COMMUNITY LEADERS

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Practise sound discrimination using minimal pairs
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

-Audio texts
-Sound charts
-Community leader pictures

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Practice sound discrimination using minimal pairs
-Infer the meaning of new words from stories, dialogues, and role plays
-Construct simple sentences using new words learnt

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

-Dialogues
-Poems
-Tongue twisters
-Leader vocabulary cards
-Sound practice materials

Observation -Oral presentation -Peer Assessment

Reading

Fluency
Comprehension

By the end of the lesson, the learner should be able to:

-Identify words with the target sounds correctly
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Listen to short paragraphs containing words with the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Read words with the target sounds adhering to the correct pronunciation
-Watch videos on reading fluently

Which words have the target sounds?

-Reading paragraphs
-Target sound words
-Story texts
-Timer/stopwatch
-Poems about leaders
-Comprehension questions

Observation -Written assessment -Self-assessment

Reading
Language Use

Comprehension
Adjectives

By the end of the lesson, the learner should be able to:

-Make predictions about a story related to the theme in preparation for reading
-Answer direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Answer comprehension questions about community leaders
-Discuss the role of leaders in the community
-Read for enjoyment and information

What do the pictures and the title tell us about the story? -Which words have the target sounds?

-Question cards
-Leader information texts
-Reading materials
-Classroom objects
-Pictures
-Adjective cards

Observation -Oral questions -Assessment rubrics

Language Use

Adjectives

By the end of the lesson, the learner should be able to:

-Identify adjectives used to describe objects and people
-Use base forms of one and two-syllable adjectives in relevant contexts
-Appreciate the use of adjectives for effective communication

The learner is guided to:
-Describe community leaders using adjectives
-Sing songs/rhymes, recite poems that use adjectives
-Create sentences using adjectives

How do we talk about people, things or places?

-Leader pictures
-Songs
-Poems

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

By the end of the lesson, the learner should be able to:

-Identify ideas depicted in different pictures related to the theme in preparation for writing
-Use 4-6 letter words to fill in gaps in sentences correctly
-Appreciate the importance of writing correctly in communication

The learner is guided to:
-Talk about what they have seen in pictures with peers
-Engage in spelling games with words related to the theme and picture prompts in preparation for writing
-Create sentences from pictures, with peers

How do pictures help us to write?

-Leader pictures
-Spelling games
-Picture prompts
-Matching cards
-Gap-fill worksheets
-Writing materials

Observation -Written assessment -Checklists

LIVING TOGETHER

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

-Recognise the target sounds in words for effective communication
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Realise the importance of proper pronunciation in oral communication

The learner is guided to:
-Listen to an audio recording/read aloud passage and identify words with the sounds: /e/, /iː/, /eə/
-Practise sound discrimination using minimal pairs
-Recite poems/rhymes/tongue twisters using words with the target sounds observing turn taking rules

How would you know if someone is listening to you? -How do we learn to pronounce words correctly?

-Minimal pair cards
-Picture cues
-Vocabulary cards
-Instruction cards
-Living together pictures
-Sentence strips

Observation -Oral questions -Assessment rubrics

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

By the end of the lesson, the learner should be able to:

-Recognise the target sounds in words for effective communication
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Realise the importance of proper pronunciation in oral communication

The learner is guided to:
-Practice all target sounds and living together vocabulary
-Create sentences using words about living together
-Demonstrate appropriate pronunciation

How would you know if someone is listening to you? -How do we learn to pronounce words correctly?

-Living together vocabulary cards
-Sound practice materials
-Reading paragraphs
-Target sound words
-Timer/stopwatch
-Poems about living together
-Expression guides

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Comprehension
Use of possessives (my, our, her, his, their, its)

By the end of the lesson, the learner should be able to:

-Make predictions about a story related to the theme based on the title and picture
-Read words that have the target sounds in a text related to the theme
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Make predictions of what will happen after discussing the title and pictures in the text
-Read a story and identify words that have the sounds: /e/, /iː/, /eə/, /iː/ with their meaning
-Talk about their own experiences in relation to the story, with peers

What do you think will happen in this story? -How can you tell that someone has understood a story? -What makes a story interesting?

-Story books
-Picture cards
-Comprehension questions
-Question cards
-Role play materials
-Classroom objects
-Possessive cards

Observation -Written assessment -Oral presentation

Language Use

Use of possessives (my, our, her, his, their, its)

By the end of the lesson, the learner should be able to:

-Recognise possessives from a written text
-Use possessives to talk about ownership in relation to the theme
-Adopt the use of possessives to show ownership in oral communication

The learner is guided to:
-Pick out possessives from a text
-Use possessives in phrases and sentences to illustrate ownership
-Practice using possessives in context

Which words do we use to show ownership? -Why is it important to use possessives correctly?

