SCHOOL

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

- Distinguish words with the target letter-sound combinations in conversations.
- Use vocabulary related to the theme to communicate in various contexts.
- Respond to specific simple two-directional instructions using new words in oral communication.
- Realize the importance of listening attentively and pronouncing words correctly for effective communication.

The learner is guided to:
- Listen to audio-visual recordings of songs, story/teacher read aloud stories, among others, with the target letter–sound combination.
- Pick words with the target letter–sound combination: bl as in blue, sp as in spoon, sc as in school, sk as in sky, ck –as in kick.
- Practice using the target letter-sound combinations to form word.
- Construct simple sentences using new words.
- Develop a talking tree collaboratively with peers using the new words.
- Respond to two-directional instructions without interrupting as modeled by the teacher or peers.

Why should we listen attentively when other people are talking?

NPPE pg. 2
-Dictionary
-Chart paper
-Markers
-Teacher's Guide
NPPE Learner's Book pg. 3
-Flash cards
-Picture cards

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Recognize words with the target letter-sound combinations for ease of reading.
- Read a grade-appropriate text with the target letter-sound combinations at the right speed, expressively and accurately.
- Realise the importance of reading fluently in a variety of genres.

The learner is guided to:
- Watch a video clip/listen to an audio recording/teacher model of the target sounds.
- Pick out words featuring the target letter-sound combinations: bl, sp, sc, sk, ck.
- Practise sitting in the appropriate posture, hold a book in the right position and turn the pages carefully while reading.
- Read short texts observing stress and intonation.
- Engage in timed reading (65 words per minute) displaying the right expressions.

Why should we read at the right speed? -Why should we read a text accurately?

NPPE Learner's Book pg. 5
-Audio recordings
-Timer
-Teaching charts
-Teacher's Guide
NPPE pg. 6
-Reading charts

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meaning of vocabulary words related to the theme.
- Answer direct and indirect questions for comprehension.
- Realize the importance of reading for lifelong learning.

The learner is guided to:
- Discuss pictures and the title of a text with peers and make predictions.
- Read a text and locate phrases and sentences to get the meaning of new words.
- Locate sentences containing answers to direct questions.
- Interact with the text and answer indirect questions using contextual clues.

How do pictures help us to know what the story is about? -How do we get the meaning of words from a text?

NPPE Learner's Book pg. 7
-Story books
-Pictures
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading
Language Use

Comprehension
The verb 'to be' (is, are)

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meaning of vocabulary words related to the theme.
- Answer direct and indirect questions for comprehension.
- Realize the importance of reading for lifelong learning.

The learner is guided to:
- Discuss pictures and the title of a text with peers and make predictions.
- Read a text and locate phrases and sentences to get the meaning of new words.
- Locate sentences containing answers to direct questions.
- Interact with the text and answer indirect questions using contextual clues.

How do pictures help us to know what the story is about? -How do we get the meaning of words from a text?

NPPE Learner's Book pg. 10
-Story books
-Pictures
-Comprehension charts
-Teacher's Guide
NPPE pg. 3
-Audio recordings
-Grammar charts

Observation -Oral questions -Written questions -Checklists

Language Use
Writing

The verb 'to be' (is, are)
Handwriting

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

- Recognize the correct use of the verbs to be is and are in sentences.
- Use the present tense forms of the verb 'to be' correctly, to construct simple sentences.
- Adopt the use of the present tense forms of the verb 'to be' in their day-to-day conversation.

The learner is guided to:
- Listen to a story, poem or conversation from audio recording/teacher model containing is and are.
- Identify sentences showing present tense forms of the verb 'to be' from the text.
- Describe own and other learners' demonstrated actions using is and are.
- Ask and answer questions using is and are, collaboratively with peers observing turn taking.
- Practise the use of is and are during role play, language games or songs.

How do we talk about what is happening at the present?

NPPE Learner's Book pg. 13
-Grammar charts
-Role play materials
-Teacher's Guide
NPPE pg. 16
-Charts

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise descenders in long words in a text.
- Form all descenders correctly in long words, legibly and neatly for correct word formation.
- Realise the importance of writing long words correctly, legibly and neatly for different purposes.

The learner is guided to:
- Copy long words forming all the descenders correctly, legibly and neatly.
- Write words with descenders from a dictation correctly, legibly and neatly.
- Write long words related to the theme in response to a picture prompts.

Why should we write clearly?

NPPE Learner's Book pg. 17
-Writing materials
-Sample texts
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise descenders in long words in a text.
- Form all descenders correctly in long words, legibly and neatly for correct word formation.
- Realise the importance of writing long words correctly, legibly and neatly for different purposes.

The learner is guided to:
- Copy long words forming all the descenders correctly, legibly and neatly.
- Write words with descenders from a dictation correctly, legibly and neatly.
- Write long words related to the theme in response to a picture prompts.

