Approved by KICD - 2018 Edition
Longhorn
English Literacy
Activities
Teacher’s Guide
Grade 1
Salome Wenyaa
Margaret Kagasi
Salama Menza
Margaret Githui
Tonnia Masai
Munira Hussein
Approved by KICD - 2018 Edition
Published by;
Longhorn Publishers (Kenya) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank,
P.O. Box 5910,
Kigali, Rwanda.
Longhorn Publishers (Uganda) Ltd.,
Plot 4 Vubyabirenge, Ntinda,
P. O. Box 24745,
Kampala, Uganda.
Longhorn Publishers (Tanzania) Ltd.,
New Bagamoyo Road/Garden Road,
Mikocheni B, Plot No. MKC/MCB/81,
P.O. Box 1237,
Dar es Salaam, Tanzania.
© S. Wenyaa, M. Kagasi, S. Menza , M. Githui, T. Masai, M. Hussein 2018.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior
written permission of the copyright owner.
First published 2018
ISBN 978-9966-64-011-6
Approved by KICD - 2018 Edition
Contents
Part One
Introduction...................................................................................................i
The book structure ........................................................................................i
The teaching process................................................................................... vi
The language skills ....................................................................................vii
Teaching methods in English......................................................................ix
Grouping learners.......................................................................................xii
Important attitudes in learning English..................................................... xix
Teaching resources.................................................................................... xiv
Improvisation ............................................................................................xiv
Special education needs and multi-ability learning ...................................xv
Safety in the classroom ...........................................................................xviii
Assessment and evaluation methods.......................................................xviii
Proposed grading system ...........................................................................xx
Part Two
Unit 1 ......................................................................................................1
Relating with others ....................................................................................1
Unit 2 ....................................................................................................22
The big cat .................................................................................................22
Unit 3 ....................................................................................................41
Why the guinea fowl has white spots .......................................................41
Unit 4 ....................................................................................................58
Koome and his toys ...................................................................................58
Unit 5 ....................................................................................................74
The lion and the mouse .............................................................................74
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Introduction
e vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged, empowered and ethical citizen. is will be achieved by providing
every Kenyan learner with the right standards in the skills and knowledge that they
deserve, and which they need in order to thrive in life. is shall be accomplished
through the provision of excellent teaching, school environments, resources and
a sustainable visionary curriculum that provides every learner with high quality
learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in the
curriculum.
is Teacher’s Guide has been designed to do just that. It places the learner at the centre
of learning. e Teacher’s Guide provides pathways for identifying and nurturing the
talents and interests of learners early enough to prepare them for the world of work,
career progression and sustainability.
Structured in line with competency-based curriculum, the guide, as well as the
Learner’s Book provide methods of assessment and help the teacher in the promotion
of national values and national cohesion and their integration into the curriculum.
e teacher should nurture the learner’s potential through the learning pathways that
are provided in this book. is should be done with the recognition of the learner’s
potential, gis and talents. In essence, no child should be labelled a failure.
The Book Structure
is Teacher’s Guide is organised into two main sections. Part 1 is the general
introduction section which addresses dierent pedagogical issues. Part 2 highlights the
teaching of the units as outlined in the Learner’s Book. It gives in details the expected
learning outcomes, interesting teaching and learning activities, tips on handling
the special needs learners, digital oriented exercises, informative notes to teachers
and extra exercises for gied learners.
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Organisation of the units
Each theme consists of the following:-
1. Strand
2. Sub-strand
3. Suggested time
4. Specic learning outcomes
5. Key inquiry questions
6. Core competences to be developed
7. Links to PCIs
8. Links to other subjects
9. Link to values
10. Suggested learning aids
11. Suggested community service learning
12. Suggested assessment
13. Background information
1. Strands
ese represent the language skills; listening and speaking, reading, grammar and
writing. It is through the skills that learners apply their learning and engage in higher
order thinking. ese skills relate to the upper levels of Bloom’s taxonomy and they
lead to deep rather than surface learning. e teachers’ guide ensures that they are
functional. e learners should experience the interdependence of the skills across the
book and nd relevance of what they learn in their day to day contexts.
2. Sub-strands
Each strand has a sub-strand area which indicates the scope of coverage of what a
teacher should teach and learner should learn in line with stated learning objectives.
3. Suggested time
ese are number of lessons suggested for each unit.
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4. Specic learning outcomes
By the end of the course the learner should be able to:
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal modes in a variety of
contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practise hygiene, nutrition, sanitation and safety skills to promote health and
wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral
development for a balanced living.
8. Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
5. Key inquiry questions
e question statement is a comprehensive learning statement presented as a starting
point. It is a question that is meant to make the learners want to nd out the solutions
in the course of the lesson.
6. Core competencies to be developed
A competency-based approach enables meaningful connections within and between
subject areas. e seven core competencies to be achieved by every learner are:
• Communication and collaboration
• Self-ecacy
• Critical thinking and problem solving
• Citizenship
• Digital literacy
• Learning to learn
ey should be achieved once learners have met all the learning outcomes in the lesson.
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7. Links to PCIs
Classroom instructions should link content being taught to various Pertinent and
Contemporary Issues (PCLs). ere are 6 PCLs to be addressed. ese are:
• Global citizenship
• Health education
• Life skills and values education
8. Links to other subjects
It is important for learners to gain an understanding of the interconnections between
dierent subjects so that learning in each subject is reinforced across the curriculum.
is section does exactly that. It prepares the teacher to pass this information to the
learners so that they are aware.
9. Links to attitudes and values
Values are standards that guide an individual on how to respond or behave in a given
circumstance. e teaching of values will facilitate the achievement of the curriculum
reform’s vision with respect to moulding ethical citizens. Truly engaging learning
activities have been matched with appropriate attitudes and values that relate to the
lesson.
10. Attention to special education needs
is section provides a way that the teacher can cater for the dierent special education
needs with a consideration to the nature and requirements of the lesson.
11. Suggested learning aids
is section lists the learning aids needed for the unit. It also indicates the alternative
learning aids and materials for learners with special needs and for schools with limited
resources.
12. Suggested community service learning
e learner is part of a larger community and therefore, education should lead the
youth of the country to accept membership of this community with all the obligations
and responsibilities, rights and benets that this membership enjoys.
• Education for sustainable development
• Learner support programmes
• Community service learning and parental
engagement
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13. Suggested assessment
is section contains the questions and suggested answers to assess the learning
outcome of the lesson.
14. Background information
is
section provides an insight to the teacher on how to come up with a methodology
of the unit using the resources available and dierent activities in the Learner’s Book.
It also contains suggestions to the teacher on how to introduce the lesson and engage
the learners.
Organisation of the lessons
e lesson has the following key parts:
- Lesson number
- Specic learning outcomes
- Learning aids
- Introduction to the lesson
- Learning activities
- Assessment
- Answers
1. Lesson number and title: is gives the number of the lesson and the topic to be
covered in that lesson.
2. Specic learning outcomes: is section has the learning objective related to the
particular lesson according to the syllabus.
3. Learning aids: is section lists the learning aids needed for the lesson. It also
indicates the alternative learning aids and materials for learners with special needs
and for schools with limited resources.
4. Introduction: is section provides additional content for the teacher to have a
deeper understanding of the topic.
5. Learning activities: Learning activities are expected to engage learners in an
interactive learning process as much as possible (learner-centred and participatory
approach). ey outline guidelines on how to facilitate the learner’s activities in
a way that promotes the development of core competencies, values, skills and
attitudes. It also provides a way that the teacher can cater for the dierent special
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education needs with a consideration to the nature and requirements of the lesson.
is section contains suggestions of remedial activities for slow learners too. e
teacher is also guided on how to integrate PCIs in the lesson.
Suggestions on when to arrange the learners in groups have been made in this
Teacher’s Guide. It is encouraged to group the learners during all lessons. is is
because it allows all learners to participate and develop their communication skills.
However, bear in mind the special educational needs, gender balance, and the
ability of the members. Ensure minimum movement when grouping the learners
and encourage them to speak soly so that they are able to listen to one another.
6. Assessment: is section contains suggestions on how to assess the lesson learning
outcomes. ey can be in form of questions, demonstrations, drawings, written
exercises or portfolio.
7. Answers: is section provides the answers to the exercises within the lesson.
The Teaching process
English is taught and learnt as a core subject. At every grade, it is structured in themes,
strands and sub-strands. ey are further broken down into lessons. A lesson is aligned
with the number of activities. Each lesson has learning outcomes whose achievement
is pursued by all teaching and learning activities undertaken by both the teacher and
the learners. Some learning outcomes focus on knowledge and understanding. ese
are associated with Lower Order inking Skills (or LOTS.) For example:
By the end of the lesson, learners should be able to:
- construct sentences.
- list down four children’s rights.
- identify indenite pronouns.
Other learning outcomes focus on acquisition of skills, attitudes and values. ey are
associated with Higher Order inking Skills (or HOTS.) ese learning outcomes
are actually considered to be the ones targeted by the new curriculum. For example:
By the end of the lesson, learners should be able to:
- enjoy using indenite pronouns.
- appreciate the use of prepositions in sentences.
- respond correctly to questions.
ere are Learning Activities that are expected to engage learners in an interactive
learning process as much as possible (learner-centered and participatory approach).
is section also contains suggestions of remedial activities for slow learners. ere are
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suggestions of activities and written exercises for fast learners, too. In this digital era,
there are activities where computer devices are necessary.
Each lesson has links to other subjects, its assessment criteria and the materials (or
resources) that are expected to be used in the learning process.
The language skills
is involves teaching integrated literacy. is means that you incorporate all the
language skills in each lesson. However, the correct order of teaching these skills
should always be observed; listening comes rst, followed by speaking, reading and
lastly writing.
a. Listening and speaking
is is the teaching of oral work. It involves teaching vocabulary, sentence patterns
and structures. In listening lessons, emphasise on good sitting posture, appropriate
facial expressions and gestures. When speaking, learners should pronounce the
vocabulary correctly. e proper pronunciation and intonation as they read should
also be observed.
Learners with low attention spans should be observed closely and deliberate eorts
made to have them engaged in ongoing activities. If learning outcomes are still not
met, other interventions should be sought.
Activities for oral lessons
- Conversations, dialogues and discussions
- Responding to simple instructions
- Drama and role play
- Songs
- Tongue twisters
- Riddles, storytelling
- Poems.
ese activities can be done in groups, in pairs or by the whole class.
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b. Reading
Learners should read words that have simple letter-sound correspondence and
gradually introduce longer words with more complex letter-sound correspondence.
Where learners are good readers, variations to this suggestion should be made by
giving more complex sounds to be combined into longer words. is is intended to
take care of dierentiated curriculum and learning. For those struggling with word
recognition, a combination of prompts could be used to support them.
As learners progress, they read texts of 200 words, gradually increasing in length and
requiring more accuracy and expression at intervals of two weeks. Variations to this
suggestion should be made by giving longer texts demanding more accuracy and
expression among learners who can read uently. For those struggling with uent
reading, shorter texts demanding fewer words per minute could be given to support
them.
Note that for good reading, sitting posture should be upright. Learners should also be
discouraged from lip-reading or using their ngers to guide them.
Reading activities for beginners
- Phonic method is a good starting point.
- Letter cards, sound cards or slides can be used.
- e look and say method is also good for beginners. It is where they incorporate
games like lucky dip, bingo etc. As the learners develop in their reading, reading
aloud in groups can be done. Loud reading enhances uency because the learners
are listening to good reading. With time, you can teach the learners on silent
reading.
c. Writing
Learners should practise handwriting oen, starting from copying models of shapes
and progressively advancing to writing dictated words and sentences neatly and legibly.
Learners should later start using capital letters for proper nouns and progressively
write sentences with a variety of correct punctuation marks.
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e progression to using a variety of punctuation marks should be accelerated in
instances where learners recognise and use appropriate punctuation. For those
struggling with capital letters and punctuation, opportunities for more practice with
simpler punctuation should be created.
At this level now, learners can now practise completing simple blank lling exercises.
ey then progressively move to making short phrases and sentences to make
paragraphs. e progression from writing phrases to sentences and paragraphs should
also be accelerated in instances where learners can comfortably complete sentences.
But in case of slow learners, opportunities for more practice with simpler phrases and
sentences should be created.
Writing activities
Among the many activities learners can engage in are:
- Demonstration and imitation
- Spelling games
- Dictation
- Written exercises
- Pattern drawing
- Sentence construction and creative writing
Teaching Methods in English
It is important to discuss some of the methods commonly used during instruction of
Literacy in English. ese are:
(i) Demonstration
(ii) Questioning technique
(iii) Role play
(iv) Individual work
(v) Discussion
(vi) Discovery
ese methods have their own merits when used at the right moment and for the
appropriate audience. An attempt has been made to spell out how and when to make
use of some of the methods outlined in the teaching of Literacy in English.
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(i) Demonstration
When the pupils are expected to use learning aids, make models or draw pictures, it is
necessary for the teacher to demonstrate rst what he/she expects of them. When the
teacher is demonstrating, say for example how a game is done, he/she is to ensure that
all the pupils can see what he/she is doing.
It may be necessary to call the pupils around the demonstration table for all to see.
During demonstration, he/she could ask some pupils to help in handling and setting
up the learning aids. e teacher should then outline the procedure he/she expects the
pupils to follow as they carry out their projects either individually or in groups.
(ii) Questioning technique
is is one of the most important methods of teaching and nds its application in
nearly all subjects in a school. A good mode of questioning will full several important
aspects of a lesson. It will:
• increase pupil’s participation.
• reduce teacher talk considerably.
• create enthusiasm and motivation in the pupils.
• encourage creative thinking.
• develop skills in organisation of ideas.
• keep the class active and lively.
• promote interaction between the teacher and his/her pupils, among the pupils and
with learning aids.
When a teacher asks a question to one of his/her pupils and the pupil gives a wrong
answer, the teacher should not say ‘no’ or rebuke the pupil. is withdraws the pupil
from further learning and concentration, because his/ her answer was honest based on
what he/she thought was right. Instead, the teacher should follow the pupil’s answer to
establish the rationale for the wrong answer. In this process, the teacher will discover
where the pupil went wrong and help him/her.
Alternatively, the teacher’s question could have been ambiguous or vague and as a
result he/she will need to rephrase the question.
(iii) Role play
is method can be applied in teaching of speaking, listening and reading skills. e
teacher can ask learners to act out a dialogue in small groups and then demonstrate
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before the whole class. is method enables learners to fully interact with one another
and with the teacher during the lesson.
(iv) Individual work
Individual work by pupils begins when the teacher assigns a few problems to them
during class work. is is the application session where every individual pupil is
expected to work on his or her own.
During this session, the teacher moves round the class marking pupil’s work and giving
individual attention to those with diculties. Individual work is then extended to the
take home assignment where the pupils will be expected to solve problems outside the
classroom. Individual work encourages the pupils to go through learnt concepts alone.
is reveals to the teacher how a pupil would perform aer instruction. It is possible
to conclude whether the lesson achieved the expected outcome or whether a remedial
lesson is needed.
(v) Discussion
In discussion, a teacher acts as a facilitator during pupils’ interaction. He or she poses
the topic for discussion and acts as a resource person. Discussion educates and trains
the pupils to apply knowledge, think critically, solve problems easily then obtain
relevant information easily and make pertinent decisions.
An eective discussion is characterised by the following:
(i) A group atmosphere where all are actively involved.
(ii) Critical and reective participation with lots of cooperation.
(iii) Shared decision making and making of conclusions.
(iv) e teacher’s role is that of a guide and sometimes that of a facilitator.
(vi) Discovery method
rough manipulation of learning aids and a study of a number of patterns and
relationships, pupils discover concepts in Literacy in English. Discovery can arise
through organised work and discussions.
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Grouping Learners
Grouping learners for learning has increasingly become popular in recent years. In
fact, the shi from knowledge-based to competence-based curriculum will make
grouping the norm in the teaching process. Grouping learners can be informed by
one or all of the following:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Friendship grouping
(f ) Sex grouping
Grouping learners has several advantages such as:
(a) e individual learner’s progress and needs can easily be observed.
(b) e teacher–learner relationship is enhanced.
(c) A teacher can easily attend to the needs and problems of a small group.
(d) Materials that were inadequate for individual work can now easily be shared.
(e) Learners can learn from one another.
(f) Cooperation among learners can easily be developed.
(g) Many learners accept correction from the teacher more readily and without feeling
humiliated when they are in a small group rather than the whole class.
(h) Learners’ creativity, responsibility and leadership skills can easily be developed.
(i) Learners can work at their own pace.
e type of “grouping” that a teacher may choose depends on:
(a) e topic or task to be tackled.
(b) e materials available.
(c) Ability of learners in the class (fast, average, slow).
However, the teacher must be exible enough to adjust or change his/her type of
grouping to cope with new situations. ere is no xed number of learners that a
group must have. is again will be dictated by such factors as the task to be done,
the materials, characteristics of learners in your class, size and the space available.
However, groups should on average have between four to seven learners. You can also
resort to pair work depending on the nature of the content being taught at the time.
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ere is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the topic or subtopic at hand.
Important attitudes in learning of Literacy in English
a) In learners
ere are certain useful attitudes, which the teacher should help to develop in the
learners as they learn Literacy in English. Literacy in English is expected to make an
impact on a learner’s general behaviour and approach to life.
• Practical approach
Learners should seek answers to their questions and problems by nding out
wherever possible.
• Responsibility
A learner should be responsible enough to eect tasks apportioned and take
good care of items and objects during and aer an investigation.
• Cooperation
Learners will oen be working in groups while role-playing and need therefore to
cooperate with all other members of the group.
• Curiosity
Learners should have a curious attitude as they observe things and events around
them. is is the rst step towards solving a problem.
• Self-condence
Learners should have the will to attempt to solve a problem. e feeling of self-
condence can be strengthened in young learners if they experience many small
successes that win approval and encouragement from the teacher. e problems
which learners attempt to solve should not be so dicult that they lead to
frustration.
• Honesty
As they make observations, record, analyse results and draw conclusions.
• Patience
Learners should be patient with each other as other learners may be quick to
answer and others slow to understand.
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b) In teachers
• Engage students in a variety of learning activities.
• Apply appropriate teaching and assessment methods.
• Adjust instructions to the level of the learner.
• Encourage creativity and innovation.
• Make connections with other subjects.
• Show a high level of knowledge of the content.
• Develop eective discipline skills to manage the classroom adequately.
• Be a good communicator.
• Be a guide and counsellor.
• Have strong passion for children, teaching and learning.
Learning resources
ese refer to things that the teacher requires during the teaching process. ey
include:
• e classroom
• Textbooks
• Wall charts. Cards, pictures and wall maps
• Classroom objects
• Models
• Resource persons
• Social facilities such as health centres, other learning institutions, community
organisations, etc.
• Enterprises such as agricultural farms, industries, among others.
Improvisation
If each learner is to have a chance of experimenting, cheap resources must be made
available. Expensive, complicated materials may not always be available in most
schools. Such sophisticated equipment made by commercial manufacturers is usually
expensive and majority of schools cannot aord it. e teacher is therefore advised to
improvise using locally available materials as much as possible. Improvisation should
however not be regarded as a cheap substitute of proper equipment.
Note: Certain topics are best studied during a particular weather condition than at
other times. For instance, observation of colours and visit of a farm are best done
during sunny weather. e teacher should therefore think ahead while preparing for
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the lesson so that the prevailing weather pattern is considered. is will ensure that
suitable activities for learning Literacy in English are planned for with the weather in
mind.
Teaching plans should be suciently exible to cope with unexpected situations and
can be altered or modied to suit certain circumstances.
Special education needs and multi-ability learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcome by other students so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
those with learning diculties and disabilities. e focus of inclusive curriculum is on
ensuring participation in education of learners with dierent learning styles and other
diculties. To be successful, it entails a range of issues including teacher’s positive
attitudes, adapting the learning resources, a variety of teaching and learning methods
and working together. Overall, the benets of an inclusive curriculum extend to all
learners.
Inclusive education also helps to ensure the optimal development of children with
special educational needs by giving them a vital space which provides opportunities
for child focused learning, play, participation, peer interaction and the development
of friendships. e curriculum may also be enriched for learners who are gied
and talented. is may be done by providing additional and advanced content and
resources.
Learners with special needs who follow the regular curriculum
Some learners with special needs may follow the same curriculum as learners without
special needs. However, for these learners to access the regular curriculum, adaptation
may be necessary. Adaptations may include the substitution of curriculum content,
removal of specic curricular content areas and the adaptation of teaching and learning
strategies, resources and assessment.
Learners with special needs who may follow the regular curriculum include those with:
i. Special gis and talents
ii. Visual impairment
iii. Hearing impairment
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iv. Physical handicap
v. Mild cerebral palsy
vi. Learning disabilities
vii. Emotional and behavioural diculties.
Assessment strategies and conditions should be standardised to the needs of these
learners. e teacher should identify such cases and help facilitate the aected
learners’ learning. For example, learners with visual and hearing diculties should sit
near the teacher’s table for easy supervision and assistance. e following are more
suggestions on how to support special needs children in your class.
(a) Learners with physical difculties
In this group of learners, the aected areas are normally some body parts, especially
the limbs. ere may be partial or total loss of use of the limbs. In case the legs are
aected, the learners will need assistance during activities that involve movement.
is could be during a nature walk and other activities that learners have to stand for
some reason. e teacher should organise for the learner’s ease of movement around.
e learner should also be given time to catch up with the others.
In case the hands are aected, the learners should be given more time to nish their
work. In both cases, the learners should not be pressurised to do things that can cause
injury or ridicule.
(b) Learners with visual difculties
ese learners normally have problems with their eyesight. ey should sit in a
position where they are able to see the chalkboard without straining.
Note: e learner could be long-sighted or short-sighted.
e
material to be observed should be brought closer to the learner and a magnifying
lens used where necessary.
e
teacher should use large diagrams, charts and labels. In
some cases, the learners can be allowed to touch and feel whatever others are looking
at. Other learners can assist by reading aloud. e lighting system in the classroom
can also be improved.
e teacher should read aloud most of the things he/she writes on the chalkboard.
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(c) Learners with hearing difculties
e aected part in this case is the ear. e learner should have hearing aids. e
teacher should use as many visual aids as possible. ey should also project their
voice and always talk while facing the learners. Use of gestures and signs while talking
helps the learner gure out what the teacher is saying as well.
(d) Learners with speech difculties
A common example in a normal class is the stammerer. ey always speak with a
lot of diculty. e teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises than oral ones.
(e) Learners with mental difculties
e teacher should try to identify the nature and level of the mental diculty.
Learners with mental
diculties should then be given special assistance and
attention
at an individual level. ey can be given special tests or assessments. In general, all
the learners with diculties should be reinforced promptly. is encourages and
motivates them. e teacher and the rest of the class should never ridicule learners
with any of the
diculties.
Note that generally, people with any kind of disability can be
very sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not
deserve them. Treat them fairly but not with undue favours. In extreme cases, it can be
recommended for the learners to join a special school.
Safety in the classroom
Pupils in primary school are extremely active and curious. As such, they are inclined
to getting harmed and injured. ey should therefore be constantly protected from
sources of injury and harm. e teacher is therefore advised to take strict safety
precautions whenever learners are in class or outside the classroom. Some areas that
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need consideration as far as safety is concerned include:
• When using tools and equipment.
• During experiments or demonstrations.
• When handling sharp or pointed objects like a pair of scissors, razor blade, etc.
• During nature walks and eld visits, learners should avoid handling poisonous
plants and harmful animals, etc.
Remember, the teacher is responsible for the safety of the children during the period he
or she is handling them.
Assessment and evaluation methods
Competency-based assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning and to
make a judgement about a learner’s achievements measured against dened standards.
Assessment is an integral part of the teaching and learning processes. In the new
competence-based curriculum, assessment must also be competence- based; whereby
a learner is given a complex situation related to his/her everyday life and asked to try
to overcome the situation by applying what he/she learned.
Assesment is a machine for reasoning what students know, can do or have accomplished
based on a handful of things they say, do or make in particular settings.” (Mislevy et
al, 2003). Assessment is not just designing an assessment task and producing an
assessment score. A good assessment also denes the size and nature of the learning
gap.
Purposes of assessment
e aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view to informing interventions for further acquisition
and mastery of expected competencies. Assessment helps to diagnose and monitor
the progress of a learner, and provides feedback to learners, parents, teachers and
curriculum designers and implementers. It also provides guidance on the selection of
future courses, certication and promotion to the next progression level.
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e assessment needs to use a variety of ways to collect information about a learner’s level
of acquisition of competencies and progress in all subjects. e collection of a learner’s
information should be a continuous process and should be recorded constantly. e
teacher should give importance to each learner’s way of responding and learning and
the span of time he or she takes to do so. e teacher should provide feedback that will
lead to positive action and help the learner. When a teacher is providing reports on a
continuous basis he or she should be sensitive to every learner’s response.
Types of assessment
e
two types of assessment that will be employed in the new curriculum is formative
and summative assessment.
a) Formative and continuous assessment (assessment for learning)
Formative or continuous assessment involves formal and informal methods used by
schools to check whether learning is taking place. When a teacher is planning his/ her
lesson, he/she should establish criteria for performance and behaviour changes at the
beginning of a unit. enat the end of every unit, the teacher should ensure that all the
learners have mastered the stated key unit competences basing on the criteria stated
before going to the next unit. e teacher will assess how well each learner masters
both the subject matter and the generic competencies described in the curriculum
design and from this, the teacher will gain a picture of the all-round progress of the
learner. e teacher will use one or a combination of the following:
• Observation to judge the extent of skills acquisition
• Written tests
• Oral questions
• Project work
• Attitude change – this can be done by asking probing questions and checking
body language as learners respond to the questions.
b) Summative assessment (assessment of learning)
When summative assessment is used to record a judgement of a competency or
performance of the learner, it serves a summative purpose. Summative assessment
gives a picture of a learner’s competency or progress at any specic moment. e
main purpose of summative assessment is to evaluate whether learning objectives have
been achieved and to use the results for the ranking or grading of learners, for deciding
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on progression, for selection into the next level of education and for certication.
is
assessment should have an integrative aspect whereby a student must be able to show
mastery of all competences.
It can be internal school-based assessment or external assessment in the form of
national examinations. School-based summative assessment should take place once
at the end of each term and once at the end of the year. School summative assessment
average scores for each subject will be weighted and included in the nal national
examinations grade. School based assessment average grade will contribute a certain
percentage as teachers gain more experience and condence in assessment techniques,
and in the third year of the implementation of the new curriculum it will contribute
10% of the nal grade, but will be progressively increased. Districts will be supported
to continue their initiative to organise a common test per class for all the schools to
evaluate the performance and the achievement level of learners in individual schools.
External summative assessment will be done at the end of P6.
Proposed grading system
Mark Range Grade Quality of Grade Competency
80% and above A Excellent Competent
60-79% B Very. Good Competent
50-59% C Good Fairly Competent
40-49% D Sucient/Pass Fairly Competent
Below 40% E Not Sucient/Fail Not Yet Competent
Excellent
is is a standard of excellence level. Descriptions should indicate that all aspects of
competencies exceed grade level expectations and show exemplary performance or in-
depth understanding. Learning goals are met in a comprehensive way.
Very Good
is is approaching the standard of excellence level. Descriptions should indicate
some aspects of work that exceed grade level expectations and demonstrate solid
performance or understanding. Learning goals are met in a practical and thorough
way.
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Good
is meets acceptable standards. is level should indicate minimal competencies
acceptable to meet grade level expectations. Learning goals are met in an appropriate
and reasonable way.
Sufcient
Performance and understanding are emerging or developing but there are some errors
and mastery is not thorough.
Not sufcient
is does not yet meet acceptable standards. is level indicates what is not adequate for
grade level expectations and indicates that the student has serious errors, omissions or
misconceptions. e teacher needs to make decisions about appropriate interventions
to help the student improve.
Conclusion
is Teacher’s Guide has been written to help you guide pupils to learn English in
the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• Go through the expected learning outcomes – this should help inform the manner
of teaching.
• Read through the lesson in advance to get an overview of the content to be covered.
• Form a mental picture of the learning activities and the ways in which you will 
interact with pupils when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• In some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like the equipment failing to work during the lesson.
Remember: e suggested teaching activities in this book are just a guide. You
may not need to follow them to the letter. Feel free to incorporate other innovative
teaching methods that will help in delivering the intended content optimally.
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Term
Week 1
Unit
1
Relating with others
Specic learning outcomes
Listening
Speaking Reading Writing
Sub-strand 1.1 Listen
to instructions and
questions
By the end of the
Sub-strand, the learner
should be able to:
a) listen attentively to a
variety of simple
Instructions and
questions.
b)respond appropriately
and condently to
a variety of simple
instructions and
questions.
c)use appropriate
courtesy words and
phrases in giving and
responding to
instructions and
questions.
d)apply the vocabulary
learnt to give
instructions and ask
questions.
e)appreciate the
importance of giving
and responding to
instructions and
questions appropriately.
Sub strand 2.2
Responding to
instructions and
questions
By the end of the
sub-strand, the
learner should be:
a)respond
condently
to simple oral
questions and
instructions from
dierent media.
b)use appropriate
words in giving
and responding to
instructions and
questions.
c)appreciate
the importance of
responding
appropriately when
taking instructions
and answering
questions.
Sub strand
3.1 Phonemic
awareness
By the end of the
sub-strand, the
learner should be
able to:
a)practise le-right
eye movement
with accuracy
b)isolate sounds in
a word.
c)segment words
that start with
similar sounds.
d)Recognise all the
letters of the
alphabet in the
language of the
catchment area.
Sub strand 4.1
Letter Sounds
and letter
names- phonics
By the end of the
sub-strand,the
learner should be
able to:
a)write upper and
lower case letters
correctly.
b)dierentiate
letters with visual
similarities
(bdp (w, vym)
(k)c)
sound digraphs
and consonant
clusters.
d)develop an
interest in writing
using uppercase
and letter names
correctly.
e)handwrite
letters,
numbers, and
symbol.
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Core competencies to be developed
1. Learning to to learn
2. Communication and collaboration
3. Imagration and creativity
4. Digital literacy
5. Self ecacy
6. Citizenship
7. Critical thinking and problem solving
Link to PCIs
Life skills: Skills of knowing and living with oneself (self-ecacy)
Skills of knowing and living with others (eective communication)
Learners play games that help in developing motor skills in pairs and in groups.
Link to values
Respect, responsibility, love, peace, social justice, integrity, patriotism and co-
operation.
Links to other learning areas
All learning areas
Suggested community service learning
1. Learners practise giving and responding to simple instructions with other members
of the community in worship places, places in wedding.
2. Learners practise sounding and reading words with those at home.
3. Learners practise scribbling and writing then hang the written work on school
noticeboard.
4. Learners practise asking questions and giving instructions with those at home:
parents, caregivers, peers and other relatives.
Non-formal activity to support learning through application
1. Learners practise giving and responding to simple instructions with peers.
2. Learners practise sounding words as they play with others.
3. Learners share their writing with peers.
4. Learners practise giving and responding to simple instructions with peers.
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Suggested assessment
1. Oral questions
2. Learners read sounds, syllables and words paying attention to correct pronunciation.
3. Build word families e.g. three letter words with sound /a/.
4. Role play
Learning resources
Charts with instruction words and questions, audio-video recording devices (tapes,
videos, phone), word charts, sounds from the environment, pencils, books, ash
cards, word puzzles, crayons, stencils, writing slates, audiovisual, tapes, resource
persons, community leaders.
Attention to special education needs
Support for multi-ability learning
1. Encourage slow learners to
participate in discussions such as
the role-play and telling of stories.
2. Give fast learners extra activities
to avoid boredom and idling.
3. Give both the slow and fast
learners equal chances to
participate in class activities. You
have the duty to ensure that they
accommodate one another and
learn to co-exist despite their
dierences.
Support for special needs learning
1. For the visually impaired learners,
avail Braille, tactile pictures and for
those with sight diculties, provide
large print texts.
2. For the learners with hearing
impairments make use of sign
language or avail a sign language
interpreter.
3. Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
4. Allocate physically challenged learners
roles that they can handle such as
acting as the school head teacher or
the village elder. Give them enough
support and ensure other learners
do the same, for example, helping in
pushing of a wheelchair for a disabled
learner.
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Lesson 1: Listen to instructions
(Learner’s Book page 1)
Specic learning outcome
By the end of the lesson, the learner should be able to listen attentively to a variety of
simple instructions and questions.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under Sub-strand 1.1 (listening to instructions and questions). You should model
to the learners appropriate phrases and expressions giving instructions aer which
the learners imitate you in groups, in pairs and then individually. Make an eort to
integrate reading and writing in the lesson using appropriate contexts.
Learning resources
Charts with instruction words and questions, tablets and an audio recorder.
Introduction
1. Introduce the lesson by asking the learners to look at the picture in the Learner`s
Book page 1.
2. Display the charts with instruction words and questions.
Learning activities
1. Guide the learners to study the pictures in the Learner’s Book. In groups, let the
learners discuss what they can see.
2. Group the learners and guide them to read the conversation between Annet and
Teacher.
3. Guide the learners to give instructions to each other as you record.
4. Guide the learners as they listen to the recorded tape.
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Conclusion
Encourage the learners to ask questions where necessary.
is will enhance communication and collaboration among learners and bring
out values such as respect and unity as they interact with each other in the class
activities.
Assessment
Assess and observe how attentively learners can listen to instrustions and respond
appropriately by giving the required responses.
Take home assignment
Guide learners on how they will do the assignment with the help of their parents or
caregiver.
Lesson 2: Listen and do
(Learner’s Book page 3)
Specic learning outcome
By the end of the lesson, the learner should be able to respond appropriately and
condently to a variety of simple instructions and questions.
Background information
is lesson should expose the learners to varied listening media. Give enough time for
learners to practise dierent responses to instructions and questions using verbal and
non-verbal cues and then correct them accordingly. is lesson still covers the listening
and speaking skills under Sub-strand 1.1. (Listen to instructions and questions).
However, every eort should be made to integrate reading and writing skills in the
lesson using appropriate contexts.
Learning resources
Charts, audio-video recording devices.
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Introduction
Introduce the lesson by asking the learners to role-play the conversation between
Father and Son.
Learning activities
1. Guide the learners in studying the illustration in the Learner’s Book and ask them
to read the conversation between Father and Son.
2. In pairs, let the learners role-play Father and Son.
3. Learners should listen to the record of their class monitor giving instructions.
Conclusion
Encourage the learners to ask questions where necessary.
is lesson will enhance life skills of knowing and living with other learners through
eective communication. erefore, ensure that every learner partakes in this class
activity to also enhance communication, collaboration and unity.
Assesment
Check on the learners responses to instrustion.Guide learners in identifying the most
approprate reponses.
Ask the learners to attempt the take home assignment in the Learner’s Book.
Expected answers
Excercise (Page 4)
1. Please 2. Bring 3. ank 4. Is
Take home assignment
1. chair 2. me 3. me
Lesson 3: Sing the action song
(Learner’s Book page 5)
Specic learning outcome
By the end of the lesson, the learner should be able to respond condently to simple
oral questions and instructions from dierent media.
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Background information
is lesson will help learners to practise listening and speaking skills, especially those
under Sub-strand 1.1 (listening to instructions and questions). Model to the learners
appropriate phrases and expressions giving instructions aer which the learners imitate
you in groups, in pairs and then individually. Make an eort to integrate reading and
writing in the lesson using appropriate contexts.
Learning resources
Audio-video recording devices and books
Introduction
Introduce the lesson by playing a recording of the song in the Learner’s Book page 5.
Learning activities
1. Guide the learners to point at each number as you re-recite or re-play the song.
2. In pairs, let the learners place their nger on the sounds as you read the sounds in
Activity 2 on page 6.
3. In pairs, ask the learners to read the sounds and words in pairs.
4. Guide the learners in identifying the sounds and reading the words.
5. Guide the learners as they attempt the exercise in pairs.
6. Encourage the learners to ask questions where necessary.
Conclusion
Encourage the learners to ask questions where necessary.
is lesson will enhance life skills of knowing and living with others through
eective communication. erefore, ensure that every learner participates in this
class activity to also enhance communication, collaboration and unity.
Assessment
Ask the learners to attempt the take home assignment in the Learner’s Book page 7.
Ask learners to practise sounding and reading words with those at home.
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Expected answers
Excercise (Page 7)
a. hat b. mat
c. cat d. rat
Lesson 4: Practise and record
(Learner’s Book page 8)
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate words in giving
and responding to instructions and questions.
Background information
is lesson will help learners to practise listening and speaking skills, especially
those under Sub-strand 1.1 (listening to instructions and questions). Model to the
learners appropriate phrases and expressions in responding to instructions aer which
the learners imitate you in groups, in pairs and then individually. Make an eort to
integrate reading and writing in the lesson using appropriate contexts.
Learning resources
Audio-video recording devices and books
Introduction
Introduce the lesson by asking the learners to sing the song in the Learner’s Book page
8 and record themselves.
Learning activities
1. Guide the learners to sing the song in the Learner’s Book page 8.
2. Play the recorded song in class as they listen.
3. Encourage the learners to ask questions where necessary.
Conclusion
Encourage the learners to ask questions where necessary.
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is will enhance communication and collaboration among learners and bring
out values such as respect and unity as they interact with each other during class
activities.
Assessment
As learners to complete the Take Home Assignment in the Learner’s Book page 9.
Expected answers
Take home assignment
1. bat/tab 3. hat
2. cat 4. tap/pat
Lesson 5: Name and say the letters
(Learner’s Book page 10)
Specic learning outcome
By the end of the lesson, the learner should be able to practise le-right eye
movement with accuracy.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under Sub-strand 3.1 (reading). Make an eort to integrate other skills in the lesson
using appropriate contexts.
Learning resources
Audio-visual recording devices and books
Introduction
Introduce the lesson by reading the letter sounds and words as the learners imitate.
Learning activities
1. Guide the learners to pronounce the words correctly.
2. In pairs, let the learners place their nger on the words as you read the poem in
Activity 2.
3. As you guide, let learners point at the words as the others read the poem.
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4. Guide the learners to identify the words as they read the poem.
5. Guide the learners as they attempt the exercise in pairs.
6. Encourage the learners to ask questions where necessary.
Conclusion
is lesson will enhance life skills of knowing and living with other learners
through eective communication. erefore, ensure that every learner partakes
in this class activity to also enhance communication, collaboration and unity.
Assessment
Learners should practise reading with those at home.
Take home assignment
Ask the learners to attempt the questions in the Learner’s Book page 12.
Ask learners to practise letter sounds and reading words with those at home.
Expected answers
1. bat 3. soot 5. zip
2. root 4. vet
Week 2
Lesson 1: Identify the letter sounds
(Learner’s Book page 13)
Specic learning outcome
By the end of the lesson, the learner should be able to isolate sounds in a word.
Background information
e lesson should expose learners to the various ways in which they can develop
their spelling competencies. Learners should be guided to isolate sounds in
words.
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Learning resources
A word chart and books
Introduction
Introduce the lesson by displaying the word chart. In the word chart, highlight simple
words and their isolated sounds. Ensure it’s catchy and visible from far.
Learning activities
1. Ask learners to attempt reading the chart.
2. Ask volunteers to identify the consonant and the vowel sounds in the chart.
3. Encourage participation of most learners.
4. In pairs, guide learners as they attempt Activity 1.
5. Ensure participation of all learners.
Conclusion
Ask the students to say what they have learnt from the lesson. Explain to the learners
that sounds make up the words we speak which form the language we use. is
lesson will enhance life skills of knowing and living with other learners through
eective communication. erefore, ensure that every learner participates in this
class activity to also enhance communication, collaboration and unity.
Assessment
Ask leaner to practise reading letter sounds and words with those at home.
Lesson 2: Identify the letter sounds
(Learner’s Book page 15)
Specic learning outcome
By the end of the lesson, the learner should be able to segment words that start with
similar sounds.
Background information
is lesson should expose learners to the various ways in which they should develop
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their spelling competencies. Learners should be guided to isolate sounds in words
with same sounds at the beginning.
Learning resources
A word chart and Learner’s Books
Introduction
Introduce the lesson by displaying the word chart. In the word chart, highlight simple
words and their segmented sounds. Ensure the word chart is catchy and visible from
far.
Learning activities
1. Ask learners to attempt reading the chart.
2. Ask volunteers to identify the unique feature in the words on the chart.
3. Encourage participation of the learners.
4. In pairs, guide them as they attempt Activity 1.
5. Ensure participation of all learners.
6. Guide the learners to study and read the sentences that accompany the pictures.
Conclusion
Encourage the learners to ask questions where necessary. is will enhance
communication and collaboration among learners and bring out values such as
respect and unity as they interact with each other in the class activities.
Assessment
Look out for how well learners can incorporate the le-right eye movement while
reading text as a way of enhancing their reading ability.
Expected answers
Exercise page (17-18)
2. a. book b. dog c. cat
d. bag
Take home assignment
1. gig/gag 3. Train 5. clap/clip
2. cat/cot 4. Banana
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Lesson 3: Separate the syllables
(Learner’s Book page 19)
Specic learning outcome
By the end of the lesson, the learner should be able to isolate sounds in a word.
Background information
e lesson should expose learners to the various ways in which they should have
spelling competence especially under Sub-strand 2.3 (Phonological awareness).
Learners should be guided to isolate sounds in words.
Learning resources
A word chart, books
Introduction
Introduce the lesson by displaying the word chart. In the word chart, highlight simple
words and their isolated sounds. Ensure it’s catchy and visible from far.
You can use the table in the Learner’s Book page 19-20 as a sample.
Learning activities
1. Ask learners to attempt reading the chart.
2. Ask volunteers to identify the similar sounds in the chart.
3. Encourage participation of the learners.
4. In pairs, guide them as they attempt Activity 1.
Conclusion
Ask the students to say what they have learnt from the lesson. Explain to the students
that sounds make up the words we speak therefore language is formed. is lesson
will enhance life skills of knowing and living with other learners through eective
communication. erefore, ensure that every learner participates in this class
activity to also enhance communication, collaboration and unity.
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Assessment
Learners should do the take home assignment in the Learner`s Book 21.
Ask each learner to practise reading letter sounds and words with their parents or
guardians.
Lesson 4: Read aloud
(Learner’s Book page 22)
Specic learning outcome
By the end of the lesson, the learner should be able to practise le-right eye
movement with accuracy.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under sub-strand 3.1 (reading). Make an eort to integrate other skills in the lesson
using appropriate contexts.
Learning resources
Audio-video recording devices and books.
Introduction
Introduce the lesson by writing similar sentences as the once in the learner`s Book
page 22 on the board. Read them then the learners read aer you.
Learning activities
1. Guide the learners to read the sentences correctly.
2. In pairs, let the learners read the sentences.
3. Guide the learners to identify the words as they read the poem.
4. Guide the learners as they attempt the exercise in pairs.
5. Encourage the learners to ask questions where necessary.
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Conclusion
is lesson will enhance life skills of knowing and living with other learners through
eective communication. erefore, ensure that every learner participates in this
class activity to enhance their communication and collaboration skills.
Assessment
Learners should practise reading with their parents/caregiver.
Take home assignment
Ask the learners to attempt the take home assignments in the Learner`s Book page 24.
Expected answers
Exercise (page 23)
a. three b. toys, car c. lorry d. train
Lesson 5: Recognise the sounds and use them
(Learner’s Book page 25)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise all the letters of the
alphabet.
Background information
Learners should be able to recognise all the letters of the alphabet in the language of
the catchment area.
Learning resources
A word chart and books
Introduction
Introduce the lesson by displaying the word chart. In the word chart, highlight simple
words and their isolated sounds. Ensure it’s catchy and visible from far.
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Learning activities
1. Ask learners to attempt reading the chart.
2. Ask volunteers to identify the consonant and the vowel sounds in the chart.
3. Encourage participation from all the learners.
4. Guide the learners to work in pairs as they attempt Activity 1 in the Learner’s Book
page 25.
Conclusion
Ask the students to say what they have learnt from the lesson. Remind the learners that
sounds make up the words we speak and therefore a language is formed.
is lesson will enhance life skills of knowing and living with other learners through
eective communication. erefore, ensure that every learner participates in this class
activity to also enhance communication, collaboration and unity.
Assessment
Ask learners to practise reading letter sounds and words.
Take home assignment
Ask learners to attempt the activity with the help of their caregiver/parents.
Week 3
Lesson 1: Write upper case and lower case letters
(Learner’s Book page 26)
Specic learning outcome
By the end of the lesson, the learner should be able to write upper and lower case
letters correctly.
Background information
is lesson enhances writing skills especially those under letters, sounds, and letter
mesophonics. Learners should be able to apply the knowledge of writing letters of the
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alphabet in this lesson to help them acquire the skill of writing neatly and legibly.
Learning resources
Pencils, books, ash cards, crayons and charts.
Introduction
Introduce the lesson by displaying a chart with all the letters of the alphabet both in
the upper case and in lower case.
Learning activities
1. Ask the learners to read the letters on the chart.
2. Guide the learners to do Activity 1 and 2 in pairs or in small groups in the Learner’s
Book page 26-27.
Conclusion
Briey take the learners through name writing. is lesson will enhance life skills
of knowing and living with other learners through eective communication.
erefore, ensure that every learner participates in this class activity to also enhance
communication, collaboration and unity.
Take home assignment
Ask the learners to write down their names both in the upper case and in the lower
case as their take home assignment.
Assessment
Check out how well learners can dierentiate the uppercase letter from the lower case
letters while writing their name. Guide learners accordingly.
Lesson 2: How to sit well and write
(Learner’s Book page 29)
Specic learning outcome
By the end of the lesson, the learner should be able to dierentiate letters with visual
similarity.
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Background information
is lesson will boost the learners’ competence in writing neatly and legibly.
Learning resources
Pencils, books, ash cards, crayons and charts.
Introduction
Start the lesson by asking volunteers to come forward and demonstrate to other
learners their sitting postures while writing.
Learning activities
1. Guide the learners to observe the pictures in the Learner’s Book page 29.
2. Give enough time for the learners to observe the dierence.
3. Discuss the sitting posture in each picture.
4. Guide the learners to imitate the right sitting posture.
Conclusion
Conclude the lesson by telling the learners that our sitting posture aects our
handwriting. is lesson will enhance life skills of knowing and living with other
learners through eective communication. erefore, ensure that every learner
participates in this class activity to also enhance communication, collaboration and
unity.
Take home assignment
Practise the correct sitting posture at home with their friends, parents and caregiver.
Assessment
1. Assess whether learners are willing to adopt the correct sitting posture.
2. Insist to learners that sitting properly determines how well you write in the future.
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Lesson 3: See the dierence in the letters
(Learner’s Book page 29)
Specic learning outcome
By the end of the lesson, the learner should be able to develop a writing competence to
dierentiate letters with visual similarity.
Background information
is lesson will boost the learners competence in writing especially according to Sub-
Strand 4.1 (Letter sounds and letter phonics). e learner should be encouraged to
write neatly and legibly.
Learning resources
Pencils, books, ash cards, crayons and charts.
Introduction
Guide the learners to observe the illustrations in the Learner’s Book pages 30-31.
Learning activities
1. Guide the learners to observe the illustrations in the Learner’s Book pages 30-31.
2. Give enough time for the learners to observe the dierences.
3. Discuss what’s happening in each illustration.
4. Guide the learners to try form the letters using their hands.
Conclusion
Conclude the lesson by telling the learners that sitting postures aect how we write.
is lesson will enhance life skills of knowing and living with others.
Assessment
Learners practise writing letters of the alphabet at home with their relatives or
caregiver.
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Lesson 4: Write and say the word
(Learner’s Book page 32)
Specic learning outcome
By the end of the lesson, the learner should be able to develop a writing competence of
sound diagraphs and consonant clusters.
Background information
is lesson will boost the learners competence in writing especially according to sub-
strand 4.0 (Letter sounds and letter phonics).
Learning resources
Pencils, books, ash cards, crayons and charts.
Introduction
Start the lesson by asking the learners to volunteer and show the others how to sit well
while writing.
Learning activities
1. Guide the learners to observe the pictures in the Learner’s Book pages 32-33.
2. Give enough time for learners to observe the dierences.
3. Guide the learners to identify the consonant clusters in each set and their
similarities.
4. Assist the learners in Activity 2 and 3.
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Conclusion
Conclude the lesson by telling the learners that spellings aect written
communication. is lesson will enhance life skills of knowing and living with other
learners through eective communication. erefore, ensure that every learner
participates in this class activity to also enhance communication, collaboration and
unity.
Take home assignment
Ask the learners to practise the activity in the Learner’s Book page 35 at home with
their parents or caregiver.
Assessment
Check out how well learners can spell dierent words as well read the words aloud.
Remind the learners the importance of spelling the words correctly for purposes of
eective written communication.
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Unit
2
The big cat
Week 4
Specic learning outcomes
Strand 1.0
Listening
Strand 2.0
Speaking
Strand 3.0
Reading
Strand 4.0
Writing
Sub-strand 1.2
Phonological Awareness
By the end of the sub-
strand, learner should be
able to:
1. Orally pronounce,
blend syllables in
spoken words and
onset-rhymes of
single-syllable words.
2. Segment syllables
in spoken words
and onset rhymes of
single-syllable words.
3. Discriminate the
initial, middle
and nal sounds
in three letter
words for correct
pronunciation.
4. Add or substitute
individual sounds in
simple, one-syllable
words to make new
words.
Sub-strand 2.3
Phonological
Awareness
By the end of the
sub-strand, the
learner should be
able to:
1. Name and
say letters
representing
sound.
2. Blend given
letter sounds to
make syllables
and syllables to
form words.
3. Segment
syllables to
letter sounds
and words to
syllables.
Sub-strand
3.2 Phonic
development
By the end of the
sub-strand, the
learner should be
able to:
1. Develop
knowledge of
letter-sound
recognition.
2. Build
phonemes into
syllables.
3. Read and
sound
syllables.
Sub-strand 4.2
Syllable, word
and sentence
formation
By the end of the
sub-strand, the
learner should be
able to:
1. Segment words
into syllables.
2. Form words
from syllables.
3. Write
commonly
used syllables,
words and
sentences.
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5. Recognise and sound
the commonly used
letter sounds and
syllables.
6. Appreciate the
sounds and syllables
in rhymes, songs,
poems, tongue
twisters and riddles.
4. Appreciate
word formation
by actively
engaging in
blending and
segmenting
letter sounds
and syllables.
4. Relate
syllables to
their sounds.
4. Develop an
interest in
forming words
and simple
sentences.
Core competencies to be developed
1. Communication and collaboration
2. Critical thinking and problem solving
3. Learning to learn
Link to PCIs
1. Life skills: Skills of knowing and living with others through eective communication.
Link to values
1. Respect
2. Responsibility
3. Unity
Link to other learning areas
All learning areas
Suggested non-formal activity to support learning
1. Learners sing rhymes as they play.
2. Learners practise sounding words with peers.
3. Learners practise reading sounds, syllables and words as they play.
4. Learners label personal items.
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Suggested community service learning
1. Learners recite rhymes and tongue twisters.
2. Learners practise sounding words to members of the community.
3. Learners read syllables to someone at home.
4. Learners develop the habit of writing in and out of school.
Suggested resources
A collection of riddles and tongue twisters, resource persons, sound recordings,
charts, letter cards, syllable box, pencil, book, ash cards and word puzzles.
Suggested take home assigment
1. Oral questions.
2. Matching oral sounds with pictures.
3. Checking pronunciation and speed as learners read sounds, syllables and words.
4. Build word family.
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such as the
role-play and telling of stories.
• Give fast learners extra activities to
avoid boredom and idling.
• Give both the slow and fast learners
equal chances to participate in class
activities. You have the duty to ensure
that they accommodate one another
and learn to co-exist despite their
dierences.
Support for special needs learning
• For the visually impaired learners,
avail Braille, tactile pictures and for
those with sight diculties, provide
large print texts.
• For the learners with hearing
impairments make use of sign
language or avail a sign language
interpreter.
• Let the short-sighted learners sit at
the front of the class and the long-
sighted ones sit at the back.
• Allocate physically challenged
learners roles that they can handle
such as acting as the school head
teacher or the village elder. Give
them enough support and ensure
other learners do the same, for
example, helping in pushing of a
wheelchair for a disabled learner.
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Week 4
Lesson development
Lesson 1: Recognise and sound commonly used letter
sounds and syllables
(Learner’s Book page 36)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise and sound the
commonly used letter sounds and syllables.
Background information
is lesson will help the learner’s practise the listening and speaking skills under
sub-strand 1.2(phonological awareness). e learner will be involved in activities
that require him/her to listen attentively to letters and sounds. is will be helpful in
enhancing the listening skill.
Learning resources
Manila charts with instructions
Introduction
Introduce the lesson by asking learners to listen carefully as you read the letters and
sounds in the Learner’s Book pages 36. Write similar letters on a manila chart.
Learning activities
1. Guide the learners to read the letters in the Learner’s Book page 36 aloud.
2. In pairs, ask the learners to say the letters again.
3. Guide the learners to say the sounds in the words on the manila chart.
4. Allow the learners to say the sounds for the second time.
5. Go round the class to ensure each learner takes turn to say the letters ensuring that
the learners say the right sound. Correct the learners where necessary.
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6. Group learners in groups of three. Provide each group with a basket/box/bucket
with 10 well-shaped and cut consonant letters from a manila paper and 10 well
shaped and cut vowel letters from a manila paper.
7. Instruct learners to play the shing game where each learner will be required to
pick two letters only from the basket/box/bucket.
8. Ask learners to say the letters each has picked.
9. Ask learners to read the sounds of the letters they have picked. Correct learners
where necessary.
Conclusion
Conclude the lesson by asking learners to practise reading letter sounds and syllables
from their Learner’s Book/ICT devices if availabe.
Take home assignment
Ask learners to complete the exercise in their Learner’s Book page 31 copying the
letters in the Learner’s Book in their exercise books. Learners to copy the letters as
they appear in the Learner’s Book (start with lower case letters and then the upper
case letters).
Ask learners to request their parents/guardians to provide them with the available ICT
devices which they can listen and learn letter sounds from.
Lesson 2: Bringing sounds together to form words
(Learner’s Book page 38)
Specic learning outcome
By the end of the lesson, the learner should be able to separate the initial, middle and
nal sounds in three letter words for correct pronunciation.
Background information
is lesson focuses on speaking skills under sub-strand 1.2 (phonological awareness).
Build on the knowledge the learners have acquired in recognising letter sounds and
syllables to assist them in pronouncing three letter words correctly.
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Introduction
Introduce the lesson by writing a three letter word on the board. Ask learners to use
the knowledge of pronouncing letter sounds to pronounce the word.
Learning activities
1. Guide the learners in isolating letter sounds in a three-letter word by discriminating
the initial, middle and nal sound.
2. Guide learners to read the three-letter words in the Learner’s Book page 38. Listen
and correct the pronunciation of the learners.
Suggested words to be read
1. Pin
2. Cut
3. Bed
4. Car
5. Pot
3. Divide learners into groups of three. Give each group three ashcards that have
letters which can form a simple three letter word when combined.
Conclusion
Conclude the lesson by encouraging learners to use colours and objects around them
to segment and blend the initial, middle and nal letter sounds to practise their
pronunciation.
Take home assignment
Provide learners with a list of three letter words and ask them to seek assistance from
their parents/guardians in reading them.
Suggested words
1. Pot Man
2. Pat Car
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3. Map Tin
4. Cat Red
5. Bin Joy
Assessment
1. Check out how well learners can isolate letter sounds in the three letter words
which is the foundation of learning proper pronuciation.
2. Help learners with diculties in separating sounds and pronouncing words by
spending more time explaining the right way to do it.
Lesson 3: Play the game
(Learner’s Book page 39)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Orally pronounce and blend syllables in spoken words and onset-rimes of single-
syllable words.
2. Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and
riddles.
Background information
is lesson helps learners to participate in various language games e.g. shing game.
is helps learners to observe the displayed letters as they listen to sounds. is in
turn helps the learners to form simple words from the sounds they will have learnt
to pronounce. is lesson is on speaking skills under sub-strand 2.3 (phonological
awareness).
Learning resources
Manila charts, ashcards and boxes/buckets
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Introduction
Introduce the lesson by asking the learners to read the words they learnt to pronounce
during the last lesson. Ensure the learners get the right pronunciation of each word.
Learning activities
1. Divide learners into groups of three. Give each group three-ashcards that have
letters which can form a simple three letter word when combined.
2. Ask each member of the group to read aloud the sound of the letter in his/her
ashcard.
3. Ask the learners to try form as many three-letter words as possible from the letters
in their ashcards.
4. Choose groups randomly and let the members of the group read aloud the three-
letter words they have formed in front of the class. Ensure you choose all the groups
and let each member of a group read out a word aloud.
5. Guide the learners to refer to their Learner’s Book on page 39 and read the rhymes
aloud to the learners.
6. Ask the learners to read the rhyme aer you. Guide the learners slowly, word by
word and sentence by sentence ensuring there is proper pronunciation of the
words.
Take home assignment
Ask learners to copy the three-letter words they have heard and read from the rhyme.
Ensure you have all the following three-letter words found in the rhyme.
Big Fat Mat Cat
Rat Sat Run
Car Hut
Conclusion
Conclude the lesson by asking learners to re-write the words they formed with the
ashcards while in groups.
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is lesson will enhance life skills of knowing and living with other learners through
eective communication. Ensure that every learner participates actively in this class
activity to enhance communication, collaboration and unity.
Assessment
Check on how learners are working in group which is a good way of enhancing
cooperation competence and communication skills.
Take home assignment
Ask learners to write the words in the Learner’s Book on page 40 three times. ey
should write under the guidance and supervision of their guardians/parents at home.
Lesson 4: Separating and replacing words
(Learner’s Book page 40)
Specic learning outcome
By the end of the lesson, the learner should be able to separate and replace sounds.
Background information
Expose the learners to a range of words and write them on the board. Ask the
learners to separate the sounds and to pronounce the distinct sounds. Example: Pit.
Learners should separate it to P-i-t. Once they are through write a few words on the
board. Give them sounds they can use to replace some sounds therefore forming
new words. Examples are words such as fat, tap and pet. Replace the rst sound with
sound m to form mat, map and met. Let the learners pronounce the sounds and
words freely. is will enhance their communication skills and writing skills.
Learning resources
Learner’s Book, ashcards with dierent words written on them.
Introduction
Introduce the lesson by giving the learners ashcards with words written on them.
e words should be three-letter words. Ask them to divide the letters into distinct
sounds. Let them work in groups.
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Learning activities
1. Ask the learners to pronounce the sounds and words in their groups.
2. Guide the learners in doing Activity 1 in the Learner’s Book page 40.
Expected answers
1. m-a-t
2. m-a-n
3. t-a-p
4. v-a-n
5. c-a-t
3. Correct any pronunciation errors.
4. Ask the learners to read the words in Activity 2 aloud. In groups, let the learners
replace the rst sound in each word with sound m. Ask the learners to read the
new words formed.
5. Guide them in doing question four, ve, six and seven. In each instance, ask the
learners to read the new words formed. is will enhance the learners listening and
speaking skills.
Conclusion
1. In groups, ask the learners to write three-letter words of the following things found
in their immediate environment. Suggest the following names under each category.
a. Domestic animals(Dog, Cat, Cow, hen)
b. Names of people (Dan, Sam, Tom, Kim, Roy, Joy, Fan, Pat, Ivy)
2. Ask a few group representatives to read the words they have formed.
Take home assigment
Ask the learners to do the remaining bit of the take home assigment with the guidance
of their parents or caregivers. I.e. to write down three letter words of the following
things found in their immediate environment (food and utensils).
Assessment
Assess how well learners can replace letters in words and how well they are able to read
the new words formed.
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Expected answers for question 4, Activity 2
1. Pot 2. Top 3. Mop 4. Hot 5. Cot
Expected answers for question 5, Activity 2
1. Car 2. Far 3. Mar 4. Jar 5. Bar
Lesson 5: Conversation with others
(Learner’s Book page 43)
Specic learning outcome
By the end of the lesson, the learner should be able to condently engage in a
conversation with others in dierent contexts and observe turn-taking.
Background information
is lesson will help learners to practise listening and speaking skills. You should
create a real life situation in which a conversation is taking place for the purpose of
demonstration to the learners. Make an eort to integrate reading and writing in the
lesson using appropriate contexts.
Learning resources
1. Manila charts
2. Audio-visual devices
3. A recorded conversation
Introduction
Introduce the lesson by asking learners to listen carefully and look attentively as you
write and read about Moses.
You may also ask them to listen to a recorded conversation.
Learning activities
1. Guide the learners to read the words in Activity 1 aloud.
2. Ask the learners to role-play a conversation involving issues relating to ‘my home’.
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3. Learners to record audios of their conversation and listen to them. As they engage
in a conversation, their communication skills and collaboration are enhanced. ey
also gain the skill of knowing how to live with others.
Conclusion
Emphasise the importance of turn-taking and condence during a conversation.
Take home assignment
Ask the learners to attempt the take home assignment and assess how they observe
turn taking and speaking with condence in a conversation.
Expected answers
Activity 1
Accept any relevant answers.
Week 5
Lesson 1: Letter sound recognition
(Learner’s Book page 44)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise and sound the
commonly used letters and syllables.
Background information
is lesson will help learners to sound sight letters. is lesson still covers the listening
and speaking skills. However, every eort should be made to integrate reading and
writing skills in the lesson using appropriate contexts.
Learning resources
Charts, manila papers, books, letter cards
Introduction
Introduce the lesson by displaying letter cards and read the sounds aloud as the learners
listen and repeat aer you.
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Learning activities
1. Ask the learners to look at the letter cards.
2. e learners to identify the sound being read by you.
3. In groups of three, let one member say a sound while the other two members show
the letters from the cards. is enhances critical thinking as the learners compare
sounds and letters.
4. Listen to their various pronunciation while ensuring participation of every learner.
Conclusion
Conclude the lesson by re-reading the sounds and pointing out the corresponding
letters.
Take home assignment
You can give the learners more letters and ask them to form words with them. Gauge
how well they are able to do this. Guide accordingly and correct where necessary.
Expected answers
Activity 2
1. Boy
2. Cat
3. Dad
4. Fish
5. God
Accept any other relevant answer.
Lesson 2: Build sounds into syllables
(Learner’s Book page 45)
Specic learning outcome
By the end of the lesson, the learner should be able to orally pronounce and blend
syllables in spoken words and onset rhymes of single-syllable words.
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Background information
is lesson covers the reading and speaking skills under the sub-strand 3.2 (phonic
development). You should adequately explain to the learners the concept of the syllable
and give the learner ample time to grasp the content. However, every eort should be
made to integrate reading and writing skills in the lesson using appropriate contexts.
Learning resources
Charts, manila papers, books.
Introduction
Introduce the lesson by selecting a number of consonants and an equal number of
vowels. Involve learners in this process.
Learning activities
1. Ask the learners to look at the consonant and vowel sounds selected.
2. In groups of three, let learners combine the letters to form syllables. is ensures
that they are learning how to blend and segment words.
3. Guide the learners to say out aloud the syllables they formed. is enhances their
communication skills.
4. Guide the learners to use all the consonants and all the vowels to form syllables.
For instance: ba be bi bo bu
ca ce ci co cu
Conclusion
Conclude the lesson by reading the syllables aloud in class then read the sounds
pointing out the corresponding letters.
Take home assignment
Select some learners to read the same syllables before the class while others repeat aer
them. Check how well dierent learners are reading the syllables.
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Lesson 3: Form words from syllables
(Learner’s Book page 46)
Specic learning outcome
By the end of the lesson, the learner should be able to form words using the given
syllables.
Background information
is lesson covers writing skills under sub-strand 3.2 (phonic development) and helps
the learner in acquisition of new vocabulary thus enhancing their communication
skills. You should help the learner understand the meaning of the words formed by
joining the syllables and how to use them in a sentence.
Learning resources
Charts, manila papers, books
Introduction
Introduce the lesson by showing the learners a number of syllables. Ask them to read
the syllables out aloud. Show them how to form words from the syllables.
Learning activities
1. Ask the learners to look at the syllables selected.
2. In groups of three, let learners combine the syllables to form words. is enhances
critical thinking and problem solving skills when learning how to blend and
segment words.
3. Guide the learners to say out aloud the words they formed. is enhances their
communication skills.
4. Guide the learners to explain the meaning of the words formed.
Conclusion
Conclude the lesson by asking them to share with the other the words they formed.
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Take home assignment
Give learners a number of syllables and then ask them to join them to form correct
English words.
Expected answers
Activity 1
a. candle
b little
c. lend
Accept any other relevant answer.
Lesson 4: Form sentences
(Learner’s Book page 47)
Specic learning outcome
By the end of the lesson, the learner should be able to write sentences from words
given.
Background information
is lesson will enhance writing skill which is under sub-strand 4.2 (Syllable word
and sentence formation).
Learners will construct various sentences using the words given to them. Expose
the lerners to many words and ask them to form sentences using them. Supervise
them and ensure they use punctuation marks correctly. In their reading, ensure that
learners pronounce the words correctly.
Learning resources
1. Books
2. Flash cards with many words written on them
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Introduction
Introduce the lesson by asking the leaners to observe and discuss the meaning of the
words written on the board. ey should work in groups.
Learning activities
1. Ask a few learners to explain the meaning of the words they have discussed in their
groups. Correct them where necessary.
2. Ask the learners to form sentences from the words given. Remind them the rules
of punctuation. Supervise as the learners write the sentences and help those with
diculties.
3. Let the learners exchange their books and read each other’s sentences. is will
improve the learners’ collaboration and communication skills as learners come
together to do the activity.
4. Guide the learners to look at the pictures in the Learner’s Book page 47. Ask them
to write the sentences below the pictures.
5. Read the sentences and ask the learners to repeat aer you. Reading through the
group’s support will enhance the learners’ self-ecacy.
Conclusion
Conclude the lesson by asking the learners to ll in the missing letters in the
sentences given. ey should derive their answers from the pictures in the Learner’s
Book page 47.
Take home assigment
Ask the learners to write ve sentences about their deskmate.Check and assess areas
learners are having diculties and assist where necessary.
Lesson 5: Sentence formation
(Learner’s Book page 48)
Specic learning outcome
By the end of the lesson, the learner should be able to write sentences from the words
given.
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Background information
is lesson will help enhance learner’s writing skills under sub-strand 4.2 (Syllable,
word and sentence formation).
Learners will construct various sentences using the words given to them. Expose the
learners to many words and ask them to form sentences using them. Also, write a
few words on the board and ask the learners to form new words from those written
on the board. Enhance the learners reading skills by ensuring that they read all the
sentences they write down.
Learning resources
1. Books
2. Baskets with small pieces of paper with words written on them.
Introduction
Introduce the lesson by asking the leaners to pick ve pieces of paper with words
written on them. Let the learners work in groups.
Learning activities
1. Ask a few learners to discuss the meaning of the words they have picked in the
baskets. Correct them where necessary.
2. Ask the learners to form ve sentences from the words they have picked. Remind
them the rules of punctuation. Supervise as the learners write the sentences.
3. Let a few group representatives read their sentences to the class. As the learners
work together in groups, their collaboration and communication skills are
enhanced. Values such as unity and respect are also developed.
4. Write the word POTATOES on the board. Ask learners to form new words from
the word. Let the learners read the words to the class. is will integrate the reading
skills into the lesson.
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Expected answers
1. Toes
2. Pot
3. Spot
4. Stop
5. Top
6. Oats
Conclusion
Tell the learners to write down ve words. Ask them to form new words from the
words they have written down. Let them work in groups.
Assessment
Observe how learners are contructing sentences and reading them as well as check
how well learners are working in groups to enhance their cooperation as well as their
communication skills.
Take home assignment
Ask the learners to write ve sentences about their family. Let them read the sentences
to their parents or caregiver.
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Unit
3
Why the guinea fowl has white spots
Week 6
Specic learning outcomes
Strand 1.0
Listening
Strand 2.0
speaking
Strand 3.0
Reading
Strand 4.0
Writing
Sub-strand 1.3: Story
telling
By the end of the sub-
strand, the learner
should be able to:
a) Listen attentively and
condently respond to
stories.
b) Use a variety of
thematic vocabulary.
c) Develop an interest
in listening to oral
stories.
d) Appreciate their
culture and values as
taught through oral
stories.
e) Empathise with
familiar people in
stories.
f) Develop their
creative and
imaginative power
as they create mental
images of the oral
stories.
Sub-strand 2.1:
Imitation
By the end of the sub-
strand, the learner
should be able to:
a) Acquire a range
of vocabulary for
communication in
dierent contexts.
b) Use appropriate
vocabulary to express
self in dierent context.
c) Respond condently
to communication I
dierent context.
d) Exhibit appropriate
mannerism during
conversation in
dierent context.
Sub-strand 3.3:
Reading phrases
and sentences
By the end of the
sub-strand, the
learner should be
able to:
a) Read aloud
short phrases
and sentences
accurately.
b) Read unfamiliar
words based on
phonic knowledge.
c) Develop an
interest in reading
new words phrases
and sentences.
Sub-strand 4.3:
Handwriting
By the end of the
sub-strand, the
learner should be
able to:
a) Use basic
punctuation
to convey the
intended meaning.
b) Use legible
handwriting to
communicate
eectively.
c) Develop speed
and ease of
handwriting.
d) Acquire the skill
of shaping dierent
letters to write
syllables, words and
sentences neatly.
e) Handwrite
letters, numbers
and symbols.
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Core competencies to be developed
1. Communication and collaboration
2. Critical thinking and problem solving
3. Learning to learn
4. Self-ecacy
5. Digital literacy
Link to PCIs
1. Life skills: Skills of knowing and living with others through eective
communication.
2. Citizenship: Respect for others, intercultural understanding and social cohesion.
Link to values
1. Respect
2. Unity
3. Responsibility
Link to other learning areas
All learning areas
Community service learning
1. Parental involvement in telling learners stories. Learners join storytelling clubs
and collect stories from the community.
2. Learners ask parents/caregivers about etiquette in communication.
3. Learners read short texts to family members.
4. Learners participate in activities that improve the ne motor skills, for example,
smearing mud on houses and collecting materials for thatching.
Suggested non-formal activity to support learning
1. Learners re-tell stories to peers.
2. Learners communicate appropriately with peers in dierent contexts.
3. Library reading.
4. Learners participate in ne motor activities during play, for example, holding and
catching objects.
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Suggested assessment
1. Retelling stories, questions and answers.
2. Oral questions.
3. Read short words and phrases.
4. Copy standard letters, words and sentences in their best handwriting.
Suggested resources
Props for storytelling, picture cards, charts, ruled exercise books, storybooks, audio
and video recorded stories, resource persons, parents/caregivers, audio visual
materials with simple conversation formats, for example, ‘Hallo, how are you? What
is your name?’
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to participate
in discussions such as the role-play and
telling of stories.
• Give fast learners extra activities to avoid
boredom and idling.
• Give both the slow and fast learners equal
chances to participate in class activities.
You have the duty to ensure that they
accommodate one another and learn to
co-exist despite their dierences.
Support for special needs learning
• For the visually impaired learners, avail
Braille, tactile pictures and for those
with sight diculties, provide large
print texts.
• For the learners with hearing
impairments make use of sign language
or avail a sign language interpreter.
• Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Allocate physically challenged learners
roles that they can handle such as acting
as the school head teacher or the village
elder. Give them enough support and
ensure other learners do the same,
for example, helping in pushing of a
wheelchair for a disabled learner.
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Lesson development
Week 6
Lesson 1: Listen to stories
(Learner’s Book page 50)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Listen attentively and condently respond to stories.
2. Use a variety of thematic vocabulary.
Background information
is lesson will help learners develop listening and speaking skills which is under sub-
strand 1.3 (Storytelling). e teacher to encourage learners to take part in storytelling
activities as they listen and tell narratives.
Learning resources
Props for storytelling, picture cards, story books audio and video recorded stories, and
a resource person.
Introduction
Ask the learners to look at the picture in the Learner’s Book page 50 and say what
they can see. Allow the learners to give a description of the picture in their own
words. ey can describe the mood, appearance, actions and the setting of the
picture.
Learning activities
1. Learners to describe what they can see in the picture.
2. ey should also listen to the teacher as he or she reads the story.
3. In groups, ask learners to tell a story about themselves.
4. Learners to record themselves as they tell the stories.
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Expected answers
Activity 1
a) ere is a picture of a girl.
b) e girl has a bag.
c) e girl is dressed in school uniform.
d) e girl has shoes on.
e) e girl has short hair.
f) e colour of the bag is pink.
g) e colour of the school uniform is green.
Activity 2
1. Read the story below to the learners.
2. In pairs, allow the learners to re-tell the story in their own words.
is is a picture of Adamba. She is seven years old. She is in Grade One. Her mother’s
name is Pendo. Adamba’s mother is a farmer. She plants carrots, peas and potatoes.
Adamba helps her mother water the plants every morning. Adamba’s father’s name is
Mr. Wasike. He is a carpenter. He makes chairs tables and beds. Adamba sits on a stool
under a tree to read a storybook every evening.
Activity 3
Let the learners answer the questions in the Learner’s Book page 51 orally.
Conclusion
1. Ask the learners to tell a story about themselves.
2. Learners can use an ICT device to record themselves.
Take home assignment
Ask the learners to ask their parents to tell them a story about their family history.
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Lesson 2: Listen and act
(Learner’s Book page 51)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Develop interest in listening to oral stories.
2. Appreciate their culture and values as taught through oral stories.
3. Develop their creative and imaginative power as they create mental images of the
oral story.
4. Empathise with familiar people in stories.
Background information
is lesson will develop the learners listening skills under the sub-strand1.3 (Story
telling). e teacher should encourage the learners to develop an interest in listening
to oral stories and inspire them to appreciate their culture and values through oral
stories.
Learning resources
Props for storytelling, picture cards, storybooks, audio and video recorded stories and
a resource person.
Introduction
Introduce the lesson by telling the learners the purpose of stories in the community.
Learning activities
Activity 1
1. Ask learners to look at the picture in their Learner’s Book page 51-52 and talk
about it.
2. Invite a resource person to read the story below to the learners. Ensure that he/she
is dressed in a traditional attire .
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3. e storyteller should observe commas and fullstops and imitate the animal
sounds. He should also help bring out the mood of the story.
e greedy dog
Once there lived a dog. His name was Mbasi. Mbasi was greedy and ungrateful. One
aernoon, Mbasi was hungry and got a bone from a nearby butcher. He greedily
chewed his bone while wagging his tail in excitement. As he was enjoying his bone,
he saw his friend Mulwa chewing a bone too. Mbasi dropped his bone and ran aer
Mulwa. “Woof! Woof! Woof!” he barked. Another dog passed by and picked Mbasi’s
bone. Mbasi turned around and his bone was not there. Mulwa barked, “Wooof!
Wooof!” with happiness as he got away with his bone. Mbasi realised that he had lost
his bone and that of Mulwa. It was too late. He had lost his bone because of his greed.
Now he had to sleep hungry.
Activity 2
1. Ask learners to sit in a semi-circle and listen attentively to the story teller.
2. Ask learners to re-tell the story, ‘e Greedy Dog’ in their own words.
3. Ask learners to work in groups and dramatise the story.
Activity 3
Ask learners to answer the questions in the Learner’s Book page 52 orally.
Conclusion
Encourage learners to keep reading for enjoyment.
Take home assignment
1. Ask learners to narrate to their parents or caregivers the story of e Greedy Dog.
2. Ask learners to ask their parents/caregivers to read them the story Why the guinea
fowl has white spots.
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Lesson 3: Connect with others
(Learner’s Book page 53)
Background information
In this lesson, learners are expected to develop positive attitudes towards their
surroundings. It informs learners of the attributes in communication that they can
acquire through imitating others.
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Use appropriate vocabulary to express self in dierent contexts.
2. Acquire a range of vocabulary for communication in dierent contexts.
Learning resources
Parents/caregivers, audio-visual materials with sample conversation formats, for
example, ‘Hallo, How are you? What is your name?’
Introduction
Start the lesson by telling the learners the importance of imitating the positive things
or behaviour that those around them practise.
Learning activities
Activity 1
1. Read to the learners the conversation in the Learner’s Book page 53.
2. Read the conversation again as the learners repeat aer you.
3. Ask learners to mention what time of the day the conversation between Mother
and Son is taking place.
4. Ask learners to work in pairs and dramatise the conversation.
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Activity 2
1. Mention to the learners the polite language used from the picture in the Learner’s
Book.
Expected answers
a) Excuse me.
b) Please.
c) ank you.
d) Welcome.
e) How are you?
f) How do you do?
g) Sorry.
2. Ask learners to repeat the vocabulary above aer you.
3. Guide learners in using the vocabulary learnt while conversing. Do this while
engaging in a conversation with the learners as you use the vocabulary.
4. Ask the learners to imitate your use of polite language.
Conclusion
Ask learners to incorporate polite language in their daily communication.
Take home assignment
1. Ask learners to practise using polite language.
2. Ask learners to tell their parents or caregivers to show them how polite language is
used in their community during greetings.
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Lesson 4: Greetings
(Learner’s Book page 55)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Respond condently to communication in dierent contexts.
2. Exhibit appropriate mannerisms during conversation in dierent contexts.
Background information
is lesson will develop the learner’s listening skills under sub-strand 1.5
(Conversation). e learners will sing in response to the revealed time of day as
shown on the ashcards. In doing so, the learners will be able to understand that
there are dierent greetings depending on the time of the day.
Learning resources
Parents or caregivers, audio-visual materials with sample conversation formats for
example, ‘Hallo, How are you? What is your name?’
Introduction
Introduce the lesson by asking learners to name the dierent times of the day
(morning, aernoon, evening and night time). Recite a familiar poem about the
dierent times of the day.
Learning activities
Activity 1
1. Ask learners to observe the pictures in the Learner’s Book page 55.
2. Sing the song in the Learner’s Book page 56 to the learners.
3. Ask learners to repeat the song aer you.
4. In pairs, let the learners sing the song.
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5. Show learners each ashcard in turns. Ask them to respond by singing the
appropriate greeting according to the time shown on the ashcard.
6. In groups, let them practise using the greetings of the dierent times of the day.
7. Guide learners as you observe their progress while practising in groups.
Activity 2
1. Guide the learners in studying the picture on mannerism in the Learner’s Book
page 56-57.
2. Ask learners to talk about the mannerism exhibited by the people in the picture.
3. Group learners and guide them in role-playing the actions in the picture.
Conclusion
Conclude the lesson by asking the learners to always practise good manners during
communication.
Take home assignment
Ask learners to nd out dierent aspects of mannerism as practised in other
communities.
Lesson 5: Read short phrases
(Learner’s Book page 57)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Read unfamiliar words based on phonic knowledge.
2. Develop an interest in reading new words, phrases and sentences.
Background information
is lesson focuses on developing the learner’s phonological awareness through
pronunciation especially under the Sub-strand 1.2 (phonological awareness). Focus
on enhancing the learners’ phonic knowledge.
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Learning resources
Charts
Introduction
Show learners new vocabulary and ask them to pronounce the new words.
Learning activities
Activity 1
1. Pronounce the letter sounds, vowels and syllables in the Learner’s Book page 57.
2. Ask the learners to repeat aer you as you pronounce the letter sounds and syllables.
3. Guide learners in pronouncing the words formed using vowels, letters and syllables.
Activity 2
1. Ask learners to look at the pictures in the Learner’s Book page 58-59 and read the
words below them.
2. Encourage learners to read words you have on the wall charts.
3. Guide learners in reading the phrases in the Learner’s Book page 59.
4. Ask them to form and pronounce their own phrases based on the knowledge
acquired.
5. Guide learners in reading the sentences in their Learner’s Book page 59 then form
their own sentences.
Assessment
Encourage learners to practise saying dierent sounds and words in stories and
sentences.Assess how well they have mastered the correct pronunciation.
Take home assignment
Ask the learners to use the sentences in the Learner’s Book page 60 to practise
pronunciation.
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Week 7
Lesson 1 and 2 : Read the words
(Learner’s Book page 60)
Specic learning outcome
By the end of the lesson, the learner should be able to read short phrases and
sentences accurately.
Learning resources
Charts
Introduction
Write phrases on the board and ask learners to read them out aloud.
Learning activities
Activity 1
1. Guide the learners in playing the shing game.
2. In small groups, let one learner sh a ashcard from the basket and read it to the
members of the group.
3. Let them say the meaning of the word.
4. Guide the learners in pronouncing the words correctly.
Activity 2
1. In groups, ask learners to complete the exercise in the Learner’s Book page 60.
Learners should be able to write complete sentences correctly using the jumbled
words.
Expected answers
a) is is a cat.
b) I am a boy.
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c) at is a ball.
d) e shop is open.
e) Clean that car.
2. Ask one member of each group to read the re-arranged sentences to the rest of the
class.
3. While still in groups, provide learners with ashcards that have dierent words.
Guide them in forming complete sentences using the ashcards. Let the group
members read the newly formed sentences.
Activity 3
1. Provide learners with short stories that have short sentences. Ask them to read
the coloured sentences in the storybook provided in pairs.
2. Guide the learners to move to dierent groups and read sentences from their
short stories to other groups.
Take home assignment
Ask the learners to tell the parents/caregiver to give them materials to practise
reading. Insist to learners that they should ask for materials with short sentences and
an assessment at the end.
Conclusion
Ask learners to read age-appropriate available materials to improve their phonic
knowledge. Check on how fast learners are able to improve their phonic knowledge.
Lesson 3 and 4: Writing position
(Learner’s Book page 62)
Specic learning outcome
By the end of the lesson, the learner should be able to:
1. Acquire the basic skill of shaping dierent letters to write syllables, words, and
sentences neatly.
2. Handwrite letters, numbers and symbols.
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Background information
is lesson focuses on equipping the learner with the skills of handling writing
resources. You should be keen to emphasise on right sitting posture and how to
position books and pencils while writing.
Learning resources
Single-ruled books
Introduction
Write letters on the board and ask learners to copy them in their books.
Learning activities
Activity 1
1. Ask the learners to talk about what the girl in the picture in the Learner’s Book
page 62 is doing?
2. Guide the learners on how to sit upright, grasp a pencil and how to position their
exercise books while writing.
Activity 2
1. Ask learners to observe as you shape the letters a, b, c, d, e, f, g on the board.
2. Use gestures to show learners the shapes of the letters of the alphabet.
3. Let the learners imitate the movement of your hand in the air as you write letters
of the alphabet on the board.
4. Allow the learners to practise writing the alphabet letters in pairs.
5. Tell the learners to write letters of the alphabet in their exercise books.
Activity 3
1. Group the learners and let them write the rst letters of the objects in the pictures
in the Learner’s Book page 63 on a manila paper.
2 Let the learners use a pair of scissors to cut the letters they wrote.
3. Let the learners show to the class the letters they have cut from the manila paper.
Assessment
Encourage the learners to practise shaping numbers and letters appropriately to
improve their handwriting. Check how they are progressing while shaping letters and
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in improving their handwriting. Oer more guidance and supervision on areas where
learners have diculties.
Conclusion
Ask learners to use their take home assignment to enhance their ne motor skills.
Take home assignment
Tell the learners to practise writing numbers 1-10 and the letters of the alphabet at
home with the help of their parents or caregivers.
Lesson 5: Write well
(Learner’s Book page 65)
Specic learning outcome
By the end of the lesson, the learner should be able to use basic punctuation to
convey the intended meaning.
Learning resources
Single-line books
Introduction
Write the letters of the alphabet on the board and ask learners to name tall, tail and
hoop letters.
Learning activities
Activity 1
1. Ask the learners to copy the letters of the alphabet, vowels and the words in their
books. Ensure that they shape the letters correctly on their books.
2. Provide learners with cut-out letters in a box or basket. Learners should be able to
sort and group the tail, tall and hoop letters.
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Activity 2
1. Ask learners to read the words in the Learner’s Book page 65 and copy them in
their exercise book.
2. Guide the learners in reading the sentences in their textbook. Ask them to copy
each sentence correctly in their exercise book. Ensure that they begin the sentences
in capital letters and end with a full stop.
Conclusion
Encourage learners to practise writing freely while using punctuation marks
correctly.
Take home assignment
Ask learners to copy the sentences in the Learner’s Book page 66 in their exercise
books.
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Unit
4
Koome and his toys
Specic learning outcomes
Strand 1.0
Listening
Strand 2.0
Speaking
Strand 3.0
Reading
Strand 4.0
Writing
1.4 Eective
Communication
• By the end of
the strand, the
learners should
be able to:
• a) acquire
a variety of
vocabulary to
talk about own
and others’
experiences.
• b) use non-
verbal cues
in oral
communication
to express
feelings and
experiences.
• c) show
appreciation
of others’
feelings as they
share their
experiences.
2.4 Talk About
By the end of the
sub-strand, the
learner should
be able to:
a) use acquired
vocabulary to
talk about self
appropriately.
b) identify
themselves
with people,
objects and
places in their
environment.
c) demonstrate
interest to
use names of
people, places,
and objects
within the
environment.
d) express personal
emotions,
feelings, and
opinions about
people, places,
and objects.
3.4 Reading
Comprehension
By the end of the
sub-strand, the
learner should
be able to:
a) read simple
texts uently
and with
understanding.
b) read aloud short
texts and stories
accurately.
c) read at an
appropriate
speed for
enjoyment.
d) develop an
interest in
reading short
stories with
comprehension.
4.4 Spelling
Instruction
By the end of the
sub-strand, the
learner should
be able to:
a) apply the
knowledge of
blending and
segmenting to
write words.
b) use proper letter
formation with
correct spacing
to write words
correctly.
c) develop an
interest in
spelling and
writing new
words.
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Core competencies to be developed
1. Communication and collaboration
2. Self-ecacy
3. Digital literacy
4. Creativity and imagination
Link to PCIs
1. Skills of knowing and living with one self – self-ecacy
2. Skills of knowing and living with others - eective communication
3. Citizenship
Link to values
1. Respect
2. Love
3. Integrity
4. Responsibility
Link to other learning areas
All learning areas
Community service learning
1. Learners to share their daily experiences with people at home.
2. Learners to engage people around them in conversations.
3. Learners to read short phrases to parents/those at home and discuss the meaning
of what is read.
4. Learners to participate in spelling competitions, bringing together learners from
other schools in the community.
Suggested non-formal activity to support learning
1. Learners share various experiences with peers.
2. Learners are encouraged to express personal feelings with peers.
3. Learners practise reading simple texts to their peers.
4. Learners play spelling games outside the classroom.
Suggested assessment
1. Question and answer
2. Observation of non-verbal cues as the learners share experiences
3. Role play (drills)
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4. Oral presentations
5. Dictation
6. Spelling competitions
Suggested learing resources
Audio-recording devices, learners reading materials, ashcards, library, readers,
audio-visual aids (recorders), charts bearing names of people, places and objects,
picture cards, computers, ashcards containing words, pencils, stencils and reading
charts.
Attention to special education needs
Support for multi-ability learning
1. Encourage slow learners to participate
in discussions such as the role-play and
telling of stories.
2. Give fast learners extra activities to
avoid boredom and idling.
3. Give both the slow and fast learners
equal chances to participate in class
activities. You have the duty to ensure
that they accommodate one another
and learn to co-exist despite their
dierences.
Support for special needs learning
1. For the visually impaired learners, avail
Braille, tactile pictures and for those
with sight diculties, provide large
print texts.
2. For the learners with hearing
impairments make use of sign language
or avail a sign language interpreter.
3. Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
4. Allocate physically challenged learners
roles that they can handle such as
acting as the school head teacher or the
village elder. Give them enough support
and ensure other learners do the same,
for example, helping in pushing of a
wheelchair for a disabled learner.
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Lesson development
Lesson 1: Conversation
(Learner’s Book page 67)
Specic learning outcome
By the end of the lesson, the learner should be able to hold a conversation
successfully.
Background information
Learners should be exposed to dierent ways in which they can hold conversations in
their day-to-day lives. Explain to the learners that a conversation occurs when people
talk to one another. Emphasise on the need to be polite when talking to people.
Allow the learners to role-play conversations freely during the lesson. is will help
learners acquire skills under the sub-strand 1.5 9 (conversation).
Learning resources
Books, pencils and crayons
Introduction
Introduce the lesson by asking the learners to silently read the conversation in the
Learner’s Book page 67.
Learning activities
1. Divide the learners into groups. Ask them to choose learners who will read the
conversation. One should be the head teacher, the other should be Moraa and the
remaining group members should be the pupils.
2. Let them read the conversations in groups. Supervise to ensure they are doing the
correct thing.
3. Get two volunteers to role-play the conversation. One should be the head teacher
and the other should be Moraa. e remaining learners should be the pupils. As the
learners work together, their collaboration and communication skills are enhanced.
4. Ask the learners to individually write two things that make them happy and two
things that make them unhappy.
5. Ask them to exchange their books and read each other’s sentences.
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Conclusion
Conclude the lesson by emphasising to the learners that they should use polite words
in their conversations, they should not interrupt each other and that they need to
listen keenly when they are having conversations.
Assessment
Assess whether learners can draw dierent faces, such as happy and sad faces.
Observe whether learners practise what you taught them on using polite language,
avoiding interruption and listening keenly during conversations and when working
in groups.
Take home assignment
Ask the learners to draw pictures of happy and sad faces. Ask them to share their
pictures with their parents or caregivers at home.
Lesson 2: Say words
(Learner’s Book page 68)
Specic learning outcome
By the end of the lesson, the learner should be able to use dierent vocabulary in
their day-to-day interactions.
Background information
is lesson intends to expose learners to dierent vocabulary that they can use in
their day-to-day interactions. Introduce the concept of nouns and verbs. Tell them
that there are words that name things (nouns) while other words talk about what
we do (verbs). Avail ashcards with dierent words written on them and explain
the meaning of the words. Ask the learners to read the words aloud aer you. ese
activities will aid in increasing their vocabulary.
Learning resources
1. Books
2. Flashcards with many words written on them
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Introduction
Introduce the lesson by asking the leaners to say the words on the ashcards aer
you. Explain the meaning of those words.
Learning activities
1. Explain the concept of the nouns and verbs i.e. words that name things are called
nouns while words that talk about what we do are called verbs.
2. Guide the learners in doing Activity 2. Ask them to identify words that name things
and those that say what Mary does during the day. Supervise to ensure the learners
are doing the correct thing.
3. Demonstrate to the learners how to go about Activity 2. Ask them to join you.
Make the lesson as interesting as possible.
Conclusion
Conclude the lesson by telling the learners that those parts they have touched as they
sang the song in activity 2 are known as parts of the body.
Take home assignment
Ask the learners to sing the song they have learnt in Activity 2 to their parents at home.
Lesson 3: Reading comprehension
(Learner’s Book page 70)
Specic learning outcome
By the end of the lesson, the learner should be able to read simple texts and stories
accurately and at an appropriate speed.
Background information
is lesson covers reading skills under sub-strand 3.4 (Reading comprehension). e
learner should be guided to avoid poor reading habits like regression and pointing at
the texts so as to improve their reading speed. An eort should be made to integrate
listening and writing skills in the lesson using appropriate contexts.
Learning resources
Learner’s Books
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Introduction
Introduce the lesson by asking the learners to name some wild and domestic animals
that they know.
Learning activities
1. Guide the learners in studying the pictures in the Learner’s Book page 70
2. Engage the learners in a class discussion on what is in the pictures so as to enhance
their communication skills.
3. Divide learners into groups to facilitate grouped learning and support which is
geared towards enhancing collaboration.
4. In groups ask the learners to read the story ‘Animals’ aloud.
Conclusion
Guide the learners to understand the importance of both wild and domestic animals.
In addition to that, explain to them the importance of environmental conservation.
Assessment
Ask the learners to tell what the story they have just read is about.
Lesson 4: Answering comprehension questions
(Learner’s Book page 72)
Specic learning outcome
By the end of the lesson, the learner should be able to provide the correct answers to
the questions asked on the story.
Background information
is lesson covers reading skills sub-strand 3.4 (Reading comprehension). e learner
should be encouraged to develop an interest in reading short stories with understanding
so as to enable them provide correct answers to questions. An eort should be made to
integrate listening and writing skills in the lesson using appropriate contexts.
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Learning resources
Learner’s Books
Introduction
Introduce the lesson by asking the learners to recall the story read in the previous
lesson. Ask them to name the characters and to briey retell the story.
Learning activities
1. Learners to re-read the story, ‘Animals’.
2. Ask the learners to explain the meaning of new words.
Conclusion
Remind the learners how to answer comprehension questions.
Assessment
Ask the learners to answer the comprehension questions individually. Let them also
attempt the take home assignment in the Learner’s Book page 72 while at home.
Lesson 5: Sound recognition
(Learner’s Book page 73)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise and sound the
commonly used letter sounds.
Background information
is lesson will help learners to practise the listening and speaking skill. e learner
will be involved in activities that require him/her to listen attentively to letters and
sounds. is will be helpful in enhancing the listening skill.
Learning resources
Manila charts
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Introduction
Introduce the lesson by asking learners to read the words in the Learner’s Book page
73. Write similar words on a manila chart.
Learning activities
1. Guide the learners to read the words in the Learner’s Book page 73 aloud, from le
to right.
2. In pairs, ask the learners to say the words again.
3. Go round the class to ensure each learner takes turn to say the words and ensure
that the learners say the right sound. Correct the learners where necessary.
4. Guide the learners to sing the song Let’s play.
5. In pairs ask the learners to repeat the song with the words provided in the Learner’s
Book page 73.
Expected answers
Activity 1
What is common is that the sets of words begin with the same consonant sound
and letter.
Activity 2
1. /sh/e/ll/
2. /f/i/sh/
3. /ch/a/ir/
4. /d/u/ck/
Conclusion
Conclude the lesson by asking learners to practise reading letter sounds and syllables
in the words from the song Let’s play.
Assessment
Ask the learners to complete the work in Activity 2 in the Learner’s Book page 74
individually. Observe how well they are handling the activity and assist where necessary.
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Week 9
Lesson 1: Let us talk
(Learner’s Book page 75)
Specic learning outcome
By the end of the lesson, the learner should be able to use the acquired vocabulary to
talk about dierent people, places or objects within their environment.
Background information
is lesson will help learners to practise the listening and speaking skill under sub-
strand 2.4 (Talk about). e learners will be involved in activities that require them
to observe keenly the pictures then express orally what they have seen. is will
boost their communication and imagination skills.
Learning resources
1. Charts
2. Books
Introduction
Introduce the lesson by asking learners to keenly look at the pictures in the Learner’s
Book page 75.
Learning activities
1. Guide the learners in identifying what is shown on the pictures in the Learner’s
Book page 75.
2. In groups, ask the learners to answer the questions aer the pictures. Accept any
reasonable answer.
3. In pairs, ask the learners to do an action. One learner should do the action while
the other describes it.
4. Go round the class to ensure each learner participates so as to promote collaboration
and unity.
Conclusion
Conclude the lesson by repeating the description of the pictures in the Learner’s Book
page 75.
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Assessment
Ask the learners to attempt the take home assignment in the Learner’s Book page 76.
Lesson 2: Let us form and spell words
(Learner’s Book page 77)
Specic learning outcome
By the end of the lesson, the learner should be able to practise formation and spelling
of new words and make new words by playing spelling games.
Background information
is lesson exposes the learner to various ways of making new words, individually,
in pairs or in groups using various strategies like onset and rhyme and letter-sound
correspondence. is will help a learner develop life skills of knowing and living with
others through eective communication. It will also help develop values of respect
and responsibility.
Learning resources
1. Reading materials
2. Flashcards and alphabetical charts
Introduction
Introduce the lesson by displaying a chart showing the alphabet. Play a recording of
the letters of the alphabet. Aer the learners nish listening to the audio clip, write
the 26 letters of the alphabet both in the upper case and lower case.
Learning activities
1. Ask learners to write the letters of the alphabet by copying how the letters are
written on the board. Guide them to rst write the upper case letters as you go
round the class correcting where necessary.
2. Allow the learners to now write the letters of the alphabet in lower case. Ask
learners to exchange books and ask them to compare their books. Take note of
the learners who will raise questions and address the questions by correcting and
guiding wrongly written letters.
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3. Ask learners to now write their names in both the upper case and lower case. Ask
learners to read their names to their deskmates. Go round the class to ensure that
learners do not mix upper case and lower case letters when writing their names.
4. Read the words in the Learner’s Book page 77 together with the learners. Guide the
learners to re-write the names by copying how they appear in the Learner’s Book
page 77. Correct where necessary as you move round the class.
5. Repeat the exercise by reading to learners the sentences in their books. Read the
sentences together with the learners. Ask them to re-write the sentences once
again. Check by going round and correct where necessary.
Conclusion
Conclude the lesson by asking learners to identify and write down the letters of the
alphabet that have been repeated more than once in their name. is lesson will
enhance the life skills of knowing and living well with other learners through eective
communication.
Assessment
In groups, ask learners to organise ashcards with the rst letters of their names. Ask
learners to be guided by their parents to read phrases and sentences from newspapers
and books at home.
Lesson 3: Let us talk
(Learner’s Book page 78)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Practise rules on social interactions (turn-taking).
2. Engage in conversations to talk about self (name and gender) and home.
Background information
is lesson will help improve the communication of learners especially under sub-strand
1.5 (Eective communication) by helping them name people, objects and places.
Working in pairs will help learners develop their communication and collaboration
competencies.
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Learning resources
1. Objects (Any object your learners can relate to)
2. Charts bearing names of people, places and objects
Introduction
Introduce the lesson by asking the learners to greet each other in pairs. As they greet
each other encourage them to share something about themselves with the partner.
(Insist to learners to introdue themselves by mentioning their names, gender, class and
age). Ask learners to look at the pictures in the Learner’s Book page 78 and let them
say what is happening in the pictures. Collect some views from learners on what they
think is happening in the pictures. Accept all answers by rst appreciating attempts to
answer and then correct wrong answers accordingly.
Learning activities
1. Ask learners to be in pairs and try to role-play the conversations going on in the
pictures they have looked at. Allow them to use their own words when role-playing.
2. Encourage each pair to move to the front of the class and present any of the
conversations they think they have understood. Allow for a balance of the
conversations which the learners will role-play. Encourage the rest of the class to
appreciate each pair aer making their presentation.
3. Ask the questions in Activity 3 in the Learner’s Book page 79.
Expected answers
1. Excuse me, can you help me with your sharpener please?
2. ank you mother.
3. ank you very much for the gi.
4. ank you teacher.
Conclusion
Conclude the lesson by re-asking the learners the questions in the Learner’s Book page
79. Try to test how well they have understood the responses you provided.
Assessment
Test your learners’ understanding of the lesson by asking them to make simple
sentences using the words at the end of the lesson in the Learner’s Book page 79.
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Lesson 4: Let us spell simple words
(Learner’s Book page 79)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Read a variety of texts.
2. Read sentences aloud for meaning.
3. Predict meaning from pictures.
Background information
is lesson should expose the learners to various words and simple sentence formations
that they can use to express themselves in their day-to-day conversations. Give enough
time for learners to practise dierent word formations then correct them accordingly.
is lesson covers the listening skills under eective communication (sub-strand 1.4).
However, every eort should be made to integrate reading and writing skills in the
lesson while using appropriate contexts.
Learning resources
Reading materials
Introduction
Introduce the lesson by asking the learners to look and read the words in the illustration
in the Learner’s Book page 80.
Learning activities
1. Guide the learners in identifying the words in the word tree. Allow them to identify
and read the words they can from the tree in the illustration found in the Learner’s
Book page 80.
2. Arrange learners in groups of three and allow them to identify words with similar
sounds. Guide the learners accordingly by moving round the groups and checking
what the learners are doing.
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3. Once you identify a group with correctly identied words, encourage them to read
the words aloud to the rest of the class.
4. Guide the learners to use the table in their Learner’s Book page 80 to try and write
down the words which match the rst letters shown in the table.
5. Guide the learners to try and read the words from the table. Allow them to
exchange books and read to their friend their words of choice.
Answers
B C D T W S
Blend Crub Drink Twelve White Space
Blanket Crazy Draw Train Whole School
Credit Twine Sweet
Conclusion
Guide the learners to use the simple words learnt to make simple sentences. is can
be part of the take home assignment.
Assessment
Test your learners’ understanding of the lesson by asking them to make simple
sentences using the words in the word tree.
Lesson 5: Picture reading
(Learner’s Book page 81)
Specic learning outcome
By the end of the lesson, the learner should be able to predict the meaning of a
passage from pictures.
Background information
is lesson should expose learners to dierent pictures which they should use
to interpret the meaning of the text. It will also help learners to identify and name
characters from pictures.
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Learning resources
Reading materials
Introduction
Introduce the lesson by asking the learners to look at the picture and read the story in
the Learner’s Book page 81.
Learning activities
1. Ask learners to read the story in the Learner’s Book page 81 in pairs. Ensure every
learner in the pair is involved fully in the reading. Go round the class conrming
that every member is reading the story.
2. Encourage the learners to share amongst themselves what they understood from
the story. Encourage one learner to speak as the other keeps quiet and listens in
each pair. is will help develop their life skills of knowing how to live with others
through eective communication as well as developing respect amongst themselves.
3. Ask each pair to move to the front of the class and read the story aloud for the
rest of the class. Listen carefully as the learners read the story and correct where
necessary.
4. Provide learners with answers to the questions in the Learner’s Book page 81.
Expected answers
1. ree
2. Car, Lorry
3. Blue, Green, Red
Conclusion
Guide learners to use the learnt vocabularies by predicting their meaning from
pictures to make simple sentences.
Assessment
Ask your learners to narrate the story of e fat cat to their friends. Let the learners
make simple sentences using the new words they will hear in the story.
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Unit
5
The lion and the mouse
Specic learning outcomes
Strand 1.0:
Listening
Strand 2.0:
Speaking
Strand 3.0:
Speaking
Strand 4.0:
Writing
Sub-strand
1.5: Effective
communication
By the end of the sub-
strand, the
learner should be able
to:
a)listen attentively and
actively participate
in conversations in
dierent contexts.
b)recognise and use
vocabulary related
to the themes myself,
my family, my school,
and my home.
c)appreciate taking
turns while engaged
in collaborative
conversation.
Sub-strand 2.5:
Presentation of
skills
By the end of the
sub-strand, the
learner should be
able to:
a)use a variety of
vocabulary
to express self
appropriately.
b)use appropriate
tonal variation,
articulation and
stress to express
self condently.
c)appreciate the
use of transition
words to
sequence.
Sub-strand
3.5: Reading
comprehension
By the end of the
sub-strand, the
learner should be
able to:
a)read simple texts
uently and with
understanding.
b)read aloud short
texts and stories
accurately.
c)read at
anappropriate speed
for enjoyment.
d)develop an interest
in reading short
stories with
comprehension.
Sub-strand
4.5: Creative
writing
By the end of the
sub-strand, the
learner should be
able to:
a) plan and
organise ideas.
b)learn from
oral and reading
activities to enrich
their written
words.
c)apply knowledge
of writing
organiser to write
a coherent story.
d)apply knowledge
of writing
conventions to aid
meaning
and presentation.
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Core-competencies to be developed
1. Communication and collaboration
2. Digital literacy
3. Self eency
Link to PCIs
Life skills: Skills of knowing and living with others through eective communication.
Link to Values
Respect, integrity
Link to other learning areas
All learning areas
Suggested community service learning
1. Learners engage parents/caregivers in conversations in dierent contexts e.g. at
home, in church. Learners read short phrases to parents/those at home and discuss
the meaning.
2. Learners make presentations at various functions.
3. Learners participate in sharing creative stories with other children in the
community.
Suggested non-formal activity to support learning through application
1. Learners engage in conversation with peers on dierent subjects.
2. Learners practise reading simple texts to their peers.
3. Learners engage in informal oral presentations.
4. Learners contribute write-ups for the school magazine.
Learning resources
Pencils, organisers, reading cards, pictures, newspaper cuttings, storybooks,
stencils
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Suggested assessment:
1. Question and answer, role play, dramatisation, listening and narration (check use
of signal words)
2. Learners organise pictures in sequence to tell a story and write words to caption
the pictures.
Attention to special education needs
Support for multi-ability learning
1. Encourage slow learners to
participate in discussions such
as the role-play and telling of
stories.
2. Give fast learners extra activities
to avoid boredom and idling.
dierences.
Support for special needs learning
1. For the visually impaired learners,
avail Braille, tactile pictures and
for those with sight diculties,
provide large print texts.
2. For the learners with hearing
impairments make use of sign
language or avail a sign language
interpreter.
3. Let the short-sighted learners sit at
the front of the class and the long-
sighted ones sit at the back.
3. Give both the slow and fast
learners equal chances to
participate in class activities. You
have the duty to ensure that they
accommodate one another and
learn to co-exist despite their
dierences.
4. Allocate physically challenged
learners roles that they can handle
such as acting as the school head
teacher or the village elder. Give
them enough support and ensure
other learners do the same, for
example, helping in pushing of a
wheelchair for a disabled learner.
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Week 10
Lesson development
Lesson 1: Taking part in a conversation
(Learner’s Book page 83)
Specic learning outcome
By the end of the lesson, the learner should be able to listen attentively and
participate in conversations in dierent contexts.
Background information
is lesson is under sub-strand 1.5 which covers eecttive communication.
Learners will engage in conversations in various contexts. Ensure the learners
participate in the activities of this lesson so that they can understand the aspect of
conversations and the rules to be observed in conversations. You will engage the
learners on the various types of conversations based on age appropriateness.
Suggested resources
Books
Introduction
Introduce the lesson by asking the learners to talk about ways of staying healthy that
they know and where they learnt or heard them from. Let them talk about body
cleanliness and the types of foods that are healthy to eat.
Learning activities
1. Ask learners to read the conversation between John and Doctor in the Learner’s
Book page 83 in pairs.
2. Ask one learner to read the role of John while the other reads the role of Doctor.
Ask the learners to switch roles and read the conversation again.
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3. Organise the learners in manageable groups and ask them to answer the questions.
Ask the learners to write down their answers. is will enhance the learner’s
communication and collaboration skills as learners engage in conversations about
their experiences at the hospital or with a doctor.
4. Let the learners tell each other about their best friends, what they love about them
and what they usually do when they are together. is activity will promote the
learner’s life skills, particularly the skills of knowing and living with others through
eective communication.
Conclusion
Conclude the lesson by telling the learners to always observe the rules of
conversations when talking to or listening to someone. Ask them to listen when
someone is talking and only talk when the person is done. Ask the learners to pay
attention when someone is talking.
Take home assignment
Ask the learners to do the assignment in the Learner’s Book page 84.
Lesson 2: My daily routine
(Learner’s Book page 85)
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate tonal variation,
articulation and stress to express self condently.
Background information
Learners will engage in talks about their daily schedules. ey will practise tonal
variations and articulation to express self condently. Encourage the slow learners
and also the shy learners to participate in these activities and share their plans with
the rest of the class. is lesson is under sub-strand 2.5 presentation skills. Learners
should be encouraged to participate in conversations.
Learning resource
Books
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Introduction
Introduce the lesson by asking the learners to share their daily activities. is will
encourage the learners to gain the condence to talk freely throughout the rest of the
lesson.
Learning activities
1. Ask the learners to study the picture in the Learner’s Book page 85 and read what
Kim is saying individually.
2. In pairs, let the learners tell each other what they do in the morning every day
of the week. e communication and collaboration skills of the learners will be
enhanced as they make presentations before their peers.
3. ese activities will enhance the learner’s self-ecacy as learners gain condence
in expressing themselves.
4. In learning about time organisation, learners will learn the value of responsibility
as they plan their time and be eective while executing their plans.
5. Allow learners to participate in community functions or even school functions.
is will boost the learner’s presentation skills and their condence to stand before
people.
Take home assignment
Ask the learners to write ve things they will do the following day and share the
sentences with their friends in school.
Lesson 3: Reading aloud
(Learner’s Book page 86)
Specic learning outcome
By the end of the lesson, the learner should be able to read simple texts uently and
with understanding.
Background information
Learners will be introduced to reading comprehensions. ey will predict the content
of the story by looking at the pictures in the story before reading it. is will boost the
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learner’s critical thinking. Ensure learners share their predictions and read the story so
as to conrm their predictions. is lesson covers the reading comprehension under
sub-strand 3.5.
Learning resources
Learner’s Books
Introduction
Introduce the lesson by asking the learners to briey share the stories they have read.
Learning activities
1. Ask learners to look at the pictures in the story in groups and say what they can see
and what they think is happening in the story.
2. Let the learners read the story in pairs and then conrm if their predictions
were correct. is reading activity will enhance the learner’s communication and
collaboration skills. e story will teach the value of respect as displayed by the
lion who, at rst, despised the mouse and dismissed him as small but was later set
free by the same mouse.
3. Ask the learners to discuss why their predictions were correct or not.
Conclusion
Conclude the lesson by asking the learners to say what they have learnt from the
story and how they can apply it in their lives.
Take home assignment
Ask the learners to do the assignment in the Learner’s Book page 88.
Lesson 4: Answering questions from the story
(Learner’s Book page 88)
Specic learning outcome
By the end of the lesson, the learner should be able to answer questions from the
texts read.
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Background information
Ask the learners to read the comprehension and get answers to the questions from
the story. Ask the learners to read the story and understand it before answering the
questions. e lesson is under sub-strand 3.5 reading comprehension.
Learning resources
1. Learner’s Book
2. Storybooks
Introduction
Introduce the lesson by asking the learners to exchange their books and read each
other’s answers from the take home assiggment.
Learning activities
1. Ask the learners to read the story ‘e lion and the mouse’ silently.
2. Ask the learners to answer the questions from the comprehension.
3. Let the learners compare and discuss their answers from the passage. is will
boost the life skills especially the skills of knowing and living with others through
eective communication.
4. Ask the learners to write down the new words they have learnt from the story and
nd their meaning as used in the passage.
5. Let the learners discuss the meaning of the new words they found. Assist the
learners to nd the meanings of the words that they cannot nd by themselves.
Conclusion
Conclude the lesson by asking the learners to share the new words they have written
down. Encourage the learners to keep a personal diary where they write every new
word they come across and nd its meaning later on.
Take home assignment
Ask the learners to write down ve sentences from the story using the new words
they wrote down.
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Lesson 5: Timing each other
(Learner’s Book page 89)
Specic learning outcome
By the end of the lesson, the learner should be able to read aloud short stories and
texts accurately.
Background information
Learners will read and time their reading speed in pairs. Avail a stopwatch to learners
for this lesson. Ensure that the learners read with uency and accuracy and are able to
understand the content of the story even as they aim to increase their reading speed.
e lesson is under sub-strand 3.5 which covers reading comprehension.
Learning resources
Learner’s Book, storybooks
Introduction
Introduce the lesson by showing the learners how to start their stopwatches and how
to stop them when their friend is done reading. Let the learners practise using the
stopwatch before reading the story.
Learning activities
1. Pair the learners and ask them have their stopwatches ready.
2. Ask one learner to read as the others times him/her. Let them record the time the
learner took to nish reading the story.
3. Ask the other learner to read the story while the rst reader keeps time for
his/her friend and record the time taken. is activity will boost the learner’s
communication and collaborative skills as the learners do this activity together. It
will also enhance the unity of the learners.
4. Ask the learners to compare the time taken and say who nished the story faster
among learners in the dierent pairs.
5. Ask the learners to say who took the shortest time to read the story and write the
name of the learner and the time taken on a foolscap and stick it on the class notice
board.
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Conclusion
Conclude the lesson by asking the learners to practise independent reading and time
themselves to improve their reading speed.
Take home assignment
Ask the learners to do the take home assignment in the Learner’s Book page 89.
Assessment
Check for any improvement in the reading speed among learners.
Week 11
Lesson development
Lesson 1: Talking about myself
(Learner’s Book page 90)
Specic learning outcome
By the end of the lesson, the learner should be able to:
a Use a variety of vocabulary to express self appropriately.
b. Recognise and use vocabulary related to the themes myself, my family, my school,
and my home.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under sub-strand 2.5. Make an eort to integrate reading and writing in the lesson
using appropriate contexts.
Learning resources
Learner’s Books
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Introduction
Introduce the lesson by asking the learners to attempt the Activity 1 in the Learner’s
Book page 90.
Learning activities
1. Guide the learners to nish the rst activity.
2. Guide the learners and give them time to discuss in groups.
Conclusion
Encourage the learners to ask questions where necessary. is will enhance
communication and collaboration among learners and bring out values such as
respect and unity as they interact with each other in the class activities.
Lesson 2: Planning my day
(Learner’s Book page 92)
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Use appropriate tonal variation, articulation and stress to express self condently.
2. Listen attentively to a variety of simple instructions and questions.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under sub-strand 2.5. Make an eort to integrate reading and writing in the lesson
using appropriate contexts.
Learning resources
Learner’s Book
Introduction
Introduce the lesson by asking the learners how they organised themselves that
morning. Give them an example of how to plan their day.
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Learning activities
1. In groups, let the learners discuss how they plan their day.
2. Group the learners and guide them to plan the day’s events.
3. Guide the learners to exchange books and share their plans.
Conclusion
Encourage the learners to ask questions where necessary. is will enhance
communication and collaboration skills among learners and bring out values such
as respect and unity as they interact with each other in the class activities.
Take home assignment
Ask the learners to seek assistance from their caregiver or parents and listen or sing
the song they sang in class.
Assessment
Assess how well learners respond to a variety of instructions and questions. Remind
learners the benets of expressing oneself condently.
Lesson 3: Planning ideas
(Learner’s Book page 93)
Specic learning outcome
By the end of the lesson, the learner should be able to plan and organise ideas.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under Sub-strand 4.5. Make an eort to integrate reading and writing in the lesson
using appropriate contexts.
Learning resources
Charts with instructions, words and questions.
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Introduction
Introduce the lesson by asking the learners to look at the picture in the Learner’s Book
page 93.
Display the charts with instructional words and questions.
Learning activities
1. Guide the learners to study the pictures in the Learner’s Book page 93. In groups,
let them discuss what they can see.
2. Group the learners and guide them to write what is happening in the pictures.
3. Guide the learners to understand the sequence of events in the story.
4. Assist the learners to re-arrange the sentences correctly.
Conclusion
Encourage the learners to ask questions where necessary. is will enhance
communication and collaboration among learners and bring out values such as
respect and unity as they interact with each other in the class activity.
Take home assignment
Ask learners to:
1. Ask their parents or caregiver to give them newspaper cut-outs with pictures.
2. Tell their caregiver or parents what is happening in the pictures.
Assessment
Check how well learners have understood the concept of organising ideas and
whether they can now organise ideas in a systematic way.
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Lesson 4: Reading
(Learner’s Book page 94)
Specic learning outcome
By the end of the lesson, the learner should be able to respond condently to simple
oral questions and instructions from dierent media.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under Sub-strand 3.4. Make an eort to integrate reading and writing in the lesson
using appropriate contexts.
Learning resources
Leaner’s Books
Introduction
Introduce the lesson by reciting the poem in the Learner’s Book page 94.
Learning activities
1. Group the learners in small groups of at least four learners per group.
2. Give enough time for the learners to read the poem ‘EARTH DAY’.
3. Assist the learners to answer the question in the Learner’s Book page 95.
Conclusion
Encourage the learners to ask questions where necessary.
is lesson will enhance life skills of knowing and living with other learners through
eective communication. erefore, ensure that every learner partakes in this class
activity to also enhance communication, collaboration and unity.
Take home assignment
With the help of their caregiver or parents, the learners should use the new words
they wrote in Activity 1 to construct sentences of their own.
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Assessment
Check whether your learners can respond correctly to questions aer they listen to
you recite a poem or read them a story.
Lesson 5: Connecting words
(Learner’s Book page 96)
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate the use of
connecting words to sequence events.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under Sub-strand 2.5. Make an eort to integrate reading and writing in the lesson
using appropriate contexts.
Suggested resources
Book
Introduction
Introduce the lesson by pairing the learners and guiding them to read the passage.
Learning activities
1. Guide the learners to read the passage in small groups then in pairs.
2. Guide the learners to answer the questions on the passage given in the Learner’s
Book.
3. Ask learners to exchange their books and check the answers of their friends.
4. Encourage the learners to ask questions where necessary.
Conclusion
Encourage the learners to ask questions where necessary.
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is lesson will enhance life skills of knowing and living with other learners through
eective communication. erefore, ensure that every learner participates in this
class activity to also enhance communication, collaboration and unity.
Take home assignment
Ask the learners the following questions.
1. What will you do aer school today?
2. Use the words rst, then, next, later and aer, to write a paragraph.
Assessment
Assess how well learners have learnt and understood the concept of connecting
words by checking how well they are using the words to sequence events.
Week 12
Lesson development
Lesson 1:Talking to friends
(Learner’s Book page 98)
Specic learning outcome
By the end of the lesson, the learner should be able to listen attentively and actively
participate in conversations in dierent contexts.
Background information
Learners will participate in collaborative conversation on dierent themes. Check on
uency, accuracy with words and pronunciation and turn taking skills. is will ensure
that every learner participates in this activity to meet the objective of the lesson. is
lesson is under Sub-strand 1.5 on eective communication.
Learning resources
Learner’s Book
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Introduction
Introduce the lesson by asking the learners to say the rules of conversations that they
know. Give volunteers a chance to answer the question.
Learning activities
1. Ask the learners to read the conversation between Joyce and Ken in the Learner’s
Book page 98. is activity will develop the learner’s communication and
collaboration skills.
2. Let one learner read the part of Joyce and the other read Ken’s part.
3. Ask the learners to exchange roles.
4. Organise the learners in small groups and ask them to dramatise the conversation
between Ken and Joyce. is will develop the learner’s condence in expressing
themselves, also called self-ecacy.
Conclusion
Conclude the lesson by asking two learners to recap the lesson to the rest of the class.
Take home assignment
1. Ask the learners to listen to the news in the evening aer school.
2. Ask the learners to say what the news was about at school the next day.
Lesson 2: Recording conversations
(Learner’s Book page 99)
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate tonal variation,
articulation and stress to express self condently.
Background information
Learners will record conversations and replay them. Prepare the recording devices
for the lesson and ensure every learner has access to the devices. is lesson is under
sub-strand 1.5 on eective communication.
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Learning resource
Learners’ Book and audio recording devices
Introduction
Introduce the lesson by asking the learners if they have ever used a recording
device or any electronic device. Let the learners share where and why they used the
electronic devices. is activity enhance learners communicatin skills when each
is contributing on their experience on whether they have previous knowledge of
working with such devices.
Learning activities
1. Ask the learners to watch the video keenly and talk about the video in groups.
2. Record the learners as they discuss the video. is will enhance the learner’s
digital literacy. e discussion will also boost the learner’s communication and
collaboration skills.
3. Let the learners discuss if they have ever been in any video and why.
4. Replay the audio.
Conclusion
Ask the learners to say the things they have learnt from this lesson. Give every
learner a chance to give a contribution.
Take home assignment
Ask the learners to tell their parents or caregiver what they learnt in school that day,
especially in their favourite subject.
Lesson 3: Writing sentences
(Learner’s Book page 100)
Specic learning outcome
By the end of the lesson, the learner should be able to plan and organise their ideas.
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Background information
is lesson is in sub-strand 4.5 under creative writing. Guide the learners to develop
a storyline by sequencing jumbled up sentences. Encourage the learners to use
sentences strips to come up with paragraphs.
Learning resources
Learner’s Books and ashcards
Introduction
Introduce the lesson by asking the learners to read a few words from their personal
diaries to the rest of the class.
Learning activities
1. Ask the learners to write sentences using words given on the board in their books.
2. Ask the learners to re-arrange the sentences in the Learner’s Book page 100
correctly.
3. Ask the learners to compare their sentences and conrm their answers.
Expected answers:
i. I am reading a book.
ii. e title of the book is e lion and the mouse.
iii. It is about a lion and a mouse.
iv. It is very interesting.
4. Ask the learners to write sentences about themselves, their families, their home
and their friend.
5. Let the learners exchange their books and read each other’s sentences. is activity
will promote the learners’ unity.
Conclusion
Conclude the lesson by asking the learners to share the things they have learnt
throughout the lesson.
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Take home assignment
Ask the learners to write ve sentences about their family.
Assessment
Check on the correctness of the sentences the learners will write down.
Lesson 4: Using organisers
(Learner’s Book page 101)
Specic learning outcome
By the end of the lesson, the learner should be able to apply the knowledge of using
an organiser to write a coherent story.
Background information
Learners will use writing organisers to come up with sentences and paragraphs.
Guide the learners on how to use the organisers to plan their activities for the day or
the week.
Learning resources
Learner’s Book and pencils
Introduction
Introduce the lesson by asking the learners how they usually plan their day’s
activities.
Learning activities
1. Ask the learners to work in groups and study Activity 1 in the Learner’s Book page
101 and say what they can see.
2. Ask the learners to write a sentence for each of the activity that Jane is going to
undertake.
3. Ask the learners to exchange their books and read each other’s sentences. is will
enhance the learner’s communicative and collaborative skills.
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4. Ask the learners to draw their own organisers and write what they will do in school
that day.
Conclusion
Conclude the lesson by asking the learners to share what they have learnt from the
lesson.
Take home activity
Ask the learners to draw an organiser to show what they will do aer school.
Assessment
Assess how well learners can use an organiser to show what they will do aer school.
Lesson 5: Reading sentences
(Learner’s Book page 103)
Specic learning outcome
By the end of the lesson, the learner should be able to read aloud short texts and
stories accurately.
Background information
Learners will read sentences and texts aloud. is will test their accuracy and
pronunciation when reading. Ensure the learners participate in the activities of this
lesson.
Learning resources
Learner’s Book
Introduction
Introduce the lesson by writing the sentences below on the board and ask the
learners to read them as a class.
i. Mary kicked the ball. ii. John goes to school.
iii. We drink water. iv. I love eating.
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Learning activities
1. Ask the learners to read the sentences in the Learner’s Book page 103 in groups.
is will develop the learner’s ability to communicate and collaborate as they
undertake this activity.
2. Ask the learners to write four sentences like that of Alex and read the sentences
aloud to their friends.
3. Ask the learners to read each other’s sentences aloud.
Conclusion
Conclude the lesson by asking the learners to read frequently so as to improve their
uency, accuracy and understanding and to build their vocabulary.
Take home assignment
Ask the learners to complete the take home assignment in the Learner’s Book page
104.
Assessment
Check on how well learners have improved their uency and accuracy in reading.
Insist on learners reading words they have problems with more frequently.