ENVIRONMENT

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify the target letter-sound combinations during a conversation about the environment.
- Articulate words with the target letter-sound combinations correctly.
- Pronounce the vocabulary related to the theme correctly for effective communication.

The learner is guided to:
- Listen to a conversation and pick out words with the target letter-sound combinations, 'fr' as in frog, /aʊ/ as in bow, now, /ɔː/ as in more, born, /ə/ as in or, for.
- Practise pronouncing new words with the learnt sounds in response to picture cues, sound prompts and lists of words with the sounds.
- Recite poems/rhymes that have the target letter-sound combinations, with peers.
- Observe and name things in their environment during a nature walk.
- Pronounce the vocabulary related to the theme correctly.
- Draw and colour things found in the environment.

1. How can you tell that someone is listening keenly? -2. Why should we listen attentively when other people are talking?

Skills in English
-pg. 165
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 168
-Picture cards
-Digital devices
-Nature materials

Observation -Oral questions -Oral presentations -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

- Use the vocabulary items related to the theme in sentences.
- Realize the importance of correct pronunciation in effective communication.

The learner is guided to:
- Observe and name things in their environment during a nature walk.
- Pronounce the vocabulary related to the theme correctly.
- Draw and colour things found in the environment.
- Share the drawings with peers and give feedback.
- Use the vocabulary to construct simple sentences.

1. How can you tell that someone is listening keenly? -2. Why should we listen attentively when other people are talking?

Skills in English
-pg. 165
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 168
-Drawing materials
-Environment pictures
-Digital devices
-Poems
-
-pg. 171
-Texts with decodable words

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency
Comprehension

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

- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realise the importance of reading fluency for effective communication.

The learner is guided to:
- Practise reading sentences with the new words.
- Engage in timed reading of a text displaying the right emotions and feelings.
- Participate in a reader's theatre with peers and record on a digital device.

1. Why is it important to read fluently? -2. How can we improve our reading speed?

Skills in English
-pg. 168
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 171
-Digital devices
-Readers theatre scripts
-Story books
-
-pg. 174
-Pictures
-Digital texts

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading
Language Use

Comprehension
Regular comparative and superlative adjectives

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

- Answer direct and indirect questions based on a text.
- Adopt talking about a text they have read.

The learner is guided to:
- Locate sentences containing answers to direct questions, answer the questions.
- Use contextual clues to answer indirect questions.
- Retell parts of the story in turns, with peers.
- Relate the text to everyday experiences.

1. How can we predict how a story, poem or conversation will end? -2. How can we tell where events have taken place?

Skills in English
-pg. 171
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 174
-Story sequencing cards
-Charts
-
-pg. 176
-Adjective charts
-Digital devices
-Classroom objects

Observation -Oral questions -Story retelling -Peer assessment -Checklists

Language Use
Writing

Regular comparative and superlative adjectives
Guided Writing

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

- Use regular comparative and superlative adjectives for effective communication.
- Realise the importance of using regular comparatives and superlatives adjectives to describe people, things and places.

The learner is guided to:
- Describe objects inside and outside the classroom using comparative and superlatives adjectives.
- Construct sentences using comparatives and superlatives.
- Fill in blank spaces using the correct forms of comparatives and superlatives.
- Play a language game to practise regular comparative and superlative adjectives.

1. Which words do we use to compare things/people?

Skills in English
-pg. 174
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 176
-Grammar exercises
-Language games
-Digital devices
-
-Writing prompts
-Dictation lists

Observation -Written questions -Peer assessment -Self assessment -Checklists

Writing
Listening and Speaking

Guided Writing
Pronunciation and vocabulary

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

- Create simple sentences using comparative and superlative forms.
- Realise the importance of creating simple sentences correctly for effective communication.

The learner is guided to:
- Write sentences using the words learnt from prompts, with peers.
- Practise writing meaningful sentences.
- Create sentences using regular comparatives and superlatives adjectives, share with peers and give feedback.

