TECHNOLOGY

Listening and Speaking
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 (gr, pr, ew) in an oral text (knowledge).
- Pronounce words with the target sounds correctly (skill).
- Use vocabulary related to technology appropriately (skill).
- Value correct pronunciation in communication (attitude).

The learner:
- Listens to and says sounds gr, pr, ew.
- Says words with target sounds (grass, grow, printer, pray, stew, new).
- Identifies words with target sounds in a recording.
- Names pictures using target sounds.
- Records self saying words with target sounds.

Why should we listen attentively when other people are talking?

Skills in English Learner's Book pg. 170
Audio recordings
Picture cards
Digital devices
Skills in English Learner's Book pg. 171
Digital devices
Flash cards
Story charts

Pronunciation assessment Recording evaluation Observation Oral questions

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 words with the target letter-sound combinations correctly (skill).
- Show interest in reading about technology (attitude).

The learner:
- Reads story "A Great Morning" and identifies words with sounds pr, gr, ew.
- Categorizes words with target sounds in a table.
- Reads words with target sounds aloud.
- Listens to others read and gives feedback.

How can we use sounds to learn new words?

Skills in English Learner's Book pg. 173
Story "A Great Morning"
Word cards
Digital devices

Word categorization Reading aloud assessment Peer feedback Observation

Reading

Fluency
Comprehension

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

- Read a text accurately, at the right speed and with expression (skill).
- Take appropriate pauses at punctuation marks (skill).
- Value reading as a way to learn about technology (attitude).

The learner:
- Reads story "Go for the Colours" with appropriate speed.
- Takes pauses at commas and full stops.
- Shows facial expressions matching content.
- Participates in timed reading.
- Creates a word ladder with words learned.

Why is it important to read at the right speed?

Skills in English Learner's Book pg. 174
Story "Go for the Colours"
Timer
Word cards
Skills in English Learner's Book pg. 176
Story "Hare and the Doctor"
Picture cards

Timed reading Word ladder assessment Observation Recording evaluation

Reading

Comprehension

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

- Retell a story in own words (skill).
- Role-play scenes from a story (skill).
- Value the lessons learned from stories about health (attitude).

The learner:
- Role-plays scenes from "Hare and the Doctor".
- Explains why healthy eating is important.
- Connects story to personal experience.
- Explains why we need to keep learning new words.

Why is healthy eating important?

Skills in English Learner's Book pg. 178
Role play props
Story charts
Digital devices

Role play assessment Oral presentations Peer feedback Observation

Language Use

Possessive Pronouns

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

- Identify possessive pronouns in a text (knowledge).
- Use possessive pronouns correctly in sentences (skill).
- Value the importance of possessive pronouns in communication (attitude).

The learner:
- Reads sentences with possessive pronouns (mine, yours, his, hers, ours).
- Names things that belong to self/others using possessive pronouns.
- Completes sentences using appropriate possessive pronouns.
- Makes sentences about belongings using possessive pronouns.

How do we talk about things that belong to us or others?

Skills in English Learner's Book pg. 179
Classroom objects
Sentence strips
Word cards

Written exercises Oral presentations Gap filling exercises Observation

Language Use
Writing

Possessive Pronouns
Paragraphs

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

- Ask and answer questions using possessive pronouns (skill).
- Sing songs containing possessive pronouns (skill).
- Show interest in using possessive pronouns correctly (attitude).

The learner:
- Asks and answers questions using possessive pronouns.
- Plays games involving possessive pronouns.
- Sings song "Whose is it?" containing possessive pronouns.
- Points at classroom objects and identifies who they belong to.

Which words do you use to talk about things that belong to you?

Skills in English Learner's Book pg. 180
Song chart
Game cards
Classroom objects
Skills in English Learner's Book pg. 182
Sentence strips
Word cards
Digital devices

Song performance Game assessment Question-answer evaluation Peer feedback

Writing

Paragraphs

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

- Write a song about health and technology (skill).
- Complete sentences using possessive pronouns (skill).
- Show interest in writing about health and technology (attitude).

The learner:
- Composes a song about healthy foods in groups.
- Completes sentences using possessive pronouns.
- Arranges phrases to make complete sentences.
- Shares written work with classmates.

How do we write a complete sentence?

Skills in English Learner's Book pg. 183
Writing materials
Sentence strips
Word cards

Song composition assessment Written exercises Peer feedback Observation

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 (lf, rf, spl) in an oral text (knowledge).
- Pronounce words with target sounds correctly (skill).
- Use vocabulary related to savings appropriately (skill).
- Value correct pronunciation in communication (attitude).

