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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
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 - pronounce words with the target letter-sound combinations correctly - use the new words learnt to communicate confidently in various contexts |
The learner is guided to:
- listen to an oral text with words containing the target letter-sounds combinations - point out words with target sound combinations from conversations - practice saying words with target letter-sound combinations - construct sentences using new words - develop a talking tree using vocabulary learnt |
Why do we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 2
Audio recordings Flash cards Word charts |
Oral questions
Observation
Peer assessment
|
|
| 1 | 4 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- identify words with the target letter-sound combinations in oral texts - articulate new vocabulary related to activities at home and school - appreciate the importance of using correct vocabulary in communication |
The learner is guided to:
- play 'spin the wheel' with words featuring target letter-sounds - make sentences using vocabulary related to activities - talk about things they do at home and at school - match vocabulary with appropriate pictures |
What words can we use to talk about activities at home and school?
|
Oxford Progressive Primary English Learner's Book pg. 3
Audio-visual aids Flash cards Vocabulary charts Oxford Progressive Primary English Learner's Book pg. 4 Story books Word charts |
Oral presentations
Observation
Role play
|
|
| 1 | 5 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- blend sounds to form words correctly - read grade-appropriate text with appropriate pace - value fluency in reading for comprehension |
The learner is guided to:
- match cards with letter combinations to form words - read stories with appropriate tone and expression - participate in readers' theater activities - engage in paired reading of short texts |
Why is reading at the right speed important?
|
Oxford Progressive Primary English Learner's Book pg. 5
Digital devices Story books Flash cards Oxford Progressive Primary English Learner's Book pg. 6 Picture charts |
Reading fluency tests
Peer assessment
Observation
|
|
| 2 | 1 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- use context clues to infer word meanings - answer direct and indirect questions about a text - value reading for information and pleasure |
The learner is guided to:
- respond to direct questions by locating answers in the text - answer indirect questions using prior knowledge - infer meanings of new words using context clues - make connections between story events and personal experiences |
How can we tell where events have taken place in a story?
|
Oxford Progressive Primary English Learner's Book pg. 7
Story books Digital texts Charts Sentence strips Picture cards |
Comprehension questions
Story mapping
Character analysis
|
|
| 2 | 2 |
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 subject-verb patterns in sentences - use singular and plural subjects with matching verbs - show interest in using correct grammar in communication |
The learner is guided to:
- construct sentences using singular and plural objects at home and school - complete sentences with the correct form of the verb - play language games involving subject-verb agreement - edit sentences with incorrect subject-verb agreement |
What makes a sentence correct?
|
Oxford Progressive Primary English Learner's Book pg. 8
Sentence strips Grammar charts Digital resources Oxford Progressive Primary English Learner's Book pg. 9 Handwriting charts Lined paper Sample texts |
Written exercises
Peer assessment
Observation
|
|
| 2 | 3 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly in words with descenders - write neatly and legibly for effective communication - show commitment to improving handwriting skills |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation exercises and write sentences - practice writing words with proper spacing and alignment - assess their own handwriting using set criteria |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 10
Handwriting models Lined exercise books Picture prompts |
Dictation exercises
Handwriting samples
Self-assessment
|
|
| 2 | 4 |
SHARING DUTIES AND RESPONSIBILITIES
Listening and Speaking 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 - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to teacher model or audio recording of target letter-sound combinations ('dr', 'fl', 'fr', 'gl') - pronounce target letter-sound combinations by taking turns - listen to and say tongue twisters with target sounds |
Why should we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 12
Audio recordings Flash cards Tongue twisters Oxford Progressive Primary English Learner's Book pg. 13 Picture cards Word charts Audio recordings |
Oral questions
Pronunciation drills
Observation
|
|
| 2 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read target words accurately with correct pronunciation - value the importance of reading fluently |
The learner is guided to:
- pick out words containing target letter-sound combinations from a written text - read words with letter-sound combinations correctly - engage in timed reading displaying appropriate expression |
Why should we check our speed while reading?