1. Why is it important to construct sentences correctly? -2. Why is it important to write clearly and legibly?

Skills in English
-pg. 176
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 176
-Writing prompts
-Grammar exercises
-Digital devices
-pg. 179
-Audio recordings
-
-pg. 183
-Picture cards
-Video clips

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

TECHNOLOGY

Listening and Speaking
Reading

Pronunciation and vocabulary
Fluency

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

- Use words related to the theme in everyday communication.
- Realize the importance of correct pronunciation in language learning.

The learner is guided to:
- Practice pronunciation of word related to the theme in response to picture cues with peers.
- Talk about appropriate use of technology.
- Construct simple sentences using the words related to the theme.
- Role play using words related to the theme.

Why should we pronounce words correctly?

Skills in English
-pg. 179
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 183
-Technology tools
-Role play materials
-Digital devices
-Poems
-
-pg. 186
-Texts with decodable words

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency
Comprehension

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

- Read a text related to the theme at the right speed displaying the right emotions and feelings.
- Realize the importance reading in lifelong learning.

The learner is guided to:
- Recite poems using the correct expressions (tonal variation, facial expressions and gestures).
- Read texts with words related to the theme using an appropriate speed and correct expressions.
- Play a word-ladder game involving pronunciation from audio/ audio-visual recording of words learnt.

1. What should we do to improve our reading speed? -2. Why should we show the right feelings when reading a text?

Skills in English
-pg. 183
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 186
-Digital devices
-Word-ladder games
-Story books
-
-pg. 189
-Pictures
-Digital texts

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading
Language Use

Comprehension
Possessive Pronouns

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

- Infer the meaning of new words as used in the text.
- Adopt reading a variety of texts for information.

The learner is guided to:
- Find the meaning of new words as used in the text.
- Locate sentences containing answers to direct questions from a text and answer the questions.
- Interact with the text to answer indirect questions using contextual clues.
- Retell a story they have read using the 'five finger' retell model.

1. What makes a story interesting? -2. How can we tell where events have taken place?

Skills in English
-pg. 186
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 189
-Five finger retell model
-Charts
-
-pg. 192
-Pronoun charts
-Digital devices
-Technology items

Observation -Oral questions -Story retelling -Peer assessment -Checklists

Language Use
Writing

Possessive Pronouns
Guided Writing

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

- Use possessive pronouns in sentences.
- Adopt the use of possessive pronouns in day-to-day communication.

The learner is guided to:
- Construct sentences using possessive pronouns based on the role play with peers.
- Ask and answer questions that prompt responses containing possessive pronouns.
- Fill in blank spaces in sentences using possessive pronouns.
- Sing songs/rhymes using the possessive pronouns.

How do you talk about things that belong to other people?

Skills in English
-pg. 189
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 192
-Songs/rhymes
-Grammar exercises
-Digital devices
-
-Picture prompts
-Technology pictures

Observation -Written questions -Peer assessment -Self assessment -Checklists

Writing
Listening and Speaking

Guided Writing
Pronunciation and Vocabulary

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

- Create sentences from picture prompts for effective communication.
- Realise the importance of writing correct names of objects for clarity in communication.

The learner is guided to:
- Draw and name pictures of objects related to the theme.
- Write sentences to describe the objects in the pictures, and share with peers.

Why is it important to write sentences correctly?

Skills in English
-pg. 192
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 192
-Drawing materials
-Writing prompts
-Digital devices
-Pg. 194
-Audio recording

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

CULTURAL ACTIVITIES

Reading
Reading

Fluency

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

-
- Identify words with the target letter-sound combinations in a text.
- Pronounce words with the target letter-sound combinations accurately.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Adopt reading grade-level texts in a variety of genres.