The learner:
- Listens to and says sounds lf, rf, spl.
- Identifies words with target sounds in a story about savings.
- Categories words with target sounds in a table.
- Practices saying words with target sounds.
- Lists words with target sounds in pairs.

How can we use sounds to learn new words?

Skills in English Learner's Book pg. 184
Word cards
Audio recordings
Digital devices

Pronunciation assessment Word categorization Observation Peer assessment

SAVINGS

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify vocabulary related to savings (knowledge).
- Make sentences using vocabulary related to savings (skill).
- Sing songs about savings (skill).
- Show interest in learning words about savings (attitude).

The learner:
- Says words related to savings (wealth, income, needs, wants, spend, etc.).
- Makes sentences using vocabulary related to savings.
- Discusses meanings of words with classmates.
- Sings the song "Shilling" about saving money.
- Engages in role play activities about savings.

Why do we learn new words?

Skills in English Learner's Book pg. 185
Song chart
Word cards
Digital devices
Role play props

Oral presentations Song performance Role play assessment Observation

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 a text accurately, at the right speed and with expression (skill).
- Show interest in reading about savings (attitude).

The learner:
- Reads sentences and finds words with sounds lf, rf, spl.
- Reads words with target sounds aloud.
- Engages in timed reading of "Mutuku and his money box".
- Reads showing appropriate facial expressions and tone.
- Takes appropriate pauses at punctuation marks.

Why is it important to read at the right speed?

Skills in English Learner's Book pg. 186
Story "Mutuku and his money box"
Timer
Word cards
Skills in English Learner's Book pg. 187
Digital recording devices
Story books

Timed reading Word identification Reading aloud assessment Observation

Reading

Comprehension

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

- Make predictions about a story based on title and pictures (skill).
- Answer direct and indirect questions based on a text (skill).
- Connect events in a story to personal experiences (knowledge).
- Value reading as a way to learn about savings (attitude).

The learner:
- Reads title and looks at pictures to predict story content.
- Reads "Nditu wants a new bicycle" and answers questions.
- Tells the story using the five-finger method.
- Draws pictures to show story events.
- Relates story to personal experiences.

How do pictures tell us about a story?

Skills in English Learner's Book pg. 188
Story "Nditu wants a new bicycle"
Drawing materials
Five-finger chart

Comprehension questions Story retelling Drawing evaluation Observation

Reading
Language Use

Comprehension
'Wh' questions

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

- Retell a story about savings using own words (skill).
- Draw pictures to illustrate a story (skill).
- Show interest in reading stories about savings (attitude).

The learner:
- Reads aloud stories about savings from library.
- Uses picture dictionary to find meanings of new words.
- Writes what was learned from the story.
- Shares new knowledge with classmates.

Why should we read stories?

Skills in English Learner's Book pg. 189
Library books
Picture dictionary
Digital devices
Skills in English Learner's Book pg. 191
Question word chart
Audio recordings
Role play props

Reading aloud assessment Vocabulary learning Written exercises Peer presentations

Language Use

'Wh' questions

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

- Recite poems using question words (skill).
- Ask and answer questions using why, whom, and how (skill).
- Show interest in using question words correctly (attitude).

The learner:
- Recites poem "Ask a question" containing question words.
- Finds sentences with whom, how, why in the poem.
- Discusses questions about savings in groups.
- Writes a savings plan answering key questions.

Why should we ask questions?

Skills in English Learner's Book pg. 192
Poem chart
Question word cards
Writing materials

Poem recitation Question-answer assessment Written exercises Group discussion

Writing

Guided writing

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

- Identify words related to savings in a text (knowledge).
- Use words related to savings to write sentences (skill).
- Value writing as a way to express ideas about savings (attitude).

The learner:
- Reads sentences and finds words related to savings.
- Answers questions about saving in complete sentences.
- Arranges jumbled sentences to form a story about saving.
- Writes sentences using words related to savings.

Why should we write our sentences well?

Skills in English Learner's Book pg. 193
Sentence strips
Word cards
Writing materials

Written exercises Sentence ordering Word use assessment Peer feedback

Writing

Guided writing

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

- Write a paragraph about saving money (skill).
- Apply the steps of the writing process (knowledge).
- Show interest in writing about savings (attitude).

The learner:
- Follows steps of writing process: plan, write, revise, correct, finish.
- Writes 3-5 sentences about what they want to save for.
- Combines sentences into a paragraph.
- Shares writing with classmates and receives feedback.

How do we plan before writing a paragraph?

Skills in English Learner's Book pg. 194
Writing process chart
Writing materials
Sample paragraphs

Paragraph writing assessment Peer feedback Writing process evaluation Observation

TALENTS

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 (spr, str) in an oral text (knowledge).
- Pronounce words with target sounds correctly (skill).
- Use vocabulary related to talents appropriately (skill).
- Value correct pronunciation in communication (attitude).

The learner:
- Listens to and says sounds spr and str.
- Says words with target sounds (stream, spread, strong, spray).
- Listens to a poem and identifies words with target sounds.
- Plays word games using words with target sounds.
- Pronounces words with peers and helps each other.

How do we pronounce words correctly?

Skills in English Learner's Book pg. 196
Poem chart
Word cards
Audio recordings

Pronunciation assessment Word games evaluation Peer assessment Observation

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

- Identify vocabulary related to talents (knowledge).
- Make sentences using words related to talents (skill).
- Recite poems about talents with correct expression (skill).
- Show interest in learning words about talents (attitude).

The learner:
- Says words related to talents (gift, talent, able, artist, skill, etc.).
- Completes sentences with words related to talents.
- Recites the poem "Abdi is a rising star" with actions.
- Pretends to do activities that demonstrate talents.

What words do you use to talk about talents?

Skills in English Learner's Book pg. 197
Poem chart
Word cards
Digital devices
Skills in English Learner's Book pg. 199
Sentence strips
Word puzzles
Story recordings

Oral presentations Sentence completion Poem recitation Role play assessment

Reading

Fluency

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

- Read a text accurately, at the right speed and with expression (skill).
- Display appropriate emotions when reading (skill).
- Value the importance of reading fluently (attitude).

The learner:
- Reads story "Tom and Simba" with appropriate speed.
- Shows expressions of happiness, surprise or anger while reading.
- Takes pauses at punctuation marks.
- Engages in timed reading.
- Finds words with target sounds in word puzzles.

What makes it easy to read well?

Skills in English Learner's Book pg. 200
Story "Tom and Simba"
Timer
Word puzzles

Timed reading Expression assessment Puzzle completion Self-evaluation

Reading

Comprehension

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

- Make predictions about a story based on title and pictures (skill).
- Answer questions based on a text (skill).
- Find meanings of words from context (knowledge).
- Show interest in reading stories about talents (attitude).

The learner:
- Predicts story content from title and pictures.
- Reads "The School Talent Show" and answers questions.
- Selects word meanings from options given.
- Tells classmates what the story reminds them of.

How do we tell what is going to happen next in a story?

Skills in English Learner's Book pg. 202
Story "The School Talent Show"
Picture cards
Word meaning cards
Skills in English Learner's Book pg. 203
Story books
Picture books
Digital devices

Comprehension questions Word meaning selection Story connection Observation

Language Use

Adverbs of Manner

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

- Identify adverbs of manner in a text (knowledge).
- Use adverbs of manner to describe actions (skill).
- Value the use of adverbs in making descriptions clear (attitude).

The learner:
- Listens to story "Football Talent" and identifies adverbs.
- Completes sentences with adverbs from the story.
- Matches words with their adverb forms.
- Creates sentences using adverbs of manner.

How do we describe how things are done?

Skills in English Learner's Book pg. 204
Story "Football Talent"
Word cards
Matching cards

Sentence completion Word matching Sentence creation Oral presentations

Language Use
Writing

Adverbs of Manner
Guided writing

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

- Form adverbs from adjectives by adding -ly (skill).
- Describe actions using adverbs of manner (skill).
- Show interest in using adverbs correctly (attitude).

The learner:
- Makes sentences using adverbs from table.
- Completes sentences using appropriate adverbs.
- Plays "Salim Says" game using adverbs.
- Talks about how they do things at home/school using adverbs.

Why do we need to describe how something is done?

Skills in English Learner's Book pg. 205
Table with adverbs
Picture cards
Game instructions
Skills in English Learner's Book pg. 207
Poem chart
Pictures showing talents
Writing materials

Game performance Sentence completion Oral presentations Observation

Writing

Guided writing

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

- Write a paragraph about a friend's talent (skill).
- Follow the steps of writing process (knowledge).
- Show interest in writing about talents (attitude).

The learner:
- Makes sentences about pictures using steps of writing: plan, write, revise, correct, finish.
- Writes paragraph about friend's talent using guiding questions.
- Answers questions about weekend activities and creates a story.
- Shares writing with classmates.

How do we plan before writing a composition?

Skills in English Learner's Book pg. 208
Writing process chart
Picture prompts
Guiding questions

Paragraph writing assessment Process evaluation Peer feedback Self-assessment

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 (scr, que) in an oral text (knowledge).
- Pronounce words with target sounds correctly (skill).
- Use vocabulary related to environment appropriately (skill).
- Value correct pronunciation in communication (attitude).