-Text samples
-Possessive worksheets
-Sentence strips

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

By the end of the lesson, the learner should be able to:

-Recognise the correct words to fill in gaps to complete sentences
-Fill in gaps in simple sentences for effective communication
-Realise the importance of writing complete sentences to express meaning

The learner is guided to:
-Work with peers to match pictures with words
-Pick out correct words that can be used to fill in gaps in sentences appropriately
-Use the words provided to fill in gaps correctly and meaningfully in given sentences

Why is it important to write clearly and legibly? -What should you consider when selecting words to fill in gaps?

-Picture-word cards
-Gap-fill worksheets
-Word banks
-Sentence prompts
-Living together topics
-Writing materials

Observation -Written assessment -Checklists

TECHNOLOGY

Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʊ/ and /eɪ/ (pay, wait)
-Practise sound discrimination using minimal pairs with peers
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

Why is it important to pronounce words correctly?

-Digital texts
-Audio recording
-Technology pictures
-Minimal pair cards
-Technology stories
-Dialogue scripts
-Picture cues
-Recording devices
-Poems

Observation -Oral questions -Assessment rubrics

Listening and Speaking
Reading

Pronunciation and Vocabulary
Comprehension

By the end of the lesson, the learner should be able to:

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Practice all target sounds and technology vocabulary
-Create sentences using technology-related words
-Record themselves using digital devices

Why is it important to pronounce words correctly?

-Technology vocabulary cards
-Digital devices
-Sound practice material  
-Picture cards
-Comprehension questions

Observation -Oral questions -Assessment rubrics

Reading
Language Use
Language Use

Comprehension
Yes/No questions (with can, may, will)
Yes/No questions (with can, may, will)

By the end of the lesson, the learner should be able to:

-Use the title and the pictures to make predictions about a story
-Use context clues to infer the meanings of new words
-Answer direct and indirect questions from a text to show comprehension
-Recommend reading for enjoyment and information

The learner is guided to:
-Infer the meanings of words using contextual clues
-Answer comprehension questions related to the theme
-Read for enjoyment and information

What do you see in the pictures? -Where do you think the events in story are happening?

-Context clue worksheets
-Question cards
-Question songs
-Poems
-Question charts
-Story texts
-Role play scenarios
-Technology permission cards

Observation -Oral questions -Assessment rubrics

Writing

Guided Writing

By the end of the lesson, the learner should be able to:

-Recognise the correct form of words to be used in writing simple sentences
-Rearrange words to form simple sentences for fluency in writing
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Write the correct words with the target sounds from a dictation
-Play a sentence-building drill game using the correct form of words
-Match pictures with the correct sentences

What makes a sentence correct?

-Dictation materials
-Sentence-building games
-Picture-sentence cards
-Jumbled word cards
-Technology themes
-Writing materials

Observation -Written assessment -Checklists

NUMBERS

Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

-Recognise the target sounds used in words for effective communication
-Articulate the words with the target sounds in oral communication
-Use the vocabulary for oral communication in relevant contexts
-Advocate for appropriate use of correct pronunciation in communication

The learner is guided to:
-Listen to a variety of words, songs, poems and stories with the sounds: /dʒ/, /s/, /ŋ/
-Practise pronouncing the target sounds in mouth-position models demonstrated by the teacher or a video clip
-Practise pronouncing words in response to picture cues with peers

Why should we pronounce words correctly? -Why is it important to learn new words?

-Audio recordings
-Sound charts
-Number pictures
-Vocabulary cards
-Number songs
-Counting materials
-Number charts
-Sentence strips

Observation -Oral questions -Assessment rubrics

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

By the end of the lesson, the learner should be able to:

-Recognise the target sounds used in words for effective communication
-Articulate the words with the target sounds in oral communication
-Use the vocabulary for oral communication in relevant contexts
-Advocate for appropriate use of correct pronunciation in communication

The learner is guided to:
-Practice all target sounds and number vocabulary
-Create sentences using number-related words
-Sing songs/chants using words related to the theme

Why should we pronounce words correctly? -Why is it important to learn new words?

-Number vocabulary cards
-Sound practice material 
-Reading texts
-Sound cards
-Number stories
-Timer/stopwatch
-Readers theatre scripts
-Poems

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Comprehension
Adverbs of Place

By the end of the lesson, the learner should be able to:

-Make predictions about a story based on the title and picture
-Read words that have the target sounds in a text related to the theme
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Discuss the title and pictures in the text and make predictions of what will happen
-Read a story and identify words that have the sounds /dʒ/, /s/, /ŋ/
-Read simple stories or passages aloud

How can we tell that someone has understood a story? -What helps us to understand a story?

