City School Class 1 English Curriculum Document EY / 2018-19
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Strands: Oracy (Listening and Speaking), Reading
Language and Literacy and Writing
Duration: 1 week (week 8) No. of lessons: 6 Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?
Students will be able to: • Every Day Poems: Introduce Diggedy -Do SA pg. 30-31
Students will be assessed on their ability to:
• Wobbly Tooth SA Pg. 32 • Listen to others, reply, and give opinions.
• Listen carefully to questions and • Unit Warm Up Ref: TRB Pg. 36 They understand that a poem can relate
instructions. • Discuss with student about poetry to their own experience.
• Answer questions and explain further • Sharing experiences on losing first tooth • Discuss about a poem and their own
when asked. • Listening and sharing favourite poems related experiences.
• Join in with reading familiar, simple • Question for developing ideas and extending • Discuss the poem’s message and the
stories and poems. understanding meanings of the words.
• Demonstrate that one spoken word • Read poems from familiar settings
• Shared Reading amongst students SA Pg. 30-32 to
corresponds with one written word. attempt SAB Pg. 28 & 29 Ref: TRB Pg. 36 & 37 together and independently.
• Read aloud from simple books • Recognize that a spoken word has an
• Listening comprehension on (Ref: CD-ROM-Teachers
independently equivalent written word.
Resource- audio-Unit 3)
• recites simple poems • Read a range of words and separate
• Students will listen to the audio and follow the text
• Identify rhyme and relate this to spelling phonemes within words.
in their books (Ref: TRB pg. 22 Listen, Read and
pattern • Use their recognition of sounds to write
Talk)
• Identify separate sounds within words and attempt the spelling of new words.
which may be represented by more than • Rhyming words SAS level 1unit 3 TRB Pg.42
• Rhyming strings Generating rhyming strings on your write a range of words
on letter ee. ‘th’, ‘ch’, ‘sh’
favourite object.(TME in LJs) Home Assignment:
• Read a range of words on sight
• Choose rhyming words from the bank to • Initial letter sound SAB Pg.29 Ref: TRB Pg. 37 2 pages reading daily of reader.
complete a poem. • Complete the poem (TME) using given word bank in LJs

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33
 The City School Class 1English Curriculum Document EY / 2018-19
• Join in and extend rhymes and refrains Teacher will provide students with a short rhyming poem Suggested Resources:
playing with language pattern. with missing rhyming words in the second line of each
verse. Students will add rhyming words themselves to
complete the poem.
•
• Building words SAS level 1 Unit 3 Ref: TRB Pg. 43
• DICTATION– List 7 Ref: TRB Pg. 134 (High Frequency
Words)
• Use knowledge of sounds to write • Student Anthology Book
simple regular words and to attempt • Activity Book
other words • Teachers Resource Book
• Form letters correctly • Progress charts on TRB
• Use rhyme and relate this to spelling • Flash Cards
pattern • CD-ROM

34
This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics
Department only
 The City School Class 1 English Curriculum Document EY / 2018-19
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1
Class: 1 Subject/ Areas of Development: Communication, Strands: Oracy (Listening and Speaking), Reading
Language and Literacy and Writing
Duration:1 week – (week 9) No. of lessons: 6 Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • Every Day Poems: Today I m a drummer SA Pg.33 Students will be assessed on their ability to:
• Poppadums SA Pg. 34-35 • Discuss about a poem and their own related
• Listen carefully to questions and • Discussion and Reciting Poems experiences.
instructions. • Expressing feeling, ideas and opinion • Read poems from familiar settings together
• Answer questions and explain further • Question for developing ideas and extending and independently.
when asked. understanding • Recognize that a spoken word has an
• Join in with reading familiar, simple • Shared Reading SA Pg. 33-35 to attempt SAB Pg. 30 & equivalent written word.
stories and poems. 32 • Read a range of words and separate
• Demonstrate that one spoken word • Listening and comprehension (Ref: CD-ROM-Teachers phonemes within words.
corresponds with one written word. Resource- audio-Unit 3) • use their recognition of sounds to write and
• Read aloud from simple books • Students will listen to the audio and follow the attempt the spelling of new words they also
independently text in their books (Reference TRB pg. 38 Listen, write a range of words
• recite simple poems Read and Talk)
Suggested Resources:

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Department only
35
 The City School Class 1English Curriculum Document EY / 2018-19
• Compose and write a short free • Recap Rhyming words SAB Pg. 33, Ref: TRB Pg. 41. • Student Anthology Book
verse poem. SAB Pg.31, Ref: TRB Pg.39 • Activity Book
• Identify rhyme and relate this to • Write a short free verse poem on “ CHIPS CHIPS” in LJs. • Teachers Resource Book
spelling pattern • Sentence Punctuation Capital letters and full stop TME • Progress charts on TRB
• Identify separate sounds within words in EX.B • Flash Cards
which may be represented by more • Recap short vowel /i/, /e/, /o/ Ref: TRB
than on letter e.e. ‘th’, ‘ch’, ‘sh’ • CD-ROM
Pg.39(Phonics)
• Read a range of words on sight • Recap Diagraph – ch SAB Pg. 32 Ref: TRB Pg. 40
• Join in and extend rhymes and • WC WORDS/MEANING MATCHING EXCERCISE IN LJs Ref:
refrains playing with language TRB Pg 143
pattern. • DICTATION– List 8 Ref: TRB Pg. 135 (High Frequency
• Use knowledge of sounds to write Words)
simple regular words with long vowel
sounds
• WC WORDS/MEANING MATCHING
EXCERCISE IN LJs Ref: TRB Pg 143

36
This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics
Department only
 The City School Class 1 English Curriculum Document EY / 2017-18
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1
Class: 1 Subject/ Areas of Development: Communication, Strands: Oracy (Listening and Speaking),
Language and Literacy Reading and Writing
Duration:1 week – week 10 No. of lessons: 6 Term: 1 -

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • Read The Magic Paintbrush SA Pg.36-37 Unit Warm up Students will be assessed on their ability to:
Ref: TRB Pg. 44 • Take turns in speaking.
• Take turns in speaking • Discussion on difference of Traditional and Fiction • Listen to others, reply and give opinions.
• Listen carefully to questions and Stories. • Discuss events in the story and show
instructions. • Question for developing ideas and extending understanding.
• Answer questions and explain further understanding • Say which part they found most interesting
when asked. • Shared Reading to be done on SA Pg 33-35 to attempt and what they thought of the story.
• Talk about events in a story and make SAB Pg. 34 & 35 Ref: TRB Pg.44 & 45 • Identify sounds represented by two letters
simple inferences about characters and • Listening and comprehension activity Ref: CD- and recognize rhyme and spelling patterns.
events to show understanding. ROMTeachers Resource- audio-Unit 4) Ref: TRB Pg.45 • Spell words and recognize that a full stop
• Recognise story elements • After the shared reading students will listen the audio marks a pause when reading.
e.g. beginning, middle, and end. and follow the text in their books (Ref: TRB pg 38 • Identify that the story has three major
• Identify the parts of a book, e.g. title Listen, Read and Talk) elements beginning, middle and end.
page, contents etc. • Create a few sentences on “If I would have a magic • use the idea of a magic paintbrush in their
• Pause at full stops when reading paint brush” TME in Ex. B. own story, drawing pictures and writing
• Identify separate sounds (phonemes) • Diagraph – sh,ch,th SAB Pg. 38 Ref: TRB Pg. 48,49 simple sentences with relevant vocabulary
within words, which may be represented • Recap of Phonics TME In EX,B Ref: TRB Pg. 48
by more than one letter e.g. th, sh,ch. • DICTATION– List 9 Ref: TRB Pg. 136 (High Frequency
Words)

Suggested Resources:

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Department only
 The City School Class 1English Curriculum Document EY / 2018-19
• Use relevant vocabulary • Student Anthology Book
• Write for a purpose using some • Activity Book
basic • Teachers Resource Book
• features of text type • Progress charts on TRB
 Write a few sentences “ if I • Flash Cards
would have a magic paint brush”
.
CD-ROM

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 The City School Class 1English Curriculum Document EY / 2018-19
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Strands: Oracy (Listening and Speaking),
Language and Literacy Reading and Writing
Duration:1 week – week 11 No. of lessons: 6 Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

