SCHOOL

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?

Skills in English Learner's Book pg. 2
-Dictionary
-Audio-visual recordings
-Chart paper
-Markers
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

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?

Skills in English Learner's Book pg. 3
-Audio-visual recordings
-Flash cards
-Picture cards
-Teacher's Guide
Skills in English Learner's Book pg. 5
-Video clips
-Audio recordings
-Timer
-Teaching charts
Skills in English Learner's Book pg. 6
-Reading charts

Observation -Oral questions -Oral presentation -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?

Skills in English Learner's Book pg. 7
-Story books
-Pictures
-Teacher's Guide
Skills in English Learner's Book pg. 10
-Comprehension charts
Skills in English Learner's Book 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?

Skills in English Learner's Book pg. 13
-Grammar charts
-Role play materials
-Teacher's Guide
Skills in English Learner's Book pg. 16
-Charts
-Digital devices

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:
- Watch videos on how to write long words with descenders from a digital device, or as modelled by the teacher or peers and identify descenders in long words in a text.
- 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?

Skills in English Learner's Book pg. 17
-Writing materials
-Sample texts
-Digital devices
-Teacher's Guide

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

ACTIVITIES AT HOME

Listening and Speaking
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 an audio recording/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

Skills in English Learner's Book pg. 19
-Audio recordings
-Digital devices
-Charts
-Teacher's Guide
Skills in English Learner's Book pg. 20
-Rhymes
-Tongue twisters

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:
- Watch a video clip on reading fluency and respond to questions from the teacher and peers.
- 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?

Skills in English Learner's Book pg. 24
-Video clips
-Digital texts
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency
Comprehension

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:
- Watch a video clip on reading fluency and respond to questions from the teacher and peers.
- 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?

Skills in English Learner's Book pg. 25
-Reading charts
-Emotion cards
-Timer
-Teacher's Guide
Skills in English Learner's Book pg. 28
-Story books
-Digital texts
-Pictures

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?

Skills in English Learner's Book pg. 29
-Digital texts
-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 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?

Skills in English Learner's Book pg. 30
-Digital devices
-Grammar charts
-Picture cards
-Teacher's Guide

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

Language Use
Writing

The verb 'to be' (was, were)
Handwriting

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?

Skills in English Learner's Book pg. 32
-Digital devices
-Language games
-Grammar materials
-Teacher's Guide
Skills in English Learner's Book pg. 33
-Charts
-Flash cards
-Clay/plasticine
-Writing materials

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?

Skills in English 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
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?

Skills in English Learner's Book pg. 37
-Audio recordings
-Flash cards
-Picture cards
-Charts
-Teacher's Guide
Skills in English Learner's Book pg. 38
-Songs
-Poems
-Sound prompts

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?

Skills in English Learner's Book pg. 42
-Video clips
-Digital texts
-Timer
-Word ladder games
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency
Comprehension

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?

Skills in English Learner's Book pg. 43
-Audio-visual recordings
-Reading materials
-Timer
-Teacher's Guide
Skills in English Learner's Book pg. 44
-Story books
-Pictures
-Role play materials

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?

Skills in English 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?

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

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

Language Use
Writing

Singular and plural objective pronouns
Handwriting

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?

Skills in English Learner's Book pg. 48
-Grammar materials
-Pronoun charts
-Practice exercises
-Teacher's Guide
Skills in English Learner's Book pg. 49
-Videos
-Digital devices
-Flash cards
-Writing materials

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:
- Watch videos on how to write long words with ascenders and descenders from a digital device, or as modeled by the teacher or peers.
- 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?

Skills in English 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
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?

Skills in English Learner's Book pg. 52
-Audio recordings
-Tongue twisters
-Poems
-Talking tree materials
-Teacher's Guide
Skills in English Learner's Book pg. 53
-Songs
-Word lists
-Picture prompts

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?

Skills in English Learner's Book pg. 57
-Digital texts
-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?