Why should we write clearly?

NPPE Learner's Book pg. 17
-Writing materials
-Sample texts
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

ACTIVITIES AT HOME

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise words with the target letter-sound combinations accurately in various contexts.
- Articulate words with target letter-sounds combination for clarity in communication.
- Use new words related to the theme to communicate in various contexts.
- Respond to specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to the teacher model of the target letter-sound combinations: /tʃ/ as in match, /əʊ/ goat, no, / ʃ/ as in shop, cl as in clean.
- Pronounce the target letter-sound combinations taking turns.
- Pick out words with the target letter-sound combinations.
- Take photos/record video clips about activities in the home and discuss its content.
- Use dialogues/rhymes/tongue twisters/language games and songs to practise vocabulary related to the theme.
- Respond correctly to two-directional instructions related to the theme.

Why should we listen attentively? -Why should we pronounce sounds and words

NPPE Learner's Book pg. 19
-Audio recordings
-Charts
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise words with the target letter-sound combinations accurately in various contexts.
- Articulate words with target letter-sounds combination for clarity in communication.
- Use new words related to the theme to communicate in various contexts.
- Respond to specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to the teacher model of the target letter-sound combinations: /tʃ/ as in match, /əʊ/ goat, no, / ʃ/ as in shop, cl as in clean.
- Pronounce the target letter-sound combinations taking turns.
- Pick out words with the target letter-sound combinations.
- Take photos about activities in the home and discuss its content.
- Use dialogues/rhymes/tongue twisters/language games and songs to practise vocabulary related to the theme.
- Respond correctly to two-directional instructions related to the theme.

Why should we listen attentively? -Why should we pronounce sounds and words

NPPE Learner's Book pg. 20
-Rhymes
-Tongue twisters
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words with the target letter-sound combinations from a text in preparation for reading.
- Pronounce words with the target sounds accurately.
- Read a text accurately at the right speed, displaying the appropriate feelings or emotions for fluency.
- Realise the importance of reading fluently.

The learner is guided to:
- Pick out words featuring the target letter-sound combinations: /cl/ and /ɔʊ/ from various texts.
- Practise reading a short print or digital text featuring words with the target blend expressively and fluently.
- Engage in timed reading of a text displaying appropriate feelings or emotion.
- Practise reading texts with peers for fluency.

How do we show feelings when reading?

NPPE Learner's Book pg. 24
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

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

- Identify words with the target letter-sound combinations from a text in preparation for reading.
- Pronounce words with the target sounds accurately.
- Read a text accurately at the right speed, displaying the appropriate feelings or emotions for fluency.
- Realise the importance of reading fluently.

The learner is guided to:
- Pick out words featuring the target letter-sound combinations: /cl/ and /ɔʊ/ from various texts.
- Practise reading a short print or digital text featuring words with the target blend expressively and fluently.
- Engage in timed reading of a text displaying appropriate feelings or emotion.
- Practise reading texts with peers for fluency.

How do we show feelings when reading?

NPPE Learner's Book pg. 25
-Reading charts
-Emotion cards
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make connections between the text and their daily life experiences.
- Infer meanings of new words from the context.
- Read a text to answer direct and indirect questions correctly.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

The learner is guided to:
- Discuss pictures and the title of a text with peers and make predictions.
- Read simple digital or print texts related to the theme, and locate phrases and sentences to get the meaning of words.
- Locate sentences containing answers to direct questions and answer the questions.
- Interact with the text and answer indirect questions.
- Summarise the story in a few words.
- Brainstorm on the relevance of the story to their day-to-day activities.

How do we answer question from a text? -How do we make sure we understand what we read?

NPPE Learner's Book pg. 28
-Story books
-Pictures
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

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

- Make connections between the text and their daily life experiences.
- Infer meanings of new words from the context.
- Read a text to answer direct and indirect questions correctly.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

The learner is guided to:
- Discuss pictures and the title of a text with peers and make predictions.
- Read simple digital or print texts related to the theme, and locate phrases and sentences to get the meaning of words.
- Locate sentences containing answers to direct questions and answer the questions.
- Interact with the text and answer indirect questions.
- Summarise the story in a few words.
- Brainstorm on the relevance of the story to their day-to-day activities.

How do we answer question from a text? -How do we make sure we understand what we read?

NPPE Learner's Book pg. 28
-Story books
-Pictures
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

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

- Make connections between the text and their daily life experiences.
- Infer meanings of new words from the context.
- Read a text to answer direct and indirect questions correctly.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

The learner is guided to:
- Discuss pictures and the title of a text with peers and make predictions.
- Read simple digital or print texts related to the theme, and locate phrases and sentences to get the meaning of words.
- Locate sentences containing answers to direct questions and answer the questions.
- Interact with the text and answer indirect questions.
- Summarise the story in a few words.
- Brainstorm on the relevance of the story to their day-to-day activities.