The learner:
- Listens to and says sounds scr and que.
- Says words with target sounds (scrap, scratch, queen, question).
- Finds words with target sounds from a list.
- Listens to sentences and identifies words with target sounds.
- Says target sound words with peers.

How can we use sounds learnt to make new words?

Skills in English Learner's Book pg. 210
Word cards
Audio recordings
Sentence strips

Pronunciation assessment Word identification Peer feedback Observation

ENVIRONMENT

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify vocabulary related to environment (knowledge).
- Make sentences about environment using new vocabulary (skill).
- Show interest in protecting the environment (attitude).

The learner:
- Listens to story and identifies words about environment.
- Makes sentences using words from vocabulary trees.
- Takes nature walk and discusses observations.
- Discusses ways to improve school environment.
- Sings song "Who will care?" about environment.

What can we do to protect our environment?

Skills in English Learner's Book pg. 211
Vocabulary trees
School environment
Song chart

Nature walk observations Sentence creation Group discussion Song performance

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 words with target sounds correctly (skill).
- Show interest in reading about environment (attitude).

The learner:
- Reads story about planting trees and identifies words with sounds que and scr.
- Places words in correct sound category.
- Reads words with target sounds aloud.
- Helps classmates pronounce difficult words.

Why should we read words well?

Skills in English Learner's Book pg. 213
Story about planting trees
Word cards
Sound category chart
Skills in English Learner's Book pg. 214
Story "Lily and the forest"
Poem "This is our only earth"
Timer

Word categorization Reading aloud assessment Peer teaching Observation

Reading

Comprehension

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

- Make predictions about a story based on title and pictures (skill).
- Answer questions based on a text (skill).
- Find meanings of words from context (knowledge).
- Value reading stories about environment (attitude).

The learner:
- Predicts story content from title and pictures.
- Reads "Mazingira Day" and answers questions.
- Arranges events in correct sequence.
- Selects meanings of words from context.
- Tells story in one sentence.

What do you think the story is about?

Skills in English Learner's Book pg. 216
Story "Mazingira Day"
Sequencing cards
Picture books

Comprehension questions Sequencing assessment Word meaning selection Story summarizing

Reading

Comprehension

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

- Read stories about environment (skill).
- Find meanings of new words (knowledge).
- Show interest in protecting environment (attitude).

The learner:
- Reads additional stories about environment.
- Uses picture dictionary to find word meanings.
- Writes what is learned from stories.
- Discusses importance of environment protection.

What did you learn from the story?

Skills in English Learner's Book pg. 217
Story books
Picture dictionary
Digital devices

Reading assessment Dictionary use Written exercises Discussion evaluation

Language Use

Interjections of displeasure

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

- Identify words that express displeasure (knowledge).
- Use interjections of displeasure appropriately (skill).
- Value the role of interjections in communication (attitude).

The learner:
- Reads words showing displeasure (Whoops!, Ugh!, Gah!, Yuck!).
- Listens to poem "I am worried" and finds interjections.
- Says words used when not pleased.
- Pretends to do things that cause displeasure.

How do you show that you are not happy about something?

Skills in English Learner's Book pg. 218
Poem "I am worried"
Word cards
Digital devices
Skills in English Learner's Book pg. 219
Sentence strips
Drawing materials
Role play props

Word identification Role play assessment Sentence creation Observation

Writing

Guided Writing (factual paragraph)

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

- Identify facts about environment (knowledge).
- Write correct and incorrect statements about environment (skill).
- Show interest in writing about environment protection (attitude).

The learner:
- Identifies correct/incorrect statements about environment.
- Discusses incorrect statements with peers.
- Arranges sentences about planting trees in correct order.
- Writes about trees, rain, floods, environment, weather.

Why should we write sentences correctly?

Skills in English Learner's Book pg. 220
Statement cards
Sequencing cards
Writing materials

Statement evaluation Sequencing assessment Writing exercises Peer discussion

Writing

Guided Writing (factual paragraph)

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

- Write a short story about protecting environment (skill).
- Write a song about environment (skill).
- Value writing as a way to express ideas about environment (attitude).

The learner:
- Writes short story about environment protection in pairs.
- Selects correct sentences for pictures about environment.
- Composes and writes a song about environment.
- Shares writing with classmates.

How can we express our ideas about environment protection?

Skills in English Learner's Book pg. 221
Picture prompts
Writing materials
Digital devices

Story writing assessment Song composition Picture-sentence matching Peer feedback

Guided Writing (factual paragraph)

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

In groups, learners are guided to: