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Longhorn English
Literacy Activities
Teacher’s Guide
Grade 2
Richard Otieno
Salome Wenyaa
Margaret Githui
Munira Hussein
Joyce Kung’u
Tonnia Masai
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Longhorn Publishers PLC
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P.O. Box 18033-00500
Nairobi, Kenya
Tel: +254 02 6532579/81, +254 02 558551,
+254 708 282 260, +254 722 204 608
enquiries@longhornpublishers.com
www.longhornpublishers.com
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© •Richard Otieno •Salome Wenyaa •Margaret Githui •Munira Hussein
•Joyce Kung’u •Tonnia Masai 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
Reprinted 2019
ISBN 978-9966-64-012-3
Printed by Ramco Printing Works Ltd, Unit 2, Ramco Industrial Complex,
Before Imara Daima Turn o, Mombasa Road, P. O. Box 27750 - 00506, Nairobi, Kenya.
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Table of Content
Part One
Introduction ...........................................................................................................1
The book structure ..................................................................................................1
Organisation of section 1 ........................................................................................2
The teaching process............................................................................................... 6
The language skills .................................................................................................6
Teaching methods in literacy ..................................................................................9
Grouping learners....................................................................................................11
Important attitudes in learning of literacy...............................................................12
Teaching resources..................................................................................................14
Improvisation ..........................................................................................................14
Special Education Needs and multi-ability learning...............................................14
Safety in the classroom ...........................................................................................17
Assessment and evaluation methods.......................................................................17
Part Two
Unit 1: Instructions and questions.......................................................................... 20
Unit 2: Sounds........................................................................................................ 56
Unit 3: Storytelling................................................................................................. 93
Unit 4: Effective communication ...........................................................................129
Unit 5: Conversations............................................................................................. 170
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Introduction
e vision of the Basic Education Curriculum Framework (BECF) 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.
Based on a competency based curriculum; the guide, as well as the Learner’s Book
provide methods of assessment, 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 is for the recognition of the learner’s potential, gis and
talents. At the end of the day, 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 detailing pedagogical issues. Part 2 highlights the themes
as outlined in the Learner’s Book. It gives in details the expected learning themes,
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 section 1
Each unit consists of the following:
1. Strands
2. Sub-strands
3. Suggested time
4. General learning outcomes
5. Key inquiry questions
6. Core competences to be developed
7. Links to PCIs
8. Links to other subjects
9. Links to attitudes and values
10. Suggested learning aids
11. Suggested community service learning
12. Suggested assessment
13. Background information
14. Attention to Special Needs Education
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 Teacher’s 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 the stated learning objectives.
3.Suggested time
is is the number of lessons suggested for each unit.
4. General learning outcomes
By the end of the course, the learner should be able to:
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(a) Demonstrate basic literacy and numeracy skills for learning.
(b) Communicate appropriately using verbal and/or non-verbal modes in a variety of
contexts.
(c) Demonstrate appropriate etiquette in social relationships.
(d) Apply creativity and critical thinking skills in problem solving.
(e) Explore the immediate environment for learning and enjoyment.
(f) Practice hygiene, nutrition, sanitation and safety skills to promote health and
wellbeing.
(g) Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral
development for a balanced living.
(h) Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
(i) Apply digital literacy skills for learning and enjoyment.
5. Key inquiry questions
e questions statements are a comprehensive learning statements presented as
starting points. ey are questions that are meant to make the learners want to nd
out the solutions in the course of the lesson.
6. Core competences 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:
(a) Imagination and creativity
(b) Communication and collaboration
(c) Self-ecacy
(d) Critical thinking and problem solving
(e) Citizenship
(f) Digital literacy
(g) Learning to learn
ey should be achieved once learners have met all the learning objectives in the
lesson.
7. Link to PCIs
Instructions should set out an approach to Pertinent and Contemporary Issues (PCIs).
Examples are: life skills, citizenship skills, animal welfare, environmental education
and many more.
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8. Link 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 platform does exactly that. It prepares the teacher to pass this information to the
learners so that they are aware.
9. Link 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
reforms’ vision with respect to moulding ethical citizens. Truly engaging with the
learning requires appropriate attitudes and values that relate to the lesson.
10. 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.
11. Suggested community service learning
e learner is part of a larger community. Education should therefore lead the youth
of the country to accept membership to this community with all the obligations and
responsibilities, rights and benets that this membership entails.
12. Suggested assessment
is section contains the questions and suggested answers to assess the lesson’s learning
objective.
13. Background information
is
section provides an insight to the teacher on how to come up with a methodology
of the unit using the resources from 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.
14. Attention to Special Needs Education
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.
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Organisation of the lessons
e lesson has the following key parts:
1. Lesson number and title 5. Learning activities
2. Specic learning outcomes 6. Assessment
3. Teaching aids 7. Answers
4. Introduction to the lesson
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. Teaching aids
is section lists the teaching aids needed for the lesson. It also indicates the
alternative teaching aids and materials for learners with special needs and for
schools with limited resources.
4. Introduction to the lesson
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 competences, values, skills and attitudes. It also 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. is section contains
suggestions of remedial activities for slow learners too. e teacher is also guided
on how to instruct with approach to PCIs.
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 group members. Ensure minimum movement when grouping the
learners and encourage them to speak quietly so that they are able to listen to one
another.
6. Assessment
is section contains suggestions that assess the lesson learning objectives. ey
can be in form of questions, demonstrations, drawings, written exercises or
portfolio.
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7. Answers
is section provides the answers to the exercises in the lesson.
The teaching process
English Literacy Activities is taught and learned as a core subject. At every grade, it
is structured in 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, the learner should be able to:
- construct sentences;
- list down four child 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
objectives are actually considered to be the ones targeted by the new curriculum.
For example;
By the end of the lesson, the learner 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-centred and participatory approach).
is section also contains suggestions of remedial activities for slow learners.
ere are 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 teaching and learning process.
The language skills
is involves teaching integrated literacy. at 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.
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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 postures, 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 objectives are still not met, other
interventions should be sought.
Activities for oral lessons
- conversations, dialogue and discussions - tongue twisters
- responding to simple instructions - riddles, story-telling
- drama and role play - poems, among others
- songs
ese activities can be done in groups, in pairs or the whole class.
b) Reading
Learners should read words that have simple letter-sound correspondence
and gradually be introduced to 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.
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Reading activities for beginners:
- Phonic method is in order.
- 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 is also in order. Loud reading enhances uency because the learners
are listening to good reading. With time you can teach the learners silent reading.
c) Writing
Learners should practise handwriting oen, starting from copying models of shapes
and progressively improving 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.
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 marks, opportunities for more practise
with simpler punctuation should be created.
At this level, learners can now practise completing simple blank lling exercises.
ey then progressively move from making short phrases and sentences to making
paragraphs. e progression from writing phrases to sentences and paragraphs should
also be accelerated in instances where learners can comfortably complete sentences.
In case of slow learners, opportunities for more practice with simpler phrases and
sentences should be created.
Writing activities
- demonstration and imitation
- spelling games
- dictations
- written exercises
- pattern drawing
- sentence construction and creative writing among others.
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Teaching methods in literacy
It is important to discuss some of the methods commonly used during instruction of
the Literacy and Indigenous Languages Activities. ese are:
(i) Demonstration (iv) Individual work
(ii) Questioning technique (v) Discussion
(iii) Role play (vi) Discovery method
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 English Literacy Activities.
(i) Demonstration
When the learners are expected to use teaching 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 played, he/she is to ensure
that all the learners can see what he/she is doing.
It may be necessary to call the learners around the demonstration table for all to see.
During demonstration, he/she could ask some learners to help in handling and setting
up the teaching aids. e teacher should then outline the procedure he/she expects the
learners 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. Good mode of questioning will full several important
aspects of a lesson:
• Increases learner’s participation.
• Reduces teacher talk considerably.
• Creates enthusiasm and motivation in the learners.
• Encourages creative thinking.
• Develops skills in organisation of ideas.
• Keeps the class active and lively.
• Promotes interaction between the teacher and his/her learners, among the learners
and with teaching aids.
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When a teacher asks a question to one of his/her learners and the learner gives a wrong
answer, the teacher should not say ‘no’ or rebuke the learner. is withdraws the learner
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 learner’s answer
to detect any reason that led to his/her wrong answer. In this process the teacher will
discover where the learner 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
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 learners begins when the teacher assigns a few problems to them
during class work. is is the application session whereby every individual learner is
expected to work on his or her own.
During this session, the teacher moves round the class marking learner’s work and giving
individual attention to those with diculties. Individual work is then extended to the
homework assignment where the learners will be expected to solve problems outside
the classroom. Individual work encourages the learners to go through learnt concepts
alone. is reveals to the teacher how a learner would perform aer instruction. It is
possible to conclude whether the lesson achieved the expected objective or whether a
remedial lesson is needed.
(v) Discussion
In a discussion, the teacher acts as a facilitator during learner’s interaction. He or she
poses the topic for discussion and acts as a resource person. A discussion educates and
trains the learners to apply knowledge, think critically, solve problems easily, obtain
relevant information easily and make pertinent decisions.
An eective discussion is characterised by the following:
(i) A group atmosphere should prevail where all are actively involved.
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(ii) Participation should be critical and reective with lots of cooperation.
(iii) All in class should share in decision making and conclusions reached.
(iv) e teacher’s role is that of a guide and sometimes that of a facilitator.
(vi) Discovery method
rough manipulation of teaching aids and a study of a number of patterns and
relationships, learners discover concepts in English Literacy Activities. Discovery can
arise through organised work and discussions.
Note:
e two most important documents in planning to teach are the schemes of work and
the lesson plan.
a) Schemes of work
A scheme of work is a collection of related topics and subtopics drawn from the syllabus
and organised into lessons week by week for every term.
e schemes of work should be suciently exible to cope with unexpected
situations and can be altered or modied to suit certain circumstances.
b) Lesson plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specic
lesson.
Grouping learners
Grouping learners for learning has increasingly become popular in recent years. In
fact, the shi from knowledge-based to the 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 (d) Needs grouping
(b) Mixed ability grouping (e) Friendship grouping
(c) Similar interests grouping (f ) Sex grouping
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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 in front of 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.
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 English Literacy
a) In learners
ere are certain useful attitudes which the teacher should help to develop in the
learners as they learn English Literacy Activities. English Literacy Activities is expected
to make an impact on a learner’s general behaviour and approach to life.
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• Practical approach to problem solving
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 therefore need to
cooperate with the 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
Learners should show honesty as they make observations, record, analyse results
and draw conclusions.
• Patience
Learners should be patient with each other as some learners may be quick to
answer and others slow to understand.
b) In teachers
• Engage learners 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/relations 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.
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Teaching resources
ese refer to the things that the teacher requires during the teaching process. ey
include:
• e classroom
• Textbooks
• Wall charts, cards, pictures and wall maps
• 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 a 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 a visit to a farm are best done
during sunny weather. e teacher should therefore think ahead while making the
scheme of work so that the prevailing weather pattern is considered. is will ensure
that suitable activities for learning English Literacy Activities are planned for with the
weather in mind.
Special education needs and multi-ability learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other learners 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.
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Inclusive education also helps to ensure the optimal development of children with
special education 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:
i. e gied and talented v. ose with mild cerebral palsy
ii. e visually impaired vi. ose with learning disabilities
iii. e hearing impaired vii. ose with emotional and behavioural diculties
iv. e physically handicapped
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 difﬁculties
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. e
learners 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.
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(b) Learners with visual difﬁculties
ese learners normally have problems with their eyesight. ey should sit in a
position where they are able to see the board 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 board.
(c) Learners with hearing difﬁculties
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 difﬁculties
A common example in a normal class is the stammerers. ey always speak with
a lot of diculties. 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.
(e) Learners with mental difﬁculties
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.
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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
Learners 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
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
Competence-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 judgment about a learner’s achievements measured against dened standards.
Assessment is an integral part of the teaching and learning process. 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.
An assessment is a machine for reasoning about what learners 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.
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Purposes of assessment
e aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view of 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.
e assessment needs to use a variety of ways to collect information about a learner’s
learning 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 the 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 are formative
and summative assessment.
a) Formative or 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. en at the end of every unit, the teacher should ensure that all
the learners have mastered the stated key unit competences based 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 competences described in the syllabus 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 competence or
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performance of the learner, it serves a summative purpose. Summative assessment
gives a picture of a learner’s competence 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
on progression, for selection into the next level of education and for certication.
is
assessment should have an integrative aspect whereby a learner 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. e 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 Grade 6.
Conclusion
is Teacher’s Guide has been written to help you guide learners to learn English
Literacy Activities 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 objectives – this should help guide 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 learners 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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Unit
1
Instructions and questions
Strand 1.0
Listening
Strand 2.0
Speaking
Strand 3.0
Reading
Strand 4.0
Writing
Sub-strand 1.1 Listen
to instructions and
questions
Sub-strand 2.1
Responding to
questions and
instructions
Sub-strand 3.1 Paired
reading
Sub-strand 4.1Word
and sentence
formation
By the end of the
sub-strand, the learner
should be able to:
a) listen attentively to
simple sequenced
instructions;
b) use appropriate
non-verbal
communication
cues to indicate
an understanding
of questions and
instructions;
c) demonstrate an
understanding of a
set of instructions
through appropriate
responses;
d) demonstrate
conventions of
giving instructions
and asking
questions.
By the end of the
sub-strand, the learner
should be able to:
a) respond
condently to
questions and
instructions on
varied themes;
b) use verbal and
non-verbal cues
in responding
appropriately to
instructions and
questions;
c) ask questions to
seek clarity on
instructions;
d) demonstrate
willingness to
answer questions
and follow
instructions.