How do we answer question from a text? -How do we make sure we understand what we read?

NPPE Learner's Book pg. 29
-Comprehension charts
-Interactive materials
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Language Use

The verb 'to be' (was, were)

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

- Recognise the correct use of the verb 'to be' (was, were) in sentences.
- Use correct subject-verb agreement to construct simple sentences about activities in the home.
- Realize the importance of subject-verb agreement in conversation for effective communication.

The learner is guided to:
- Listen to sentences containing 'was' and 'were' and identify sentences with the target grammar item.
- Type sentences based on pictures on a digital device (using was and were).
- Use the verb to be to construct sentences from actions demonstrated by peers.
- Play a language game using the verb to be (was, were).

What were you doing at home yesterday?

NPPE Learner's Book pg. 30
-Grammar charts
-Picture cards
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

The verb 'to be' (was, were)

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

- Recognise the correct use of the verb 'to be' (was, were) in sentences.
- Use correct subject-verb agreement to construct simple sentences about activities in the home.
- Realize the importance of subject-verb agreement in conversation for effective communication.

The learner is guided to:
- Listen to a digital text containing 'was' and 'were' and identify sentences with the target grammar item.
- Type sentences based on pictures on a digital device (using was and were).
- Use the verb to be to construct sentences from actions demonstrated by peers.
- Play a language game using the verb to be (was, were).

What were you doing at home yesterday?

NPPE Learner's Book pg. 32
-Language games
-Grammar materials
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise ascenders in long words in a text.
- Write long words correctly, legibly and neatly forming all ascenders for correct word formation.
- Realize the importance of writing long words correctly, legibly and neatly for different purposes.

The learner is guided to:
- Look at samples of correct, clear, and legible handwriting from a text.
- Observe peer/teacher demonstration of well-shaped letters.
- Model ascenders using different materials.
- Copy words and letter patterns ascenders featuring the target letter-sound combinations 'dr', 'fr', 'fl', 'gl'.
- Copy sentences with ascenders from charts/flash cards/chalkboard.
- Write words related to the theme in response to a picture prompts.

Why is it important to shape letters well? -What do you consider to be a good handwriting?

NPPE Learner's Book pg. 33
-Charts
-Flash cards
-Clay/plasticine
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise ascenders in long words in a text.
- Write long words correctly, legibly and neatly forming all ascenders for correct word formation.
- Realize the importance of writing long words correctly, legibly and neatly for different purposes.

The learner is guided to:
- Look at samples of correct, clear, and legible handwriting from a text.
- Observe peer/teacher demonstration of well-shaped letters.
- Model ascenders using different materials.
- Copy words and letter patterns ascenders featuring the target letter-sound combinations 'dr', 'fr', 'fl', 'gl'.
- Copy sentences with ascenders from charts/flash cards/chalkboard.
- Write words related to the theme in response to a picture prompts.

Why is it important to shape letters well? -What do you consider to be a good handwriting?

NPPE Learner's Book pg. 33
-Charts
-Flash cards
-Clay/plasticine
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise ascenders in long words in a text.
- Write long words correctly, legibly and neatly forming all ascenders for correct word formation.
- Realize the importance of writing long words correctly, legibly and neatly for different purposes.

The learner is guided to:
- Look at samples of correct, clear, and legible handwriting from a text.
- Observe peer/teacher demonstration of well-shaped letters.
- Model ascenders using different materials.
- Copy words and letter patterns ascenders featuring the target letter-sound combinations 'dr', 'fr', 'fl', 'gl'.
- Copy sentences with ascenders from charts/flash cards/chalkboard.
- Write words related to the theme in response to a picture prompts.

Why is it important to shape letters well? -What do you consider to be a good handwriting?

NPPE Learner's Book pg. 35
-Handwriting samples
-Picture prompts
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

TRANSPORT

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise the target letter-sound combinations in words from an oral text.
- Pronounce words with the target letter-sound combinations accurately.
- Use new words related to the theme in short sentences.
- Respond to specific simple two-directional instructions using new words in oral communication.
- Realize the importance of listening attentively and responding appropriately for effective communication.

The learner is guided to:
- Listen to an oral text featuring the target letter-sound combinations: /s/ as in dress, /l/-call, tall, 'fl' as in flew, / eɪ / as in way, grey.
- Say words with the target letter-sound combinations.
- Sing simple songs or recite poems with words which have the target letter-sound combinations.
- Pronounce new words related to the theme from flash cards/picture cues/sound prompts.
- Discuss meaning of new words with the target sounds with peers.
- Construct sentences using the new words.
- Listen and respond to two-directional instructions as modelled by peers/teacher.

Why should we listen attentively when other people are talking?