|
Oxford Progressive Primary English Learner's Book pg. 14
Story books Flash cards Digital devices Oxford Progressive Primary English Learner's Book pg. 15 Reading materials Digital devices Flash cards |
Reading aloud
Timed reading
Observation
|
|
| 3 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in a text - make predictions about story outcomes - appreciate reading for understanding |
The learner is guided to:
- read printed or digital text and pick out words related to the theme - look at pictures and title to predict what will happen - infer meanings of new words using contextual clues |
How can we tell how a story will end?
|
Oxford Progressive Primary English Learner's Book pg. 15
Story books Picture charts Digital resources Oxford Progressive Primary English Learner's Book pg. 16 Question cards Vocabulary charts |
Comprehension questions
Story prediction
Observation
|
|
| 3 | 2 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- identify different forms of the verb 'do' in a text - use the different forms of the verb 'do' correctly - appreciate the importance of using verb forms correctly |
The learner is guided to:
- listen for forms of verb 'do' from audio recording or teacher model - construct sentences related to the theme using different forms of verb 'do' - recite poems/sing songs about the theme using verb 'do' |
What duties do you like doing?
|
Oxford Progressive Primary English Learner's Book pg. 17
Sentence strips Digital devices Audio recordings Oxford Progressive Primary English Learner's Book pg. 18 Grammar charts Sentence strips |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 3 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - form letters correctly and consistently - value the importance of neat handwriting |
The learner is guided to:
- look at sample of text with good handwriting - identify aspects of good handwriting (spacing, alignment) - copy letter patterns of target letter-sound combinations |
How do we write words?
|
Oxford Progressive Primary English Learner's Book pg. 19
Handwriting patterns Sample texts Lined paper |
Handwriting exercises
Observation
Self-assessment
|
|
| 3 | 4 |
Writing
Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- write words related to the theme legibly - apply correct spacing and alignment in writing - show commitment to improving handwriting |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation on sentences using forms of the verb 'do' and write them - practice handwriting with proper letter size and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 20
Lined exercise books Picture prompts Handwriting models Oxford Progressive Primary English Learner's Book pg. 22 Audio recordings Tongue twisters Flash cards |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 3 | 5 |
ETIQUETTE
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to etiquette appropriately - respond to three-directional instructions - value the importance of polite language |
The learner is guided to:
- listen to audio/video recording of conversations on etiquette - identify words related to etiquette from the conversations - respond to three-directional instructions - play language games matching vocabulary to pictures |
Why should we listen attentively?
|
Oxford Progressive Primary English Learner's Book pg. 23
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 25 Story books Word cards Reading charts |
Role play
Matching exercises
Following instructions
|
|
| 4 | 1 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with expression - pay attention to punctuation when reading - appreciate the importance of reading fluently |
The learner is guided to:
- engage in timed reading with peers and give positive feedback - read narratives paying attention to pace, pitch and volume - participate in readers' theater activities |
How does reading with expression help listeners understand better?
|
Oxford Progressive Primary English Learner's Book pg. 26
Story books Digital resources Reading materials Digital texts Question cards Oxford Progressive Primary English Learner's Book pg. 27 Sequence cards Digital resources |
Performance reading
Peer assessment
Observation
|
|
| 4 | 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 - use indefinite pronouns correctly in sentences - appreciate the role of pronouns in communication |
The learner is guided to:
- listen to story/poem/conversation and identify indefinite pronouns - engage in question-answer dialogues using indefinite pronouns - create sentences using indefinite pronouns |
How do we refer to other people without mentioning their names?
|
Oxford Progressive Primary English Learner's Book pg. 28
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 29 |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 4 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words clearly and legibly - value neat handwriting for effective communication |
The learner is guided to:
- look at a sample text of good handwriting - identify aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations |
Why is it important to write neatly and legibly?