The learner is guided to:
- Single out words with the target letter-sound combinations from print/digital stories: 'tr', 'sm', /tʃ/, /aʊ/, /aʊ/, /jː/.
- Pronounce words with the letter-sound combinations.
- Read texts with words related to the theme.
- Engage in timed reading of a text displaying the right expressions.
- Play word ladder games to practise correct pronunciation with peers.
- Recite a poem for fluency.

Why should we read fluently?

Skills in English
-Pg. 198
-Digital stories
-Lesson notes
-Teacher's Guide
-Charts
-Word ladder games

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

-
- Predict the likely outcomes of a story related to the theme using picture cues and the title.
- Identify the characters and events in a text for comprehension.
- Infer the meaning of new words as used in the text.
- Answer simple direct and indirect questions based on a text.
- Adopt talking about a text they have read.

The learner is guided to:
- Observe pictures and the title of a text and say what is likely to happen in the story.
- Recognise the setting and characters in a story, using clues from pictures and the text.
- Use context clues to find the meaning of words.
- Locate sentences containing answers to direct questions.
- Answer indirect questions from a text with peers.
- Retell a story with peers.

1. How can we tell how a story/poem or conversation will end? -2. How can we tell where events are taking place in story/poem?

Skills in English
-Pg. 202
-Digital devices
-Lesson notes
-Teacher's Guide
-Charts
-Print texts

Observation -Oral questions -Written questions -Oral presentation -Checklists

Language Use

Wh-questions

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

-
- Recognise Wh-words used to ask questions from a written text.
- Use Wh-words to ask questions related to the theme.
- Adopt the use of Wh-words to seek information.

The learner is guided to:
- Ask questions beginning with: what, where, when, and who appropriately.
- Engage in meaningful question and answer dialogues using wh-words with peers.
- Role play activities that lead to the use of Wh-words to ask questions.
- Sing songs/recite short poems to practise the use of Wh-questions.

How do we ask for information?

Skills in English
-Pg. 203
-Digital devices
-Lesson notes
-Teacher's Guide
-Charts
-Role play materials

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

Writing

Guided Writing

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

-
- Recognise the correct order of words or phrases in a sentence.
- Rearrange jumbled words or phrases into meaningful sentences.
- Realise the importance of ordering words or phrases to form correct sentences.

The learner is guided to:
- Talk about the correct way of ordering the jumbled words, in pairs or in groups.
- Reorganise the jumbled words to form simple sentences paying attention to punctuation (4-6 sentences).
- Work with peers to assess each other's simple sentences.
- Take turns in playing games with jumbled words to form meaningful sentences with peers.

What makes a correct sentence?

Skills in English
-Pg. 206
-Digital devices
-Lesson notes
-Teacher's Guide
-Charts
-Word cards
-Jumbled word games

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

Writing
Listening and Speaking
Listening and Speaking

Guided Writing
Pronunciation and Vocabulary
Pronunciation and Vocabulary

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

-
- Recognise the correct order of words or phrases in a sentence.
- Rearrange jumbled words or phrases into meaningful sentences.
- Realise the importance of ordering words or phrases to form correct sentences.

The learner is guided to:
- Talk about the correct way of ordering the jumbled words, in pairs or in groups.
- Reorganise the jumbled words to form simple sentences paying attention to punctuation (4-6 sentences).
- Work with peers to assess each other's simple sentences.
- Take turns in playing games with jumbled words to form meaningful sentences with peers.

What makes a correct sentence?

Skills in English
-Pg. 206
-Digital devices
-Lesson notes
-Teacher's Guide
-Charts
-Word cards
-Jumbled word games
Skills in English pg. 209
-Flash cards
-Audio recordings
-Word charts
-Language games materials
-Course book materials
-Audio clips
-Picture cards
-Language games

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

CHILD LABOUR

Reading
Reading

Fluency

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

-
-Identify words with target letter-sound combinations in preparation for reading.
-Pronounce words accurately when reading a text.
-Read a grade-appropriate text accurately, at the right speed and with expression.