Skills in English 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?

Skills in English Learner's Book pg. 60
-Digital texts
-Pictures
-Comprehension questions
-Teacher's Guide
Skills in English Learner's Book pg. 61
-Story books
-Question prompts
-Context clue cards

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?

Skills in English Learner's Book pg. 63
-Digital texts
-Grammar charts
-Substitution tables
-Language games
-Teacher's Guide

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

Language Use
Writing

Simple Past Tense
Handwriting

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?

Skills in English Learner's Book pg. 64
-Grammar materials
-Practice exercises
-Time and month references
-Teacher's Guide
Skills in English Learner's Book pg. 66
-Handwriting samples
-Letter patterns
-Picture prompts
-Writing materials

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?

Skills in English 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?

Skills in English Learner's Book pg. 69
-Audio recordings
-Tongue twisters
-Class shop materials
-Video clips
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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?

Skills in English Learner's Book pg. 70
-Poems
-Songs
-Role play materials
-Shopping vocabulary cards
-Teacher's Guide
Skills in English Learner's Book pg. 72
-Digital texts
-Timer
-Reading materials

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?

Skills in English Learner's Book pg. 73
-Reading charts
-Punctuation cards
-Digital sources
-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?

Skills in English Learner's Book pg. 75
-Digital texts
-Story materials
-Context clue cards
-Teacher's Guide
Skills in English Learner's Book pg. 76
-Comprehension questions
-Story retelling prompts
-Pictures

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?

Skills in English Learner's Book pg. 77
-Digital texts
-Grammar charts
-Digital devices
-Poems/songs
-Teacher's Guide

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

Language Use
Writing

Plurals of irregular nouns
Spelling

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?

Skills in English Learner's Book pg. 78
-Grammar materials
-Practice exercises
-Digital devices
-Teacher's Guide
Skills in English Learner's Book pg. 80
-Text samples
-Charts
-Dictation materials
-Picture prompts

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?

Skills in English Learner's Book pg. 81
-Handwriting examples
-Spelling lists
-Digital devices
-Tense exercise materials
-Teacher's Guide

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

GARDEN

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify words with the target letter-sound combinations from an oral text.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use words related to the theme in relevant contexts.
- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the letter-sound combinations: /ɪə/ as in near, ear, here, /θ/ as in thing, three path, /ð/ as in this, other, digraph wh as in when, where, the digraph tw as in two, twelve.
- Recite rhyming words that have the letter-sound combinations, with peers.
- Listen to and pronounce words related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Recite rhymes, sing songs, with peers using the vocabulary related to the theme.
- Use the vocabulary to construct oral sentences.
- Play a language game of matching vocabulary learnt to pictures and objects.
- Respond to simple specific two-directional instructions.

Why should we pronounce words correctly? -What do we find in a garden?

Skills in English Learner's Book pg. 84
-Audio recordings
-Rhyming words
-Picture cards
-Garden objects
-Language games
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

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 from an oral text.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use words related to the theme in relevant contexts.
- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the letter-sound combinations: /ɪə/ as in near, ear, here, /θ/ as in thing, three path, /ð/ as in this, other, digraph wh as in when, where, the digraph tw as in two, twelve.
- Recite rhyming words that have the letter-sound combinations, with peers.
- Listen to and pronounce words related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Recite rhymes, sing songs, with peers using the vocabulary related to the theme.
- Use the vocabulary to construct oral sentences.
- Play a language game of matching vocabulary learnt to pictures and objects.
- Respond to simple specific two-directional instructions.

Why should we pronounce words correctly? -What do we find in a garden?

Skills in English Learner's Book pg. 85
-Song materials
-Rhymes
-Vocabulary cards
-Picture prompts
-Teacher's Guide
Skills in English Learner's Book pg. 89
-Reading charts
-Timer
-Readers theatre materials
-Poems

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 in preparation for reading.
- Pronounce words accurately when reading a text.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realize the importance of reading fluently for lifelong learning.

The learner is guided to:
- Pick out words with target letter-sound combinations /tw/ , /wh/, /ɪə/, /θ/, /ð/ from a chart.
- Read words containing the target letter-sound combinations correctly.
- Read a text displaying the right facial expressions and tonal variations, with peers.
- Engage in timed reading, displaying the right facial expressions and feelings when reading.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.
- Recite poems related to the theme.

How can we improve our reading speed? -How do we show feelings and emotions when reading?

Skills in English Learner's Book pg. 90
-Reading materials
-Facial expression cards
-Poetry books
-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.
- Adopt reading texts for information.

The learner is guided to:
- Look at pictures and title of a text and say what will happen in the story, with peers.
- Read a story/poem/dialogue related to the theme.
- Use contextual clues to infer the meanings of words.
- Respond to direct questions by locating sentences containing answers.
- Answer indirect questions using contextual clues.
- Summarise the events in a story in a few words.

How can we predict the ending of a story, poem or conversation? -How can we tell where events in a story have taken place? -How can we tell the characters in a story?

Skills in English Learner's Book pg. 92
-Story books
-Pictures
-Context clue cards
-Summary prompts
-Teacher's Guide
Skills in English Learner's Book pg. 93
-Comprehension materials
-Story dialogues
-Question prompts

Observation -Oral questions -Written questions -Checklists

Language Use

Past Continuous Tense

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

- Identify words in past continuous tense for effective communication.
- Change verbs from present continuous to past continuous tense in a given context.
- Realize the importance of communicating ideas using the past continuous tense.

The learner is guided to:
- Listen to a story/poem/conversation containing sentences with past continuous tense.
- Pick out verbs in past continuous tense from a text.
- Take turns in asking and answering questions using the past continuous tense, with peers.
- Construct sentences in past continuous tense based on pictures related to the theme.
- Play language games that involve changing verbs from simple continuous to past continuous tense.

What were the learners doing in school yesterday?

Skills in English Learner's Book pg. 94
-Grammar texts
-Verb charts
-Picture prompts
-Language games
-Teacher's Guide

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

Language Use

Past Continuous Tense

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

- Identify words in past continuous tense for effective communication.
- Change verbs from present continuous to past continuous tense in a given context.
- Realize the importance of communicating ideas using the past continuous tense.

The learner is guided to:
- Listen to a story/poem/conversation containing sentences with past continuous tense.
- Pick out verbs in past continuous tense from a text.
- Take turns in asking and answering questions using the past continuous tense, with peers.
- Construct sentences in past continuous tense based on pictures related to the theme.
- Play language games that involve changing verbs from simple continuous to past continuous tense.

What were the learners doing in school yesterday?

Skills in English Learner's Book pg. 95
-Grammar materials
-Practice exercises
-Picture cards
-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:

- Spell words with the target letter-sound combinations for effective writing.
- Write 3-7 letter words related to the theme correctly.
- Endorse writing words correctly clearly and legibly.

The learner is guided to:
- Read words with the target letter-sound combinations /tw/, /wh/, /ɪə/, /θ/, /ð/ from a word wall.
- Copy words with the letter-sound combinations.
- Spell words with the letter combinations from a dictation.
- Make words related to the theme from jumbled letters.
- Write 3-7 letter words that are related to the theme and read them aloud.
- Form words related to the theme using letters of their names, with peers.

How do we learn to spell words or names?

Skills in English Learner's Book pg. 97
-Word walls
-Letter combinations chart
-Jumbled letters
-Dictation materials
-Teacher's Guide
Skills in English Learner's Book pg. 98
-Spelling lists
-Word formation materials
-Name letter cards

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

ACCIDENTS

Listening and Speaking
Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

- Recognise the target letter-sound combinations in given words.
- Pronounce the words with the target letter-sound combinations in preparation for reading.
- Use new words related to the theme in relevant contexts.

The learner is guided to:
- Listen to an audio recording/teacher model of the target letter-sound combinations: nd as in sand, nk as in ink, sink, /eɪ/ as in take, ate, /əʊ/ as in home, /aɪ/ as in mine.
- Identify and pronounce words with the target letter sounds.
- Recite rhymes/tongue twisters to practise pronunciation.
- Listen to a text and identify new words.
- Use the vocabulary to construct sentences.
- Recite poems and sing songs on road safety.
- Draw and colour simple road signs.
- Respond to simple specific two-directional instructions.

1. Why do you look at someone's face as they speak? -2. Why is it important to pronounce words correctly?

Skills in English
-pg. 100
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 104
-Road signs
-Rhyming words
-Digital devices
-
-Songs/poems
-pg. 107
-Poems
-
-pg. 107
-Texts with decodable words

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency
Comprehension
Comprehension

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

- Read a text accurately, at the right speed, displaying the right feelings and emotions for fluency.
- Endorse reading simple, short narratives and informational texts in a variety of genres.

The learner is guided to:
- Read words containing the target letter-sound combinations.
- Practise reading a text aloud repetitively and in unison.
- Engage in timed reading, displaying the right facial expressions and feelings making appropriate pauses at punctuations.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.

1. Why is it important to read words properly? -2. What can help someone to read well?

Skills in English
-pg. 107
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Digital devices
-Readers theatre scripts
-Story books
-
-Pictures
-Digital texts
-
-Role play materials

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

Language Use
Writing

Use of conjunctions
Spelling

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

- Distinguish the uses of conjunction 'or' in sentences for effective communication.
- Use conjunction 'or' to construct sentences related to the theme.
- Adopt using conjunction 'or' in everyday communication.

The learner is guided to:
- Identify sentences featuring the conjunction 'or' from a text.
- Construct sentences using 'or' to show choice.
- Role play making choices using 'or' in incidents related to the theme.
- Sing and recite poems about safety using conjunction 'or'.

What do we say when we want to choose something from a group of things?

Skills in English
-pg. 107
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Grammar exercises
-Digital devices
-
-Songs/poems
-Role play materials
-pg. 113
-Word lists
-Flash cards
-
-pg. 113
-Pocket charts

Observation -Oral questions -Written questions -Peer assessment -Checklists

Writing
Listening and Speaking

Spelling
Pronunciation and Vocabulary

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

- Write vocabulary related to the theme appropriately for legibility.
- Adopt writing words clearly, legibly and correctly.

The learner is guided to:
- Copy words with the letter-sound combinations.
- Write words with the target letter combinations from a dictation of the words.
- Make words related to the theme from jumbled letters.
- Take part in word building activities using pocket charts/print/digital flash cards.

1. Why should people spell words correctly? -2. How do we learn to spell?

Skills in English
-pg. 113
-Word lists
-Flash cards
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 113
-Digital devices
-Jumbled word cards
-pg. 116
-Audio recordings
-Charts
-
-pg. 120
-Picture cards
-Class objects

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

CLASSROOM

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

- Respond simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the target letter-sound combinations.
- Listen to the vocabulary related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Pronounce the new words.
- Use new words to talk about the classroom.
- Practise using vocabulary words related to the theme in a language game.
- Match vocabulary words learnt to pictures and objects.
- Pay attention to simple specific two-directional instructions.
- Engage in role play to respond to simple specific two-directional instructions.

1. Which words do you use to talk about the classroom? -2. Why is it important to pronounce words correctly?

Skills in English
-pg. 116
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 120
-Role play materials
-Digital devices
-Class objects
-Poems
-
-pg. 124
-Texts with decodable words

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency
Comprehension
Comprehension

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

- Read a text accurately, at the right speed and with expression.
- Realise the importance of reading fluently for lifelong learning.

The learner is guided to:
- Read words with target letters-sound combinations.
- Recite a choral verse to practise pronunciation of words, with peers.
- Read a short text observing stress and intonation.
- Engage in timed reading of a grade-appropriate text, displaying the right facial expressions, feelings or emotions.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre where he or she reads some lines or stanzas of a poem related to the theme with peers.

1. Why should we pronounce words correctly? -2. Why should we read fluently?

Skills in English
-pg. 120
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 124
-Digital devices
-Readers theatre scripts
-Story books
-
-pg. 126
-Pictures
-Digital texts
-
-Role play materials

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

Language Use
Writing

Cardinal and ordinal numbers -Demonstratives (these, those)
Spelling

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

- Differentiate ordinal and cardinal numbers as used in oral and written communication.
- Use ordinal and cardinal numbers for effective communication.
- Use plural demonstratives to talk about things that are near or far.

The learner is guided to:
- Distinguish between ordinal and cardinal numbers in a list or a sentence.
- Use objects in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers.
- Construct sentences using ordinal and cardinal numbers, with peers.
- Pick out demonstratives from a written text.
- Use demonstratives to talk about things in the classroom, with peers.
- Use demonstratives to construct sentences related to the theme.

1. Why is it important to count correctly? -2. Which objects are near/far from you?

Skills in English
-pg. 128
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 130
-Number charts
-Classroom objects
-Digital devices
-
-Songs/poems
-Grammar exercises
-Word lists
-Flash cards
-
-Jumbled word cards

Observation -Oral questions -Written questions -Peer assessment -Checklists

Writing
Listening and Speaking

Spelling
Pronunciation and Vocabulary

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

- Write 4-7 letter words appropriately for legibility.
- Adopt writing words clearly, legibly and correctly for effective communication.

The learner is guided to:
- Write 4-7 letter words with the target letter-sound combinations read to them.
- Make 4-7 letter words related to the theme from jumbled letters.
- Participate in spelling word drills with peers.
- Generate as many words related to the theme as they can from a set of their names.
- Type words made onto a digital device.

1. Why should people spell words correctly? -2. How do we learn to spell words or names?

Skills in English
-pg. 128
-Word lists
-Flash cards
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 130
-Digital devices
-Spelling drills
-pg. 133
-Audio recordings
-Charts
-
-pg. 138
-Picture cards
-Farm objects

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

THE FARM

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

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

- Listen to simple specific two-directional instructions in oral communication.
- Realize the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to and identify the vocabulary related to the theme as used in short sentences/short paragraphs/teacher read aloud stories.
- Articulate vocabulary related to the theme correctly.
- Construct sentences using the new words.
- Practise matching vocabulary learnt to pictures and objects.
- Sing songs related to the theme.
- Listen and respond to two-directional instructions.

1. Why is it important to pronounce words correctly? -2. Why do we need to respond to instructions properly?

Skills in English
-pg. 133
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 138
-Songs
-Match cards
-Digital devices
-pg. 140
-Poems
-
-pg. 145
-Texts with decodable words
-
-Readers theatre scripts

Observation -Oral questions -Oral presentations -Checklists

Reading
Language Use

Comprehension
Word Sets -(gender sets for animals/people) -Opposites

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

- Identify the main idea, topic or purpose of the text for understanding.
- Identify the setting of the text for comprehension.
- Explain the sequence of events in a text.

The learner is guided to:
- Read a theme-related text in print or digital form.
- Pick the main idea in the text by using sentence prompts.
- List the characters in the text.
- Discuss the setting in the text, with peers.
- Explain what happens in the beginning, middle and end of the text.
- Retell what was in the text in a few words.

How can we tell where the events of a story have taken place? -How can we tell the characters in a story?

Skills in English
-pg. 141
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 143
-Pictures
-Digital texts
-
-Story sequencing cards
-Charts
-
-pg. 146
-Picture cards
-Gender charts
-Digital devices

Observation -Oral questions -Reading comprehension -Peer assessment -Checklists

Language Use
Writing

Word Sets -(gender sets for animals/people) -Opposites
Punctuation -(The comma)

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

- Use the opposites to discuss animals and people at the farm.
- Realise the role of gender sets and opposites in communicating ideas.

The learner is guided to:
- Construct sentences using male and female of animals that are familiar.
- Work with pictures to identify opposites of animals/people.

Why is it important to learn words for referring to male and female animals/people?

Skills in English
-pg. 143
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 146
-Picture cards
-Opposites chart
-Digital devices
-
-Comma exercises
-Role play materials

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

Writing
Listening and Speaking

Punctuation -(The comma)
Pronunciation and Vocabulary

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

- Use the comma correctly in listing items.
- Adopt the use of the comma in writing.

The learner is guided to:
- Use commas to write lists of items/names.
- Write sentences using the comma correctly.
- Engage in role play conversations in which the comma is used and then write down some sentences on a digital device.

Why do you think we use a comma when writing?

Skills in English
-pg. 146
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 146
-Comma exercises
-Digital devices
-Lists of items
-pg. 149
-Audio recordings
-
-pg. 154
-Picture cards
-Maps

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

POSITION AND DIRECTIONS

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

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

- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Engage in simple dialogues using words related to the theme.
- Construct oral sentences using the new words.
- Recite rhymes/sing songs, using the vocabulary learnt.
- Practise matching vocabulary learnt to pictures and objects.
- Give and respond to simple specific two-directional instructions in oral communication.

1. Why is it important to pronounce words correctly? -2. What is the direction of your home from school?

Skills in English
-pg. 149
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 154
-Songs
-Match cards
-Digital devices
-Poems
-
-pg. 157
-Texts with decodable words
-
-Role play materials

Observation -Oral questions -Oral presentations -Checklists

Reading
Language Use

Comprehension
Prepositions

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

- Make predictions about the likely outcomes of a story based on the title and pictures for comprehension.
- Use contextual clues to infer meaning of new vocabulary items.
- Answer direct and indirect questions based on a text for information.

The learner is guided to:
- Observe the pictures and title of the story and talk about the likely events in the story.
- Read a print or digital text of about 60 words.
- Infer the meanings of new words as used in the text using contextual clues.
- Locate sentences to respond to direct questions.
- Get clues from the story to answer indirect questions.
- Read the story aloud and visualize the characters, setting and events in the story.

1. What do you think will happen in this story? -2. What do the pictures tell us about the story?

Skills in English
-pg. 157
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 159
-Pictures
-Digital texts
-
-Story sequencing cards
-Charts
-
-pg. 163
-Preposition charts
-Digital devices
-Classroom objects

Observation -Oral questions -Reading comprehension -Peer assessment -Checklists

Language Use
Writing

Prepositions
Punctuation -(The exclamation mark)

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

- Use prepositions accurately to describe the position, location and direction of things.
- Realise the use of prepositions for clarity in communication.

The learner is guided to:
- Describe location of various objects in the classroom using suitable prepositions.
- Construct sentences using target prepositions and share with peers.
- Practise using target prepositions in a dialogue, with peers.
- Sing short songs/rhymes with prepositions.
- Play language games containing target prepositions.

1. Where do we keep different things in the school? -2. Where do we keep different things at home?

Skills in English
-pg. 159
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 163
-Songs/rhymes
-Language games
-Digital devices
-
-Exclamation mark exercises
-Games

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

Writing
Listening and Speaking

Punctuation -(The exclamation mark)
Pronunciation and Vocabulary

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

- Use the exclamation mark correctly in writing.
- Adopt using the exclamation mark in writing.

The learner is guided to:
- Use the exclamation mark correctly in written exercises.
- Play games with peers that involve placing the exclamation mark correctly in a text.

Why do you think it is important to use the exclamation mark when writing?

Skills in English
-pg. 163
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 163
-Exclamation mark exercises
-Digital devices
-Practice texts
-pg. 165
-Audio recordings
-
-pg. 168
-Picture cards
-Nature materials

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

ENVIRONMENT

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
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
-
-Readers theatre scripts

Observation -Oral questions -Oral presentations -Checklists

Reading
Language Use

Comprehension
Regular comparative and superlative adjectives

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

- Make predictions on the likely outcomes of a story related to the theme.
- Make connections of events, characters and places in a text with real life.
- Infer the meaning of new words in a text using contextual clues.

The learner is guided to:
- Observe pictures and the title of a text and say what will happen in the story.
- Read the text aloud, with peers.
- Talk about where the actions are taking place, using clues from pictures and the text, with peers.
- Infer the meaning of words using contextual clues.
- Locate sentences containing answers to direct questions, answer the questions.
- Use contextual clues to answer indirect questions.

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
-Pictures
-Digital texts
-
-Story sequencing cards
-Charts
-
-pg. 176
-Adjective charts
-Digital devices
-Classroom objects

Observation -Oral questions -Reading comprehension -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
Listening and Speaking

Guided Writing
Pronunciation and vocabulary
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
-
-Technology tools
-Role play materials

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

TECHNOLOGY

Reading
Reading
Reading

Fluency
Comprehension

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 related to the theme accurately for information clarity.
- Read a text related to the theme at the right speed displaying the right emotions and feelings.

The learner is guided to:
- Point out and read words with letter-sound combinations: 'gr-', 'pr-', /ɔɪ/, /uː/, /ʊ/ from either print or digital stories.
- Take turns to read at an appropriate speed as modelled by the teacher or peers.
- 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
-Texts with decodable words
-
-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
Reading

Guided Writing
Pronunciation and Vocabulary
Fluency

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
-Pg. 198
-Digital stories
-Word ladder games

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

CULTURAL ACTIVITIES

Reading
Reading
Reading

Fluency
Comprehension
Comprehension

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
-Pg. 202
-Digital devices
-Print texts

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

Language Use
Writing

Wh-questions
Guided Writing

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
-Pg. 206
-Word cards
-Jumbled word games

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

Writing
Listening and Speaking

Guided Writing
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

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

CHILD LABOUR

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

-
-Articulate words with the target letter-sound combinations in preparation for reading.
-Respond to specific simple two-directional instructions in oral communication.
-Realise the importance of listening attentively for effective communication.

The learner is guided to:
-Practice pronunciation of words with target sounds
-Engage in rhymes and tongue twisters
-Role play activities using new vocabulary
-Follow and practice two-directional instructions
-Participate in vocabulary drills

1. Why is it important to pronounce words correctly? -2. How can we improve our listening skills?

Skills in English pg. 209
-Teacher's Guide
-Course book materials
-Audio clips
-Picture cards
-Language games
Skills in English pg. 213
-Digital texts
-Reading timers
-Graded readers
-Audio recordings
-Charts with target words

Oral presentations -Role play assessment -Peer feedback -Self-assessment -Teacher observation

Reading

Fluency
Comprehension
Comprehension

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

-
-Read texts related to child labour theme accurately and fluently.
-Realise the importance of reading fluently for lifelong learning.
-Participate in readers theatre activities.

The learner is guided to:
-Practice reading texts with appropriate expressions
-Participate in choral reading
-Engage in readers theatre performances
-Read texts with varying sentence structures
-Practice reading with appropriate pauses and intonation

1. Why is reading fluency important? -2. How can we express emotions through reading?

Skills in English pg. 213
-Drama scripts
-Story books
-Performance spaces
-Digital recording devices
-Props for theatre
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

Performance assessment -Reading portfolios -Video recordings -Peer reviews -Teacher feedback

Language Use
Writing
Writing

Adverbs of time
Guided Writing
Guided Writing

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
Skills in English pg. 222
-Jumbled word cards
-Sentence strips
-Writing worksheets
-Peer assessment sheets
-Grammar guides
-Writing templates
-Punctuation charts
-Sample sentences
-Editing checklists
-Peer review forms

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