NPPE Learner's Book pg. 37
-Audio recordings
-Flash cards
-Picture cards
-Charts
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise the target letter-sound combinations in words from an oral text.
- Pronounce words with the target letter-sound combinations accurately.
- Use new words related to the theme in short sentences.
- Respond to specific simple two-directional instructions using new words in oral communication.
- Realize the importance of listening attentively and responding appropriately for effective communication.

The learner is guided to:
- Listen to an oral text featuring the target letter-sound combinations: /s/ as in dress, /l/-call, tall, 'fl' as in flew, / eɪ / as in way, grey.
- Say words with the target letter-sound combinations.
- Sing simple songs or recite poems with words which have the target letter-sound combinations.
- Pronounce new words related to the theme from flash cards/picture cues/sound prompts.
- Discuss meaning of new words with the target sounds with peers.
- Construct sentences using the new words.
- Listen and respond to two-directional instructions as modelled by peers/teacher.

Why should we listen attentively when other people are talking?

NPPE Learner's Book pg. 38
-Songs
-Poems
-Sound prompts
-Flash cards
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words with target letter-sound combinations in sentences.
- Read words related to the theme fluently, with accuracy and expressions.
- Realise the correspondence between spoken words and written words for fluency in reading.

The learner is guided to:
- Point out words from the text with target letter-sound combinations ('fl', 'ey').
- Watch videos or listen to the teacher model reading with fluency and say the words.
- Read a print/digital text aloud at the benchmark level of 65 words per minute and pick out decodable and non-decodable words.
- Use word attack skills such as look and say to recognise and read words related to the theme.
- Play word ladder and pronounce words or listen to audio/visual recording of words without letter sound correspondence.

Why should we read fluently?

NPPE Learner's Book pg. 42
-Timer
-Word ladder games
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

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

- Identify words with target letter-sound combinations in sentences.
- Read words related to the theme fluently, with accuracy and expressions.
- Realise the correspondence between spoken words and written words for fluency in reading.

The learner is guided to:
- Point out words from the text with target letter-sound combinations ('fl', 'ey'
- Read a print/digital text aloud at the benchmark level of 65 words per minute and pick out decodable and non-decodable words.
- Use word attack skills such as look and say to recognise and read words related to the theme.
- Play word ladder and pronounce words or listen to audio/visual recording of words without letter sound correspondence.

Why should we read fluently?

NPPE Learner's Book pg.43
-Reading materials
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

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

- Identify words with target letter-sound combinations in sentences.
- Read words related to the theme fluently, with accuracy and expressions.
- Realise the correspondence between spoken words and written words for fluency in reading.

The learner is guided to:
- Point out words from the text with target letter-sound combinations ('fl', 'ey'
- Read a print/digital text aloud at the benchmark level of 65 words per minute and pick out decodable and non-decodable words.
- Use word attack skills such as look and say to recognise and read words related to the theme.
- Play word ladder and pronounce words or listen to audio/visual recording of words without letter sound correspondence.

Why should we read fluently?

NPPE Learner's Book pg.43
-Reading materials
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make predictions about a story based on the title and pictures.
- Infer the meanings of words from the context.
- Respond to direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Read the title and look at the pictures to make predictions about the story.
- Discuss the possible outcome of the story with peers.
- Read a text and locate phrases and sentences to get the meaning of new words.
- Locate sentences containing answers to direct questions and use them to answer questions.
- Respond to indirect questions using contextual clues.
- Role play the events in story for comprehension.

Why is it important to understand what we read?

NPPE Learner's Book pg. 44
-Story books
-Pictures
-Role play materials
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

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

- Make predictions about a story based on the title and pictures.
- Infer the meanings of words from the context.
- Respond to direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Read the title and look at the pictures to make predictions about the story.
- Discuss the possible outcome of the story with peers.
- Read a text and locate phrases and sentences to get the meaning of new words.
- Locate sentences containing answers to direct questions and use them to answer questions.
- Respond to indirect questions using contextual clues.
- Role play the events in story for comprehension.

Why is it important to understand what we read?

NPPE Learner's Book pg. 45
-Comprehension texts
-Pictures
-Question prompts
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Language Use

Singular and plural objective pronouns

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

- Recognise the correct use of singular and plural objective pronouns in sentences.
- Use singular and plural objective pronouns to construct simple sentences related to the theme.
- Realise the importance of singular and plural objective pronouns in communication.

The learner is guided to:
- Listen to a story/poem/conversation featuring objective pronouns, (me, us, you, him/her, them).
- Pick out singular and plural objective plurals in the text.
- Discuss how pronouns have been used in the text with peers.
- Construct correct sentences using singular and plural objective pronouns orally with peers and give feedback.
- Answer questions using objective pronouns.

How do we talk about a person without mentioning their name?

NPPE Learner's Book pg. 47
-Grammar charts
-Story materials
-Question prompts
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

Singular and plural objective pronouns

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

- Recognise the correct use of singular and plural objective pronouns in sentences.
- Use singular and plural objective pronouns to construct simple sentences related to the theme.
- Realise the importance of singular and plural objective pronouns in communication.