By the end of the
sub-strand, the
learner should be able
to:
a) assess self on
reading speed and
uency;
b) provide feedback
on peer’s reading;
c) ask questions
to conrm
and extend
understanding of
material read;
d) make predictions
before and during
reading;
e) appreciate the
importance of
turn-taking and
listening to peers
as they read.
By the end of the
sub-strand, the
learner should be
able to:
a) use familiar
words and
phrases to
write simple
sentences;
b) use the correct
noun and
verb form
in making
sentences;
c) identify and
write upper
and lower case
letters in words
and sentences
correctly;
d) develop an
interest in
writing for
pleasure.
(Learner’s Book Pages 1-34)
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Core competences to be developed
1. Communication and collaboration 4. Creativity and imagination
2. Learning to learn 5. Digital literacy
3. Critical thinking and problem solving 6. Self-efcacy
Link to PCIs
1. Life skills: Skills of knowing and living with others – eective communication.
Skills of knowing and living with oneself – self ecacy.
2. Citizenship: Social cohesion.
3. Education for sustainable development: Gender and inclusion.
Link to values
1. Respect 2. Responsibility 3. Unity
Links to other learning areas
All learning areas
Suggested non-formal activity to support the learning
1. Learners express opinions and matters aecting them to peers and relevant
authorities.
2. Learners engage in informal oral presentations.
3. Learners share information from text, read with pairs in and out of the
classroom.
4. Learners engage in free writing activities in and out of class.
Suggested community service learning
1. Learners recite poems on topical issues.
2. Learners practice language use during communal activities.
3. Learners pair with friends in the community and practise reading.
4. Learners make a list of items e.g a shopping list and share with parents. ey try
and share simple requests in written format.
Learning resources
Listening passages, audio visual aids/recorders, role models, pictures of various
events, class readers, newspapers, magazines, writing materials, stencil, journals,
storybooks, ashcards and word trees
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Suggested assessment
1. Teacher to provide topics that become the basis for conversations.
2. Question/answer and show ability to take instructions.
3. Learners retell what they have read, ask questions or answer questions.
4. Peer assessment, question/answer, retelling a story read.
5. Write a short paragraph on a given thematic topic.
Attention to learners with special needs in education and disability
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 and 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.
• Have 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.
Give them enough support and
ensure other learners do the same,
for example, helping in pushing a
wheelchair for a disabled learner.
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Week 1
Lesson development
Lesson 1
(Learner’s Book page 1)
Specic learning outcome
By the end of the lesson, the learner should be able to listen attentively to simple
sequenced instructions and respond appropriately.
Background information
is lesson will help learners to practise how to listen and respond appropriately in
a conversation. is will enhance listening skills, especially those under Sub-strand
1.1 (listening to instructions and questions). Explain to the learners the sequenced
importance of listening keenly for them to get the concept of using simple instructions.
ereaer, the learners should listen to you and follow the instructions you give.
Learning resources
• Pictures • Learner’s Book
Introduction
Introduce the lesson by asking learners to listen as you sing the song in the Learner’s
Book about parts of the body. Ask the entire class to join you in singing the same song.
Systematically, demonstrate the actions of the song by touching the specic parts of
the body. Guide learners to perform the song in Activity 1 in pairs; Head, shoulder,
knees and toes. Engage the learners in a brief discussion on how someone can give
step by step instructions to other people to perform a specic task. Give feedback on
what is to be done and the progress of the performance of learners.
If you are able to play a recorded tape, play one so the learners listen to a variety of
instructions given when on parade, cooking at home or training on the play eld.
Learning activities
1. Guide the learners to study the picture in the Learner’s Book. In groups
or pairs, let the learners sing the song and touch the body parts they
mention. Let them sing the song slowly as they increase the pace gradually.
Observe their coordination of what they mention versus what they touch. is
activity will promote learners’ use of creativity and imagination. Assist them to get
instructions and response from the pictures. This shall en hance core competences
like communication and collaboration.
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2. Ask the learners to read the words on Activity 2. Ask them to touch each part as
they read. Give feedback on the pronunciation of the words to the learners. Ensure
active participation of each learner. is will enhance self-awareness of the learner.
Conclusion
Ask learners to say some of the things they must do when listening to someone
giving them instructions. Build on their responses by probing or rephrasing. Using
appropriate examples, explain to them that certain non-verbal expressions are used
to communicate or reinforce the message. Listening requires giving attention and
maintaining eye contact.
Assessment
1. In pairs, practise listening to instructions and respond appropriately.
2. e learner can give instructions while the other listens and responds appropriately.
3. Change roles.
Lesson 2
(Learner’s Book pages 1-2)
Specic learning outcome
By the end of the lesson, the learner should be able to respond appropriately to specic
instructions.
Background information
is lesson will help learners to listen to specic instruction and respond appropriately.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by having two learners at the front of the class. Guide them to
play the game ‘Peter says’ as others watch keenly. ey should exchange roles. Give
feedback on their progress.
Learning activities
1. Pair up the learners, let them play the game ‘Peter says.’ ey should exchange roles.
is helps enhance communication and collaboration. Ask them to extend it to
the body parts they know but are not mentioned in the Learner’s Book. is activity
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will promote their creativity and imagination. e game should progress from a
slow pace to a quick one. is should enhance their coordination abilities.
2. Ask the learners to answer the questions on Activity 2. Accept correct answers
with any part of the body mentioned. is activity will help enhance their critical
thinking and problem–solving skills.
Expected answers
1. I have two legs.
2. I have one head.
3. I have one mouth.
4. I have two ears.
3. Ask the learners to write the letters and words in Activity 3. e activity is meant to
help them improve their handwriting.
4. Ensure active participation of each individual learner. is will enhance
communication and collaboration among the learners as well as respect and co-
operation.
Conclusion
Engage the learners with dierent questions which they should respond to by doing.
For example: stand up, jump, remove your sweater, run to the gate and come back, etc.
Reinforce the behaviour by positive comments.
Assessment
1. In pairs, the learners should respond to the instructions practiced in ‘conclusion’
above.
2. ey should exchange roles.
Lesson 3
(Learner’s Book pages 3-4)
Specic learning outcome
By the end of the lesson, the learner should be able to respond to simple sequenced
instructions.
Background information
is lesson will help learners develop their listening and comprehension skills by
being able to respond to simple sequenced instructions. Explain to the learners the
importance of listening keenly during a conversation for them to get whatever is being
communicated. Also explain the importance of turn-taking in a conversation.
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Learning resources
• Learner’s Book
Introduction
Explain to the learners that the young ones take instructions from the older ones
(adults). For example their parents or teachers. Explain to them the need to obey those
who are older than them.
Learning activities
1. Read the conversation in Activity 1 of the Learner’s Book to the learners.
2. Select a pair of learners to re-read the conversation as others listen. Guide the
learners in acting out this conversation. is will promote values of unity and
cooperation.
3. Ask the learners why they think Juma must say goodbye to his mother. Guide
them in identifying the instructions in the conversation.
Expected answers
a) Run to school and do not stop on the way.
b) Do not make noise in class.
c) Do not ght in school.
d) Aer school, come straight home.
4. Guide the learners in reading the words in Activity 2. Reinforce correct
pronunciation and guide accordingly on the wrong ones.
Conclusion
Ask learners to say some of the things they must do when listening to someone giving
them instructions. Guide them in mentioning some of the instructions they can receive
from their parents or teachers.
Assessment
Learners should write down some of the instructions they have ever received from
their parents or teacher.
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Lesson 4
(Learner’s Book page 4)
Specic learning outcome
By the end of the lesson, the learner should be able to demonstrate an understanding
of a set of instructions.
Background information
is lesson should expose the learners to a variety of vocabulary used in giving
instructions as well as the instructions themselves.
Learning resources
• Charts • Learner’s Book
Introduction
Introduce this lesson by getting the learners to read the sentences in Lesson 4 Activity 1.
Guide them in coming up with other instructions and respond to them or say how
such instructions should be responded to.
Learning activities
1. In order to enhance communication and collaboration skills, the learners should
pair up and respond or write the responses to the instructions written in a chart.
ey should read the instructions to each other in pairs.
2. Learners should individually complete the statements on Activity 2 of the Learner’s
Book. is is supposed to enhance their creativity and imagination.
Expected answers
1. We should obey our parents and teachers.
2. We should share our things with others.
3. We should do our assignments.
4. We should wash our hands before taking our meals.
5. We should always keep time.
3. To improve their handwriting, learners should rewrite the words in Activity 3.
Conclusion
Emphasise to the learners the need to always follow instructions.
Assessment
Learners should write ‘reason why’ for each of the instructions in Activity 1.
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Lesson 5
(Learner’s Book pages 5-6)
Specic learning outcome
By the end of the lesson, the learner should be able to make instructions from
pictures.
Background information
is lesson is supposed to expose learners to varied non-verbal messages expressed
using pictures. e learner should be exposed to non-verbal cues like shaking of the
head, nodding, thumbs up, thumbs down, nger in mouth and other such simple
non-verbal cues.
Give the learners enough time to practise dierent expressions then correct them
accordingly. As much as this lesson will consist mostly of listening and speaking,
every eort should be made to intergrate some reading and writing using appropriate
contexts.
Learning resources
• Pictures • Learner’s Book
Introduction
Introduce the lesson by selecting a number of learners to stand in front of the class.
Use a number of non-verbal messages and have each of them respond to a specic
non-verbal cue. Give feedback accordingly.
Learning activity
1. Guide the learners in studying the illustrations in the Learner’s Book.
2. Give the learners a range of non-verbal activities and ask them to demonstrate .
3. In turns, ask four learners to say what they can see in the pictures in the Learner’s
Book. As the learners talk about the scenarios, skills such as self-ecacy are
developed.
4. In pairs, let the learners show some gestures and then try and predict what they
mean. is will enhance critical thinking and problem solving.
5. Inordertopromotethespiritoftogethernessandself-efcacy,listentothelearners’
varied answers while ensuring participation of every learner. Give credit for the
correct answers to motivate the learners to speak out clearly to the entire class for
them to get the correct answers.
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6. Guide the learners in reading the words in Activity 1. Give appropriate feedback
on the pronunciation of the words.
7. Ask the learners to write down an instruction for each picture on Activity 2.
Expected answers
a) Read the sentences in your book.
b) Shut up / keep quite.
c) Goodbye!
d) Run.
Accept any other correct answers for this activity.
8. Guide the learners in matching the pictures with sentences in Activity 3. Give
credit for correct answers to motivate the learners.
9. Guide the learners to come up with other gestures and demonstrate in pairs. Give
credit for correct answers mentioned to motivate others to speak. Ask some of
the learners to demonstrate to the class some of the descriptions given. This
activity will not only enhance unity and co-operation among the learners, but
also their life skills of knowing and living with other learners through effective
communication. It is therefore important to make sure each individual learner
actively participates.
Conclusion
Let learners mention some verbal and non-verbal messages that they have learned.
Explain to the class that one must be careful when using non-verbal messages so as
not to be misinterpreted. Show them that it is always good to use polite words when
talking to other people.
Assessment
Give the learners an assignment of matching some of the non-verbal cues to their
meanings.
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Week 2
Lesson development
Lesson 1
(Learner’s Book page 7)
Specic learning outcome
By the end of the lesson, the learner should be able to pick out simple instructions
from a conversation.
Background information
In this lesson, learners should be taken through a series of simple conversations with
instructions. ey should be guided to pick out the simple instructions from the
conversations.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by reading a simple conversation to the learners. Explain to
them the relationship between instructions and the doing words. Ask them to pick
out the doing words from the conversation they have listened to.
Learning activities
1. Guide learners in reading the conversation on the Learner’s Book Activity 1. Ask
them to pick instructions from the conversation. is will enhance their thinking
capacity and creativity.
2. e learners should write down the conversation as indicated in Activity 2. In the
process, they will develop good handwriting skills.
Conclusion
Conclude the lesson by recaping the relationship between doing words and
instructions.
The learners should also re-read the action words they formed.
Assessment
Give the learners a conversation with instructions. Ask them to underline the
instructions in the conversation.
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Lesson 2
(Learner’s Book pages 8-9)
Specic learning outcome
By the end of the lesson, the learner should be able to follow simple instructions by
responding correctly to questions from a passage.
Background information
is lesson is meant to teach learners the ability to respond to instructions in form of
questions from a story. e lesson will also help them practise reading skills and also
teach them how to locate information from a simple story.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by reading the passage to the learners. Aer reading, allow
them time to read silently. Guide them in locating the information from the story by
answering the questions on Activity 1.
Learning activities
1. Tell the learners to read the story silently.
2. Remind them of good reading habits, for instance reading without moving their
lips, reading without tracing the words, etc.
3. Let them read the story in their books silently (10-15 minutes).
4. Guide the learners in answering the comprehension questions. Give credit where
necessary to motivate the learners.
5. Guide the learners in answering Activity 2. Ask them to make sentences using
the words they complete.
6. Guide the learners in writing down the introductions as asked in Activity 3.
Remind them the connection between doing words and instructions.
Conclusion
In conclusion, emphasise to the learners the need to be keen in locating information
from a story. ey should understand what the story is about before answering the
questions.
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Lesson 3
(Learner’s Book pages 9-10)
Specic learning outcome
By the end of the lesson, the learner should be able to follow simple sequenced
instructions by doing the action.
Background information
is lesson aims to help learners follow simple sequenced instructions to a particular
logical outcome. is lesson is a practical one.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to mention the process of washing hands.
Give feedback appropriately.
Learning activities
1. Learners should recite the rhyme in Activity 1 in groups or as a class. This will
help them enhance their speaking skills.
2. Learners should mention the process of washing hands. While at it, they develop
the skills of creative thinking and reading as they use the words in Activity 2 to
construct sentences.
3. Guide the learners in matching the pictures in Activity 3 with instructions.
4. Give feedback accordingly as you motivate those who have done exceptionally
well.
Conclusion
In conclusion, ask the learners how hands should be washed and kept clean. Let them
give reasons. is should be oral.
Assessment
Ask learners to write down the process of washing hands.
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Lesson 4
(Learner’s Book page 11)
Specic learning outcome
By the end of the lesson, the learner should be able to respond to use conventional
spacing between words to enhance legible handwriting.
Background information
is lesson is intended to enable the learner write sentences paying attention to
spacing, panctuation and legibility. is lesson is based on writing under Sub-strand
4.3 (Handwriting)
Learning resource
• Learner’s Book
Introduction
Review the knowledge learners have on use of capital letters, commas and fullstops
asking them orally to state their uses.
Learning activities
1. Guide the learners in quickly reading the words in Activity 1. is will help them
enhance their speaking skills.
2. Guide the learners in copying the sentences Activity 2 in their books.
3. Guide the learners in reading the sentences on the procedure of washing hands.
is will go along way in enhancing their skills.
4. The learners to practise washing their hands as instructed in Activity 2.
Conclusion
In conclusion, ask the learners how hands should be washed and kept clean. Let them
give reasons. is should be oral.
Assessment
Ask learners to write down the process of washing hands. Let them pay attention to
spacing, punctuation and legibility.
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Lesson 5
(Learner’s Book pages 12-13)
Specic learning outcome
By the end of the lesson, the learner should be able to answer questions to conrm
and extend understanding of the text read.
Background information
e learner is required to read a text and answer questions about the text.
Learning resource
• Learner’s Book
Introduction
Begin the lesson by reading the story to the learners. Ask them to read the text
silently.
Learning activities
1. Ask the learners to answer the questions on Activity 2 of the Learner’s Book.
2. Guide them to locate answers from the text.
3. Ask learners to rearrange the words in Activity 3 correctly:
Expected answers
a. sweep
b. arrange
c. right
d. clean
e. tie
f. appear
Conclusion
Conclude the lesson by marking the Learner’s Book. Give feedback as necessary.
Assessment
Identify words from the passage and ask learners to use them to make sentences of
their own.
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Week 3
Lesson development
Lesson 1
(Learner’s Book pages 13-14)
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate that syllables form
words and also appreciate the importance of correct spelling in writing.
Background information
In this lesson, learners are exposed to a variety of words in the consonant cluster ‘SL’.
is lesson links to the previous one and exercises the learners ability to recall stories
read and also use new words acquired to form sentences. It also emphasises the need
for good handwriting.
Learning resources
• Learner’s Book • Flashcards
Introduction
Introduce the lesson by giving the learners ashcards with words that start with ‘SL’
pronounce. Ask the learners to study the words in groups.
Learning activities
1. Asklearnerstoreadwordsontheashcardsaloud.Getfeedbackontheirability
to read them.
2. Ask them to read words in Activity 1 out to each other in pair. Let them associate
the words with the pictures provided in Activity 1.
3. Emphasise to the learners the importance of correct spelling in order for words to
make sense.
4. Guide the learners in forming sentences using these words. This will enhance
their creativity and critical thinking abilities.
5. Ask the learners to copy the words and sentences in Activity 2 as a way of
practising good handwriting.
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Conclusion
Conclude the lesson by emphasising to the learners the need for correct punctuation of
words.
Assessment
1. Give the learners simple jumbled words with ‘SL’ to unjumble.
2. Ask them to use words in Activity 1 to form sentences.
Lesson 2
(Learner’s Book page 14)
Specic learning outcome
By the end of the lesson, the learner should be able to demonstrate an understanding
of a set of instructions through appropriate responses.
Background information
Learners will practise reading with uency. Observe the pronunciation and
condence with which the learners read and encourage audibility.
Learning resource
Learner’s Book
Introduction
Ask the learners to exchange their books and read their friend’s sentences from
the previous assignment. Pick two slow learners and another learner to read their
sentences before the rest of the class.
Learning activities
1. Learners to read the doing words in Activity 1.
2. Ask the learners to come up with other doing words.
3. Guide the learners in understanding the relationship between doing words and
instructions.
Emphasise to them
4. In pairs, the learners should play the game in Activity 1. They should exchange
roles.
5. For Activity 2, guide the learners in coming up with instructions. Ask them to
read the instructions loudly. Mark the exercise in class and give feedback.
6. For Activity 3, the learners should copy the instructions as a way of practising
good handwriting.
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Conclusion
Conclude the lesson by recapping the explanation on the relationship between doing
words and instructions. Ask learners to read some of the instructions they have written.
Assessment
Ask the learners to get assistance from their caregivers and write down instructions
on cooking their favourite meal or on playing a game they like.
Lesson 3
(Learner’s Book page 15)
Specic learning outcome
By the end of the lesson, the learner should be able to ask questions to conrm and
extend understanding of material read.
Background information
The learners will read, ask and answer questions from the story or passage read.
is lesson will help learners practise reading and writing questions and instructions
under Sub-strand 4.1 (Word and sentence formation).
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to exchange their books and look at their
partner’s assignment from the previous lesson. Go around the class and see to it that
every learner completed the assignment correctly.
Learning activities
1. Ask the learners to read the story in the Learner’s Book in pairs and orally answer
the questions that follow. is will enhance the learners’ collaboration and unity
as they share reading materials.
Answers to the questions in Activity 2
1. Bata 2. ree 3. Master Bata
Conclusion
Conclude the lesson by asking the learners to read their answers in pairs. Ask them if
their answers match. Provide the correct answers.
Assessment
Ask the learners to do Activity 4 on the Learner’s Book to enhance their artistic
abilities.
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Lesson 4
(Learner’s Book pages 16-17)
Specic learning outcome
By the end of the lesson, the learner should be able to use capitalisation appropriately.
Background information
e learner is required to apply capitalisation of letters when writing both at school
and at home.
Ensure the learners are able to recognise and to use capital letters appropriately.
They are not supposed to mix small and capital letters.
Learning resources
• Learner’s Book
Introduction
Begin the lesson by recapping the previous one.
Learning activities
1. Ask learners to name the punctuation marks they have learnt.
2. Revise the use of capital letters.
3. Write a few sentences on the board. Some learners can volunteer to punctuate
them using capital letters. Guide them accordingly, as this will enhance learner
support programmes like guidance and coaching.
4. Remind the learners that capital letters are used when writing proper nouns.
5. Ask them to do Activity 1.
6. In doing Activity 2 and 3, the three instructions given to the pet should be well
punctuated with capital letters where necessary.
Conclusion
Summarise the lesson by asking the learners to write sentences with capital letters in
the right places.
Assessment
Give learners sentences that are not punctuated for them to punctuate.
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Lesson 5
(Learner’s Book page 17)
Specic learning outcome
By the end of the lesson, the learner should be able to give information about things
asked.
Background information
is lesson seeks to enhance a learner’s analytical skills as well as their memory.
In this lesson, a learner is supposed to give information about their pets.
Learning resources
• Learner’s Book
Introduction
Ask learners to give the names of pets they know.
Learning activities
1. Learners should be guided to answer questions a) to d) in Activity 1 of the
Learner’s Book.
2. Guide the learners in linking the answers a) to d) mentioned to make a simple
paragraph.
3. Guide the learners in identifying some of the instructions they can give their pets.
4. Ask learners to read the words in Activity 2 aloud. Check their pronunciation and
provide feedback as necessary.
Conclusion
Conclude the lesson by checking every Learner’s Book and giving feedback.
Assessment
Ask the learners to write a few sentences about one of their family members.
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Week 4
Lesson development
Lesson 1
(Learner’s Book pages 18-19)
Specic learning outcome
By the end of the lesson, the learner should be able to ask questions to seek clarity on
instructions.
Background information
In this lesson, learners will show an understanding of questions asked and respond
appropriately and seek clarication in cases where they do not understand the
questions. Engage the learners in plenty of activities in this regard.
is lesson will help learners to practise writing under sub-strand 2.2 (Responding
to questions and instructions).
Learning resources
• Learner’s Book • Word chart
Introduction
Introduce the lesson by holding up word charts with the following words: what,
who, when and why. ese words can be used in seeking clarity in speech or asking a
speaker to repeat something that a listener missed.
Learning activities
1. Read the conversation in the Learner’s Book to give the learners a ow of how
they will read it.
Answers to Activity 1
(Accept any correct answers.)
2. Pair the learners up in this activity to enhance collaboration and ask them to act
out the conversation in Activity 1. Ask one learner to read the rst sentence and
the second learner to ask the question seeking clarity.
3. Ask the learners to play the game, “What is the time Mr Lion?”
4. Ask the learners to construct simple sentences using ‘what’ and ‘how’.
• A camel has a hump.
A what?
A hump
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• I rode on a camel.
A what?
A camel
5. Ask the learners to write down sentences in good handwriting using the example
given in Activity 2.
Conclusion
Conclude the lesson by asking pairs in class to read to the class the sentences they
formed to ensure they did the activity the right way.
Assessment
Give the learners the questions below and ask them to write down the answers in
their exercise books using good and legible handwriting.
1. Mrs Kamau is going home.
Who?
Mrs Kamau
2. We cannot go out to play because it is raining.
Why?
Because it is raining.
3. Pass me the mug.
What?
The mug
Lesson 2
(Learner’s Book pages 19-20)
Specic learning outcome
By the end of the lesson, the learner should be able to demonstrate willingness to
answer questions and follow instructions.
Background information
is lesson will help learners to answer questions and follow instructions under
sub-strand 2.1 (Responding to questions and instructions) and locate specic
information from a conversation.
The learners will show that they understand the questions they are asked by responding
in the right way. Learners will therefore be able to follow instructions given by giving
the required response as instructed.
This lesson will also help the learners know how to use polite language in everyday
communication.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking a few learners to read the words with ‘dr’ on Activity 1
Lesson 2. Ask the learners to use these words to form sentences. Encourage them to
use good handwriting.
Learning activities
1. Ask the learners to read the conversation between Kami and the Camel in the
Learner’s Book in pairs or small groups.
2. Let one learner read the role of Kami while the other reads the camel’s role.
3. Ask the learners to exchange roles. e learner who read Kami will now read the
Camel and vice versa. is activity will enhance the learners’ unity.
4. Ask the learners to ll in the missing words in Activity 3.
Possible answers
1. long 2. hump 3. neck
Expected answers for Activity 4
1. dream 2. driver 3. drag 4. dress 5. drop
Conclusion
Conclude the lesson by asking the learners to underline the polite words in the
conversation between Kami and the Camel.
Assessment
Ask the learners to attempt Activity 4 and 5 in their books.
Lesson 3
(Learner’s Book page 21)
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate non-verbal
communication cues to indicate an understanding of questions and instructions.
Background information
Learners will be expected to be able to follow instructions that are non-verbal such as
rules or instructions written down on signboards or notices.
is lesson will help learners to practise speaking under sub-strand 2.1 (Responding
to questions and instructions).
Learning resources
• Books • Sentences strips • Manila charts • Learner’s Book
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Introduction
Introduce the lesson by asking the learners to exchange their books and look at each
other’s assignment from the previous lesson. Ask the learners to report if there
is anyone who has not done the assignment. This will teach the learners values of
being responsible for each other and sharing as they exchange books.
Learning activities
1. Ask the learners to study and discuss the pictures in the Learner’s Book in groups.
is activity will enhance the learners’ collaboration and communication skills as
they engage in a discussion on the pictures and instructions in their books.
2. Ask the learners to identify the instructions given in each of the pictures and
write them down. is will improve the learners’ life skills of knowing and living
with others as they learn to obey rules.
3. Ask the learners to write down the problems with each of the pictures. is
activity will enhance the learners’ critical thinking and problem solving ability as
they will learn how to respond to instructions in their daily lives since they are
able to identify the problems in the pictures.
Conclusion
Conclude the lesson by asking the learners to always read instructions displayed in
public places because it will save them from the consequences of not doing so. Let
them know they can inquire if they do not understand certain instructions.
Assessment
Ask the learners to write down ve instructions they have seen in their environment,
for example on food cans, in supermarkets and in the school or hospital compound.
Lesson 4
(Learner’s Book page 22)
Specic learning outcome
By the end of the lesson, the learner should be able to respond condently to questions
and instructions on varied themes.
Background information
is lesson should expose the learners to varied ways of forming and writing words
about various careers or professions. You can present a chat with dierent people in
dierent professions and ask the learners to talk about them. Let them work in groups
and in pairs.
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Learning resources
• Charts • Learner’s Book
Introduction
Introduce the lesson by asking the learners to mention the professions well known to
them.
Learning activities
1. Guide the learners in studying the illustration in the Learner’s Book.
2. In order to sharpen the core competence of creativity and imagination, as k
individual learners to say what they can see in each of the pictures. Correct them
where necessary.
3. Guide the learners to write the instructions on the pictures given in Activity 4.
Check, mark and provide immediate feedback. Give credit for the correct answers
to motivate the learners. You can also write the correct answers on the board for
the learners to conrm the spellings.
Correct responses
Activity 1
a) I am a teacher. b) I am a driver.
c) I am a doctor. d) I am a shopkeeper.