The learner is guided to:
-Identify words with target letter-sound combinations ('sn-', 'sp-', /k/, /u/) from texts
-Read words with target sounds
-Practice reading words in pairs and individually
-Engage in timed reading activities
-Display appropriate tonal variations when reading

1. How can we improve our fluency in reading? -2. Why should we pronounce words correctly?

Skills in English pg. 213
-Digital texts
-Reading timers
-Graded readers
-Audio recordings
-Charts with target words
-Drama scripts
-Story books
-Performance spaces
-Digital recording devices
-Props for theatre

Timed reading assessment -Fluency rubrics -Oral reading checks -Peer observation -Self-evaluation

Reading

Comprehension

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

-
-Make predictions and anticipate likely outcomes of a story.
-Identify the setting of a story for comprehension.
-Answer direct and indirect questions based on a text.

The learner is guided to:
-Observe pictures and titles to make predictions
-Discuss setting and characters in texts
-Read texts at appropriate speed
-Locate answers to direct questions
-Use contextual clues for indirect questions

1. Why is it important to be keen as we read? -2. How can we tell that someone has understood what he/she has read?

Skills in English pg. 216
-Reading comprehension texts
-Question cards
-Picture prompts
-Context clue charts
-Reading journals
-Vocabulary charts
-Context clue worksheets
-Story analysis guides
-Discussion prompts
-Real-life connection activities

Comprehension questions -Oral discussions -Written responses -Prediction charts -Reading logs

Language Use

Adverbs of time

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

-
-Identify adverbs of time used in a written text.
-Use adverbs of time to construct sentences.
-Realise the use of adverbs of time for self-expression.

The learner is guided to:
-Recognise adverbs of time (soon, late, now, today, tomorrow, early, morning, afternoon)
-Construct sentences using adverbs of time
-Engage in dialogues using time adverbs
-Fill in blanks with appropriate adverbs
-Role play conversations about daily routines

1. What do we usually do at different times of the day? -2. Why is it important to set time for doing things?

Skills in English pg. 219
-Grammar workbooks
-Time adverb charts
-Sentence frames
-Role play scenarios
-Daily schedule worksheets
-Role play scripts
-Conversation cards
-Time activity charts
-Song lyrics with adverbs
-Practice worksheets

Grammar exercises -Sentence construction -Oral presentations -Fill-in-the-blank tests -Role play assessment

Writing

Guided Writing

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

-
-Recognise the correct order of words or phrases in a sentence.
-Rearrange jumbled words or phrases into meaningful sentences.
-Realise the importance of ordering words or phrases to form correct sentences.

The learner is guided to:
-Discuss correct word order in sentences
-Reorganise jumbled words into simple sentences
-Work with peers on sentence construction
-Practice writing 4-6 simple sentences
-Play games with jumbled word cards

1. What makes a correct sentence? -2. Why is word order important in sentences?

Skills in English pg. 222
-Jumbled word cards
-Sentence strips
-Writing worksheets
-Peer assessment sheets
-Grammar guides

Sentence construction tasks -Peer assessment -Written exercises -Grammar games -Portfolio assessment

Writing
Listening and Speaking
Listening and Speaking

Guided Writing
Pronunciation and Vocabulary
Pronunciation and Vocabulary

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

-
-Write meaningful sentences using proper word order.
-Demonstrate understanding of sentence structure through writing.
-Apply punctuation correctly in written sentences.

The learner is guided to:
-Practice sentence construction with support
-Write sentences about child labour themes
-Check and correct sentence order
-Add appropriate punctuation to sentences
-Share written work with peers for feedback

1. How do we make sure our sentences make sense? -2. Why is punctuation important in writing?

Skills in English pg. 222
-Writing templates
-Punctuation charts
-Sample sentences
-Editing checklists
-Peer review forms
Skills in English pg. 225
-Audio recordings
-Word charts
-Flash cards
-Digital devices
-Teacher's Guide
-Game materials
-Instruction cards
-Role play props
-Vocabulary lists
-Audio clips

Writing assessment -Punctuation exercises -Peer feedback -Self-correction tasks -Portfolio development

CARING FOR OTHERS

Reading
Reading

Fluency

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

-
-Identify words with the target letter-sound combinations in a text.
-Pronounce words with the target sounds accurately for clarity of speech.
-Read a grade appropriate text related to the theme at the right speed.

The learner is guided to:
-Pick out words with target letter-sound combinations ('st-', 'sw-', 'spr-', 'scr-')
-Read words with letter-sound combinations from print or digital stories
-Read texts with words related to the theme
-Pronounce words correctly while reading
-Engage in timed reading activities

1. How can we become better readers? -2. How can we express emotions while reading?

Skills in English pg. 229
-Digital texts
-Timer for reading
-Word charts
-Reading books
-Audio resources
-Poetry books
-Drama scripts
-Reading corner
-Expression guides
-Performance space

Timed reading -Fluency assessment -Pronunciation checks -Reading records -Peer observation

Reading

Comprehension

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

-
-Predict the likely outcomes of a story using picture cues and the title.
-Identify the characters and events in a text for comprehension.
-Infer the meaning of new words as used in a text.

The learner is guided to:
-Observe pictures and titles to make predictions
-Read text and identify setting and characters
-Use context clues to find meaning of new words
-Answer direct questions by locating sentences
-Engage in story discussions with peers

1. How can we know the meanings of new words in a story? -2. Why is it important to know where the events in a story happen?

Skills in English pg. 232
-Reading comprehension texts
-Picture cards
-Context clue worksheets
-Question prompts
-Discussion guides
-Comprehension worksheets
-Story analysis guides
-Discussion prompts
-Real-life connection activities
-Reading journals

Comprehension questions -Prediction charts -Vocabulary tests -Discussion participation -Written responses

Language Use

Imperatives (commands)
Interjections of excitement/joy

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

-
-Identify commands in a written text.
-Respond to specific commands to show understanding.
-Use commands appropriately in simple sentences.

The learner is guided to:
-Point out commands from audio recordings
-Distinguish target imperatives in oral sentences
-Practice using commands with peers
-Practice commands in role play scenarios
-Play games involving following commands

1. What commands do we give to each other? -2. When should we use commands?

Skills in English pg. 234
-Command cards
-Audio recordings
-Role play materials
-Game resources
-Grammar charts
-Expression charts
-Emotion cards
-Conversation examples
-Practice dialogs
-Activity sheets

Command recognition -Response accuracy -Role play assessment -Game participation -Written exercises

Writing

Guided Writing

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

-
-Recognise the correct punctuation marks to be used in preparation for writing.
-Write well-punctuated sentences related to the theme.
-Apply punctuation correctly in short sentences.

The learner is guided to:
-Point out different punctuation marks in texts
-Punctuate sentences correctly
-Practice writing short sentences from substitution tables
-Respond to picture prompts with appropriate punctuation
-Proofread written work for correct punctuation

1. How do we prepare for writing? -2. What makes it easy to write a good sentence?

Skills in English pg. 238
-Punctuation charts
-Writing templates
-Picture prompts
-Proofreading guides
-Practice worksheets

Punctuation exercises -Sentence writing -Proofreading tasks -Written assignments -Peer editing

Writing

Guided Writing

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

-
-Realise the importance of writing correct short sentences for communication.
-Create sentences related to caring for others.
-Demonstrate mastery of basic writing conventions.

The learner is guided to:
-Write sentences about caring for others
-Use appropriate punctuation and capitalization
-Create meaningful sentences from prompts
-Share written work with peers for feedback
-Develop a portfolio of written work

1. Why is correct writing important? -2. How can writing show we care for others?

Skills in English pg. 238
-Writing materials
-Portfolio folders
-Feedback forms
-Editing guidelines
-Sample texts

Portfolio assessment -Writing samples -Peer feedback -Self-evaluation -Final writing tasks