The learner is guided to:
- Listen to a story/poem/conversation featuring objective pronouns, (me, us, you, him/her, them).
- Pick out singular and plural objective plurals in the text.
- Discuss how pronouns have been used in the text with peers.
- Construct correct sentences using singular and plural objective pronouns orally with peers and give feedback.
- Answer questions using objective pronouns.

How do we talk about a person without mentioning their name?

NPPE Learner's Book pg. 48
-Grammar materials
-Pronoun charts
-Practice exercises
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise ascenders and descenders in long words.
- Write long words forming all ascenders and descenders, correctly, legibly and neatly.
- Realise the importance of forming all ascenders and descenders appropriately in writing long words.

Learner is guided to:
- Practice writing the letters in the air.
- Observe displayed flash cards and copy the letters.
- Copy long words with the target letter-sound combinations (fl- and -ey).
- Practise writing long word forming ascenders and descenders with peers.
- Write words related to the theme from a dictation, in response to a picture prompt.

How do we write words?

NPPE Learner's Book pg. 49
-Flash cards
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise ascenders and descenders in long words.
- Write long words forming all ascenders and descenders, correctly, legibly and neatly.
- Realise the importance of forming all ascenders and descenders appropriately in writing long words.

Learner is guided to:
- Practice writing the letters in the air.
- Observe displayed flash cards and copy the letters.
- Copy long words with the target letter-sound combinations (fl- and -ey).
- Practise writing long word forming ascenders and descenders with peers.
- Write words related to the theme from a dictation, in response to a picture prompt.

How do we write words?

NPPE Learner's Book pg. 49
-Flash cards
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise ascenders and descenders in long words.
- Write long words forming all ascenders and descenders, correctly, legibly and neatly.
- Realise the importance of forming all ascenders and descenders appropriately in writing long words.

Learner is guided to:
- Practice writing the letters in the air.
- Observe displayed flash cards and copy the letters.
- Copy long words with the target letter-sound combinations (fl- and -ey).
- Practise writing long word forming ascenders and descenders with peers.
- Write words related to the theme from a dictation, in response to a picture prompt.

How do we write words?

NPPE Learner's Book pg. 50
-Handwriting samples
-Picture prompts
-Dictation materials
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

MONTHS OF THE YEAR

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise words with the target letter-sound combinations in oral texts.
- Articulate words with the target letter-sound combinations for effective communication.
- Pronounce the words related to the theme accurately.
- Use the new words to construct sentences in various contexts.
- Realise the importance of using appropriate words in a variety of contexts.

The learner is guided to:
- Pronounce words with the target letter-sound combinations as modelled by the teacher or peers: / ŋ / ing as in thing; / ŋ, / iː/ as in happy in words ending with letter y, st as in stick, gl as in glass.
- Say tongue twisters/poems/songs containing the target letter-sound combinations, with peers.
- Pronounce the words related to the theme accurately.
- Construct simple sentences orally using the new words, with peers and give feedback.
- Make a talking tree using the new words.

Why should we pronounce words correctly?

NPPE Learner's Book pg. 52
-Audio recordings
-Tongue twisters
-Poems
-Talking tree materials
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise words with the target letter-sound combinations in oral texts.
- Articulate words with the target letter-sound combinations for effective communication.
- Pronounce the words related to the theme accurately.
- Use the new words to construct sentences in various contexts.
- Realise the importance of using appropriate words in a variety of contexts.

The learner is guided to:
- Pronounce words with the target letter-sound combinations as modelled by the teacher or peers: / ŋ / ing as in thing; / ŋ, / iː/ as in happy in words ending with letter y, st as in stick, gl as in glass.
- Say tongue twisters/poems/songs containing the target letter-sound combinations, with peers.
- Pronounce the words related to the theme accurately.
- Construct simple sentences orally using the new words, with peers and give feedback.
- Make a talking tree using the new words.

Why should we pronounce words correctly?

NPPE Learner's Book pg. 53
-Songs
-Word lists
-Picture prompts
-Talking tree materials
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words containing the target letter-sound combinations in preparation for reading.
- Read a text accurately, at the right speed and with expression.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

Learner is guided to:
- Select words featuring the target letter-sound combinations (/ ŋ /,/ iː/, -y, st, gl-) in a text, with peers.
- Practise reading words with the letter-sound combinations, with peers.
- Engage in timed reading (65 words per minute), observing stress and intonation.
- Read a short print or digital text featuring words with the target letter-sound combinations expressively and fluently.
- Practise reading sentences aloud containing non-decodable words with target letter-sound combinations.

Why should we pronounce sounds correctly? -Why should we read a story at the right speed?