-Picture cards
-Comprehension questions
-Question cards
-Role play materials
-Classroom objects
-Adverb cards
-Position charts

Observation -Written assessment -Oral presentation

Language Use

Adverbs of Place

By the end of the lesson, the learner should be able to:

-Recognise the adverbs of place in sentences to show awareness
-Use adverbs of place to describe the position of objects and people for effective communication
-Realise the importance of proper use of adverbs of place to describe the position of objects and people in the environment

The learner is guided to:
-Sing songs, role play and recite poems related to the theme with peers
-Describe number-related objects using adverbs of place
-Create sentences using adverbs of place

Where do you find different things in the classroom? -Why is it important to place things in the right place?

-Songs
-Role play materials
-Poems

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

By the end of the lesson, the learner should be able to:

-Recognise words related to the theme in simple sentences
-Write simple meaningful sentences as guided for effective communication
-Realise the importance of writing for effective communication

The learner is guided to:
-Identify the target vocabulary in sentences
-Write simple meaningful sentences (not more than 5 words)
-Practise writing sentences from a substitution table

Why is it important to write meaningful sentences? -What makes it easy to write clear sentences?

-Vocabulary cards
-Substitution tables
-Sentence templates
-Gap-fill worksheets
-Number themes
-Writing materials

Observation -Written assessment -Checklists

CONSERVING RESOURCES

Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and vocabulary

By the end of the lesson, the learner should be able to:

-Identify the target sounds in an oral text
-Articulate words with the target sounds correctly to discriminate sounds
-Use the vocabulary learnt in relevant contexts
-Realise the role of vocabulary in communication

The learner is guided to:
-Listen to and pronounce words with the target sounds: /l/, /s/, /r/ as modeled by the teacher or audio recording
-Practise sound discrimination using minimal pairs
-Use the vocabulary relevant to the theme in short sentences

What are the words that we can make from the sound given?

-Audio recordings
-Minimal pair cards
-Conservation pictures
-Language games
-Songs
-Tongue twisters
-Conservation vocabulary cards
-Environmental pictures
-Sentence strips

Observation -Oral questions -Assessment rubrics

Listening and Speaking
Reading

Pronunciation and vocabulary
Fluency

By the end of the lesson, the learner should be able to:

-Identify the target sounds in an oral text
-Articulate words with the target sounds correctly to discriminate sounds
-Use the vocabulary learnt in relevant contexts
-Realise the role of vocabulary in communication

The learner is guided to:
-Practice all target sounds and conservation vocabulary
-Create sentences using conservation-related words
-Demonstrate understanding of resource conservation

What are the words that we can make from the sound given?

-Conservation vocabulary cards
-Reading texts
-Sound cards
-Conservation stories

Observation -Oral questions -Assessment rubrics

Reading

Fluency
Comprehension
Comprehension

By the end of the lesson, the learner should be able to:

-Identify words with the target sounds accurately
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Engage in timed reading (30 words per minute) displaying the right facial expressions and tone
-Participate in a readers theatre where he or she reads some lines or stanzas of a poem
-Read conservation texts fluently

Why are punctuation marks important in reading?

-Timer/stopwatch
-Conservation poems
-Story books
-Picture cards
-Comprehension questions
-Context clue worksheets
-Question cards
-Drawing materials

Observation -Written questions -Assessment rubrics

Language Use

Interjections of surprise

By the end of the lesson, the learner should be able to:

-Identify interjections of surprise in a variety of texts
-Use interjections of surprise in simple sentences related to the theme
-Adopt the use of interjections of surprise in day today communication

The learner is guided to:
-Listen to a short dialogue from an audio recording containing interjections of surprise
-Repeat sentence structures containing interjections of surprise from a story, poem or conversation they have listened to
-Respond appropriately to interjections of surprise as modelled

How can you tell that someone is surprised? -What are the things that can make someone surprised?

-Interjection cards
-Role play materials
-Digital devices
-Surprise emojis
-Facial expression cards

Observation -Oral questions -Assessment rubrics

Writing

Guided Writing

By the end of the lesson, the learner should be able to:

-Recognise the correct order of word in sentences
-Write sentences of not more than five words related to the theme
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Identify the target vocabulary in sentences
-Match pictures with the correct sentences
-Write meaningful sentences (not more than 5 words)

Why are words important in writing?

-Vocabulary cards
-Picture-sentence matching
-Conservation themes
-Gap-fill worksheets
-Conservation topics
-Writing materials

Observation -Written assessment -Checklists