Activity 2
Expected answers
1. Answer these questions.
2. Remove your sweater.
3. Do not make noise.
4. Bring me your book.
5. Rub the board.(Accept any other correct answers)
5. In small groups, guide the learners in constructing sentences using the words above.
Sample sentences
1. I do not like going to see the doctor.
2. I like buying bread from the shopkeeper.
3. Thepoliceofcerslikechasingthieves.
4. e tailor has made a nice dress.
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6. is lesson will develop competencies such as creativity, critical thinking and
self-ecacy as learners participate in word and sentence formation for eective
communication. erefore, ensure that every learner partakes in this class activity
to also enhance communication, collaboration and unity.
Conclusion
Conclude by telling the learners they need to respect all professions. Remind them that
they can achieve their career goals through hard work in school.
Assessment
Ask the learners to write ve sentences about their class teacher.
Lesson 5
(Learner’s Book pages 22-23)
Specic learning outcome
By the end of the lesson, the learner should be able to respond condently to questions
and instructions on varied themes.
Background information
is lesson should expose the learners to varied ways of forming and writing words
about various careers or professions. You can present a chat with dierent people in
dierent proesions and ask the learners to talk about them. Let them work in groups
and in pairs.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to say the professions they would like to
join when they grow up.
Learning activities
1. Dramatise the song/verse in the Learner’s Book. is activity will develop their
communication skills as well as promote values of sharing/cooperation and unity.
2. Guide the learners to do Activity 3. Check, mark and provide immediate feedback.
Give credit for the correct answers to motivate the learners. You can also write the
correct answers on the board for the learners to conrm the spellings.
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3. Guide the learners in writing the instructions asked in question 2 of the Learner’s
Book.
4. is lesson will develop competencies such as creativity, critical thinking and
self-ecacy as learners participate in word and sentence formation for eective
communication. erefore, ensure that every learner partakes in this class activity
to also enhance communication, collaboration and unity.
Conclusion
Conclude by telling the learners they need to respect all professions. Remind them that
they can achieve their career goals through hard work in school.
Assessment
Ask the learners to write ve sentences about their class teacher.
Week 5
Lesson development
Lesson 1
(Learner’s Book pages 23-24)
Specic learning outcome
By the end of the lesson, the learner should be able to pronounce words accurately.
Background information
e lesson should allow learners to practise their listening and speaking skills as they
pronounce the words provided by the teacher accurately.
Learning resources
• Learner’s Book • Flashcards
Introduction
Introduce the lesson by giving the learners ashcards with words that are dicult to
pronounce. Ask the learners to study the words in groups.
Learning activities
1. In groups, ask the learners to pronounce the words that are on the ashcards.
Guide the learners in instances where they get stuck. Learners are able to gain
values such as respect and unity as they work together. eir collaboration skills
are also enhanced.
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2. Ask the learners to role-play the conversation between Lonyangapuo and
Nemayian in Activity 2.
3. Guide them in pronouncing the words correctly. As the learners pronounce the
words, their communication skills are developed.
Conclusion
Ask the learners to read the given words aloud and guide them in making corrections.
Assessment
Ask the learners to write the questions that they would ask their friends in Activity 4.
Insist on use of good handwriting.
Lesson 2
(Learner’s Book pages 25-26)
Specic learning outcome
By the end of the lesson, the learner should be able to provide feedback on peer’s
reading speed and uency.
Background information
Learners will practise reading with uency. Observe the pronunciation and condence
with which the learners read and encourage audibility.
Learning resource
• Learner’s Book
Introduction
Ask the learners to exchange their books and read their friend’s sentences from the
previous assignment. Pick three learners of dierent abilities to read their sentences
before the rest of the class.
Learning activities
1. Ask the learners to read the passage in the Learner’s Book in pairs. Ask each
learner to pay attention to their partner’s pronunciation and correct them where
necessary. is will teach the learners the value of responsibility as they take the
initiative of making their partner’s reading better.
2. Encourage the learners to inquire where they feel they are not sure about the
pronunciation of a word. is activity will promote peer reading as learners
cooperate to support the activity through communication and collaboration.
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3. Ask the learners to dramatise the conversation with the passage in pairs.
e learners’ life skills of knowing and living with others through eective
communication will be promoted in this activity as learners try to demonstrate
the exact way the conversation happened. ey will be able to apply this in other
areas of their life.
Conclusion
Conclude the lesson by encouraging the learners to observe road safety. Explain the
importance of being careful on the road and following the set rules of road usage.
Assessment
Ask the learners to write a conversation between them and their best friends as they
dramatise how to cross a busy road in Activity 3. ey should then exchange their
books and read the conversation to the class. Supervise the work to ensure every
learner completes the conversation. Stop by random desks and listen to dierent
learners read. Insist on use of good handwriting.
Lesson 3
(Learner’s Book pages 26-27)
Specic learning outcome
By the end of the lesson, the learner should be able to make predictions before and
during reading.
Background information
Learners will study pictures in stories and predict what the story in Activity 1 is
about. ey will then read the stories to conrm their predictions.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to state what they like about reading
stories. Engage them in a discussion on their favourite stories and why.
Learning activities
1. Ask the learners to study the pictures in Activity 1 in the Learner’s Book.
2. Ask the learners to discuss what they think the story is about. Get a few learners
to share their predictions with the rest of the class.
3. Ask the learners to read the story in pairs. is activity will develop the learners’
self-ecacy as they develop condence in their reading ability.
4. Ask the class if their predictions were correct. Ask the learners whose predictions
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were right, what they had predicted and get the same from the learners who had
predicted wrong. is activity will build the learner’s life skills of knowing and
living with others through eective communication.
5. Ask the learners to from pairs and answer the questions in the Learner’s Book orally.
6. Ask the learners to rearrange the letters in Activity 4 to form words.
Possible Answers
1. tortoise 2. race 3. ied 4. regret 5. crowd
Conclusion
Ask a few learners to share their answers on the questions with the rest of the class.
Let the learners agree or disagree with a certain answer and give reasons why.
Assessment
Ask the learners to choose a storybook of their choice, study the pictures and predict
the story. ey should then read the story and conrm their predictions.
Lesson 4
(Learner’s Book page 28)
Specic learning outcome
By the end of the lesson, the learner should be able to use familiar words and phrases
to write simple sentences.
Background information
Learners will write familiar words and phrases that they have learned up to this
point.
Learning resources
• Learner’s Book • Flashcards
Introduction
Introduce the lesson by asking the learners to say the words they know. Give every
member of the class a chance to say one word and its meaning.
Learning activities
1. Ask the learners to arrange the letters in the ashcards to form words in pairs.
2. Ask each learner to read the words formed to their partner.
3. Ask the learners to re-write the sentences in Activity 2 of the Learner’s Book to
form correct sentences in pairs. is activity will enhance communication and
collaboration of learners as they perform collaborative task activities such as
rearranging words to form sentences.
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4. Ask the learners to read their sentences to the class.
Correct words Correct sentences
a) tortoise
b) race
c) eld
d) great
e) crowd
1. e boy plays football everyday.
2. I like to eat mangoes.
3. e dog killed the cat.
4. e big tree fell on the house.
5. Njeri and Akinyi are good friends.
Conclusion
Conclude the lesson by showing the learners ashcards with the following words on
them and ask the learners to read the words aloud.
1. happy 2. sad
3. morning 4. car
5. jump 6. smile
7. run 8. friend
9. weekend 10. monday
Assessment
Ask the learners to rearrange the following words to make correct sentences.
1. see my I mother was happy.
2. cat the ate rat a.
3. going I home am.
4. sister baby my up jumps and down.
5. eating I mango am a.
Lesson 5
(Learner’s Book pages 28-29)
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
In this lesson,learners will be introduced to the use of ‘that’ in asking questions.
Highlight the dierence between ‘this’ and ‘that’.
Ensure active participation of each individual learner.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the leaners to read the conversation in the speech
bubble in pairs. e conversation is named Activity 1 in the Learner’s Book.
Learning activities
1. Ask learners to say what they see in the pictures and what they think is
happening.
2. Pair the learners to role play the conversation in Activity 1.
3. Ask learners to use objects in class to form sentences using ‘that’.
4. Let the learners use the familiar objects in their class to answer Activity 2.
5. Ensure active participation of each individual learner. is will help build their
self esteem
Conclusion
Conclude the lesson by asking learners to say the dierence between ‘this’ and ‘that’
in answering questions.
Assessment
Ask learners to form questions using ‘this’ or ‘that’. Mark and give feedback
appropriately.
Week 6
Lesson development
Lesson 1
(Learner’s Book pages 30-31)
Specic learning outcome
By the end of the lesson, the learner should be able to apply the knowledge of the
creative writing process to write own texts.
Background information
Learners will name objects in class and the environment by using ‘It is a…’ at the
beginning of the sentences in answering the question ‘What is this?’
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners to read each other’s sentences constructed
from the assignment in Lesson 5.
Learning activities
1. Ask the learners to study the picture in Activity 1 of the Learner’s Book in pairs
and discuss what they can see. is activity will enhance the learners’ creativity
and critical thinking as they look and think based on the given pictures.
2. Ask the learners to read the passage on ‘Teacher Mary’.
3. Organise the learners in small groups and let them ask each other what the various
objects in the class are by holding the objects or pointing at them. Other group
members will take turns in asking and answering the questions. is activity will
strengthen the learners’ citizenship through social cohesion.
4. Ask the learners to attempt Activity 3 in the Learner’s Book.
Possible answers
1. Her name is Teacher Mary
2. She teaches Grade two.
3. Her dress is blue in colour.
4. Her headscarf is red in colour.
5. Ask the learners to exchange their books and read each other’s sentences.
Conclusion
Conclude the lesson by asking the learners to read their sentences to the rest of the
class.
Assessment
Ask the learners to write sentences for the objects in their homes and the
environment, three for each, based on what they learned in this lesson.
Lesson 2
(Learner’s Book pages 31-32)
Specic learning outcome
By the end of the lesson, the learner should be able to summarise texts read by
identifying main ideas in the story.
Background information
Learners will read the story given in the Learner’s Book. Listen to their uency and
where they might have a diculty reading, help them out.
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Learning resources
• Learner’s Book • Pencils
Introduction
Introduce the lesson by asking three learners to read the words from the Learner’s
Book to the rest of the class. Ask the learners to exchange their books during their
free time and read each other’s words. Follow up to ensure that this activity is
undertaken.
Learning activities
1. Ask the learners to discuss in groups how they usually ask questions and how
their friends respond. This will enhance the learners’ communication and
collaboration skills.
2. Ask the learners to read the story ‘Jemima’s visit to the hospital’ in the Learner’s
Book. The learners should do this in pairs.
3. Select a few learners to dramatise this story before the rest of the class.
Conclusion
Conclude the lesson by asking the learners what they have learnt during the lesson.
Assessment
Ask learners to name dangerous objects that they should not use for play found in
their school as well as at their homes.
Lesson 3
(Learner’s Book pages 32-33)
Specic learning outcome
By the end of the lesson, the learner should be able to form simple questions and
instructions.
Background information
is lesson is meant to help the learner with further practice of questions and
instruction. e lesson has been tailored to the theme of hospital to trigger the
learner to be more creative.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by having the learners read the words in Activity 1.
Guide them in talking generally about a hospital environment.
Learning activities
1. Guide the learners in a conversation about a hospital including what is found there.
2. Guide them in coming up with two questions about a hospital to answer Activity 2.
3. Guide them in making two instructions about a hospital.
4. Ensure active participation of each learner.
Conclusion
Conclude the lesson by recapping the meaning of instructions and questions.
Assessment
Give learners an assignment to come up with instructions they are given at home.
Lesson 4
(Learner’s Book pages 33-34)
Specic learning outcome
By the end of the lesson, the learner should be able to answer comprehension
questions from texts read.
Background information
e learners will be required to read a story and derive answers from the passage.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they have read a story or know any
story. Allow willing learners to share the stories they know with the rest of the class.
Learners should ask each other questions from the stories by the peers. Let them try
to give answers to those questions.
Learning activities
1. Ask the learners to read the story “A visit to Mzee Kibor’s farm,” in the Learner’s
Book.
2. Let them answer individually the questions from the passage.
3. Ask the learners to compare their answers in pairs. is will enhance their life
skills of knowing and living with others through eective communication.
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Possible answers
a. Kerubo and Kemboi.
b. They had come to see what Mzee Kibor plants in his farm.
c. Mangoes, oranges, guavas and tangerines.
d. eir favourite fruit was tangerines.
Conclusion
Conclude the lesson by telling the learners how they should answer questions in
relevance to the questions asked without dodging the answers.
Assessment
Ask the learners to compare their answers in pairs, take note of the mistakes they
make and correct them when all pairs are done.
Lesson 5
(Learner’s Book page 34)
Specic learning outcome
By the end of the lesson, the learner should be able to use new words from a story to
form sentences.
Background information
is lesson is meant to make learners use vocabulary acquired to make sentences of their own.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by emphasising and reminding the learners on the need for
correct spelling.
Learning activities
1. Guide the learners in unjumbling the jumbled words in Activity 1.
Expected Answers
1. crops 2. crib 3. fruits 4. manure 5. grow
2. Ask them to make sentences of their own using the words they have unjumbled.
3. Guide them in forming the questions using the words.
4. Guide the learners in forming instructions using the words.
Conclusion
Conclude the lesson by emphasising the need for correct spelling in writing words.
Assessment
Give the learners jumbled words. Let them unjumble them and use them to form
questions and instructions.
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Unit
2
Sounds
Strand 1.0
Listening
Strand 2.0
speaking
Strand 3.0
Reading
Strand 4.0
Writing
Sub-strand
1.2 Word
and sentence
formation
By the end of the
sub-strand, the
learner should be
able to:
a) identify the
number of
syllables in a
word;
b) recognise
words with
similar
sounds;
c) combine
syllables to
form words;
d) combine
words to
make simple
sentences;
e) appreciate that
syllables form
words.
Sub-strand 2.3
Phonological
Awareness
By the end of the
sub-strand, the
learner should be
able to:
a) recognise and
say multiple
letter-sounds to
make syllables
and words;
b) blend and
segment
syllables
correctly to
form words;
c) use appropriate
words to
make short,
meaningful
sentences;
d) appreciate the
role of blending
and segmenting
in forming
sentences.
Sub-strand 3.2
Group reading
By the end of the
sub-strand, the
learner should be
able to:
a) read texts
collectively
with accuracy,
uency and
comprehension;
b) develop peer
learning skills of
self-assessment;
c) improve
condence
through peer
support in group
reading;
d) develop an
interest in reading
collectively in and
out of class.
4.2 Spelling
instruction
By the end of the
sub-strand, the learner
should be able to:
a) write an increasing
number of words
and spell them
correctly;
b) spell words with
short and long
vowel sounds and
consonant clusters;
c) use phonic
knowledge to spell
and write familiar
and unfamiliar
words;
d) use simple editing
strategies to correct
spelling in simple
sentences;
e) appreciate the
importance of
correct spelling in
writing.
(Learner’s Book Pages 35-63)
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Core competences to be developed
1. Communication and collaboration:
a. Learners practise forming words and simple sentences.
b. Learners work in pairs and groups to identify rhyming words.
c. Learners perform collaborative activities e.g. rearranging sentences to form
paragraphs.
2. Self-ecacy:
a. Learners develop condence in reading through group support.
3. Digital literacy:
a. Learners listen to audio-recorded sounds and words.
b. Learners play spelling games.
Link to PCIs
1. Learners support programmes: Learners to live together as they learn and work
together.
2. Life skills: Skills of knowing and living with others -eective communication.
3. Health education: Personal hygiene through taking care of personal items eg
combs, toothbrush and handkerchief.
Link to values
1. Respect 2. Unity 3. Responsibility
Links to other learning areas
All learning areas
Community service learning
1. Learners ask caregivers to help them form new words and sentences from sounds
learnt.
2. Learners read short stories to caregivers and other members of the community.
3. Learners participate in reading contests during contest competitions.
4. Library reading during learners’ free time.
5. Learners make a list of items eg shopping list and share with parents.
6. Try and share simple requests in written format with peers, parents and caregivers.
Suggested non-formal activity to support learning
1. Learners practise songs, tongue twisters and poems in and out of class during
parades, prize-giving day, etc.
2. Learners practise sounding letters with peers in and out of class.
3. Learners practise making written requests to peers.
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Suggested assessment
1. Segmenting drills.
2. Form words and sentences.
3. Peer assessment, question/answer, retelling a story read.
Learning resources
• Audio recordings, audio and audio visual aids, charts, newspapers, ashcards,
manila charts, storybooks,picture, journals, sentence strips, readers, tape recorder,
Learner’s Book.
Attention to Special Needs Education
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 and tactile pictures. For those
with sight dif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 the
wheelchair for a disabled learner.
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Week 7
Lesson development
Lesson 1
(Learner’s Book page 35)
Specic learning outcome
By the end of the lesson, the learner should be able to combine syllables to form
words and identify the number of syllables in a word.
Background information
is lesson should expose the learners to a varied number of rhyming words and
simple words formation that they can use to express themselves in their day-to-day
conversations. Give enough time for learners to practise dierent word formation
then correct them accordingly. is lesson still covers the listening and speaking skills
under Sub-strand 1.2 (Word and sentence formation). However, every eort should
be made to integrate reading and writing skills in the lesson using appropriate contexts.
Learning resources
• Learner’s Book • Flashcards
Introduction
Introduce the lesson by asking the learners to sing a short song. ey should work
in small groups. Give an example by singing Jingle Bells, the Christmas song, for the
learners. Let them take turns where one learner sings before the class as the others
listen.
Learning activities
1. Guide the learners in reciting the simple poem in the Learner’s Book.
2. Prepare ashcards of these words, each sound independently: jug, fan, boy, cup.
3. Guide the learners to organise the sounds to form a word.
4. Guide the learners to read the set of words in the Learner’s Book aloud. Listen to
the pronunciation and guide accordingly.
5. Guide the learners to identify the syllables in the words given in question 1 Activity
2.
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Conclusion
Guide the learners to understand that as the parts of the body make one, so do the
syllables make the words.
Lesson 2
(Learner’s Book page 36)
Specic learning outcome
By the end of the lesson, the learner should be able to write the alphabet correctly.
Background information
In this lesson, the learners are expected to be able to write the alphabet correctly.
Ensure that the learners are able to shape both capital and small letters well. e
lesson focuses on writing under Sub-strand 4.3 (Handwriting).
Learning resources
• Pencils • Storybooks • Learner’s Book
Introduction
Introduce the lesson by showing the learners a chart with the alphabet.
Learning activities
1. Ask the learners to mention the letters in the alphabet.
2. Give them an already prepared chart. Tell learners to copy the alphabet in their
books. Ensure they write both capital and small letters. Supervise and guide the
learners as they work. is will enhance communication skills for the learners.
3. Ask the learners to read the words given in Activity 1 aloud. is will help them
identify the sounds or syllables in the words.
Conclusion
Let the learners exchange their books and correct each other’s work. is will
enhance collaboration and unity as they work together.
Assessment
Ask the learners to copy the words given in Activity 1 and 2. Emphasise on the
correct use of capitalisation.
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Lesson 3
(Learner’s Book pages 36 - 37)
Specic learning outcome
By the end of the lesson, the learner should be able to identify the number of sounds
in a word and recognise words with similar sounds.
Background information
is lesson will help learners to practise listening and speaking skills, especially in
Sub strand 1.2 (Word and sentence formation). Model to the learners appropriate
diagrams with words, aer which the learners should imitate them, pronouncing the
words in groups, in pairs and then individually. Make an eort to integrate reading and
writing in the lesson using appropriate contexts.
Learning resources
• Manila charts • Learner’s Book
Introduction
Introduce the lesson by asking learners to listen carefully as you read the sounds
and the words in Activity 1 of the Learner’s Book. Write similar words on a manila
chart. e learners should then identify the sounds in each case. Ensure you include
consonant clusters and three vowel sounds words.
Learning activities
1. Guide the learners to read the words in the Learner’s Book aloud.
2. Ask the learners to identify the syllables in each case in pairs.
3. Guide the learners to read the short story on Pat’s goat.
4. Ask the learners to identify the nouns in the story and to write them on the board.
5. Pronounce each word aloud. Ask the learners to clap aer every consonant sound
they hear.
Expected answer to Activity 3
a. A coat b. A mat c. A goat
6. Supervise the group work and encourage the learners to ask questions where
necessary.
7. Ensure the participation of every learner. is will enhance the skill of
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communication and collaboration among learners and bring out values such as
respect and unity as they interact with each other in the class activities.
Conclusion
Ask the learners to give the number of sounds in the new words they have learnt.
Assessment
Ask the learners to identify the sounds in the following words:
1. boy 2. dog 3. jug 4. jog
Expected answers
1. Boy ------B .O .Y 2. Dog --------D .O. G
3. Jug-------- J .U .G 4. Jog---------J .O. G
Lesson 4
(Learner’s Book pages 38 - 39)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise words with similar sounds.
Background information
is lesson should expose the learners to a variety of words with similar sounds. Give
enough time for learners to practise pronunciation. is lesson covers the listening
and speaking skills under Sub-strand 1.2. (Word and sentence formation). However,
every eort should be made to integrate reading and writing skills in the lesson using
appropriate contexts.
Learning resources
• Charts • Flashcards • Learner’s Book
Introduction
Introduce the lesson by displaying charts with words with similar sounds. Read the
words aloud as the learners listen. Ask them to read aer you.
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Learning activities
1. Guide the learners in studying the illustrations in Activity 1 in the Learner’s Book.
Let the learners also read the words given in pairs then individually.
2. Listen to their pronunciation of the words and guide them accordingly.
3. Guide the learners in reading the poem in the Learner’s Book. ey should read in
pairs rst then individually.
4. Ensure the participation of every learner.
5. Ask the learners to give the words with similar sounds in question 2 Activity 1.
6. Give credit for the correct answers to motivate the learners. Give the learners the
correct answers.
Correct answers
Activity 1: Match the words that sound the same
bin gun
jug sat
dog pin
sun dug
mat log
Activity 2
pray clean fun
play class full
Conclusion
1. is lesson will enhance life skills of knowing and living with other learners
through eective communication. erefore, ensure that every learner participate
in the class activities to also enhance communication, collaboration and unity.
2. Let learners mention some words with similar sounds that they have learned.
Assessment
Ask learners to organise ashcards with words that have similar sounds in groups.
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Lesson 5
(Learner’s Book pages 39 - 40)
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate that syllables form
words.
Background information
e lesson should expose the learners to dierent syllables. Oer guidance on how the
learners can form words from the syllables.
Learning resources
• Learner’s Book • Flashcards • Charts
Introduction
Introduce the lesson by displaying a chartword with the following drawing:
s
r
un
c
at
Learning activities
1. Ask the learners to read the sounds forming words given in Activity 1 in the
Learner’s Book aloud.
2. Ensure that the learners pronounce the sounds correctly.
3. Ask the learners to identify the sounds in the words given.
4. Ask the learners to write down the words being formed in the word chart.
5. Supervise for accurate blending.
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Conclusion
Conclude the lesson by asking learners what they have learnt in the lesson.
Assessment
Write the following words on the board and select learners randomly to segment their
sounds.
mask chin duster rat
Guide the learners to do Activity 3 in the Learner’s Book.
Week 8
Lesson development
Lesson 1
(Learner’s Book page 41)
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate that syllables form
words.
Background information
e lesson should expose the learners to dierent consonant blends. Oer guidance on
how the learners can form words from consonant blends. ese blends include: bl, cl,
, gl, pl, sl, br, cr, dr, fr, gr and tr
Learning resources
• Learner’s Book • Word wheel • Chart
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Introduction
Introduce the lesson by displaying a word wheel chart with the following drawing:
ame
ank
ack
bl
ink
ock
ue
ade
Learning activities
1. Ask the learners to read the sets of words given in the Learner’s Book aloud.
2. Ensure that the learners pronounce the sounds correctly.
3. Guide the learners to identify the consonants blends in the words given.
4. Ask the learners to write down the words being formed in the word wheel.
5. Supervise for accurate blending.
Conclusion
Conclude the lesson by asking learners what they have learnt in the lesson.
Assessment
Write the following words on the board and select learners randomly to give another
word with the same constant blend.
glove slow plan frog train
Guide the learners to do Activity 1 (number 2) in the Learner’s Book.
Lesson 2
(Learner’s Book page 42)
Specic learning outcome
By the end of the lesson, the learner should be able to use conventional spacing
between words.
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Background information
In this lesson, the learner is required to be able to use letters to form words that have
meaning. It is based on writing under Sub-strand 4.3(Handwriting). Ensure that the
learners practise word formation. is can be done by using ashcards, simple word
puzzles and even by playing scrabble.
Learning resources
• Flashcards
• Books
• Word puzzle charts
• Learner’s Book
Introduction
Introduce the lesson by asking the learners what they learnt in the previous lesson.
is is to ensure that the learners can remember what they learnt on word formation.
Learning activities
1. Display a chart with simple words with well-shaped and spaced letters. Ask the
learners to read the words on the chart.
For example: book, home, chair, handbag, classroom, farm, etc.
2. Display another chart with the words black, class, ower and money as given in
Activity 1. Ask the learners to copy the words in their books using good handwriting.
3. Give the learners ashcards with words that introduce the following consonant
clusters (sm, sw, tw, sc, sn, sk).
4. Guide the learners in forming words using each of the consonants clusters. You can
make it a competition to see which pair of learners will form the most words. is
will enhance communication and collaboration. Appreciate the ones who have
done it well. is will enhance learning to learn.
Conclusion
Conclude the lesson by asking the learners to use some of the words they formed in
Activity 2 to construct sentences. Assist where necessary.
Assessment
Ask the learners to copy the sentences they formed in class as a way of practising
good handwriting.
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Lesson 3
(Learner’s Book pages 42 - 43)
Specic learning outcome.
By the end of the lesson, the learner should be able to recognise and say multiple
letter-sounds to make syllables and words.
Background information
is lesson will help learners to sound right words representing multi-sounds
individually, in pairs and in groups. is lesson still covers the listening and speaking
skills under Sub-strands 1.2 and 2.3. However, every eort should be made to integrate
reading and writing skills in the lesson using appropriate contexts.
Learning resources
• Manila charts • Learner’s Book
Introduction
Introduce the lesson by asking learners to recite the ryhme in Activity 1. Pronounce
and write new words on the board or a manila chart. Ask learners to identify the sounds
in each case. Ensure you include consonant clusters and two vowel sounds words.
Learning activities
1. Guide the learners to read the words in Activity 2 in the Learner’s Book aloud.
2. Ask the learners to identify the syllables in each case in pairs.
3. Ask the learners to clap aer every sound they hear.
4. Pronounce each syllable aloud.
5. Guide the learners to sing the segmentation cheer.
6. Supervise the group work and encourage the learners to ask questions where
necessary.
7. Ensure the participation of every learner. 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.
Conclusion
Ask the learners to form sentences using the new words they have learnt.
Assessment
Ask the learners to identify and separate the sounds in Activity 2.