NPPE Learner's Book pg. 57
-Timer
-Reading materials
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

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

- Identify words containing the target letter-sound combinations in preparation for reading.
- Read a text accurately, at the right speed and with expression.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

Learner is guided to:
- Select words featuring the target letter-sound combinations (/ ŋ /,/ iː/, -y, st, gl-) in a text, with peers.
- Practise reading words with the letter-sound combinations, with peers.
- Engage in timed reading (65 words per minute), observing stress and intonation.
- Read a short print or digital text featuring words with the target letter-sound combinations expressively and fluently.
- Practise reading sentences aloud containing non-decodable words with target letter-sound combinations.

Why should we pronounce sounds correctly? -Why should we read a story at the right speed?

NPPE Learner's Book pg. 58
-Reading charts
-Sound combinations cards
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Identify words related to the theme in a text.
- Make predictions and anticipate possible outcomes in a text for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt retelling a story to check understanding.

The learner is guided to:
- Observe pictures and the title of the text and make predictions on the outcome of the story with peers.
- Read a printed or digital text related to the theme.
- Infer the meanings of new words using contextual clues.
- Respond orally to direct questions based on a text they have read.
- Locate sentences containing answers to direct questions.
- Respond to inferential questions using contextual clues.
- Make connections between the story and their experiences.

How do we tell what the story is about?

NPPE Learner's Book pg. 6
-Pictures
-Comprehension questions
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

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

- Identify words related to the theme in a text.
- Make predictions and anticipate possible outcomes in a text for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt retelling a story to check understanding.

The learner is guided to:
- Observe pictures and the title of the text and make predictions on the outcome of the story with peers.
- Read a printed or digital text related to the theme.
- Infer the meanings of new words using contextual clues.
- Respond orally to direct questions based on a text they have read.
- Locate sentences containing answers to direct questions.
- Respond to inferential questions using contextual clues.
- Make connections between the story and their experiences.

How do we tell what the story is about?

NPPE Learner's Book pg. 6
-Pictures
-Comprehension questions
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

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

- Identify words related to the theme in a text.
- Make predictions and anticipate possible outcomes in a text for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt retelling a story to check understanding.

The learner is guided to:
- Observe pictures and the title of the text and make predictions on the outcome of the story with peers.
- Read a printed or digital text related to the theme.
- Infer the meanings of new words using contextual clues.
- Respond orally to direct questions based on a text they have read.
- Locate sentences containing answers to direct questions.
- Respond to inferential questions using contextual clues.
- Make connections between the story and their experiences.

How do we tell what the story is about?

NPPE Learner's Book pg. 61
-Story books
-Question prompts
-Context clue cards
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Language Use

Simple Past Tense

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

- Recognise simple past tense verb forms from texts.
- Use simple past tense to discuss past activities.
- Realise the use of past tense in everyday communication.

The learner is guided to:
- Identify simple past tense verbs from print and digital text.
- Select sentences containing simple past tense from a text or conversation.
- Construct sentences using simple past tense on demonstrated actions and report to peers.
- Construct sentences from a substitution table with peers and give feedback.
- Engage in games, involving time and months of the year to change verbs from simple present to simple past tense, with peers.

How do we talk about what happened in the past? -What did you do last week?

NPPE Learner's Book pg. 63
-Grammar charts
-Substitution tables
-Language games
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

Simple Past Tense

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

- Recognise simple past tense verb forms from texts.
- Use simple past tense to discuss past activities.
- Realise the use of past tense in everyday communication.

The learner is guided to:
- Identify simple past tense verbs from print and digital text.
- Select sentences containing simple past tense from a text or conversation.
- Construct sentences using simple past tense on demonstrated actions and report to peers.
- Construct sentences from a substitution table with peers and give feedback.
- Engage in games, involving time and months of the year to change verbs from simple present to simple past tense, with peers.

How do we talk about what happened in the past? -What did you do last week?

NPPE Learner's Book pg. 64
-Grammar materials
-Practice exercises
-Time and month references
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise aspects of good handwriting for effective communication.
- Write words in clear and legible handwriting.
- Form words related to the theme from the target letters.
- Realize the importance of writing clearly and legibly for effective communication.

The learner is guided to:
- Observe samples of texts with good handwriting.
- Identify aspects of good handwriting such as letter formation, spacing, alignment, capitalization.
- Copy letter patterns of the target letter-sound combinations (gl, y).
- Form words related to the vocabulary learnt from the target letters.
- Write words related to the theme in response to a picture prompt.

How do we write words?

NPPE Learner's Book pg. 66
-Handwriting samples
-Letter patterns
-Picture prompts
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise aspects of good handwriting for effective communication.
- Write words in clear and legible handwriting.
- Form words related to the theme from the target letters.
- Realize the importance of writing clearly and legibly for effective communication.

The learner is guided to:
- Observe samples of texts with good handwriting.
- Identify aspects of good handwriting such as letter formation, spacing, alignment, capitalization.
- Copy letter patterns of the target letter-sound combinations (gl, y).
- Form words related to the vocabulary learnt from the target letters.
- Write words related to the theme in response to a picture prompt.

