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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
ACTIVITIES AT HOME AND AT SCHOOL
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations in oral texts (knowledge) - Pronounce words with target letter-sound combinations correctly (skill) - Value correct pronunciation for effective communication (attitude) |
The learner is guided to:
- Listen to an oral text with words containing the target letter-sounds - Point out words with the target sound combinations - Practice saying words with the target sounds - Play word games involving target sounds - Construct sentences using new words - Develop a talking tree using vocabulary learnt |
Why do we pronounce words correctly?
|
Skills in English Learner's Book pg. 1
Flash cards Audio recordings Word charts |
Oral questions
Observation
Peer assessment
Role play
|
|
| 2 | 2 |
Listening and Speaking
Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations in various contexts (knowledge) - Use new vocabulary to communicate appropriately (skill) - Appreciate the importance of listening attentively (attitude) |
The learner is guided to:
- Watch videos featuring target sounds - Use new words in sentences - Give feedback to peers on pronunciation - Listen to stories and identify target sounds - Match vocabulary with pictures - Play language games in groups |
How do we learn new words?
|
Skills in English Learner's Book pg. 3
Picture cards Videos Word cards Skills in English Learner's Book pg. 5 Story books Flash cards Word charts Pocket charts Skills in English Learner's Book pg. 7 Grade-appropriate texts Timer Reading charts |
Oral presentations
Listening exercises
Group activities
Vocabulary matching
|
|
| 2 | 3 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- Identify characters and setting in a text (knowledge) - Make predictions about possible outcomes of a story (skill) - Appreciate the importance of understanding what one reads (attitude) |
The learner is guided to:
- Look at pictures and title to predict events - Read print or digital texts related to the theme - Identify main ideas in a text - Discuss setting and characters in a story - Answer direct questions by locating sentences - Use prior knowledge to answer indirect questions |
How can we tell how a story, poem or conversation will end?
|
Skills in English Learner's Book pg. 9
Storybooks Digital stories Picture books Skills in English Learner's Book pg. 10 Story books Picture books Story maps Skills in English Learner's Book pg. 11 Grammar charts Sentence strips Pictures Language games |
Comprehension questions
Group discussions
Story retelling
Prediction exercises
|
|
| 2 | 4 |
Language Use
Writing |
Subject-verb agreement
Handwriting: Long words and descenders |
By the end of the
lesson, the learner
should be able to:
- Identify correct and incorrect subject-verb agreement (knowledge) - Apply rules of subject-verb agreement in communication (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Analyze sentences for subject-verb agreement - Edit sentences with incorrect agreement - Complete sentences using appropriate verbs - Create their own sentences with correct agreement - Work in pairs to identify errors in texts - Play language games |
What makes a sentence correct?
|
Skills in English Learner's Book pg. 12
Sentence cards Grammar charts Worksheets Skills in English Learner's Book pg. 13 Handwriting models Writing materials Picture prompts |
Sentence completion
Error identification
Written exercises
Peer assessment
|
|
| 2 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Handwriting: Long words and descenders
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Identify correct letter shapes and sizes (knowledge) - Write sentences with proper spacing and alignment (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing descenders correctly - Space letters and words appropriately - Write sentences from dictation - Check their work for neatness and legibility - Edit their handwriting for improvement - Display their best handwriting |
How do we write words correctly?
|
Skills in English Learner's Book pg. 15
Handwriting models Writing materials Lined paper Skills in English Learner's Book pg. 17 Audio recordings Flash cards Word charts Songs Skills in English Learner's Book pg. 19 Picture cards Word cards Duty charts Videos |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 3 | 1 |
SHARING DUTIES AND RESPONSIBILITIES
Reading Reading Reading Reading |
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations (knowledge) - Read grade-appropriate text accurately and expressively (skill) - Show confidence in reading aloud (attitude) |
The learner is guided to:
- Watch videos or listen to audio with target sounds - Pick out words with target letter-sounds - Engage in timed reading with peers - Read texts with appropriate expression - Pay attention to punctuation and tone - Practice reading different genres |
Why should we check our speed while reading?
|
Skills in English Learner's Book pg. 22
Story books Digital texts Timer Reading charts Skills in English Learner's Book pg. 23 Poems Reader's theater scripts Timer Skills in English Learner's Book pg. 25 Picture books Skills in English Learner's Book pg. 26 Comprehension worksheets Story maps |
Timed reading
Observation
Peer assessment
Reading aloud
|
|
| 3 | 2 |
Language Use
Writing |
Forms of verb 'do'
Handwriting |
By the end of the
lesson, the learner
should be able to:
- Identify different forms of verb 'do' in texts (knowledge) - Use different forms of verb 'do' in sentences (skill) - Appreciate correct usage of verb forms (attitude) |
The learner is guided to:
- Listen for forms of verb 'do' from audio recording - Construct sentences using different forms of 'do' - Recite poems/sing songs using forms of 'do' - Type sentences with forms of 'do' onto digital devices - Play language games using different forms of 'do' |
What duties do you like doing?