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Lesson 4
(Learner’s Book pages 43 - 44)
Specic learning outcome
By the end of the lesson, the learner should be able to develop an interest in reading
collectively in class and develop learning skills of self-assessment.
Background information
Ensure that every learner has access to a Learner’s Book so as to read the sentences in
Activity 1 in groups and then in pairs. is lesson still covers the reading skills under
Sub-strand 3.2 (Group reading). However, every eort should be made to integrate
listening, speaking and writing skills in the lesson using appropriate contexts.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to list things they see at home and in school.
is is meant to sensitise them of their environment.
Learning activities
1. Divide learners into groups to facilitate peer learning and support.
2. Ask them to construct sentences using word tree provided in Activity 2.
Conclusion
Conclude the lesson by asking the learners to write the things found in their classroom.
Assesment
Ask volunteers to read the sentences they constructed in class.
Lesson 5
(Learner’s Book page 45)
Specic learning outcome
By the end of the lesson, the learner should be able to develop a sense of self-identity.
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Background information
is lesson covers learner’s reading skills under Sub-strand 3.2 (group reading)
through guided questions. However, every eort should be made to integrate listening,
speaking and writing skills in the lesson using appropriate contexts.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by briey talking about yourself. Using general details such as
your name, gender and occupation. Guide the learners in developing a sense of identity.
Learning activities
1. Ask volunteers to tell the class their name and age. Let them write their names,
gender and what they like in their workbooks.
2. Discuss with the learners a few details given by the volunteers using the example in
Activity 1.
3. Ask the learners to write down a brief description of themselves.
ese activities will develop the learner’s self-ecacy as they develop condence in
themselves.
Conclusion
Conclude the lesson by asking the learners to write four sentences about their friends.
Assessment
Ask the learners to attempt Question 2 Activity 1.
Week 9
Lesson development
Lesson 1
(Learner’s Book pages 45 - 46)
Specic learning outcome
By the end of the lesson, the learner should be able to spell words with short and long
vowel sounds and consonant clusters.
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Background information
e lesson will enhance the learner’s writing skills. However, every eort should
be made to integrate the other skills in the lesson using appropriate contexts. is
ensures that the learners have the ability to ll in gaps using the correct letter to form
a word.
Learning resources
• Manila charts • Learner’s Book
Introduction
Introduce the lesson to the learners by asking them to write down the new words
they learned in the previous lesson.
Learning activities
1. Display a manila chart with several simple correctly spelt words. Ask the learners
to read the words aloud.
2. Ask learners to attempt Activity 1 in the Learner’s Book in pairs.
3. Supervise to ensure there is proper coordination.
4. Guide the learners to do Question 2 Activity 1 individually.
5. Ask a few volunteers to read the words they had formed. is ensures that
the learner’s communication skills are developed. eir self-ecacy is also
enhanced as they read and work with others.
Possible answers
Activity 1
ai ea oi oo
rain sea coin moon
daily pea foil soon
vain veal soil noon
mail meal moist moon
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Activity 2 (question 1)
b ill bill
t__ ill till
f__
ill
ll
g__
ill
gill
h__ ill hill
Conclusion
Conclude the lesson by telling the learners the importance of writing correct spelling,
for clear and proper communication.
Assessment
Come up with other spelling patterns to guide the learners to write new words.
Lesson 2
(Learner’s Book page 47)
Specic learning outcome
By the end of the lesson, the learner should be able to use an increased number of
words and spell them correctly.
Background information
is lesson should help learners identify spelling errors in their own writing or in
unknown texts and provide correct spelling. is lesson still covers the writing skills
under Sub-strand 4.2 (Spelling instruction). However, every eort should be made to
integrate listening, speaking and reading skills in the lesson using appropriate contexts.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson to the learners by asking them to write down the word patterns
they learned in the previous lesson.
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Learning activities
1. Guide the learners to do Activity 1 in the Learner’s Book.
2. Ask volunteers to write the words in Activity 1 on the board without looking at the
Learner’s Book.
3. Ask the learners to do Activity 2 in pairs.
Expected answers for Activity 2
1. bag 4. doctor
2. knees 5. nurse
3. glass
Conclusion
Engage the learners in a brief discussion on the importance of correct spellings. Ask
learners to use the words in Activity 1 to construct simple sentences on their own. is
can be done orally.
Assessment
Ask learners to draw and colour the pictures in Activity 1 with the help of their parents
and caregivers.
Lesson 3
(Learner’s Book page 48)
Specic learning outcome
By the end of the lesson, the learner should be able to use phonetic knowledge to spell
familiar and unfamiliar words.
Background information
is lesson should help learners identify spelling errors in their own writing or
unknown text and provide correct spelling. is lesson covers the writing skills under
Sub-strand 4.2 (Spelling instruction). However, every eort should be made to integrate
listening, speaking and reading skills in the lesson using appropriate contexts.
Introduction
Introduce the lesson to the learners by asking them to spell random words in the class.
Learning activities
1. Guide the learners to do Activity 1 in the Learner’s book.
2. Ask them to read the words they formed aloud.
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3. Ask the learners to do activity 2 in the Learner’s Book.
Expected Answers
1. She is a teacher
2. We love visitors
3. A new duster was bought
4. She is my cousin
5. John is my friend
4. Ask the learners to construct sentences using the words in Activity 3. Encourage
them to read the sentences aloud.This Enhances their self-efcacy as they read.
Conclusion
Conclude the lesson by encouranging the learners to always use correct spelling.
Assessment
Ask the learners to write the words you will randomly dictate in class. Check their
workbooks to ensure correct spelling.
Lesson 4
(Learner’s Book page 49)
Specic learning outcome
By the end of the lesson, the learner should be able to write an increasing number of
words and spell them correctly
Background information
is lesson should expose the learners to the concept of writing new words on a
word tree. is lesson still covers the writing skills under Sub-strand 4.2 (Spelling
instructions). However every eort should be made to intergrate listening, speaking
and reading skills in the lesson using appropriate contexts.
Learning resources
• Learner’s Book • Drawing materials
Introduction
Introduce the lesson to the learners by asking them to write their names in their
workbooks. First they should write them in upper case and then in lower case.
Learning activities
1. Allow at least two learners to write their names on the board.
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2. Lead by writing your name on the board. Use these names to form a variety of
words which bring out the competence of communication and collaboration.
3. Use the words formed from the names to draw a word tree.
4. Answering questions in class will build the self-esteem of the learners. Ensure
participation of all learners and cultivate their willingness to answer questions,
bringing out the skill of citizenship: Ethnic and racial relations. is brings them
together as one.
Conclusion
Conclude the lesson by reminding the learners the importance of communicating
eectively through writing and speaking correctly.
Assessment
Guide the learners to attempt Activity 1A and 1B in the Learner’s Book. Ask the learners
to draw a word tree from words formed from their friend’s name with assistance from
their caregivers.
Lesson 5
(Learner’s Book page 50)
Specic learning outcome
By the end of the lesson, the learner should be able to use phonic knowledge to form
new words and spell them correctly.
Background information
Ensure the learners have grasped the concept of writing new words on a word tree.
is lesson still covers the writing skills under Sub-strand 4.2 (Spelling instructions).
However, every eort should be made to intergrate listening, speaking and reading
skills in the lesson using appropriate contexts.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to recall what they learned from the
previous lesson. Let them use the word tree they made to recall.
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Learning activities
1. Guide the learners to do Activity 3 in the Learner’s Book, in pairs.
Expected answers for Activity 3
1. seeing 2. ambitious 3. curious 4. glorious 5. spacious
2. Ask the learners to read the words formed aloud.
3. Ask the learners to do activity 1 in the Learner’s Book.
4. Ask the learners to construct sentences using the words in Activity 2. Select learners
randomly to read aloud their sentences. is ensures that communication skills
are developed.
Conclusion
Conclude the lesson by reminding the learners the importance of correct spelling in
writing. Encourage them to keep on learning new words.
Assessment
Guide the learners to attempt Activity 1 in the Learner’s Book.
Week 10
Lesson development
Lesson 1
(Learner’s Book page 51)
Specic learning outcome
By the end of the lesson, the learner should be able to read texts correctively with
accuracy and uency.
Background information
Ensure that every learner has access to a Learner’s Book so as to read the words aloud.
is lesson still covers the reading skills under Sub-strand 4.2 (Spelling instruction).
However, every eort should be made to integrate listening, speaking and writing
skills in the lesson using appropriate contexts.
Learning resources
• Learner’s Book • Manila chart
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Introduction
Introduce the lesson by asking the learners to recite the ve vowel sounds. You will
present them using a chart.
Learning activities
1. Guide the learners in reading the words in Activity 1A
2. Ask the learners to write the vowel sounds in their books.
3. Guide the learners in doing Activity 1B.
Expected Answers
1. beauty 2. queen 3. precious 4. squeeze 5. seeing
Conclusion
Conclude the lesson by engaging the learners in a discussion on the use of phonic
knowledge to spell and write familiar and unfamiliar words.
Assessment
Ask the learners to write ve words with each having a vowel.
Lesson 2
(Learner’s Book pages 51-52)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise words with similar
sounds.
Background information
is lesson should expose learners to a variety of words with similar sounds. Give
learners enough time to practise pronunciation. is lesson covers the listening and
speaking skills under Sub-strand 1.2 (Word and sentence formation). However,
every eort should be made to integrate reading and writing skills in the lesson using
appropriate contexts.
Learning resources
• Learner’s Book • Charts • Flashcards
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Introduction
Introduce the lesson by displaying charts with words with similar sounds. Read the
words aloud as the learners listen.
Learning activities
1. Guide the learners in reading the words in Activity 2 in the Learner’s Book. ey
should read in pairs rst then individually.
2. Ensure the participation of every learner to enhance communication,collaboration
and unity.
3. Ask the learners to do Question 2 Activity 2 in the Learner’s Book.
4. Give credit for the correct answers to motivate the learners. Give the learners the
correct answers.
Question 2 Activity 1
Write the words with similar sounds from the poem
ew
y
Question 2 Activity 2
Write words with similar sounds from the word tree.
skill - sky
smile - smell
snail - snack
tail - twin
Conclusion
Conclude the lesson by letting the learners mention some words with similar sounds
that they have learnt.
Assessment
Ask learners to organise ashcards with words that have similar sounds in groups. You
will provide the ashcards.
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Lesson 3
(Learner’s Book page 52)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise words with similar
sounds. e learners should also be able to write an increasing number of new words
correctly.
Background information
is lesson is meant to expose the learners to a variety of words with similar sounds.
It covers the listening and speaking skills under Sub-strand 1.2 (Word and sentence
formation). However, every eort should be made to intergrate reading and writing
skills in the lesson using appropriate contexts.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to recall words with similar sounds that
they learned in previous lessons.
Learning activities
1. Ask the Learner’s to read the poem in Activity 1 in the Learner’s Book aloud.
2. Ask learners to individually do Activity 2 in the Learner’s Book.
Expected answers for Activity 2
a. is pin is new b. She bought a savings tin
c. e grass is green d. We should drink clean water
3. Randomly select a learner to read aloud a set of words in Activity 2.
4. Ask the learners to pick the odd one out in each set.
Expected answers
1. bill 2. mice 3. head 4. snail 5. ban
Conclusion
Conclude the lesson by asking the learners to mention two pairs of words with similar
sounds.
Assessment
Ask learners to write more sentences using the words with similar sounds in Activity 2.
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Lesson 4
(Learner’s Book page 53)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise words with similar
sounds. e learner should also be able to use new words to form sentences correctly.
Background information
is lesson should expose the learners to a variety of words with similar sounds.
is lesson covers the listening and speaking skills under Sub-strand 1.2 (Word and
sentence formation) However every eort should be made to intergrate reading and
writing skills in the lesson using appropriate contexts.
Learning resources
• Learner’s Book • Charts
Introduction
Introduce the lesson by asking the learners to recall words with similar sounds in the
chart you will provide. e chart should include the following words:
cat rat cake lake
cap map train rain
land sand may hay
Learning activities
1. Ask the learners to read the story in the Learner’s Book aloud. Ensure that
every learner participates in the class activities to enhance communication,
collaboration and unity.
2. Ask learners to read the words underlined and group the words with similar sounds
in their books.
3. Ask the learners to do Activity 2 in the Learner’s Book individually.
Conclusion
Conclude the lesson by asking each learner to say one pair of words with similar
sounds.
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Assessment
Ask learners to write sentences using the following words :
cat mouse house food
Lesson 5
(Learner’s Book pages 53 - 54)
Specic learning outcome
By the end of the lesson, the learner should be able to easily recognise words with
similar sounds.
Background information
is lesson aims to enhance the learners’ listening and reading skills. It is covered
under Sub-strand 1.2 (Word and sentence formation). However every eort should
be made to intergrate the other skills in the lesson using appropriate context.
Learning resources
• Learner’s Book • Flashcards
Introduction
Introduce the learners to the lesson by asking them to read ashcards with pair of
words with similar sounds. Use the ashcards that were used in lesson 2.
Learning activities
1. Ask the learners to sit in pairs and do Activity 1 in the Learner’s Book. is will
enhance the learner’s life skill of living with others through collaboration and
unity.
2. Randomly select learners to do Activity 2 on the board in class. You can write the
set of words on the board.
Expected Answers for Activity 2
1. duck 2. book 3. car 4. cake 5. tree
3. Ask learner’s to individually to do Activity 3 in the Learner’s Book.
Conclusion
Conclude the lesson by discussing the importance of correct pronunciation of words
with similar words.
Assessment
Ask the learner to write sentences using the words in Activity 2.
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Week 11
Lesson development
Lesson 1
(Learner’s Book page 55)
Specic learning outcome
By the end of the lesson, the learner should be able to combine words to make simple
sentences.