|
Oxford Progressive Primary English Learner's Book pg. 30
Handwriting patterns Sample texts Lined paper |
Handwriting exercises
Observation
Self-assessment
|
|
| 4 | 4 |
Writing
Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- form letters correctly and consistently - write words and sentences with proper spacing - show commitment to improving handwriting skills |
The learner is guided to:
- listen to dictation on indefinite pronouns and write them - write words related to the theme in response to picture prompts - practice handwriting with proper letter formation and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 31
Lined exercise books Picture prompts Handwriting models Oxford Progressive Primary English Learner's Book pg. 33 Audio recordings Flash cards Word charts |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 4 | 5 |
CHILD RIGHTS
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use new words related to child rights correctly - construct sentences using vocabulary on child rights - show awareness of child rights through communication |
The learner is guided to:
- construct simple sentences using new words about child rights - role play issues related to child rights - present talks to parents about child rights using appropriate vocabulary |
How can we talk about our rights?
|
Oxford Progressive Primary English Learner's Book pg. 34
Picture cards Word charts Digital resources Oxford Progressive Primary English Learner's Book pg. 36 Story books Word cards Reading charts |
Role play
Oral presentations
Observation
|
|
| 5 | 1 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- engage in timed reading of grade-appropriate texts - read with appropriate facial expressions and emotions - recite a choral verse related to child rights |
Why is reading with expression important?
|
Oxford Progressive Primary English Learner's Book pg. 37
Story books Poetry books Digital resources Oxford Progressive Primary English Learner's Book pg. 39 Picture charts Question cards |
Performance reading
Timed reading
Peer assessment
|
|
| 5 | 2 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer indirect questions using context clues - show interest in connecting text to personal experiences |
The learner is guided to:
- respond to indirect questions using context clues - connect events in the story with real-life experiences - discuss with peers how stories relate to child rights |
How do stories help us understand our rights?
|
Oxford Progressive Primary English Learner's Book pg. 40
Story books Digital texts Question cards Oxford Progressive Primary English Learner's Book pg. 41 Grammar charts Sentence strips Digital resources |
Written exercises
Oral discussions
Story connections
|
|
| 5 | 3 |
Language Use
Writing |
Subject-verb agreement
Handwriting |
By the end of the
lesson, the learner
should be able to:
- identify correct and incorrect subject-verb patterns - apply subject-verb agreement rules in writing - show interest in using correct grammar |
The learner is guided to:
- play language games matching subjects with appropriate verbs - edit sentences with incorrect subject-verb agreement - construct sentences about child rights with correct subject-verb agreement |
Why is subject-verb agreement important in communication?
|
Oxford Progressive Primary English Learner's Book pg. 42
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 43 Handwriting models Lined paper Picture prompts |
Written exercises
Language games
Peer assessment
|
|
| 5 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly with consistent size - write sentences related to child rights neatly - show commitment to improving handwriting |
The learner is guided to:
- write sentences related to child rights with good handwriting - practice handwriting with proper letter formation and spacing - assess their own handwriting using set criteria |
How can we make our handwriting better?
|
Oxford Progressive Primary English Learner's Book pg. 44
Lined exercise books Handwriting models Assessment rubrics |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 5 | 5 |
OCCUPATIONS
Listening and Speaking 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 - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to words with target letter-sound combinations: 'sl', 'st', 'sw', 'sp', 'thr' - pronounce words with target combinations - use words with target sounds to create sentences |
Why is it important to look at someone's face as they speak to you?
|
Oxford Progressive Primary English Learner's Book pg. 47
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 48 Digital devices Picture dictionaries |
Pronunciation drills
Oral questions
Observation
|
|
| 6 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- read words with target letter-sound combinations - point out words with target sounds from a text - engage in timed reading displaying appropriate emotions |
Why is it important to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 50
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 51 Library books Digital resources Reading materials |
Reading aloud
Timed reading
Observation
|
|
| 6 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify characters and setting in a text - make predictions about story outcomes - value reading for information |
The learner is guided to:
- look at pictures and title to predict likely events - talk about setting and characters using visual clues - infer meanings of new words in the story |
How can we tell what is going to happen next in a story?
|
Oxford Progressive Primary English Learner's Book pg. 51
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 52 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 6 | 3 |
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 - distinguish between regular and irregular plurals - appreciate the importance of correct noun forms |
The learner is guided to:
- pick out irregular nouns and their plural forms from a text - form plurals of specific words with irregular forms - construct sentences about occupations using irregular nouns |
How do we talk about many things?
