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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1-7 |
Opening of schools |
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| 7 |
Midterm assessment |
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| 7 | 2 |
ACTIVITIES AT HOME AND AT SCHOOL
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with the target letter-sound combinations in oral texts - pronounce words with the target letter-sound combinations correctly - use the new words learnt to communicate confidently in various contexts |
The learner is guided to:
- listen to an oral text with words containing the target letter-sounds combinations - point out words with target sound combinations from conversations - practice saying words with target letter-sound combinations - construct sentences using new words - develop a talking tree using vocabulary learnt |
Why do we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 2
Audio recordings Flash cards Word charts |
Oral questions
Observation
Peer assessment
|
|
| 7 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- identify words with the target letter-sound combinations in oral texts - articulate new vocabulary related to activities at home and school - appreciate the importance of using correct vocabulary in communication |
The learner is guided to:
- play 'spin the wheel' with words featuring target letter-sounds - make sentences using vocabulary related to activities - talk about things they do at home and at school - match vocabulary with appropriate pictures |
What words can we use to talk about activities at home and school?
|
Oxford Progressive Primary English Learner's Book pg. 3
Audio-visual aids Flash cards Vocabulary charts Oxford Progressive Primary English Learner's Book pg. 4 Story books Word charts |
Oral presentations
Observation
Role play
|
|
| 7 | 4 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- blend sounds to form words correctly - read grade-appropriate text with appropriate pace - value fluency in reading for comprehension |
The learner is guided to:
- match cards with letter combinations to form words - read stories with appropriate tone and expression - participate in readers' theater activities - engage in paired reading of short texts |
Why is reading at the right speed important?
|
Oxford Progressive Primary English Learner's Book pg. 5
Digital devices Story books Flash cards Oxford Progressive Primary English Learner's Book pg. 6 Picture charts |
Reading fluency tests
Peer assessment
Observation
|
|
| 7 | 5 |
Reading
Language Use Language Use |
Comprehension
Subject-verb agreement Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- use context clues to infer word meanings - answer direct and indirect questions about a text - value reading for information and pleasure |
The learner is guided to:
- respond to direct questions by locating answers in the text - answer indirect questions using prior knowledge - infer meanings of new words using context clues - make connections between story events and personal experiences |
How can we tell where events have taken place in a story?
|
Oxford Progressive Primary English Learner's Book pg. 7
Story books Digital texts Charts Sentence strips Picture cards Oxford Progressive Primary English Learner's Book pg. 8 Grammar charts Digital resources |
Comprehension questions
Story mapping
Character analysis
|
|
| 8 |
Midterm break |
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| 8 | 2 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write long words and descenders clearly - value the importance of clear and legible handwriting |
The learner is guided to:
- look at sample text with good handwriting - point out aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations - copy words related to the language pattern |
Why should we write neatly?
|
Oxford Progressive Primary English Learner's Book pg. 9
Handwriting charts Lined paper Sample texts |
Handwriting exercises
Observation
Peer assessment
|
|
| 8 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Handwriting: Long words and descenders
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- form letters correctly in words with descenders - write neatly and legibly for effective communication - show commitment to improving handwriting skills |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation exercises and write sentences - practice writing words with proper spacing and alignment - assess their own handwriting using set criteria |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 10
Handwriting models Lined exercise books Picture prompts Oxford Progressive Primary English Learner's Book pg. 12 Audio recordings Flash cards Tongue twisters Oxford Progressive Primary English Learner's Book pg. 13 Picture cards Word charts Audio recordings |
Dictation exercises
Handwriting samples
Self-assessment
|
|
| 8 | 4 |
SHARING DUTIES AND RESPONSIBILITIES
Reading Reading |
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read target words accurately with correct pronunciation - value the importance of reading fluently |
The learner is guided to:
- pick out words containing target letter-sound combinations from a written text - read words with letter-sound combinations correctly - engage in timed reading displaying appropriate expression |
Why should we check our speed while reading?
|
Oxford Progressive Primary English Learner's Book pg. 14
Story books Flash cards Digital devices Oxford Progressive Primary English Learner's Book pg. 15 Reading materials Digital devices Flash cards |
Reading aloud
Timed reading
Observation
|
|
| 8 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in a text - make predictions about story outcomes - appreciate reading for understanding |
The learner is guided to:
- read printed or digital text and pick out words related to the theme - look at pictures and title to predict what will happen - infer meanings of new words using contextual clues |
How can we tell how a story will end?
|
Oxford Progressive Primary English Learner's Book pg. 15
Story books Picture charts Digital resources Oxford Progressive Primary English Learner's Book pg. 16 Question cards Vocabulary charts |
Comprehension questions
Story prediction
Observation
|
|
| 9 | 1 |
Language Use
Writing |
Forms of verb 'do'
Handwriting |
By the end of the
lesson, the learner
should be able to:
- identify different forms of the verb 'do' in a text - use the different forms of the verb 'do' correctly - appreciate the importance of using verb forms correctly |
The learner is guided to:
- listen for forms of verb 'do' from audio recording or teacher model - construct sentences related to the theme using different forms of verb 'do' - recite poems/sing songs about the theme using verb 'do' |
What duties do you like doing?
|
Oxford Progressive Primary English Learner's Book pg. 17
Sentence strips Digital devices Audio recordings Oxford Progressive Primary English Learner's Book pg. 18 Grammar charts Sentence strips Oxford Progressive Primary English Learner's Book pg. 19 Handwriting patterns Sample texts Lined paper |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 9 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to the theme legibly - apply correct spacing and alignment in writing - show commitment to improving handwriting |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation on sentences using forms of the verb 'do' and write them - practice handwriting with proper letter size and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 20
Lined exercise books Picture prompts Handwriting models |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 9 | 3 |
ETIQUETTE
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify and pronounce words with letter-sound combinations ('cr', 'pl', 'st', 'sn') - use words with target letter-sound combinations to create sentences - practice tongue twisters, rhymes or poems with target sounds |
How do we learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 22
Audio recordings Tongue twisters Flash cards Oxford Progressive Primary English Learner's Book pg. 23 Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 25 Story books Word cards Reading charts |
Pronunciation drills
Oral questions
Observation
|
|
| 9 | 4 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with expression - pay attention to punctuation when reading - appreciate the importance of reading fluently |
The learner is guided to:
- engage in timed reading with peers and give positive feedback - read narratives paying attention to pace, pitch and volume - participate in readers' theater activities |
How does reading with expression help listeners understand better?
|
Oxford Progressive Primary English Learner's Book pg. 26
Story books Digital resources Reading materials Digital texts Question cards |
Performance reading
Peer assessment
Observation
|
|
| 9 | 5 |
Reading
Language Use |
Comprehension
Indefinite pronouns: nobody, anybody, somebody |
By the end of the
lesson, the learner
should be able to:
- explain sequence of events in a story - summarize story content concisely - show interest in reading for pleasure |
The learner is guided to:
- explain what happens at beginning, middle and end of story - retell content of the story using the five-finger model - make connections between the story and personal experiences |
How do we identify characters in a story?
|
Oxford Progressive Primary English Learner's Book pg. 27
Story books Sequence cards Digital resources Oxford Progressive Primary English Learner's Book pg. 28 Grammar charts Sentence strips |
Story sequencing
Oral presentations
Written exercises
|
|
| 10 | 1 |
Language Use
Writing |
Indefinite pronouns: nobody, anybody, somebody
Handwriting |
By the end of the
lesson, the learner
should be able to:
- apply indefinite pronouns in different contexts - construct meaningful sentences with indefinite pronouns - show interest in using pronouns correctly |
The learner is guided to:
- participate in language games involving indefinite pronouns - complete sentences using appropriate indefinite pronouns - edit sentences with incorrect pronoun usage |
When do we use indefinite pronouns in our speaking and writing?
|
Oxford Progressive Primary English Learner's Book pg. 29
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 30 Handwriting patterns Sample texts Lined paper |
Written exercises
Language games
Peer assessment
|
|
| 10 | 2 |
Writing
Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- form letters correctly and consistently - write words and sentences with proper spacing - show commitment to improving handwriting skills |
The learner is guided to:
- listen to dictation on indefinite pronouns and write them - write words related to the theme in response to picture prompts - practice handwriting with proper letter formation and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 31
Lined exercise books Picture prompts Handwriting models Oxford Progressive Primary English Learner's Book pg. 33 Audio recordings Flash cards Word charts |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 10 | 3 |
CHILD RIGHTS
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- use new words related to child rights correctly - construct sentences using vocabulary on child rights - show awareness of child rights through communication |
The learner is guided to:
- construct simple sentences using new words about child rights - role play issues related to child rights - present talks to parents about child rights using appropriate vocabulary |
How can we talk about our rights?