Background information
is lesson will further expose the learners to the aspect of sentence formation.
Eorts should be made to integrate reading and writing in the lesson accordingly.
Learning resources
• Learner’s Book • Sentence strips
Introduction
Introduce the lesson by asking the learners to construct a few sentences describing
people who are close to them.
Guide them to identify the different parts of speech by asking questions, such as
who?, did what?, how and where or when?
Learning activities
1. Ask the learners to write four sentences about themselves in their books.
2. Let the learners exchange their books and read about each other. This will improve
the learners’ collaboration and communication skills as learners come together
to achieve a lesson goal.
3. Ask the learners to use the words in boxes given in Activity 1 in the Learner’s
Book to construct sentences. Ask volunteers to read the sentences to the class.
This enhances the learners self-efcacy.
4. Ask learners to rearrange the words in Activity 2 to form correct sentences.
Possible answers
2. I love my school
3. She is sweeping the oor
4. We planted trees in our school.
Conclusion
Conclude the lesson by asking the learners to correctly construct sentence in Activity 2
and to read them to the rest of the class. Correct the sentences where necessary.
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Assessment
Ask the learners to use the examples given in Activity 1 to form ve sentences with
the table structure below.
who did what how where or when
Lesson 2
(Learner’s Book page 56)
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate the importance of
clear and legible handwriting.
Background information
is lesson is intended to enable the learner to write dictated sentences paying
attention to spacing, punctuation and legibility. Carry out the dictation exercise
and ensure that the learners write appropriately and at the same time punctuate the
sentences well. e lesson is based on writing under Sub-strand 4.3 (Handwriting).
Learning resources
• Sentence strips
• Charts
• Storybooks
• Word puzzles
• Learner’s Book
Introduction
Review the previous lesson on the use of capital letters, commas and full stops. Ask
the learners to state their uses.
Learning activities
1. Tell the learners that in this lesson, they are going to write the sentences you will
read to them.
2. Remind them to use capital letters, commas and full stops where necessary.
3. Ensure that they are ready with their pencils and books before you start the
dictation.
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4. Read the following sentences slowly as they write. You can add more depending on
the ability of your class. e dictation exercise enhances learning to learn as the
learners compare their writing with others and identify areas for improvement.
a. John is playing in the eld.
b. We are sitting.
c. Peter and Mary went to the shop.
d. Nairobi is a big city.
e. William has a pencil, a book, a ruler and rubber in his bag.
f. Elimu Bora School took the swimming trophy.
5. Check their work and guide accordingly.
Conclusion
Write the correct sentences on the chalkboard and let those who did not get them
correct to copy them.
Assessment
Ask the Learners to do Activity 1.
Lesson 3
(Learner’s Book pages 56 - 57)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise and name the sounds
made by dierent animals in their environment.
Background information
is lesson will help learners to identify the sounds made by various animals in the
community. e lesson still covers the listening and speaking skills under Sub-strand
2.7 and 4.7. However, every eort should be made to integrate reading and writing
skills in the lesson using appropriate contexts.
Learning resources
• Manila charts • Learner’s Book
Introduction
Introduce the lesson by asking learners to recite the poem in Activity 1 in the Learner’s
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Book. Write the similar sounds on a manila chart. Ask learners to identify the animal
which made the sound in each case. Ensure you include consonant clusters and two
vowel sounds words.
Learning activities
1. Guide the learners to identify the sounds made by animals in the poem in the
Learner’s Book.
2. In groups, guide the learners to read the poem again and imitate each animal
mentioned.
3. Pronounce each syllable aloud.
4. Guide the learners to sing the segmentation cheer.
5. Supervise the group work and encourage the learners to ask questions where
necessary.
6. Ensure the participation of every learner. 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.
Conclusion
Ask the learners to give the sounds made by animals that they know about.
Assessment
Ask the learners to identify the sounds made by the animals in Activity 2.
Possible Answers
1. crows 2. barks 3. purrs 4. brays 5. buzzes 4. hisses
Lesson 4
(Learner’s Book pages 57 - 58)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise and name the dierent
sounds made by dierent objects in their environments.
Background information
is lesson will help learners to identify the sounds made by various objects at home
and in school. However, every eort should be made to integrate listening, speaking
and writing skills in the lesson using appropriate contexts.
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Learning resources
• Learner’s Book • Manila charts
Introduction
Introduce the lesson by asking the learners to study the pictures given in Activity 1.
Learning activities
1. Using manila charts, show the pictures of dierent objects matched with the sounds
they make.
2. Provide more examples to widen the vocabulary range of the learners.
Conclusion
Conclude the lesson by engaging the learners in a discussion on the importance of
identifying distinct sounds in descriptive writing.
Assessment
Ask the learners to attempt Activity 2 in the Learner’s Book.
Lesson 5
(Learner’s Book pages 58 - 59)
Specic learning outcome
By the end of the lesson, the learner should be able to write the alphabet correctly
and construct correctly punctuated sentences.
Background information
In this lesson, the learners are expected to be able to write the alphabet correctly.
Ensure that the learners are able to shape both capital and small letters well. e
lesson focuses on writing under Sub-strand 4.3(Handwriting).
Learning resources
• Pencils • Storybooks • Learner’s Book • Manila chart
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Introduction
Introduce the lesson by showing the learners a chart with the alphabet.
Learning activities
1. Ask the learners to mention the letters in the alphabet.
2. Give them an already prepared chart with pictures of dierent objects. Tell learners
to copy the name of the objects in their books. Ensure they write both capital and
small letters. Supervise and guide the learners as they work. is will enhance
communication skills for the learners.
3. Ask the learners to write down ve sentences about characteristics of their favourite
fruit. Ensure they punctuate the sentences appropriately.
Conclusion
Let the learners exchange their books and correct each other’s work. Provide guidance
accordingly. is will enhance collaboration and unity as they work together.
Assessment
Ask the learners to write a simple sentence about the pictures provided in Activity 1.
(Emphasise on the correct use of capitalisation and punctuation).
Week 12
Lesson development
Lesson 1
(Learner’s Book page 59)
Specic learning outcome
By the end of the lesson, the learner should be able to read text collectively with uency,
accuracy and comprehension.
Background information
is lesson covers learner’s reading skills under Sub-strand 3.2 (Group reading).
However, every eort should be made to integrate listening, speaking and writing
skills in the lesson using appropriate contexts.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners to read the sentences they wrote in the
previous lesson.
Learning activities
1. Let ve learners voluntarily read the sentences in Activity 2.
This activity will develop the learners’ self-efcacy as they develop condence in
their reading ability.
2. Ask the learners to do Activity 1 as a class and aloud.
Conclusion
Conclude the lesson by encouraging the learners to develop an interest in reading
collectively in and out of class and for enjoyment.
Assessment
Ask the learners to do Question 2 in Activity 2.
Lesson 2
(Learner’s Book pages 60 - 61)
Specic learning outcome
By the end of the lesson, the learner should be able to develop an interest in reading
collectively in class and develop learning skills of self-assessment.
Background information
Ensure that every learner has access to a Learner’s Book so as to read the story in
groups and in pairs. is lesson still covers the reading skills under Sub-strand
3.2 (Group reading). However, every eort should be made to integrate listening,
speaking and writing skills in the lesson using appropriate contexts.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners if they know any story. Ask them about the
title of the story and who the characters are.
Learning activities
1. Divide learners into groups to facilitate peer learning and support.
2. Ask the learners to read the story ‘Lenana and Kantai nd water’ in groups.
3. Guide the learners in answering the questions in Activity 2 orally.
Conclusion
Conclude the lesson by engaging the learners in a discussion on the comprehension
question.
Activity 2
1. Lenana and Kantai
2. Lenana
3. Death of animals, drought
4. Accept any relevant answer
Activity 3
1. It was during the dry season.
2. The animals were dying for the land was dry and bare and there was no water.
3. They decided to look for water.
4. Kantai and Lenana carried a small pot of water.
5. Kantai saw the water rst.
6. e two boys clapped their hands and danced in happiness.
Assessment
Ask the learners to re-tell the story to their peers in class. You can also ask a volunteer
to retell the story to the whole class.
Lesson 3
(Learner’s Book pages 61 - 62)
Specic learning outcome
By the end of the lesson, the learner should be able to apply the knowledge of the
creative writing process to write their own texts.
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Background information
Learners will use picture stories to come up with stories for creative writing. ey
will be required to write correct sentence structures and even borrow the new words
they have learnt where applicable. Supervise the learners’ writing and ensure their
handwriting is neat and their sentence formation skill is good.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they do any creative writing of their
own. Ask them if they have a diary or a journal where they write the events of the
day. Ask a learner who has a diary to share what they write about. In case no one has
a diary or a journal, inform them on the importance of having one.
Learning activities
1. Ask the learners to study the pictures in the Learner’s Book in pairs and discuss
what they see in the pictures. is activity will enhance the learners’ creativity and
critical thinking as they look, think and write based on the given picture prompts.
2. Ask the learners to write down simple sentences based on what they see happening
in the pictures.
3. Ask the learners to exchange their books and read each other’s sentences.
4. Ask the learners to say whose sentences are more creative. Ask one learner to read
them to the rest of the class.
Conclusion
Conclude the lesson by asking the learners to vote for the person with the most
creative sentences.
Assessment
Provide new pictures on a manila chart and ask the learners to write sentences about
each one of them.
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Lesson 4
(Learner’s Book pages 62 - 63)
Specic learning outcomes
By the end of this lesson, the learner should be able to recognise and say multiple
letter-sounds in a word and be able to combine syllables to form words.
Background information
is lesson is meant to enhance the learner’s listening and reading skills. It should
expose the learners to varied word and simple structure sentences formation. Give
enough time for learners to practice dierent word formation then correct them
accordingly. is lesson still covers the listening and speaking skills under Sub- strand
1.2 (Word and sentence formation).
Learning Resources
• Learner’s Book • Charts • Manila
Introduction
Introduce the lesson by asking the learners to say the sounds in the words you will
show them using manila charts. Randomly select words with multiple letter sound and
include clusters.
Learning Activities
1. Ask the learners to say the words in Activity 1 in the Learner’s Book aloud.
2. Ask the learners to form groups and do Activity 2 together. Guide them where
necessary.
3. Randomly select one learner to present the group’s answers.
Conclusion
Conclude the lesson by reminding the learners to understand that syllables make
words. is will help them recognise dierent sounds in dierent words and use the
sounds to write more words.
Assessment
Ask the learners to write ve sentences using the words on the manila charts.
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Lesson 5
(Learner’s Book page 63)
Specic learning outcomes
By the end of the lesson, the learner should be able to develop an interest in reading
collectively in class. e learners should be able to read texts with accuracy and uency
hence be able to recall and answer comprehension questions.
Background Information
is lesson covers reading under Sub strand 3.2 (Group Reading). However, eorts
should be made to enhance reading and writing skills through appropriate context.
Learning Resource
• Learner’s Book.
Introduction
Introduce the lesson by asking the learners questions about the story they read in
previous lesson. e questions should test the learner’s ability to recall details accurately.
Learning Activities
1. Ask the readers to read the story in the Learner’s Book aloud.
2. Ask the readers to form groups and do Activity 2 in the Learner’s Book. is will
facilitate peer learning and support.
Conclusion
Conclude the lesson by randomly selecting a learner to read the group’s answers aloud.
Assessment
Ask the learners to ask their caregivers to tell them what happens during shopping.
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Unit
3
Storytelling
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. appreciate
morals taught
through
dierent
thematic stories;
b. develop
vocabulary
through
listening to
stories;
c. show empathy
with people,
places and
things;
d. recount key
details of a story
and retell it.
Sub-strand 2.3 Talk
about
By the end of the
sub-strand, the
learner should be
able to:
a. condently
talk about the
characters and
events in a
story or text;
b. relate
characters
and events
in a story
in real life
experience;
c. demonstrate
interest to
address
familiar
people using
appropriate
verbal and
non-verbal
expressions.
Sub-strand 3.3 Silent
reading
By the end of the
sub-strand, the
learner should be able
to:
a. read texts
and passages
silently;
b. read silently;
showing
sustained focus
for longer
periods (15-20
minutes);
c. predict the
meaning of
unfamiliar
words;
d. answer
comprehension
questions from
texts read;
e. develop an
interest in
reading texts for
enjoyment.
Sub-strand 4.3
Handwriting
By the end of the
sub-strand, the
learner should be
able to:
a. use
conventional
spacing
between
words;
b. use basic
punctuation
appropriately;
c. join letters
to form
meaningful
words;
d. use
capitalisation
appropriately;
e. appreciate the
importance
of clear
and legible
handwriting.
(Learner’s Book pages 64-87)
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Core competences to be developed
1. Communication and collaboration 3. Digital literacy
2. Critical thinking and problem solving 4. Learning to learn
Link to PCIs
1. Life skills: Skills of knowing and living with others – eective communication
2. Citizenship: Social cohesion
3. Learner support programmes: Guidance and coaching – as they participate in
activities such as writing contests.
Link to values
1. Responsibility 3. Respect
2. Integrity 4. Justice
Links to other learning areas
All learning areas
Suggested non-formal activity to support learning
1. Learners narrate stories to each other.
2. Learners talk about personal experiences with peers.
3. Learners read storybooks.
4. Learners practise handwriting in and out of class.
Suggested community service learning
1. Learners visit other members of the community and listen to stories narrated.
2. Resource person narrates about an issue in the community.
3. Engage in silent reading at home with the help of the parents and caregivers.
4. Learners practise handwriting by communicating requests in written format.
Learning resources
Resource persons, storybooks, newspaper, magazines, audio and audio visual aids,
class readers, journals, books, pencils, crayons, word puzzles, Learner’s Book.