This Document is the Intellectual property of The City School and any unauthorized use is prohibited. Any amendments in this document shall be controlled by the EY Academics
Department only
 The City School Class 1English Curriculum Document EY / 2018-19
Students will be able to: • Traditional Stories: The Magic Paintbrush SA Pg.38- Students will be assessed on their ability to:
40
• Talk about events in a story and make simple • Discussion on the story Use role-play to understand to part played by
inferences about characters and events to show • Expressing ideas, feelings and opinions a character in the story. They search for
understanding. • Question for developing ideas and extending information and use inference to answer
• Engage in imaginative play, enacting simple questions about the extract. They also listen
understanding
characters or situations to a blurb about a book they know and explain
• Answer questions and explain further when asked. • Shared Reading of SA Pg. 38-40 to attempt SAB Pg. their opinion of the blurb. Then they
• Begin to use some formulaic language 36 Ref: TRB pg. 46 contribute to class blurb, using appropriate
language, before completing their own blurb
e.g. Once upon a time • Listening and comprehension on (Ref: CD-ROM-
• Recognize story elements e.g. Teachers Resource- audio-Unit 4) Reading:
beginning, middle and end.
• Students will listen the audio and follow the
• Identify the parts of a book, e.g. title page,
text in their books (Ref: TRB pg. 45,46 Listen, Talk about events in the story and show
contents
understanding. They also identify the
• Pause at full stops when reading Look and Read)
beginning, middle and ending from
• Identify sentences in a text. • Talk about It Ref: TRB Pg. 50 illustration.
• Retell stories, with some appropriate use of story • Writing a Story Blurb activity SAB Pg. 46 Ref: TRB
language Writing:
Pg. 56 TME in Ex.B
• Enjoy a range of books, discussing likes and
dislikes • Diagraph – sh,ch,th SAB Pg. 39 Ref: TRB Pg. 48,49
Use some formulaic language typical of a
• Identify separate sounds (phonemes) within • DICTATION– List 10 Ref: TRB Pg. 137 (High traditional tale and use it in a story. They
words, which may be represented by more than Frequency practice forming letters correctly.
one letter e.g. th, sh, ch. Use relevant vocabulary Words)
• Complete the story blurb by adding missing Suggested Resources:
words
• Form letters correctly • Student Anthology Book
• Write for a purpose using some basic features • Activity Book
of text type • Teachers Resource Book
• List some words and phrases used in traditional
• Progress charts on TRB
tales e.g. Once open a time, Long, long ago etc.
• Flash Cards
• CD-ROM

Page 40 of 46
 The City School Class 1English Curriculum Document EY / 2018-19
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Language Strands: Oracy (Listening and Speaking), Reading
and Literacy and Writing
Duration:1 week – week 12 No. of lessons: 6 Term: 1

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: Unit : 4 Traditional Stories Students will be assessed on their ability to:
The Magic Paintbrush SA Pg.41-43 • Discuss about the events in the story and
Discussion show understanding.
• Take turns in speaking • Discussion on story elements beginning, middle and • Identify which part they found most
• Engage in imaginative play, enacting simple ending interesting and what they thought of the
characters or situations story.
• Listen carefully to questions and instructions. • Discussion on Moral of the story • Talk about events in the story and show
• Answer questions and explain further when • Question for developing ideas and extending understanding.
asked. understanding • identify the beginning , middle and ending
• Identify the parts of a book, e.g. title page, from illustration
• Shared Reading SA Pg. 41-43 to attempt SAB Pg. 38
contents • Write a sequence of sentences retelling a
• Listening and comprehension (Ref: CD-ROM-Teachers
• Read and talk about own writing familiar story or recounting an experience
Resource- audio-Unit 4
• Hear and reads initial letter sounds and learn some formulaic language typical of
Pause at full stops when reading a traditional tale and use it in a story.
Suggested Resources:

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Department only
 The City School Class 1English Curriculum Document EY / 2018-19
• Retell stories, with some appropriate use of • students will listen to the audio and follow the text • Student Anthology Book
story language in their books (Reference TRB pg. 45,46 Listen, Look • Activity Book
• Read aloud from simple books independently. • Teachers Resource Book
and Read)
• Talk about events in a story and makes simple • Progress charts on TRB
inferences about characters and events to show • write captions for story pictures SAB pg. 44 • Flash Cards
understanding Draw story in three picture and write one sentence about each • CD-ROM
• Recognises story elements, e.g. beginning, picture SAS Level 1 Unit 4 TRB Pg. 58 Ref: TRB Pg. 47
middle and end extension
• WC Definitions Ref: TRB Pg. 45
• DICTATION– List 11
Ref: TRB Pg. 138 (High Frequency Words)
• Write simple storybooks with
sentences to caption pictures.

• Use some formulaic language, e.g. Once • Use traditional story language to complete the
upon a time sentences SAB pg. 47

• Recognise the term alphabetical order and

arrange vocabulary in alphabetical order

• Form letters correctly

Page 42 of 46
 The City School Class 1English Curriculum Document EY / 2018-19
COMMMUNICATION, LANGUAGE & LITERACY
Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Language Strands: Oracy (Listening and Speaking), Reading
and Literacy and Writing
Duration:1 week - week 13 No. of lessons: 6 - Traditional Narrative Term: 1 -

Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: Unit : 4 Traditional Stories Students will be assessed on their ability to:
• Discuss events in a story and make The Pumpkin in the Jar SA Pg.44-45 • Discuss what happens in different part of the
simple inferences about characters Discussion story.
and events to show understanding • Questioning to develop ideas and extending • talk about events and characters and use
Recognize story elements e.g. understanding. inference to understand
beginning, middle and end. • Identify, read and understand important
• Takes turn in speaking
• Can identify sentences in a text sentences in the text.
• Expressing ideas
• Identify separate sounds (phonemes) • Spell words with a long /ee/sound
• Shared Reading activity of SA Pg. 44-45 to attempt SAB
within words, which may be represented by the ‘ee’ grapheme.
Pg. 40 Ref: TRB Pg. 50
represented by more than one letter. • Identify language typical of a traditional
• Listening and comprehension exercise of (Ref: CDROM-
• Begin to learn common spelling of story.
Teachers Resource- audio-Unit 4)
long vowel phonemes • Identify capital letters in the extract and
• students will listen the audio and follow the text in
discuss why they used.
their books (Ref: TRB pg. 57 Listen, Look and Read)
Suggested Resources:

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Department only
 The City School Class 1English Curriculum Document EY / 2018-19
• Identify that a capital letter is used for • Discussion: Talk About it Ref: TRB Pg.56
proper nouns and for the start of a • Using traditional story language to complete the • Student Anthology Book
sentence. story in Ljs • Activity Book
• Form a letter correctly TRB pg. 57 “Challenge”
• Teachers Resource Book
• Use relevant vocabulary • Adjectives SAB pg.42 Ref: TRB Pg. 52
• Progress charts on TRB
• Write a sequence of sentences • Long Vowel phoneme /ee/ SAB Pg. 43 Ref: TRB Pg.
• Flash Cards
retelling a familiar story 53(Phonics)
• CD-ROM
• Write for a purpose using some basic • DICTATION– List 12 Ref: TRB Pg. 139 (High Frequency
features of text type Words)
• Sequencing the story in sentences “The pumpkin in the
• Sequence story using picture prompts jar” in LJs using picture prompts.

• Use traditional story language to

complete a story

• Identify adjectives in text and use

suitable words to describe nouns in
sentences.

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 The City School Class 1English Curriculum Document EY / 2018-19

COMMMUNICATION, LANGUAGE & LITERACY

Overview
Class 1 Term 1

Class: 1 Subject/ Areas of Development: Communication, Language Strands: Oracy (Listening and Speaking),
and Literacy Reading and Writing
Duration:1 week – week 14 No. of lessons: 6 Term: 1
Suggested Learning objectives: Suggested strategies and activities: Assessment: What and How?

Students will be able to: • Build a discussion on The Pumpkin in the Jar SA Pg.46 & Students will be assessed on their ability to:
47 • Use their faces and body language to
• Talk about events in a story and • Questioning to develop ideas and extending show how the main characters feel.
make simple inferences about understanding. • Compare stories and discuss which they
characters and events to show • Takes turn in speaking prefer and then can retell story in a group.
understanding • Expressing ideas • Identify words from their initial letters
• Show some awareness of the listener • Conduct a Shared Reading activity of SA 46-47 to attempt and write them to complete sentences.
through Non- verbal communication. SAB pg. 41 Ref: TRB Pg. 51 • Place full stops and capital letters to
• Retell stories, with some appropriate • Listening and comprehension exercise of (Ref: CDROM- create two sentences.
use story language. Teachers Resource- audio-Unit 4) • contribute to class blurb, using
• Hear and read initial letter sounds • After the shared reading students will listen the appropriate language, before writing their
• Identify the use of capital letter own blurb
audio and follow the text in their books (Ref: TRB pg.
and full stop. 57 Listen, Look and Read)
• Create and present own piece of
• Writing a story blurb activity SAS level1 unit 4 TRB Pg.
writing
59 Ref: TRB Pg. 56’Extension’ TME in Ex.B
• Identify the parts of a book, e.g. title
 Use adjectives to describe nouns in sentences TME in LJ
page, contents
TRB pg 51’challenge’ for reference
• Write for a purpose using some basic
• Punctuation Full stop and Capital letters SAB Pg. 45 Ref:
features of text type. (Write a story TRB Pg. 55
blurb)
• WC Definitions Ref: TRB Pg. 50
 Use adjectives in sentences to
describe nouns.

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Department only
The City School Class 1English Curriculum Document EY / 2018-19

Suggested Resources:
DICTATION– List 13 Ref: TRB Pg. 140 (High Frequency • Student Anthology Book
Words) • Activity Book
• Teachers Resource Book
• Progress charts on TRB
• Flash Cards
• CD-ROM

Page 46 of 46