|
Oxford Progressive Primary English Learner's Book pg. 34
Picture cards Word charts Digital resources Oxford Progressive Primary English Learner's Book pg. 36 Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 37 Poetry books |
Role play
Oral presentations
Observation
|
|
| 10 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict likely outcomes in a story - infer meanings of words using context clues - value reading for understanding |
The learner is guided to:
- observe pictures and title of a text to predict story events - infer meanings using contextual clues - answer direct questions by locating sentences with answers |
Why do we predict what will happen in a story before reading?
|
Oxford Progressive Primary English Learner's Book pg. 39
Story books Picture charts Question cards Oxford Progressive Primary English Learner's Book pg. 40 Digital texts |
Comprehension questions
Story prediction
Observation
|
|
| 10 | 5 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- recognize sentences with subject-verb agreement - use subject-verb agreement correctly in sentences - appreciate the importance of correct grammar |
The learner is guided to:
- listen to stories or conversations and identify subject-verb agreement - make sentences from substitution tables - construct sentences related to child rights using subject-verb agreement |
How do we tell the number of things/people in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 41
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 42 |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 11 |
End of term assessment |
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| 12 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words related to child rights legibly - value neat handwriting for effective communication |
The learner is guided to:
- look at sample of correct, clear, and legible handwriting - write words ensuring good handwriting and correct spelling - write phrases in response to picture prompts related to child rights |
Why do we write neatly and legibly?
|
Oxford Progressive Primary English Learner's Book pg. 43
Handwriting models Lined paper Picture prompts Oxford Progressive Primary English Learner's Book pg. 44 Lined exercise books Assessment rubrics |
Handwriting exercises
Observation
Self-assessment
|
|
| 12 | 2 |
OCCUPATIONS
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to words with target letter-sound combinations: 'sl', 'st', 'sw', 'sp', 'thr' - pronounce words with target combinations - use words with target sounds to create sentences |
Why is it important to look at someone's face as they speak to you?
|
Oxford Progressive Primary English Learner's Book pg. 47
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 48 Digital devices Picture dictionaries |
Pronunciation drills
Oral questions
Observation
|
|
| 12 | 3 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- read words with target letter-sound combinations - point out words with target sounds from a text - engage in timed reading displaying appropriate emotions |
Why is it important to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 50
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 51 Library books Digital resources Reading materials Picture charts Digital texts |
Reading aloud
Timed reading
Observation
|
|
| 12 | 4 |
Reading
Language Use |
Comprehension
Singular and plural of irregular nouns |
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer inferential questions about a text - show interest in connecting story events to real life |
The learner is guided to:
- read a story and answer direct questions - respond to indirect questions using context clues - identify main idea, topic, or purpose in a text - connect events in the story with real-life experiences |
How do stories help us understand different occupations?
|
Oxford Progressive Primary English Learner's Book pg. 52
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 53 Grammar charts Word cards |
Written exercises
Oral discussions
Story connections
|
|
| 12 | 5 |
Language Use
Writing Writing |
Singular and plural of irregular nouns
Handwriting Handwriting |
By the end of the
lesson, the learner
should be able to:
- use singular and plural forms of irregular nouns correctly - apply irregular noun forms in communication - show interest in using correct grammar |
The learner is guided to:
- listen to stories/poems and respond to questions about irregular nouns - recite poems/read texts with irregular noun forms - play language games involving irregular plurals |
Why is it important to know singular and plural forms?
|
Oxford Progressive Primary English Learner's Book pg. 54
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 56 Handwriting models Lined paper Sample texts Oxford Progressive Primary English Learner's Book pg. 57 Lined exercise books Digital devices Picture prompts |
Written exercises
Language games
Oral questions
|
|
| 13 |
Marking,giving reports and school closure |
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