|
Oxford Progressive Primary English Learner's Book pg. 53
Grammar charts Word cards Digital resources Oxford Progressive Primary English Learner's Book pg. 54 Sentence strips |
Gap filling exercises
Matching activities
Written tests
|
|
| 6 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words with proper letter formation - value neat handwriting for communication |
The learner is guided to:
- look at samples of texts with good handwriting - identify aspects of good handwriting - copy letter patterns of words with target letter-sound combinations |
How do we write words in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 56
Handwriting models Lined paper Sample texts |
Handwriting exercises
Observation
Self-assessment
|
|
| 6 | 5 |
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 related to occupations legibly - apply consistent spacing in writing - show commitment to improving handwriting |
The learner is guided to:
- listen to dictation on verbs in present and past tense - write words related to the theme in response to picture prompts - type words and phrases using digital devices |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 57
Lined exercise books Digital devices Picture prompts Oxford Progressive Primary English Learner's Book pg. 59 Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 60 Picture cards |
Dictation exercises
Handwriting samples
Digital typing
|
|
| 7 | 1 |
TECHNOLOGY
Reading Reading |
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- pick out words with letter-sound combinations (dr, gr, shr) from a text - read words with letter-sound combinations correctly - engage in timed reading of a text with expression |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 61
Story books Word cards Digital resources Oxford Progressive Primary English Learner's Book pg. 62 Reading materials Digital texts Flash cards |
Reading aloud
Timed reading
Observation
|
|
| 7 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in a technology-related text - value reading for information |
The learner is guided to:
- look at picture and title to predict story events - read a print or digital text related to technology - talk about setting and characters in the story |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 64
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 65 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 7 | 3 |
Language Use
|
Future time (will/shall)
|
By the end of the
lesson, the learner
should be able to:
- identify sentences expressing future time - use 'will' and 'shall' to express future actions - appreciate the importance of expressing time correctly |
The learner is guided to:
- recognize sentences with words that express future time - talk about what they plan to do after school using will/shall - ask and answer questions using words expressing future time |
What will you and your classmates do at break time?
|
Oxford Progressive Primary English Learner's Book pg. 66
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 67 Song lyrics |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 7 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write technology-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- write names of technology items from images - complete crossword puzzles using technology vocabulary - spell words from teacher dictation |
Why is the correct spelling of words important?
|
Oxford Progressive Primary English Learner's Book pg. 68
Picture cards Crossword puzzles Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 7 | 5 |
Writing
Listening and Speaking |
Spelling
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules when writing - show commitment to spelling words correctly |
The learner is guided to:
- make correct words from jumbled letters - play spelling games with peers - write words using each letter of their name |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 69
Word puzzles Spelling games Digital resources Oxford Progressive Primary English Learner's Book pg. 71 Audio recordings Flash cards Word charts |
Spelling bee
Written exercises
Word formation games
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
SAFETY
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to safety appropriately - construct sentences about safety measures - show awareness of safety through communication |
The learner is guided to:
- listen to sentences with safety vocabulary and repeat them - identify safety-related words from audio recordings - role play scenarios related to safety - make sentences using words about safety |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 72
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 73 Story books Word cards Reading charts |
Role play
Oral presentations
Observation
|
|
| 9 | 2 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading safety-related texts |
The learner is guided to:
- engage in timed reading with minimal hesitations - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
What helps someone to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 74
Reading materials Digital texts Flash cards Oxford Progressive Primary English Learner's Book pg. 75 Story books Picture charts Digital texts |
Performance reading
Timed reading
Peer assessment
|
|
| 9 | 3 |
Reading
Language Use |
Comprehension
Conjunctions (but, because) |
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer indirect questions using context clues - show interest in applying safety knowledge |
The learner is guided to:
- get clues from the story to answer direct and indirect questions - identify the main idea in a story about safety - talk about their own experiences related to safety |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 76
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 77 Digital videos Sentence strips Grammar charts |
Written exercises
Oral discussions
Story connections
|
|
| 9 | 4 |
Language Use
Writing |
Conjunctions (but, because)
Spelling |
By the end of the
lesson, the learner
should be able to:
- join sentences using 'but' and 'because' - apply conjunctions appropriately in communication - show interest in using correct grammar |
The learner is guided to:
- fill in a substitution table joining phrases with conjunctions - write sentences using 'but' and 'because' - edit sentences by adding appropriate conjunctions |
How can conjunctions help us express our ideas better?
|
Oxford Progressive Primary English Learner's Book pg. 78
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 79 Word cards Spelling lists |
Written exercises
Sentence construction
Peer assessment
|
|
| 9 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- organize jumbled letters to make words - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- organize jumbled letters to form safety-related words - listen to recordings and spell words correctly - make words from each letter of their names |
How can we improve our spelling skills?
|
Oxford Progressive Primary English Learner's Book pg. 80
Word puzzles Audio recordings Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 10 | 1 |
DOMESTIC ANIMALS
Listening and Speaking 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 - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify and pronounce words with letter-sound combinations (ft, ct, lt, rd) - say words with target letter-sound combinations - use words with target sounds to talk about domestic animals |
What words do you use to talk about domestic animals?
|
Oxford Progressive Primary English Learner's Book pg. 82
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 83 Picture cards Word charts Audio recordings |
Pronunciation drills
Oral questions
Observation
|
|
| 10 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- identify words with target letter-sound combinations (ft, ct, lt, rd) - read words with letter-sound combinations correctly - read a text displaying appropriate expressions and tone |
Why should we read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 84
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 85 Reading materials Poetry books Digital resources |
Reading aloud
Timed reading
Observation
|
|
| 10 | 3 |
Reading
Language Use |
Comprehension
Quantifiers (some, many, no, all, any) |
By the end of the
lesson, the learner
should be able to:
- identify sequence of events in a text - make predictions about story outcomes - value reading for information |
The learner is guided to:
- predict what will happen based on title and pictures - read/listen to a story about domestic animals - get clues from the story to answer questions |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 86
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 87 Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 88 Grammar charts Sentence strips |
Comprehension questions
Story prediction
Observation
|
|
| 10 | 4 |
Language Use
Writing |
Quantifiers (some, many, no, all, any)
Spelling |
By the end of the
lesson, the learner
should be able to:
- distinguish between different quantifiers - apply quantifiers correctly in communication - show interest in using correct grammar |
The learner is guided to:
- make sentences from substitution tables using quantifiers - write sentences about animals using quantifiers - type sentences with quantifiers on digital devices |
How can we improve our use of quantifiers in daily communication?
|
Oxford Progressive Primary English Learner's Book pg. 89
Grammar charts Sentence strips Digital devices Oxford Progressive Primary English Learner's Book pg. 90 Word cards Spelling lists Digital resources |
Written exercises
Digital typing
Peer assessment
|
|
| 10 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- listen to recordings and spell words correctly - form words using letters of their names - play spelling games with peers |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 91
Word puzzles Audio recordings Digital resources |
Spelling bee
Word formation games
Written exercises
|
|
| 11 | 1 |
WILD ANIMALS
Listening and Speaking 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 in oral texts - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- say sounds and name pictures with target letter-sound combinations (lk, lf, lm, mp) - repeat sentences with target letter-sound combinations - identify words with target sounds from a story |
How can we tell from people's faces and hand movements as they talk?
|
Oxford Progressive Primary English Learner's Book pg. 93
Audio recordings Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 94 Digital devices |
Pronunciation drills
Oral questions
Observation
|
|
| 11 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations in texts - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- say the sounds and read words with target combinations - identify words with target sounds from a chart - read words with letter-sound combinations correctly |
Why is it important to read words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 97
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 98 Reading materials Digital texts Flash cards |
Reading aloud
Word identification
Observation
|
|
| 11 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in texts about wild animals - value reading for information and pleasure |
The learner is guided to:
- brainstorm possible outcomes based on title and pictures - identify characters and setting of a story - locate sentences to respond to direct questions |
How do we tell the characters in a story?
|
Oxford Progressive Primary English Learner's Book pg. 99
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 100 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 11 | 4 |
Language Use
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
- identify opposites of different words in texts - use opposites in constructing sentences - appreciate the role of opposites in communication |
The learner is guided to:
- identify opposites from a group of words in a text - tell stories about wildlife using opposites - construct sentences using opposites related to wild animals |
Why is it important to learn about opposites of words?
|
Oxford Progressive Primary English Learner's Book pg. 101
Grammar charts Word cards Story books Oxford Progressive Primary English Learner's Book pg. 102 Language games |
Gap filling exercises
Matching activities
Sentence construction
|
|
| 11 | 5 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- recognize the comma in a text about wild animals - use commas correctly in writing lists - appreciate the importance of punctuation |
The learner is guided to:
- recognize commas from texts on wall charts/chalk board - use commas correctly in writing exercises - use commas to write lists of items/names |
How do we decide where to pause when reading a text?
|
Oxford Progressive Primary English Learner's Book pg. 104
Sample texts Sentence strips Punctuation charts |
Written exercises
Punctuation tasks
Peer assessment
|
|
| 12 | 1 |
Writing
Listening and Speaking |
Punctuation (The comma)
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- use commas correctly in written work - edit sentences by adding commas where needed - show commitment to using punctuation correctly |
The learner is guided to:
- role play conversations with peers using commas - write sentences using commas to separate list items - edit texts by adding commas where necessary |
Why are commas important in writing?
|
Oxford Progressive Primary English Learner's Book pg. 105
Sample texts Punctuation guides Digital resources Oxford Progressive Primary English Learner's Book pg. 107 Audio recordings Flash cards Word charts |
Editing exercises
Written work
Peer editing
|
|
| 12 | 2 |
FESTIVALS
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to festivals appropriately - construct sentences about celebrations - show interest in learning about various festivals |
The learner is guided to:
- listen carefully to identify words that show good manners - match words with correct pictures (thank you, sorry, welcome) - role play buying and selling using polite words - sing songs about festivals |
How can we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 108
Picture cards Word charts Audio recordings Oxford Progressive Primary English Learner's Book pg. 109 Story books Word cards Reading charts |
Role play
Matching exercises
Oral presentations
|
|
| 12 | 3 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading about festivals |
The learner is guided to:
- read a text displaying appropriate facial expressions - read texts paying attention to punctuation, facials, pace and volume - participate in readers' theater about festivals |
How can we improve our reading speed?
|
Oxford Progressive Primary English Learner's Book pg. 110
Reading materials Digital texts Flash cards Oxford Progressive Primary English Learner's Book pg. 111 Story books Picture charts Digital texts |
Performance reading
Timed reading
Peer assessment
|
|
| 12 | 4 |
Reading
Language Use |
Comprehension
Prepositions (next to, around, near, by, along, after, under) |
By the end of the
lesson, the learner
should be able to:
- answer direct and indirect questions about a text - retell stories about festivals in sequence - show interest in cultural celebrations |
The learner is guided to:
- answer direct and indirect questions from a text - retell a story about festivals using own words - create a story map for the festival story - share story maps with classmates |
How does a story help us understand different festivals?
|
Oxford Progressive Primary English Learner's Book pg. 112
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 113 Grammar charts Objects for positioning |
Written exercises
Story mapping
Oral discussions
|
|
| 12 | 5 |
Language Use
Writing Writing |
Prepositions (next to, around, near, by, along, after, under)
Punctuation Punctuation |
By the end of the
lesson, the learner
should be able to:
- distinguish between different prepositions - apply prepositions correctly in communication - show interest in using correct prepositions |
The learner is guided to:
- construct sentences using prepositions - sing songs/rhymes with prepositions - play language games containing prepositions - fill in gaps with appropriate prepositions |
How can prepositions help us describe where things are?
|
Oxford Progressive Primary English Learner's Book pg. 114
Grammar charts Song lyrics Language games Oxford Progressive Primary English Learner's Book pg. 117 Sample texts Punctuation charts Sentence strips Oxford Progressive Primary English Learner's Book pg. 118 Punctuation guides Sentence strips Digital resources |
Written exercises
Oral presentations
Language games
|
|
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