How do we write words?

NPPE Learner's Book pg. 66
-Handwriting samples
-Letter patterns
-Picture prompts
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise aspects of good handwriting for effective communication.
- Write words in clear and legible handwriting.
- Form words related to the theme from the target letters.
- Realize the importance of writing clearly and legibly for effective communication.

The learner is guided to:
- Observe samples of texts with good handwriting.
- Identify aspects of good handwriting such as letter formation, spacing, alignment, capitalization.
- Copy letter patterns of the target letter-sound combinations (gl, y).
- Form words related to the vocabulary learnt from the target letters.
- Write words related to the theme in response to a picture prompt.

How do we write words?

NPPE Learner's Book pg. 67
-Good handwriting examples
-Target letters
-Picture prompts
-Writing practice materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

SHOPPING

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise the target letter-sound combinations in spoken words and sentences.
- Pronounce the letter-sound combinations in a variety of words and sentences.
- Use the vocabulary learnt to communicate in various contexts.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model featuring the letter-sound combinations: nt as in sent, sl as in sleep, words ending with ar such as jar, nd as in hand, nk as in ink, drink.
- Pronounce the letter-sound combinations in words.
- Listen to tongue twisters, poems or songs and identify words with the target letter-sound combinations e.g. slippers, jar.
- Say tongue twisters, sing simple songs or recite poems with the taught sounds.
- Recognise new words related to the theme and use them to construct sentences.
- Use the class shop to role play shopping activities/watch a video about shopping and construct sentences about it.

Why should we look at people as we talk to them?

NPPE Learner's Book pg. 69
-Tongue twisters
-Class shop materials
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise the target letter-sound combinations in spoken words and sentences.
- Pronounce the letter-sound combinations in a variety of words and sentences.
- Use the vocabulary learnt to communicate in various contexts.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model featuring the letter-sound combinations: nt as in sent, sl as in sleep, words ending with ar such as jar, nd as in hand, nk as in ink, drink.
- Pronounce the letter-sound combinations in words.
- Listen to tongue twisters, poems or songs and identify words with the target letter-sound combinations e.g. slippers, jar.
- Say tongue twisters, sing simple songs or recite poems with the taught sounds.
- Recognise new words related to the theme and use them to construct sentences.
- Use the class shop to role play shopping activities/watch a video about shopping and construct sentences about it.

Why should we look at people as we talk to them?

NPPE Learner's Book pg. 70
-Poems
-Songs
-Role play materials
-Shopping vocabulary cards
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words with the target sounds in varied texts.
- Pronounce words with the target sounds correctly.
- Read a text at the right speed, observing punctuation and displaying the right feelings and emotions for fluency.
- Adopt reading simple, short narratives and informational texts in a variety of genres fluently.

The learner is guided to:
- Identify and read words with the target letter sounds.
- Engage in timed reading at 65 words per minute, observing punctuations and displaying the right feelings and emotions.
- Read short print or digital texts related to the theme expressively and fluently.
- Practise reading sentences containing decodable and non-decodable words from print or digital sources with peers.

Why do we pause as we read texts? -What do we do if we cannot read a word?

NPPE Learner's Book pg. 72
-Timer
-Reading materials
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

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

- Identify words with the target sounds in varied texts.
- Pronounce words with the target sounds correctly.
- Read a text at the right speed, observing punctuation and displaying the right feelings and emotions for fluency.
- Adopt reading simple, short narratives and informational texts in a variety of genres fluently.

The learner is guided to:
- Identify and read words with the target letter sounds.
- Engage in timed reading at 65 words per minute, observing punctuations and displaying the right feelings and emotions.
- Read short print or digital texts related to the theme expressively and fluently.
- Practise reading sentences containing decodable and non-decodable words from print or digital sources with peers.

Why do we pause as we read texts? -What do we do if we cannot read a word?

NPPE Learner's Book pg. 72
-Timer
-Reading materials
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

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

- Identify words with the target sounds in varied texts.
- Pronounce words with the target sounds correctly.
- Read a text at the right speed, observing punctuation and displaying the right feelings and emotions for fluency.
- Adopt reading simple, short narratives and informational texts in a variety of genres fluently.

The learner is guided to:
- Identify and read words with the target letter sounds.
- Engage in timed reading at 65 words per minute, observing punctuations and displaying the right feelings and emotions.
- Read short print or digital texts related to the theme expressively and fluently.
- Practise reading sentences containing decodable and non-decodable words from print or digital sources with peers.

Why do we pause as we read texts? -What do we do if we cannot read a word?

NPPE Learner's Book pg. 73
-Reading charts
-Punctuation cards
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Realise the role of reading in life-long learning.

