Metta School

Scheme of Work Junior A Program

Literacy 2020 (Modified Word Level)
Semester 2
MODIFIED WORD LEVEL - Main focus: Reading, Spelling, Interaction with Books
Week 1 Week 2 Week 3 Week 4 Week Week 6 Week 7 Week 8 Week 9 Week 10 Week Week Week Week
4 letter blends 4 letter 4 letter blends 5 SPELD SPELD SPELD Book SPELD Book 11 12 13 14
TERM blends
SPELD
Book Set 1:
A Tin
Book Set 1:
Ants in
Set 1: Pat,
Nap, Pip
Set 1: Tan-
Tan Sits
SPELD SPELD SPELD SPELD
3 Book Set
1: A Pan
Ann’s Pants
Book Set 1:
Pat Spat
Book Set 1:
Nan and
Book Set 1:
Pat and Pip
Book Set 1:
An Ant
Ants Ann Snap

Blending: Blending: Blending: • Word reading • Word reading

slam, clef, drag, bred, spat, sped, • Fill in the missing letters • Fill in the missing letters
grin, clog, twig, from, grip, drop,
plug, plan, glum, brat, club, plan, • Comprehension (Engaging with the • Comprehension (Engaging with the story)
bled, clip, trek, trot, bled, clip, story)
spot, slug trim, grub spot, slug
Tue
Segmenting: Segmenting: Segmenting:
flag, fled, crab, fret, trap, sled,
skin, crop, slot, slim, skip, stop,
plus, brag, stun, clan, plum, snip,
pled, swim, slip, plot, step, glad,
flop, slum spun, glen blot, stub
Blending: Blending: Blending: • Book/Sentence Reading • Book/Sentence Reading
flag, fled, crab, fret, trap, sled, • Dictation • Dictation
skin, crop, slot, slim, skip, stop,
plus, brag, stun, clan, plum, snip, • Identify FS/LS • Identify FS/LS
pled, swim, slip, plot, step, glad, • Sequencing Mid • Sequencing
No Acad flop, slum spun, glen blot, stub Term
Wed Break
Segmenting: Segmenting: Segmenting:
slam, clef, drag, bred, spat, sped,
grin, clog, twig, from, grip, drop,
plug, plan, glum, brat, club, plan,
bled, clip, spot, trek, trot, bled, clip,
slug trim, grub spot, slug Ros, HL
Tricky words: Tricky words: Tricky words: Tricky Tricky Tricky Tricky words: Tricky words: Tricky Tricky Tricky
there, they, go, so, my, one, only, old, like, words: words: words: before, other, want words: words: words:
no, by have give, little, when which, any, were, because saw, put, should, four, goes, Review all
down, why, many could would, right does, made,
Pic Pic what, where, who more two their Pic
Thur Pic Description
Description Description
Pic
Pic Description:
Teachers
Day
with attributes: Description:
Big/small with with Pic Pic Pic Identify WHO Description: Pic Pic Identify Celebrations
attributes: attributes: Description Description Description Identify Description: Description: WHO with
Big/small/ Big/small/ with with with WHO Identify Identify attributes
Tall/short Tall/short attributes: attributes: attributes: WHO WHO with
fat/thin Colours Shapes Number attributes

ASD_Literacy_Modified Word Level_Detailed SOW_Main Document_2020

SAMPLE: Blending and Segmenting Lesson
Term 3 Learning Objectives
Week 2 PHONOLOGICAL AWARENESS
Day 1
Reading and viewing
Speaking and representing
ASD_Literacy_Modified Word Level_Detailed SOW_Main Document_2020
Student will be able to do blending:
A. Review letter sound knowledge
B. Say aloud targeted letter sounds
C. Blend the targeted letter sounds to
read
slam, clef, grin, clog, plug, plan,
bled, clip, spot, slug
• Show picture of the word and use it in a sentence
Student will be able to do segmenting:
D. Say number of sounds & segment •
letter sounds
E. Match letter sounds to the
corresponding letters to spell the
words
flag, fled, skin, crop, plus, brag,
pled, swim, flop, slum
Suggested Instructional Activities
Teaching Activities for Instructional Objective A
• Show 5 target letters, get student to verbally identify letter sound
• Get student to write target letter sound when given the sound
• For high ability student do – 1 min dash, flash one letter card at a
time and ask student to say the letter sound (for speed training)
Teaching Activities for Instructional Objective B & C
• Blend CVCC words to read and make meaning
1. Blending Cars (HS)
2. Blending envelopes (HA)
3. Blend and read from slides/flash cards (HA)
Teaching Activities for Instructional Objective D & E
Segment CVCC words to spell it and make meaning
1. Use spelling dog and concrete items (HS)
2. Use spelling train and fingers (HA)
3. Use plain paper with lines and fingers (HA)
Assessment Examples
Instructional Objective A
- Student to verbalize the letter sound shown on
PPT
- Student to write the letter sound said by the
teacher
Instructional Objective B & C
- Depending on student’s readiness Tr to choose
the appropriate resource to teach
- Say the first sound (e.g. /s/)
- Keep pulling the first sound till you say the
second sound (e.g. /sssssssn/)
- Say the two sounds together (e.g. /sn/)
- Keep pulling the first two sounds till
you say the third sound (e.g.
/snnnnna/)
- Say the three sounds together (e.g. /sna/)
- Keep pulling the sounds till you say
the last sound (e.g. /snaaaaaap/)
- Say it faster (e,g, /snap/)
- Show picture of the word and use it in a
sentence
Instructional Objective D & E
• Tr to say the word to spell (e.g. “snap”)
• Tr to use the word in a sentence
• Identify the first sound and place the
corresponding magnet/show finger
• Repeat above for next three sounds
• Touch magnets/fingers to say all the sounds
again
• Remove first magnet/close finger, say the sound
and write corresponding letter into first space
• Repeat for next three sounds
• Say out written sounds to blend and check if
that’s the word we wanted to spell
• Show picture of word/use word in sentence
SAMPLE: Sight Words and Picture Description Lesson
Term 3 Learning Objectives Suggested Instructional Activities
Week 4 READING AND PICTURE DESCRIPTION
Day 3
Student will be able to: Teaching Activities for Instructional Objective A
Sight Words
A. Recognize and read sight
Reading
words
only, old, like, have
Student will be able to:
B. Verbally identify object in
Speaking and representing
picture by using a full sentence
Teaching Activities for Instructional Objective B & C
C. Verbally describe object in
picture using attributes in a full
sentence
big/small/tall/short/fat/thin
ASD_Literacy_Modified Word Level_Detailed SOW_Main Document_2020
• Revise previous sight words
• Introduce new sight words in at least three forms (e.g. reading the
word, kinaesthetic writing, finding the word)
• Using games for repeated exposure of new words
• Revise all the words learnt
• Introduce attributes through multiple examples
• Get students to practice identifying multiple examples
• Show picture of familiar object and get student to identify object
using a helping sentence
• Get student to describe object with attribute options provided and
helping sentence
• Remove helping sentences with repetition
Assessment Examples
Instructional Objective A
• Students to read flash cards with sight words
• Students to identify sight word in a sentence
• (e.g. Mary and Sam like to go fishing, circle “go”)
Instructional Objective B & C
• Shown a picture of a familiar object, student to
verbally identify object in picture using a full
sentence
• Student to verbally describe object in picture with
the options of attributes taught in the lesson
(E.g. “The rat is big/small/tall/short/fat/thin”)
SAMPLE: Book Introduction Lesson

Term 3 Learning Objectives Suggested Instructional Activities Assessment Examples

Week 5 BOOK READING – SPELD Book Set 1: A Pan

Day 1
Student will be able to: Teaching Activities for Instructional Objective A Instructional Objective A
A. Read 2-4 letter words • Refer to Fluency Chart for words to be read on Sharepoint - Students to use blending strategies
using blending strategies • Review letter sounds s, a, t, i, p, n (dependent on students readiness
• Using blending strategies taught read words to read and make meaning levels) to read whole word
1. Blending Cars (HS)
2. Blending envelopes (HA)
Word Reading

3. Blend and read from slides/flash cards (HA)

• Show picture of the word and use it in a sentence

Student will be able to: Teaching Activities for Instructional Objective B Instructional Objective B
B. Spell 2 – 4 letter words • Refer to Fluency Chart for words to be spelled (10 words) on Sharepoint • Students to use segmenting strategies
Word Spelling

• Segment words to spell it and make meaning (dependent on students readiness

• Show a picture/use it in a sentence levels) to spell whole words
• Use plain paper with lines and fingers (HA)
• Use a fill in the blanks options (HS)
e.g. p_t, _its, pa_

Student will be able to: Teaching Activities for Instructional Objective C Instructional Objective C
C. Verbally answer • TEACHER to read the book, asking questions along the way to engage • Using the pictorial options provided
Text-to-self Connection

comprehension students in the story students to answer questions about

questions with options • Refer to page 3 of book for questions
for answers provided • Provide pictures in 3 options to answer questions
• Get students to answer questions using options provided

ASD_Literacy_Modified Word Level_Detailed SOW_Main Document_2020

SAMPLE: Book Reading Continued Lesson

Term 3 Learning Objectives Suggested Instructional Activities Assessment Examples

Week 5 BOOK READING – SPELD Book Set 1: A Pan

Day 2
Student will be able to: Teaching Activities for Instructional Objective A Instructional Objective A
A. Sentences with • Review words from fluency chart - Students to read at least 3 decodable
Sentence Reading

decodable words • Teacher to do first reading of story book sentences independently

• Students to read page by page (1 sentence per page) together
• Identify words students have difficulty and using decoding/sight words
strategies to read words
• Get individual students to read sentences

Student will be able to: Teaching Activities for Instructional Objective B Instructional Objective B
B. Dictate sentences from • Teacher to read out 3 sentences from the story and get students to dictate - Students to write out 3 sentences
Dictation

the story the sentence (with punctuations read out). from the story book
• HS: Give paper with only 2 blanks in a sentence and get students to fill in independently.
(e.g. Pat _ _ _ _ and _ _ _ _.)
Student will be able to: Teaching Activities for Instructional Objective C & D Instructional Objective C & D
C. Identify orally identify • Using pictures from the story, get students to orally identify them - Students to orally identify pictures
Sound Isolation

the pictures • Ask students to circle correct picture with the specific first - Students to circle correct picture with
D. Identify the pictures • Letter sounds s, a, t, i, p, n specific first sound
with the corresponding
first sound

Student will be able to: Teaching Activities for Instructional Objective D Instructional Objective E
E. Sequence 3 pictures • Read out 3 sentences (e.g, Pat put charcoal in the pit. He set a fire. Pat - Students to listen to 3 sentences and
Listening and

with sentences in toasted his marshmallow). arrange pictures in correct order with
Sequencing

correct order **Sentences not from the book but related to the story a grid chart labelled 1, 2, 3.
• Using an empty grid chart labelled 1, 2, 3 and jumbled up pictures,
demonstrate the arranging the pictures in correct sequence
• Repeat as we do and you do with different examples

ASD_Literacy_Modified Word Level_Detailed SOW_Main Document_2020