|
Skills in English Learner's Book pg. 28
Charts Digital devices Flash cards Language games Skills in English Learner's Book pg. 30 Sentence strips Grammar charts Worksheets Songs Skills in English Learner's Book pg. 31 Handwriting models Picture prompts Writing materials |
Written exercises
Oral presentations
Sentence construction
Gap filling
|
|
| 3 | 3 |
Writing
Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write words correctly and neatly (knowledge) - Space letters and words appropriately (skill) - Take pride in good handwriting (attitude) |
The learner is guided to:
- Practice writing with correct letter formation - Space words appropriately - Write sentences with forms of 'do' correctly - Edit their handwriting for improvement - Display their best handwriting - Type words and phrases using digital devices |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 32
Writing materials Digital devices Handwriting models Skills in English Learner's Book pg. 34 Audio recordings Picture cards Word cards Videos |
Handwriting samples
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 3 | 4 |
ETIQUETTE
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- Respond to three-directional instructions (knowledge) - Use vocabulary related to etiquette appropriately (skill) - Appreciate the importance of listening attentively (attitude) |
The learner is guided to:
- Respond to simple specific three-directional instructions - Play language games matching vocabulary to pictures - Use polite words in conversations - Role play scenarios requiring polite language - Practice greetings and courtesy expressions - Create dialogues using polite expressions |
Why should we listen attentively?
|
Skills in English Learner's Book pg. 36
Picture cards Word cards Audio recordings Videos Skills in English Learner's Book pg. 39 Story books Digital texts Timer Reading charts Skills in English Learner's Book pg. 40 Poems Reader's theater scripts Timer |
Oral presentation
Following instructions
Role play
Observation
|
|
| 3 | 5 |
Reading
Language Use |
Comprehension
Indefinite pronouns: nobody, anybody, somebody |
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in a text (knowledge) - Retell events in a story sequentially (skill) - Value reading for information and pleasure (attitude) |
The learner is guided to:
- Read stories in print or digital form - Pick the main idea or topic in the story - List characters in the story with peers - Discuss the setting of a story - Explain story sequence (beginning, middle, end) - Retell content using the five-finger model |
How do we tell where events have taken place in a story?
|
Skills in English Learner's Book pg. 41
Story books Digital texts Story sequence charts Skills in English Learner's Book pg. 43 Character charts Story maps Skills in English Learner's Book pg. 44 Sentence strips Grammar charts Word cards |
Comprehension questions
Story retelling
Sequencing activities
Group discussions
|
|
| 4 | 1 |
Language Use
Writing |
Indefinite pronouns: nobody, anybody, somebody
Handwriting |
By the end of the
lesson, the learner
should be able to:
- Distinguish between different indefinite pronouns (knowledge) - Apply indefinite pronouns in day-to-day communication (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Identify contexts where indefinite pronouns are used - Match indefinite pronouns to appropriate contexts - Edit sentences with incorrect pronoun usage - Create dialogues using indefinite pronouns - Role play conversations using indefinite pronouns - Complete a story using indefinite pronouns |
When do we use words like somebody, anybody and nobody?
|
Skills in English Learner's Book pg. 46
Sentence strips Story frames Grammar charts Word cards Skills in English Learner's Book pg. 47 Handwriting models Picture prompts Writing materials |
Sentence completion
Oral presentations
Written exercises
Role play
|
|
| 4 | 2 |
Writing
Listening and Speaking Listening and Speaking |
Handwriting
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy polite expressions with neat handwriting - Write sentences about etiquette - Edit their handwriting for improvement - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 49
Writing materials Handwriting models Lined paper Skills in English Learner's Book pg. 51 Audio recordings Word cards Flash cards Skills in English Learner's Book pg. 53 Picture cards Stories about rights Videos |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 4 | 3 |
CHILD RIGHTS
Reading Reading Reading |
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Read words with target sounds correctly (skill) - Value reading fluently in various genres (attitude) |
The learner is guided to:
- Recognize words with target sounds - Select words with target sounds from a chart - Read words with target sounds - Practice reading sentences with decodable words - Engage in timed reading with expression - Recite choral verse related to child rights |
What makes us read a story at a good speed?
|
Skills in English Learner's Book pg. 54
Story books Word charts Timer Choral verses Skills in English Learner's Book pg. 56 Readers' theater scripts Timer Skills in English Learner's Book pg. 58 Digital texts Picture books |
Timed reading
Oral reading
Word recognition
Observation
|
|
| 4 | 4 |
Reading
Language Use Language Use |
Comprehension
Subject-verb agreement Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- Use context clues to understand new vocabulary (knowledge) - Make connections between text and real life (skill) - Value reading as a source of information (attitude) |
The learner is guided to:
- Read stories about child rights - Identify main ideas in stories about rights - Discuss characters who advocate for rights - Answer comprehension questions about rights - Create story maps to organize information - Relate stories to their own rights |
How can stories help us understand our rights?
|
Skills in English Learner's Book pg. 59
Story books Digital texts Story maps Skills in English Learner's Book pg. 60 Grammar charts Sentence strips Games Stories Skills in English Learner's Book pg. 61 Sentence cards Worksheets |
Comprehension tests
Group discussions
Story retelling
Observation
|
|
| 4 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words related to child rights legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at samples of correct handwriting - Write words with correct shape and size - Write phrases in response to picture prompts - Write sentences about child rights - Check work for neatness and legibility - Edit handwriting for improvement |
Why do we write neatly and legibly?
|
Skills in English Learner's Book pg. 62
Handwriting models Picture prompts Writing materials Skills in English Learner's Book pg. 63 Writing materials Lined paper |
Handwriting samples
Dictation exercises
Letter formation checks
Self-evaluation
|
|
| 5 | 1 |
OCCUPATIONS
Listening and Speaking Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce target sounds correctly in words (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Listen to words with target sounds 'sl', 'st', 'sw', 'sp', 'thr' - Pronounce words with target sounds correctly - Use words with target sounds in sentences - Listen to stories and identify occupation words - Look up meanings of vocabulary in dictionaries - Sing songs about occupations |
Why is it important to look at someone's face as they speak to you?
|
Skills in English Learner's Book pg. 65
Audio recordings Word cards Picture dictionary Videos Skills in English Learner's Book pg. 67 Picture cards Videos Digital devices Skills in English Learner's Book pg. 70 Story books Digital texts Timer Word charts Skills in English Learner's Book pg. 72 Readers' theater scripts Timer |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 5 | 2 |
Reading
Language Use |
Comprehension
Singular and plural of irregular nouns |
By the end of the
lesson, the learner
should be able to:
- Identify characters and setting in a text (knowledge) - Make predictions about story outcomes (skill) - Value reading for information about occupations (attitude) |
The learner is guided to:
- Look at pictures and title to predict story events - Talk about setting and characters using clues - Infer meanings of new words in stories - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect story events with real-life experiences |
How do we tell what is going to happen next in a story?
|
Skills in English Learner's Book pg. 73
Story books Digital texts Picture books Skills in English Learner's Book pg. 75 Occupation charts Skills in English Learner's Book pg. 76 Grammar charts Sentence strips Word cards Stories |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 5 | 3 |
Language Use
Writing |
Singular and plural of irregular nouns
Handwriting |
By the end of the
lesson, the learner
should be able to:
- Distinguish between regular and irregular plurals (knowledge) - Apply rules for irregular plurals in writing (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Match singular nouns with their irregular plurals - Complete sentences using correct irregular plurals - Edit sentences with incorrect plural forms - Create a chart of irregular nouns and their plurals - Play language games using irregular plurals - Write sentences about occupations using irregular plurals |
Why do some words change completely in their plural form?
|
Skills in English Learner's Book pg. 78
Word cards Matching cards Grammar charts Games Skills in English Learner's Book pg. 79 Handwriting models Digital devices Picture prompts |
Sentence completion
Matching exercises
Written tests
Peer assessment
|
|
| 5 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Handwriting
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about occupations - Write sentences from dictation - Create posters about different occupations - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 81
Writing materials Handwriting models Digital devices Skills in English Learner's Book pg. 82 Audio recordings Picture cards Word cards Videos Skills in English Learner's Book pg. 84 Digital devices |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 5 | 5 |
TECHNOLOGY
Reading Reading Reading |
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations (knowledge) - Read text with appropriate speed and expression (skill) - Value reading about technology (attitude) |
The learner is guided to:
- Pick out words with target letter-sounds - Blend target sounds to read words correctly - Read text with appropriate expressions and tone - Engage in timed reading with correct pauses - Practice reading sentences with decodable words - Participate in readers' theater |
How should we read?
|
Skills in English Learner's Book pg. 86
Story books Digital texts Timer Word charts Skills in English Learner's Book pg. 87 Digital devices Readers' theater scripts Timer Skills in English Learner's Book pg. 88 Picture books |
Timed reading
Oral reading
Word recognition
Observation
|
|
| 6 | 1 |
Reading
Language Use Language Use |
Comprehension
Future time (will/shall) Future time (will/shall) |
By the end of the
lesson, the learner
should be able to:
- Identify events in a technology-related text (knowledge) - Answer questions about how technology is used (skill) - Appreciate how technology can help people (attitude) |
The learner is guided to:
- Read stories about technology and its uses - Identify main ideas in stories about technology - Discuss how technology helps characters in stories - Answer comprehension questions about technology - Create story maps to organize information - Share personal experiences with technology |
How has technology changed our lives?
|
Skills in English Learner's Book pg. 90
Story books Digital texts Story maps Skills in English Learner's Book pg. 91 Grammar charts Sentence strips Songs Stories Skills in English Learner's Book pg. 93 Word cards Games |
Comprehension tests
Group discussions
Story retelling
Observation
|
|
| 6 | 2 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell words with target letter-sound combinations correctly (knowledge) - Write words related to technology appropriately (skill) - Value correct spelling in writing (attitude) |
The learner is guided to:
- Spell words with letter combinations 'dr', 'gr', 'shr' - Fill in crossword puzzles with target sounds - Write words related to technology from dictation - Make words from jumbled letters - Copy words from charts and flash cards - Participate in spelling bee activities |
Why is the correct spelling of words important?
|
Skills in English Learner's Book pg. 94
Flash cards Crossword puzzles Word charts Spelling games Skills in English Learner's Book pg. 96 Digital devices Word puzzles |
Spelling tests
Dictation exercises
Word puzzles
Spelling bee
|
|
| 6 | 3 |
SAFETY
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Use safety vocabulary in relevant contexts (skill) - Value safety in daily activities (attitude) |
The learner is guided to:
- Listen to text featuring target sounds 'dw', 'tw', 'nk', 'sq' - Pick out and pronounce words with target sounds - Use words related to safety in sentences - Listen to vocabulary in stories about safety - Engage in role play about safety issues - Respond to three-directional instructions |
What words do we use to talk about safety?
|
Skills in English Learner's Book pg. 98
Audio recordings Word cards Pictures about safety Videos Skills in English Learner's Book pg. 100 Picture cards Safety posters Poems Skills in English Learner's Book pg. 102 Story books Digital devices Timer Word charts |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 6 | 4 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- Read with proper pacing and pauses (knowledge) - Demonstrate appropriate expression while reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text at 90 words per minute - Display appropriate emotions when reading - Take pauses at punctuation marks - Read different texts about safety - Give and receive feedback on reading - Create safety posters based on readings |
What helps someone to read fluently?
|
Skills in English Learner's Book pg. 104
Story books Readers' theater scripts Timer Safety posters Skills in English Learner's Book pg. 105 Digital texts Skills in English Learner's Book pg. 106 Story maps |
Reading performance
Fluency assessment
Group reading
Peer assessment
|
|
| 6 | 5 |
Language Use
Writing |
Conjunctions (but, because)
Spelling |
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in a text (knowledge) - Join phrases using target conjunctions (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Watch video clips and identify sentences with target conjunctions - Use conjunctions 'but' and 'because' in sentences - Play language games with target conjunctions - Fill in substitution tables joining phrases - Complete sentences using appropriate conjunctions - Create sentences about safety using conjunctions |
When do we use the words but/because in sentences?
|
Skills in English Learner's Book pg. 107
Grammar charts Sentence strips Videos Games Skills in English Learner's Book pg. 109 Sentence cards Matching cards Skills in English Learner's Book pg. 110 Flash cards Letter cards Spelling games Word puzzles |
Written exercises
Oral sentences
Gap filling exercises
Sentence joining
|
|
| 7 |
MIDTERM |
||||||||
| 8 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Spelling
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Spell safety-related words correctly (knowledge) - Apply spelling rules consistently (skill) - Take pride in spelling words correctly (attitude) |
The learner is guided to:
- Practice spelling safety vocabulary - Complete sentences with correctly spelled words - Create word games using safety vocabulary - Participate in spelling challenges - Use digital devices to check spelling - Make word cards with safety vocabulary |
How can we improve our spelling?
|
Skills in English Learner's Book pg. 111
Flash cards Digital devices Word puzzles Spelling games Skills in English Learner's Book pg. 112 Audio recordings Word cards Animal pictures Songs Skills in English Learner's Book pg. 114 Picture cards Stories Videos |
Spelling tests
Dictation exercises
Error correction
Peer assessment
|
|
| 8 | 2 |
DOMESTIC ANIMALS
Reading Reading Reading |
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations (knowledge) - Read text with appropriate speed and expression (skill) - Value reading about domestic animals (attitude) |
The learner is guided to:
- Identify words with target letter-sounds - Select words with target sounds from a chart - Read words with target sounds correctly - Engage in timed reading with expression - Read sentences with decodable words - Recite poems about domestic animals |
Why should we read fluently?
|
Skills in English Learner's Book pg. 116
Story books Word charts Timer Animal poems Skills in English Learner's Book pg. 118 Readers' theater scripts Skills in English Learner's Book pg. 120 Digital texts Picture books |
Timed reading
Oral reading
Word recognition
Observation
|
|
| 8 | 3 |
Reading
Language Use Language Use |
Comprehension
Quantifiers (some, many, no, all, any) Quantifiers (some, many, no, all, any) |
By the end of the
lesson, the learner
should be able to:
- Use context clues to understand new vocabulary (knowledge) - Answer direct and indirect questions (skill) - Appreciate reading about caring for animals (attitude) |
The learner is guided to:
- Read stories about caring for animals - Identify main ideas in the stories - Discuss how to care for animals in stories - Answer comprehension questions about animal care - Create story maps to organize information - Talk about personal experiences with animals |
What do you think will happen in the story?
|
Skills in English Learner's Book pg. 122
Story books Digital texts Story maps Animal care charts Skills in English Learner's Book pg. 123 Grammar charts Sentence strips Word cards Games Skills in English Learner's Book pg. 125 Sentence cards Matching cards |
Comprehension tests
Group discussions
Story retelling
Character analysis
|
|
| 8 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell words with target letter-sound combinations correctly (knowledge) - Write words related to domestic animals legibly (skill) - Value correct spelling in writing (attitude) |
The learner is guided to:
- Spell words with target sounds 'ft', 'ct', 'lt', 'rd' - Make words from jumbled letters - Write 4-7 letter words from dictation - Copy words legibly and correctly - Form words using letters of their names - Participate in spelling activities with peers |
Why should we spell words correctly?
|
Skills in English Learner's Book pg. 125
Flash cards Letter cards Spelling games Word puzzles Skills in English Learner's Book pg. 126 Digital devices Word puzzles Spelling games |
Spelling tests
Dictation exercises
Word formation
Self-evaluation
|
|
| 8 | 5 |
WILD ANIMALS
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Listen to words with target sounds 'lk', 'lf', 'lm', 'mp' - Pronounce words with target sounds correctly - Generate words with target letter-sounds - Listen to stories about wild animals - Identify vocabulary related to wild animals - Match vocabulary with pictures |
What can we tell from people's faces and hand movements as they talk?
|
Skills in English Learner's Book pg. 127
Audio recordings Word cards Animal pictures Videos Skills in English Learner's Book pg. 129 Picture cards Stories Skills in English Learner's Book pg. 132 Story books Word charts Timer Animal poems |
Observation
Oral questions
Pronunciation drills
Vocabulary tests
|
|
| 9 | 1 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- Read with proper pacing and pauses (knowledge) - Demonstrate appropriate expression while reading (skill) - Show confidence when reading about wild animals (attitude) |
The learner is guided to:
- Read text with appropriate emotions and tone - Take pauses at punctuation marks - Read different texts about wild animals - Participate in readers' theater about wild animals - Give and receive feedback on reading - Create reading performances |
What makes it difficult to read well?
|
Skills in English Learner's Book pg. 134
Story books Readers' theater scripts Timer Animal stories Skills in English Learner's Book pg. 135 Digital texts Concept maps Picture books Skills in English Learner's Book pg. 136 Story maps Animal pictures |
Reading performance
Fluency assessment
Group reading
Peer assessment
|
|
| 9 | 2 |
Language Use
Writing |
Opposites
Punctuation (The comma) |
By the end of the
lesson, the learner
should be able to:
- Identify opposites of different words (knowledge) - Use opposites to construct sentences (skill) - Value variety in vocabulary usage (attitude) |
The learner is guided to:
- Identify opposites from words in a text - Tell stories about wildlife using opposites - Construct sentences using opposites related to wild animals - Use opposites to respond to questions - Play language games involving opposites - Create pairs of sentences using opposites |
Why is it important to learn about opposites of words?
|
Skills in English Learner's Book pg. 137
Word cards Opposite pairs Games Stories Skills in English Learner's Book pg. 138 Opposite cards Matching cards Grammar charts Games Skills in English Learner's Book pg. 139 Punctuation charts Sentence strips Stories Lists |
Written exercises
Oral sentences
Matching exercises
Language games
|
|
| 9 | 3 |
Writing
Listening and Speaking |
Punctuation (The comma)
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Identify contexts requiring commas (knowledge) - Apply rules for comma usage consistently (skill) - Take pride in using punctuation correctly (attitude) |
The learner is guided to:
- Make lists of animals using commas - Insert commas correctly in sentences - Edit texts with missing commas - Create posters with correctly punctuated sentences - Read sentences aloud showing comma pauses - Write paragraphs using commas correctly |
Why do we need commas in writing?
|
Skills in English Learner's Book pg. 141
Punctuation charts Sentence strips Editing exercises Posters Skills in English Learner's Book pg. 157 Audio recordings Flash cards Digital devices |
Punctuation tests
Editing exercises
Written work
Reading with pauses
|
|
| 9 | 4 |
PLAYTIME AND GAMES
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify vocabulary related to games and playtime (knowledge). - Make sentences using vocabulary related to games (skill). - Recite poems about games with correct pronunciation (skill). - Value the use of correct vocabulary when talking about games (attitude). |
The learner:
- Says words related to games (together, kick, tired, play, field, score). - Makes sentences about games using the vocabulary. - Plays games in groups and identifies them. - Recites the poem "The Game" with actions. - Pretends to do different playtime activities. |
What words do we use to talk about games?
|
Skills in English Learner's Book pg. 158
Game cards Pictures Poems chart Play items Skills in English Learner's Book pg. 160 Story cards Word lists Word puzzles Skills in English Learner's Book pg. 161 Story "New Shoes" Timer Digital recording devices |
Role play assessment
Oral presentations
Observation
Recitation evaluation
|
|
| 9 | 5 |
Reading
Language Use |
Comprehension
Comparatives and Superlatives |
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on the title and pictures (skill). - Answer questions based on a text (skill). - Find meanings of new words from context (knowledge). - Value reading for information and enjoyment (attitude). |
The learner:
- Looks at title and pictures to predict story content. - Reads the story "The Race" and answers questions. - Identifies meanings of words from context. - Retells the story in one sentence. - Role-plays scenes from the story. |
What do you think will happen in the story?
|
Skills in English Learner's Book pg. 163
Story books Pictures Role play props Skills in English Learner's Book pg. 164 Library resources Digital devices Skills in English Learner's Book pg. 165 Story "Two Sisters and a Brother" Classroom objects Pictures |
Comprehension questions
Retelling assessment
Role play evaluation
Observation
|
|
| 10 | 1 |
Language Use
Writing Writing |
Comparatives and Superlatives
Guided Writing Guided Writing |
By the end of the
lesson, the learner
should be able to:
- Use comparatives and superlatives to describe people, things and places (skill). - Compare objects around the school using -er and -est (skill). - Show interest in comparing and contrasting things (attitude). |
The learner:
- Participates in "Class Olympics" and describes who jumps highest, runs fastest, etc. - Pretends to watch a football match and compares players. - Walks around school comparing things (bigger, closer, etc.). - Plays games involving comparisons. |
Which words can we use when comparing ourselves with others?
|
Skills in English Learner's Book pg. 166
School environment Sports equipment Pictures Charts Skills in English Learner's Book pg. 167 Drawing materials Word cards Picture prompts Skills in English Learner's Book pg. 168 Pictures of games Sentence strips |
Oral presentations
Comparative sentences evaluation
Observation
Games assessment
|
|
| 10 | 2 |
TECHNOLOGY
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations (gr, pr, ew) in an oral text (knowledge). - Pronounce words with the target sounds correctly (skill). - Use vocabulary related to technology appropriately (skill). - Value correct pronunciation in communication (attitude). |
The learner:
- Listens to and says sounds gr, pr, ew. - Says words with target sounds (grass, grow, printer, pray, stew, new). - Identifies words with target sounds in a recording. - Names pictures using target sounds. - Records self saying words with target sounds. |
Why should we listen attentively when other people are talking?
|
Skills in English Learner's Book pg. 170
Audio recordings Picture cards Digital devices Skills in English Learner's Book pg. 171 Digital devices Flash cards Story charts Skills in English Learner's Book pg. 173 Story "A Great Morning" Word cards |
Pronunciation assessment
Recording evaluation
Observation
Oral questions
|
|
| 10 | 3 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- Read a text accurately, at the right speed and with expression (skill). - Take appropriate pauses at punctuation marks (skill). - Value reading as a way to learn about technology (attitude). |
The learner:
- Reads story "Go for the Colours" with appropriate speed. - Takes pauses at commas and full stops. - Shows facial expressions matching content. - Participates in timed reading. - Creates a word ladder with words learned. |
Why is it important to read at the right speed?
|
Skills in English Learner's Book pg. 174
Story "Go for the Colours" Timer Word cards Skills in English Learner's Book pg. 176 Story "Hare and the Doctor" Picture cards Skills in English Learner's Book pg. 178 Role play props Story charts Digital devices |
Timed reading
Word ladder assessment
Observation
Recording evaluation
|
|
| 10 | 4 |
Language Use
Writing |
Possessive Pronouns
Paragraphs |
By the end of the
lesson, the learner
should be able to:
- Identify possessive pronouns in a text (knowledge). - Use possessive pronouns correctly in sentences (skill). - Value the importance of possessive pronouns in communication (attitude). |
The learner:
- Reads sentences with possessive pronouns (mine, yours, his, hers, ours). - Names things that belong to self/others using possessive pronouns. - Completes sentences using appropriate possessive pronouns. - Makes sentences about belongings using possessive pronouns. |
How do we talk about things that belong to us or others?
|
Skills in English Learner's Book pg. 179
Classroom objects Sentence strips Word cards Skills in English Learner's Book pg. 180 Song chart Game cards Classroom objects Skills in English Learner's Book pg. 182 Word cards Digital devices |
Written exercises
Oral presentations
Gap filling exercises
Observation
|
|
| 10 | 5 |
Writing
Listening and Speaking |
Paragraphs
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write a song about health and technology (skill). - Complete sentences using possessive pronouns (skill). - Show interest in writing about health and technology (attitude). |
The learner:
- Composes a song about healthy foods in groups. - Completes sentences using possessive pronouns. - Arranges phrases to make complete sentences. - Shares written work with classmates. |
How do we write a complete sentence?
|
Skills in English Learner's Book pg. 183
Writing materials Sentence strips Word cards Skills in English Learner's Book pg. 184 Word cards Audio recordings Digital devices |
Song composition assessment
Written exercises
Peer feedback
Observation
|
|
| 11 | 1 |
SAVINGS
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify vocabulary related to savings (knowledge). - Make sentences using vocabulary related to savings (skill). - Sing songs about savings (skill). - Show interest in learning words about savings (attitude). |
The learner:
- Says words related to savings (wealth, income, needs, wants, spend, etc.). - Makes sentences using vocabulary related to savings. - Discusses meanings of words with classmates. - Sings the song "Shilling" about saving money. - Engages in role play activities about savings. |
Why do we learn new words?
|
Skills in English Learner's Book pg. 185
Song chart Word cards Digital devices Role play props Skills in English Learner's Book pg. 186 Story "Mutuku and his money box" Timer Word cards Skills in English Learner's Book pg. 187 Digital recording devices Story books |
Oral presentations
Song performance
Role play assessment
Observation
|
|
| 11 | 2 |
Reading
Language Use |
Comprehension
'Wh' questions |
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on title and pictures (skill). - Answer direct and indirect questions based on a text (skill). - Connect events in a story to personal experiences (knowledge). - Value reading as a way to learn about savings (attitude). |
The learner:
- Reads title and looks at pictures to predict story content. - Reads "Nditu wants a new bicycle" and answers questions. - Tells the story using the five-finger method. - Draws pictures to show story events. - Relates story to personal experiences. |
How do pictures tell us about a story?
|
Skills in English Learner's Book pg. 188
Story "Nditu wants a new bicycle" Drawing materials Five-finger chart Skills in English Learner's Book pg. 189 Library books Picture dictionary Digital devices Skills in English Learner's Book pg. 191 Question word chart Audio recordings Role play props |
Comprehension questions
Story retelling
Drawing evaluation
Observation
|
|
| 11 | 3 |
Language Use
Writing |
'Wh' questions
Guided writing |
By the end of the
lesson, the learner
should be able to:
- Recite poems using question words (skill). - Ask and answer questions using why, whom, and how (skill). - Show interest in using question words correctly (attitude). |
The learner:
- Recites poem "Ask a question" containing question words. - Finds sentences with whom, how, why in the poem. - Discusses questions about savings in groups. - Writes a savings plan answering key questions. |
Why should we ask questions?
|
Skills in English Learner's Book pg. 192
Poem chart Question word cards Writing materials Skills in English Learner's Book pg. 193 Sentence strips Word cards |
Poem recitation
Question-answer assessment
Written exercises
Group discussion
|
|
| 11 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Guided writing
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write a paragraph about saving money (skill). - Apply the steps of the writing process (knowledge). - Show interest in writing about savings (attitude). |
The learner:
- Follows steps of writing process: plan, write, revise, correct, finish. - Writes 3-5 sentences about what they want to save for. - Combines sentences into a paragraph. - Shares writing with classmates and receives feedback. |
How do we plan before writing a paragraph?
|
Skills in English Learner's Book pg. 194
Writing process chart Writing materials Sample paragraphs Skills in English Learner's Book pg. 196 Poem chart Word cards Audio recordings Skills in English Learner's Book pg. 197 Digital devices |
Paragraph writing assessment
Peer feedback
Writing process evaluation
Observation
|
|
| 11 | 5 |
TALENTS
Reading Reading Reading |
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations in a text (knowledge). - Read words with target sounds correctly (skill). - Show interest in reading about talents (attitude). |
The learner:
- Reads sentences and identifies words with sounds str and spr. - Reads words with target sounds aloud. - Listens to a story and finds words with target sounds. - Completes word puzzles with target sound words. |
Why is it important to read words properly?
|
Skills in English Learner's Book pg. 199
Sentence strips Word puzzles Story recordings Skills in English Learner's Book pg. 200 Story "Tom and Simba" Timer Word puzzles Skills in English Learner's Book pg. 202 Story "The School Talent Show" Picture cards Word meaning cards |
Word identification
Reading aloud assessment
Puzzle completion
Observation
|
|
| 12 | 1 |
Reading
Language Use Language Use Writing |
Comprehension
Adverbs of Manner Adverbs of Manner Guided writing |
By the end of the
lesson, the learner
should be able to:
- Talk about personal talents (skill). - Relate stories to personal experiences (skill). - Appreciate the importance of developing talents (attitude). |
The learner:
- Discusses own talents and how to grow them. - Talks about talent shows they have attended. - Looks at pictures in stories to predict content. - Explains why reading stories is important. |
What does the story remind you of?
|
Skills in English Learner's Book pg. 203
Story books Picture books Digital devices Skills in English Learner's Book pg. 204 Story "Football Talent" Word cards Matching cards Skills in English Learner's Book pg. 205 Table with adverbs Picture cards Game instructions Skills in English Learner's Book pg. 207 Poem chart Pictures showing talents Writing materials |
Oral presentations
Discussion evaluation
Peer assessment
Observation
|
|
| 12 | 2 |
Writing
Listening and Speaking |
Guided writing
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write a paragraph about a friend's talent (skill). - Follow the steps of writing process (knowledge). - Show interest in writing about talents (attitude). |
The learner:
- Makes sentences about pictures using steps of writing: plan, write, revise, correct, finish. - Writes paragraph about friend's talent using guiding questions. - Answers questions about weekend activities and creates a story. - Shares writing with classmates. |
How do we plan before writing a composition?
|
Skills in English Learner's Book pg. 208
Writing process chart Picture prompts Guiding questions Skills in English Learner's Book pg. 210 Word cards Audio recordings Sentence strips |
Paragraph writing assessment
Process evaluation
Peer feedback
Self-assessment
|
|
| 12 | 3 |
ENVIRONMENT
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify vocabulary related to environment (knowledge). - Make sentences about environment using new vocabulary (skill). - Show interest in protecting the environment (attitude). |
The learner:
- Listens to story and identifies words about environment. - Makes sentences using words from vocabulary trees. - Takes nature walk and discusses observations. - Discusses ways to improve school environment. - Sings song "Who will care?" about environment. |
What can we do to protect our environment?
|
Skills in English Learner's Book pg. 211
Vocabulary trees School environment Song chart Skills in English Learner's Book pg. 213 Story about planting trees Word cards Sound category chart Skills in English Learner's Book pg. 214 Story "Lily and the forest" Poem "This is our only earth" Timer |
Nature walk observations
Sentence creation
Group discussion
Song performance
|
|
| 12 | 4 |
Reading
Language Use |
Comprehension
Interjections of displeasure |
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on title and pictures (skill). - Answer questions based on a text (skill). - Find meanings of words from context (knowledge). - Value reading stories about environment (attitude). |
The learner:
- Predicts story content from title and pictures. - Reads "Mazingira Day" and answers questions. - Arranges events in correct sequence. - Selects meanings of words from context. - Tells story in one sentence. |
What do you think the story is about?
|
Skills in English Learner's Book pg. 216
Story "Mazingira Day" Sequencing cards Picture books Skills in English Learner's Book pg. 217 Story books Picture dictionary Digital devices Skills in English Learner's Book pg. 218 Poem "I am worried" Word cards |
Comprehension questions
Sequencing assessment
Word meaning selection
Story summarizing
|
|
| 12 | 5 |
Language Use
Writing Writing |
Interjections of displeasure
Guided Writing (factual paragraph) Guided Writing (factual paragraph) Guided Writing (factual paragraph) |
By the end of the
lesson, the learner
should be able to:
- Use interjections of displeasure in sentences (skill). - Complete sentences with appropriate interjections (skill). - Show appropriate emotions when using interjections (attitude). |
The learner:
- Completes sentences with appropriate interjections. - Makes sentences using interjections of displeasure. - Acts out scenarios using interjections. - Draws faces showing displeasure. |
When do we use words that show displeasure?
|
Skills in English Learner's Book pg. 219
Sentence strips Drawing materials Role play props Skills in English Learner's Book pg. 220 Statement cards Sequencing cards Writing materials Skills in English Learner's Book pg. 221 Picture prompts Writing materials Digital devices |
Sentence completion
Role play assessment
Drawing evaluation
Observation
|
|
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