Learner is guided to:
- Discuss pictures and the title of a text and predict what will happen in the story, with peers.
- Read a printed or digital text (story/poem).
- Use contextual clues to get meaning of words.
- Locate sentences containing answers to direct questions in the text.
- Interact with the text answer indirect questions using contextual clues, with peers.
- Retell the story in own words.

How do we show that we have understood what we have read? -How can we predict how a story, poem or conversation will end? -How can we tell where events have taken place?

NPPE Learner's Book pg. 75
-Story materials
-Context clue cards
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Realise the role of reading in life-long learning.

Learner is guided to:
- Discuss pictures and the title of a text and predict what will happen in the story, with peers.
- Read a printed or digital text (story/poem).
- Use contextual clues to get meaning of words.
- Locate sentences containing answers to direct questions in the text.
- Interact with the text answer indirect questions using contextual clues, with peers.
- Retell the story in own words.

How do we show that we have understood what we have read? -How can we predict how a story, poem or conversation will end? -How can we tell where events have taken place?

NPPE Learner's Book pg. 76
-Comprehension questions
-Story retelling prompts
-Pictures
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Language Use

Plurals of irregular nouns

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

- Identify plurals of irregular nouns in print and digital texts.
- Use plural of irregular nouns to construct sentences for effective communication.
- Realise the importance of using plural of irregular nouns in communication.

The learner is guided to:
- Recognize plural forms of irregular nouns from a written text or digital text.
- Form plurals of specific irregular nouns.
- Discuss with peers, personal shopping experiences using plurals of irregular nouns.
- Construct sentences using the plural forms of irregular nouns.
- Type sentences constructed onto a digital device.
- Recite poems/read texts/sing songs containing plurals of specific irregular nouns.

What things do we buy? -How do we refer to things when they are many?

NPPE Learner's Book pg. 77
-Grammar charts
-Poems/songs
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

Plurals of irregular nouns

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

- Identify plurals of irregular nouns in print and digital texts.
- Use plural of irregular nouns to construct sentences for effective communication.
- Realise the importance of using plural of irregular nouns in communication.

The learner is guided to:
- Recognize plural forms of irregular nouns from a written text or digital text.
- Form plurals of specific irregular nouns.
- Discuss with peers, personal shopping experiences using plurals of irregular nouns.
- Construct sentences using the plural forms of irregular nouns.
- Type sentences constructed onto a digital device.
- Recite poems/read texts/sing songs containing plurals of specific irregular nouns.

What things do we buy? -How do we refer to things when they are many?

NPPE Learner's Book pg. 78
-Grammar materials
-Practice exercises
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

Plurals of irregular nouns

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

- Identify plurals of irregular nouns in print and digital texts.
- Use plural of irregular nouns to construct sentences for effective communication.
- Realise the importance of using plural of irregular nouns in communication.

The learner is guided to:
- Recognize plural forms of irregular nouns from a written text or digital text.
- Form plurals of specific irregular nouns.
- Discuss with peers, personal shopping experiences using plurals of irregular nouns.
- Construct sentences using the plural forms of irregular nouns.
- Type sentences constructed onto a digital device.
- Recite poems/read texts/sing songs containing plurals of specific irregular nouns.

What things do we buy? -How do we refer to things when they are many?

NPPE Learner's Book pg. 78
-Grammar materials
-Practice exercises
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Spelling

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

- Recognise aspects of good handwriting for effective communication.
- Write correct spelling of grade appropriate words in the present and past simple tense clearly and legibly.
- Realize the importance of correct spelling of words for effective communication.

The learner is guided to:
- Read samples of texts with good handwriting.
- Discuss aspects of good handwriting such as letter formation, spacing, alignment, capitalisation, with peers.
- Copy letter patterns of the target letter-sound combinations (sl, ar), from a chart.
- Listen to a dictation on verbs in the present and past tense and write them.
- Share your work with peers and give feedback.
- Write words related to the theme correctly in response to a picture prompt.
- Type words and phrases on digital devices.

Why do we write? -How do we write words?

NPPE Learner's Book pg. 80
-Text samples
-Charts
-Dictation materials
-Picture prompts
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Spelling

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

- Recognise aspects of good handwriting for effective communication.
- Write correct spelling of grade appropriate words in the present and past simple tense clearly and legibly.
- Realize the importance of correct spelling of words for effective communication.

The learner is guided to:
- Read samples of texts with good handwriting.
- Discuss aspects of good handwriting such as letter formation, spacing, alignment, capitalisation, with peers.
- Copy letter patterns of the target letter-sound combinations (sl, ar), from a chart.
- Listen to a dictation on verbs in the present and past tense and write them.
- Share your work with peers and give feedback.
- Write words related to the theme correctly in response to a picture prompt.
- Type words and phrases on digital devices.

Why do we write? -How do we write words?

NPPE Learner's Book pg. 81
-Handwriting examples
-Spelling lists
-Tense exercise materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics