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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 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
|
|
| 1 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
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 |
Oral presentations
Listening exercises
Group activities
Vocabulary matching
|
|
| 1 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations in a text (knowledge) - Read text accurately, at the right speed and with expression (skill) - Embrace reading as a valuable skill (attitude) |
The learner is guided to:
- Listen to model reading of target sounds - Pick out words with target letter-sounds - Read words with target letter-sound combinations - Engage in timed reading exercises - Take part in word building activities - Practice reading with proper expression |
How do we show emotions when reading a story?
|
Skills in English Learner's Book pg. 5
Story books Flash cards Word charts Pocket charts |
Oral reading
Timed reading
Word recognition tests
Observation
|
|
| 1 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text with appropriate pacing and expression (knowledge) - Recognize the correspondence between spoken and written words (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text at the right speed (90 words per minute) - Display appropriate emotions when reading - Take appropriate pauses at punctuation marks - Practice reading sentences with decodable words - Read different texts with peers - Give positive feedback to peers |
Why should we check our speed while reading?
|
Skills in English Learner's Book pg. 7
Grade-appropriate texts Timer Reading charts |
Reading fluency tests
Peer assessment
Word recognition checks
Observation
|
|
| 1 | 5 |
Reading
|
Comprehension
|
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 |
Comprehension questions
Group discussions
Story retelling
Prediction exercises
|
|
| 2 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use context clues to infer meanings of words (knowledge) - Answer direct and indirect questions based on a text (skill) - Value reading as a source of information and enjoyment (attitude) |
The learner is guided to:
- Identify key words related to the theme - Infer meanings using contextual clues - Find answers in text for direct questions - Connect text to personal experiences - Retell stories in their own words - Create story maps to organize information |
How can we tell where events have taken place?
|
Skills in English Learner's Book pg. 10
Story books Picture books Story maps |
Comprehension tests
Story retelling
Character description
Observation
|
|
| 2 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use context clues to infer meanings of words (knowledge) - Answer direct and indirect questions based on a text (skill) - Value reading as a source of information and enjoyment (attitude) |
The learner is guided to:
- Identify key words related to the theme - Infer meanings using contextual clues - Find answers in text for direct questions - Connect text to personal experiences - Retell stories in their own words - Create story maps to organize information |
How can we tell where events have taken place?
|
Skills in English Learner's Book pg. 10
Story books Picture books Story maps |
Comprehension tests
Story retelling
Character description
Observation
|
|
| 2 | 3 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Recognize sentences with subject-verb agreement (knowledge) - Construct sentences with correct subject-verb agreement (skill) - Appreciate the importance of correct grammar (attitude) |
The learner is guided to:
- Read and pick out target grammar items from a text - List sentences featuring the grammar items - Construct sentences based on pictures showing singular and plural subjects - Use singular and plural objects in sentences - Play language games on subject-verb agreement |
What order should words follow in a sentence?
|
Skills in English Learner's Book pg. 11
Grammar charts Sentence strips Pictures Language games |
Written exercises
Oral sentences
Gap filling exercises
Group work
|
|
| 2 | 4 |
Language Use
|
Subject-verb agreement
|
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 |
Sentence completion
Error identification
Written exercises
Peer assessment
|
|
| 2 | 5 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write long words and descenders legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at samples of good handwriting - Point out aspects of good handwriting - Copy letter patterns with target sounds - Copy words related to the language pattern - Write words in response to picture prompts - Listen to dictation and write sentences |
Why should we write neatly?
|
Skills in English Learner's Book pg. 13
Handwriting models Writing materials Picture prompts |
Handwriting samples
Dictation exercises
Letter formation checks
Peer assessment
|
|
| 3 | 1 |
Writing
|
Handwriting: Long words and descenders
|
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 |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 3 | 2 |
Writing
|
Handwriting: Long words and descenders
|
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 |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 3 | 3 |
SHARING DUTIES AND RESPONSIBILITIES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce target letter-sound combinations correctly (skill) - Appreciate the importance of correct pronunciation (attitude) |
The learner is guided to:
- Listen to teacher model or audio recording of target sounds 'dr', 'fl', 'fr', 'gl' - Pronounce target sounds by taking turns - Listen to and say tongue twisters - Sing songs or recite poems with target sounds - Construct simple sentences using new words - Dramatize sharing responsibilities |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 17
Audio recordings Flash cards Word charts Songs |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 3 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Respond to three-directional instructions (knowledge) - Use vocabulary related to sharing duties (skill) - Value listening attentively for effective communication (attitude) |
The learner is guided to:
- Listen to and follow three-directional instructions - Use vocabulary to describe duties and responsibilities - Engage in role play activities about sharing duties - Create sentences about home responsibilities - Participate in language games - Listen to stories about sharing duties |
How can we share duties at home and school?
|
Skills in English Learner's Book pg. 19
Picture cards Word cards Duty charts Videos |
Oral presentation
Following instructions
Role play
Vocabulary tests
|
|
| 3 | 5 |
Reading
|
Fluency
|
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 |
Timed reading
Observation
Peer assessment
Reading aloud
|
|
| 4 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text with proper pausing at punctuation marks (knowledge) - Display appropriate facial expressions while reading (skill) - Enjoy reading as a lifelong skill (attitude) |
The learner is guided to:
- Practice reading fluently with expression - Read texts paying attention to punctuation - Use appropriate tone, pitch and volume - Take appropriate pauses at punctuation marks - Practice reading decodable and non-decodable words - Participate in readers' theater |
What helps us read fluently?
|
Skills in English Learner's Book pg. 23
Story books Poems Reader's theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 4 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify words related to the theme (knowledge) - Make predictions about story outcomes (skill) - Value reading for information and pleasure (attitude) |
The learner is guided to:
- Read printed or digital texts - Pick out words related to sharing duties - Predict what will happen in a story - Infer meanings using contextual clues - Locate sentences with answers to direct questions - Make connections between text and real life |
How can we tell how a story or poem will end?
|
Skills in English Learner's Book pg. 25
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Observation
|
|
| 4 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use contextual clues to infer meanings (knowledge) - Answer direct and inferential questions (skill) - Appreciate the importance of understanding what is read (attitude) |
The learner is guided to:
- Discuss texts with peers - Answer inferential questions using context clues - Make connections between events in text and real life - Engage in language games using vocabulary - Retell stories in their own words - Create story maps to organize information |
How can we tell where events are taking place?
|
Skills in English Learner's Book pg. 26
Story books Comprehension worksheets Story maps |
Comprehension tests
Story retelling
Group discussions
Observation
|
|
| 4 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use contextual clues to infer meanings (knowledge) - Answer direct and inferential questions (skill) - Appreciate the importance of understanding what is read (attitude) |
The learner is guided to:
- Discuss texts with peers - Answer inferential questions using context clues - Make connections between events in text and real life - Engage in language games using vocabulary - Retell stories in their own words - Create story maps to organize information |
How can we tell where events are taking place?
|
Skills in English Learner's Book pg. 26
Story books Comprehension worksheets Story maps |
Comprehension tests
Story retelling
Group discussions
Observation
|
|
| 4 | 5 |
Language Use
|
Forms of verb 'do'
|
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 |
Written exercises
Oral presentations
Sentence construction
Gap filling
|
|
| 5 | 1 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between the various forms of 'do' (knowledge) - Apply correct forms of 'do' in communication (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Identify when to use 'do', 'does', 'did', 'done' - Complete sentences using correct forms of 'do' - Create dialogues using forms of 'do' - Edit sentences with incorrect usage - Work in pairs to identify errors - Sing songs using different forms of 'do' |
What duties have you done this week?
|
Skills in English Learner's Book pg. 30
Sentence strips Grammar charts Worksheets Songs |
Gap filling exercises
Sentence construction
Error correction
Group activities
|
|
| 5 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words related to the theme legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at samples of good handwriting - Identify aspects of good handwriting - Copy letter patterns with target sounds - Write words related to the theme in response to prompts - Listen to dictation and write sentences - Check work for neatness and legibility |
How do we write words?
|
Skills in English Learner's Book pg. 31
Handwriting models Picture prompts Writing materials |
Handwriting assessment
Dictation exercises
Letter formation checks
Peer assessment
|
|
| 5 | 3 |
Writing
|
Handwriting
|
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 |
Handwriting samples
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 5 | 4 |
Writing
|
Handwriting
|
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 |
Handwriting samples
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 5 | 5 |
ETIQUETTE
Listening and Speaking |
Pronunciation and Vocabulary
|
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 polite language in communication (attitude) |
The learner is guided to:
- Identify and pronounce words with letter-sound combinations 'cr', 'pl', 'st', 'sn' - Use words with target sounds to create sentences - Practice tongue twisters and rhymes - Listen to conversations on etiquette - Identify words related to etiquette - Match vocabulary to pictures |
How do we learn new words?
|
Skills in English Learner's Book pg. 34
Audio recordings Picture cards Word cards Videos |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 6 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
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 |
Oral presentation
Following instructions
Role play
Observation
|
|
| 6 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations (knowledge) - Read grade-appropriate text with fluency (skill) - Enjoy reading variety of texts (attitude) |
The learner is guided to:
- Recognize words with target letter-sounds - Identify words with target letter-sound combinations - Read text displaying appropriate emotions - Engage in timed reading with peers - Give positive feedback to peers - Practice reading with expression |
Why is reading without hesitation important?
|
Skills in English Learner's Book pg. 39
Story books Digital texts Timer Reading charts |
Timed reading
Oral reading
Peer assessment
Observation
|
|
| 6 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text accurately with appropriate expression (knowledge) - Pay attention to punctuation when reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text with appropriate speed and expression - Take pauses at punctuation marks - Display appropriate emotions when reading - Read different genres with appropriate tone - Participate in readers' theater - Give and receive feedback on reading performance |
What makes reading enjoyable?
|
Skills in English Learner's Book pg. 40
Story books Poems Reader's theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 6 | 4 |
Reading
|
Comprehension
|
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 |
Comprehension questions
Story retelling
Sequencing activities
Group discussions
|
|
| 6 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Explain the sequence of events in a text (knowledge) - Make connections between text and personal experiences (skill) - Appreciate stories as a source of learning (attitude) |
The learner is guided to:
- Identify characters in stories about etiquette - Discuss behaviors demonstrated in stories - Connect story events to personal experiences - Answer questions about polite behavior in stories - Create story maps to organize information - Role play scenarios from the stories |
How do we identify characters in a story?
|
Skills in English Learner's Book pg. 43
Story books Digital texts Character charts Story maps |
Comprehension tests
Character analysis
Story retelling
Role play
|
|
| 7 | 1 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- Identify indefinite pronouns in a text (knowledge) - Use indefinite pronouns in sentences correctly (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Listen to a story/poem/conversation and identify indefinite pronouns - Engage in question-answer dialogues using indefinite pronouns - Create sentences using indefinite pronouns - Participate in language games involving indefinite pronouns - Complete sentences using appropriate indefinite pronouns |
How do we refer to other people without mentioning their name?
|
Skills in English Learner's Book pg. 44
Story books Sentence strips Grammar charts Word cards |
Written exercises
Oral questions
Gap filling exercises
Language games
|
|
| 7 | 2 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- Identify indefinite pronouns in a text (knowledge) - Use indefinite pronouns in sentences correctly (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Listen to a story/poem/conversation and identify indefinite pronouns - Engage in question-answer dialogues using indefinite pronouns - Create sentences using indefinite pronouns - Participate in language games involving indefinite pronouns - Complete sentences using appropriate indefinite pronouns |
How do we refer to other people without mentioning their name?
|
Skills in English Learner's Book pg. 44
Story books Sentence strips Grammar charts Word cards |
Written exercises
Oral questions
Gap filling exercises
Language games
|
|
| 7 | 3 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
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 |
Sentence completion
Oral presentations
Written exercises
Role play
|
|
| 7 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words clearly and legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at sample text of good handwriting - Identify aspects of good handwriting in a text - Copy letter patterns of target letter-sound combinations - Listen to dictation and write sentences - Write words related to etiquette in response to prompts - Check work for neatness and legibility |
Why is it important to write neatly and legibly?
|
Skills in English Learner's Book pg. 47
Handwriting models Picture prompts Writing materials |
Handwriting samples
Dictation exercises
Letter formation checks
Peer assessment
|
|
| 7 | 5 |
Writing
|
Handwriting
|
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 |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 8 |
MID TERM |
||||||||
| 9 | 1 |
CHILD RIGHTS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Articulate words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - Pronounce target sounds by taking turns - Sing songs or recite poems with target sounds - Construct sentences using new words - Role play issues related to child rights - Give feedback on pronunciation |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 51
Audio recordings Word cards Flash cards |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 9 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Articulate words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - Pronounce target sounds by taking turns - Sing songs or recite poems with target sounds - Construct sentences using new words - Role play issues related to child rights - Give feedback on pronunciation |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 51
Audio recordings Word cards Flash cards |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 9 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Use new words related to child rights in context (knowledge) - Respond to three-directional instructions (skill) - Appreciate the importance of child rights (attitude) |
The learner is guided to:
- Listen to stories about child rights - Identify vocabulary related to child rights - Create sentences using rights-related vocabulary - Engage in discussions about child rights - Follow three-directional instructions - Match vocabulary with pictures |
How do we express our rights?
|
Skills in English Learner's Book pg. 53
Picture cards Word cards Stories about rights Videos |
Oral presentations
Following instructions
Role play
Group discussions
|
|
| 9 | 4 |
Reading
|
Fluency
|
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 |
Timed reading
Oral reading
Word recognition
Observation
|
|
| 9 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text with appropriate speed and expression (knowledge) - Display appropriate facial expressions 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 child rights - Participate in readers' theater - Give and receive feedback on reading |
Why is it important to read fluently?
|
Skills in English Learner's Book pg. 56
Story books Readers' theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 10 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Predict likely outcomes in a story (knowledge) - Answer direct and indirect questions about a text (skill) - Embrace reading for information and enjoyment (attitude) |
The learner is guided to:
- Observe pictures and title to predict story outcomes - Infer meanings using contextual clues - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect events in story with real-life experiences - Discuss child rights issues in stories |
Why do we predict what will happen in a story before reading?
|
Skills in English Learner's Book pg. 58
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 10 | 2 |
Reading
|
Comprehension
|
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 |
Comprehension tests
Group discussions
Story retelling
Observation
|
|
| 10 | 3 |
Reading
|
Comprehension
|
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 |
Comprehension tests
Group discussions
Story retelling
Observation
|
|
| 10 | 4 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Recognize sentences with subject-verb agreement (knowledge) - Use subject-verb agreement correctly (skill) - Appreciate correct grammar in communication (attitude) |
The learner is guided to:
- Listen to stories about child rights - Pick out sentences with subject-verb agreement - Make sentences from substitution tables - Construct sentences about child rights - Play matching games with subjects and verbs - Edit sentences with incorrect agreement |
How do we tell the number of things/people in a sentence?
|
Skills in English Learner's Book pg. 60
Grammar charts Sentence strips Games Stories |
Written exercises
Oral sentences
Gap filling exercises
Language games
|
|
| 10 | 5 |
Language Use
|
Subject-verb agreement
|
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 writing (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 about rights - Work in pairs to identify errors - Match subjects with appropriate verbs |
Why is it important to make subjects and verbs agree?
|
Skills in English Learner's Book pg. 61
Sentence cards Grammar charts Worksheets |
Sentence completion
Error identification
Written exercises
Peer assessment
|
|
| 11 | 1 |
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 |
Handwriting samples
Dictation exercises
Letter formation checks
Self-evaluation
|
|
| 11 | 2 |
Writing
|
Handwriting
|
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 child rights - Write sentences from dictation - Create posters about child rights - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 63
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Peer assessment
|
|
| 11 | 3 |
Writing
|
Handwriting
|
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 child rights - Write sentences from dictation - Create posters about child rights - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 63
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Peer assessment
|
|
| 11 | 4 |
OCCUPATIONS
Listening and Speaking |
Pronunciation and Vocabulary
|
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 |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 11 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Respond to three-directional instructions (knowledge) - Use vocabulary related to occupations (skill) - Appreciate different types of occupations (attitude) |
The learner is guided to:
- Watch videos related to occupations - Role play different occupations and record videos - Develop a talking tree with occupation vocabulary - Listen and respond to three-directional instructions - Match occupation words with pictures - Create sentences about different jobs |
What words do we use to talk about different jobs?
|
Skills in English Learner's Book pg. 67
Picture cards Word cards Videos Digital devices |
Oral presentation
Following instructions
Role play
Video recording
|
|
| 12 | 1 |
Reading
|
Fluency
|
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 as a way to learn about occupations (attitude) |
The learner is guided to:
- Read words with target sounds - Point out words with target sounds from a text - Engage in timed reading at 90 words per minute - Read text with appropriate emotions and tone - Read grade-appropriate texts about occupations - Share what they have read with peers |
Why is it important to read fluently?
|
Skills in English Learner's Book pg. 70
Story books Digital texts Timer Word charts |
Timed reading
Oral reading
Word recognition
Peer assessment
|
|
| 12 | 2 |
Reading
|
Fluency
|
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 with appropriate expression - Take pauses at punctuation marks - Read texts about different occupations - Practice reading decodable and non-decodable words - Participate in readers' theater - Give and receive feedback on reading |
What makes it easy to read well?
|
Skills in English Learner's Book pg. 72
Story books Readers' theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 12 | 3 |
Reading
|
Comprehension
|
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 |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 12 | 4 |
Reading
|
Comprehension
|
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 different occupations (attitude) |
The learner is guided to:
- Read stories about people and their occupations - Identify main ideas in the stories - Discuss different occupations mentioned in stories - Answer questions about occupations in stories - Create story maps to organize information - Talk about what they would like to be |
What can you learn about different jobs from stories?
|
Skills in English Learner's Book pg. 75
Story books Digital texts Occupation charts |
Comprehension tests
Group discussions
Story retelling
Character analysis
|
|
| 12 | 5 |
Reading
|
Comprehension
|
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 different occupations (attitude) |
The learner is guided to:
- Read stories about people and their occupations - Identify main ideas in the stories - Discuss different occupations mentioned in stories - Answer questions about occupations in stories - Create story maps to organize information - Talk about what they would like to be |
What can you learn about different jobs from stories?
|
Skills in English Learner's Book pg. 75
Story books Digital texts Occupation charts |
Comprehension tests
Group discussions
Story retelling
Character analysis
|
|
| 13 | 1 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify irregular nouns in texts (knowledge) - Use singular and plural forms of irregular nouns correctly (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Pick out irregular nouns and their plural forms from a text - Form plurals of specific irregular nouns - Construct sentences about occupations using irregular plurals - Listen to stories and respond to questions about irregular nouns - Recite poems containing plurals of irregular nouns |
How do we talk about many things?
|
Skills in English Learner's Book pg. 76
Grammar charts Sentence strips Word cards Stories |
Written exercises
Oral sentences
Gap filling exercises
Language games
|
|
| 13 | 2 |
Language Use
|
Singular and plural of irregular nouns
|
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 |
Sentence completion
Matching exercises
Written tests
Peer assessment
|
|
| 13 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words related to occupations legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at samples of good handwriting - Identify aspects of good handwriting - Copy letter patterns of target sounds - Listen to dictation and write sentences - Write words about occupations in response to prompts - Type words and phrases using digital devices |
How do we write words in a sentence?
|
Skills in English Learner's Book pg. 79
Handwriting models Digital devices Picture prompts |
Handwriting samples
Dictation exercises
Letter formation checks
Digital typing
|
|
| 13 | 4 |
Writing
|
Handwriting
|
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 |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 13 | 5 |
Writing
|
Handwriting
|
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 |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
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