Suggested assessment
1. Question/answer, narration, lling gaps
2. Panel discussion on an issue aecting the community eg jigger infestation, malaria
3. Teacher to provide a written text modelling good handwriting for learners to copy
in their books.
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Attention to Special Needs Education
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 and 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 to 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 a wheelchair
for a disabled learner.
Week 13
Lesson development
Lesson 1
(Learner’s Book pages 64 – 66)
Specic learning outcomes
By the end of the lesson, the learner should be able to condently talk about
characters and events in a story.
Background information
is lesson gives learners the opportunity to express themselves freely. Ensure
participation of each individual learner.
Learning resources
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners if they have ever participated in a race.
Tell them to sit in groups of three or four and discuss what is happening in the
pictures in their Learner’s Book. is will enhance the learners’ critical thinking,
collaboration and problem solving skills.
Learning activities
1. Ask one of the learners to briey narrate what they have seen in the picture.
2. Tell the learners to sit facing you and be ready to listen to the story you are going
to read to them.
3. Read or narrate the story in the Learner’s Book at an appropriate speed for them
to grasp what the story is all about. Ensure that they are paying total attention to
the reading. As you read, articulate the pronunciation, the punctuation marks and
intonations well. Repeat reading the story if need be.
4. Ask them the questions in the Learner’s Book in groups to see whether they
followed the reading.
Expected answers for Activity 2A
1. Moha, Barry, Javan and Wasike
2. Moha won the race
3. Malezi Bora School
4. Her class will win the trophy this term.
5. Tell the learners to discuss what they have learnt from the story. By doing this, they
will develop the life skills of knowing and living with others through eective
communication.
Conclusion
Ask the learners to state the importance of participating in sports.
Assessment
Tell the learners to write down ve sports that they know.
Expected answers
Swimming Football Basketball
Horse race Hockey Cricket
Running Tennis Car race
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Lesson 2
(Learner’s Book page 66)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a. recount key details of a story and retell it;
b. appreciate the importance of clear and legible handwriting.
Background information
is lesson covers speaking as in sub-strand 1.3 (Story telling). It will help the
learners develop communication and collaboration as they retell the story learnt
in Lesson 1. It also enhances the skills of knowing and living with others - effective
communication.
Learning resources
• Learner’s Book
Introduction
Begin the lesson by asking the learners to name the boys who participated in the race
in the story they listened to. Lesson 1. Ask the learners to name the girl in the story.
Possible answers Name of the girl
Moha, Javan, Barry and Wasike Sara
Learning activities
1. Tell the learners that they are going to retell the story in their own words.
2. Start them off by asking oral questions based on the story.
3. Ask the learners to sit in pairs or groups and retell the story to their friends in their
own words. They should record their stories at this point. Guide them as they do
the recordings. As they do this, the learners will develop their digital literacy.
The activity will also enhance communication, collaboration and values such as
respect and unity as they interact with each other.
4. Choose the best story tellers to narrate the story to the whole class.
5. Together with learners, listen to a few recordings.
6. Ask the learners to dramatise the story.
7. Guide the learners in reading the words in Activity 3 and copy the words in Activity
3 no 2. Check on their handwriting and advice where necessary.
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Conclusion
Ask the learners to identify some of the new words they have learnt from the story.
Write the words on the board then discuss their meaning. Let a few learners use the
words orally in sentences.
Assessment
1. Tell the learners to use the following words to construct sentences:
term, start line, cheering, trophy, whistle
2. Tell the learners to listen to or read stories from other sources such as storybooks,
the television or family members, which they will narrate in the next story-telling
lesson. This is to enhance digital literacy, where learners discuss stories from other
media.
Lesson 3
(Learner’s Book pages 67 – 68)
Specic learning outcome
By the end of the lesson, the learner should be able to condently talk about
characters and events in a story.
Background information
is lesson covers listening and speaking skills in sub-strand 2.3 (Talk about). It
gives the learners an opportunity of expressing themselves freely. Ensure that all the
learners are participating in this activity.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by reminding the learners about the story you read to them. Ask
them to name the characters who participated in the race. Let them name the person
who won the race and the one who came last.
Learning activities
1. Ask the learners to say whether they have attended a sports day in school or outside
the school.
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2. Let them mention the games they play both at school and at home.
3. Tell them to look at the pictures and discuss the games shown in each picture.
4. In pairs, engage them in talking about what happens during the sports day in their
school. Guide them using the questions in their books. is activity will enhance
the skills of knowing and living with others through eective communication.
5. Give some of the learners a chance to tell the whole class what happens during a
sports day.
6. Ask afew learners to read the words in the box in Activity 3 and copy the words in
their books.
7. Guide the learners to write one sentence to describe each picture.
8. In groups ask the learners to read each others sentences.
Conclusion
Ask the learners to state why they prefer participating in their favourite sport.
Assessment
Ask the learners to write ve games they play in school or at home. ey should then
read them out to their partners during their free time.
Lesson 4
(Learner’s Book pages 68 – 69)
Specic learning outcome
By the end of the lesson, the learner should be able to relate characters and events in
a story to real life experiences.
Background information
In this lesson, the learners are required to dramatise the story they listened in Lesson
1. e lesson covers listening and speaking, sub-strand 2.3 (Talk about). Engage
all the learners in playing dierent roles in the story. Before the lesson, you can
improvise some of the props you need such as whistles and the troph y.
Learning resources
• Audio visual aids
• a trophy
• whistle
• Learner’s Book
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Introduction
Begin the lesson by reminding the learners the story of “A sports day in Malezi
Bora School”. Let them briey mention the characters in the story and state what
happened.
Learning activities
1. Ask the learners to answer the questions in their books
2. Ask them to read their answers to the rest of the class.
3. Guide the learners in paraphrasing their answers for clarity. Write some of the
answers on the board.
4. Ask the learners to read the words in Activity 3 and copy the words given in Activity
3 no. 2. Check on their handwriting.
Conclusion
Ask the learners to discuss what they have learnt from the lesson.
Assessment
Ask the learners to write three reasons why people should participate in sports.
Guide them accordingly.
Lesson 5
(Learner’s Book page 69)
Specic learning outcomes
By the end of the lesson, the learner should be able to tell a story from the pictures
given.
Background information
is lesson covers speaking sub-strand 2.3 (Talk about). It will help the learners
develop communication and collaboration as they work in groups to recreate a
story. It also enhances the skills of knowing and living with others through eective
communication.
Learning resources
• Learner’s Book
Introduction
Begin the lesson by asking the learners to retell the story “ A sports day in Malezi
Bora school”.
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Learning activities
1. Ask the learners to study the pictures and guess what is happening.
2. Ask learners to write two sentences to describe each picture.
3. Guide them to think about what might have happened aerwards and then write
three sentences about it. is should be done in groups or pairs.
4. Lead the class to read the words in the box aer you. is will help enhance their
pronunciation.
5. Together with the class, listen to a few recordings.
6. Ask the learners to dramatise their stories.
Conclusion
Conclude the lesson by emphasising that pictures are another form of communication.
Assessment
Ask the learners to write what is happening in the pictures given in Lesson 3 Activity 1.
Week 14
Lesson development
Lesson 1
(Learner’s Book page 70)
Specic learning outcome
By the end of the lesson, the learner should be able to read passages silently, showing
sustained focus for longer periods (15-20 minutes).
Background information
is lesson is meant to encourage learners to read texts individually and silently for
longer periods. Ensure that the learners remain focused and are not distracted during
reading. is lesson will help the learner practise reading skills especially under
sub-strand 3.3 (Silent reading). Ensure that the learners are not moving their lips. If
they are, advise against.
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Learning resources
• Class readers • magazines • journals • newspapers •storybooks
• Learner’s Book
Introduction
Introduce the lesson by reviewing what was learnt in the previous lesson.
Learning activities
1. Ask the learners to read the story “A rainy aernoon” silently and answer the
questions given.
Possible answers
1. Kantai, Mogaka and Mawasi.
2. ey saw dark clouds covering the sky.
3. ey were playing football.
Conclusion
Ask them to discuss their answers in pairs.
Assessment
Ask the learners to re-read the story “A rainy aernoon” without moving their lips.
Stop by random desks and give feedback.
Lesson 2
(Learner’s Book page 71)
Specic learning outcome
By the end of the lesson, the learner should be able to:
a. recount key details of a story and retell it;
b. relate characters and events in a story to real life experiences.
Background information
is lesson covers speaking, sub-strand 2.3 (Talk about). It will help learners
develop communication and collaboration. Retelling a story will also enhance a
learner’s skills of knowing and living with others - eective communication.
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Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to name the boys who were rained on. Let
them explain what they were doing when it started raining. Tell them that they are
going to read a story about “ A rainy aernoon”.
Learning activities
1. Ask the learners to read the story again silently and retell it to their friends.
2. In groups, ask learners to narrate an experience of when they were rained on.
3. Ask learners to write ve words associated with the rain.
4. Encourage them to share the words and read in pairs. This will boost their
communication and collaboration skills.
Conclusion
Ask the learners to identify some new words in the story. Guide them in this process.
Write the words on the board and discuss their meanings. Let a few learners use the
words to form sentences and read them aloud in class.
Assessment
Ask the learners to read stories or listen to them from other sources which they will
retell in the next storytelling session.
Lesson 3
(Learner’s Book pages 71 - 72)
Specic learning outcome
By the end of the lesson, the learner should be able to recall information about texts
read.
Background information
is lesson aims at giving the learner an opportunity to relate what they have read
with their daily life experiences. It will assist the learner to practise all the four skills
of listening and speaking, reading and writing. However, it focuses on what was read
under Sub-strand 3.3 (Silent reading). It will help the learners connect what they
read in books with what happens in their daily lives.
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Learning resources
• Storybooks • class readers • newspapers • journals • charts • Learner’s Book
Introduction
Begin the lesson by reviewing what the learners read in the previous lesson. Ask
them to briey discuss what happened in the story.
Learning activities
1. Guide the learners to study the pictures and write two sentences about each picture.
2. Ask the learners to explain what they do when it is raining.
3. Ask them to sit in pairs and discuss what they think is happening in the pictures.
e aim here is to help them develop the skills of knowing and living with others
through eective communication.
4. Let one or two learners narrate what is happening in the pictures.
5. Ask them whether it is good to play in the rain like the boys and girls in the
picture. Let them explain their opinions. is activity will enable the learners to be
responsible whenever they are playing.
Conclusion
Let them discuss briey what can happen to them if they play in the rain.
Assessment
Ask learners to write ve sentences beginning with:
When it rains, I like…………………………………………………
When it rains, I do not like ................................................................
Lesson 4
(Learner’s Book page 72)
Specic learning outcome
By the end of the lesson, the learner should be able to develop an interest in reading
texts for enjoyment.
Background information
is lesson focuses on reading Sub-strand 3.3(Silent reading). Ensure that the
learners are exposed to a variety of reading materials and dierent forms of writing,
that is narratives, conversations (dialogues), poems among others.
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Learning resources
• Class readers • storybooks • magazines • journals • newspapers • Learner’s Book
Introduction
Introduce the lesson by asking the learners to state the phrases and expressions used
in formal and informal conversations they learnt earlier. Allow them to use those
phrases and expressions to address one another in class.
Learning activities
1. Explain to the learners what a conversation is.
Possible explanation: Conversation is the exchange of individual ideas through
talking to other people.
2. Let the learners read the conversation in the Learner’s Book individually and
silently. is inculcates a sense of respect for others and responsibility for their
actions.
3. Ask them to discuss in pairs what the conversation in Activity 1 is about.
4. Tell them to dramatise the conversation. Let them change roles. Dramatisation
enhances communication and collaboration.
Conclusion
Ask the learners to state whether this conversation is formal or informal. Tell them to
explain the dierence between the two.
Assessment
Ask learners to dramatise the conversation.
Correct answers
Activity 3
1. Moha
2. e big ball is with Moha.
3. Football
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Lesson 5
(Learner’s Book pages 73 – 74)
Specic learning outcome
By the end of the lesson, the learner should be able to predict the meaning of
unfamiliar words and answer comprehension questions from texts read.
Background information
is lesson is based on reading under Sub-strand 3.3(Silent reading). e learner is
required to read a text and work out the meaning of new words in context. Guide the
learners on how to predict the meaning of a word in a text.
Learning resources
• Storybooks • journals • magazines • newspapers • class readers • Learner’s Book.
Introduction
Begin the lesson by asking volunteer learners to read the story “Akello and Aisha” in
the Learner’s Book.
Learning activities
1. Ask the learners to state what they would like to be when they grow up. Let them
explain why. As they do this, the learners will develop skills of knowing and living
with others through eective communication. ey also learn how to respect
other people’s occupations.
2. Ask them to read the story silently and answer the given questions.
3. Ensure that they are observing good reading habits.
4. Ask them to identify words they are not familiar with from the text.
5. Discuss the meaning of the words then let them construct oral sentences using the
words.
6. Ask the learners to construct ve sentences about themselves using the given
words.
7. Ask the learners to read the words in Activity 2 no. 1 and use them to construct
sentences.
Possible answers
1. It is about two girls who work hard to achieve their dreams.
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2. Akello and Aisha.
3. Accept any reasonable answer.
4. Accept any reasonable answer.
Conclusion
Explain to the learners that it is possible to be what they want to be if they work hard
in school and if they are disciplined.
Assessment
Tell the learners to copy the crossword puzzle activity from the Learner’s Book and
nd the words given in the box.
w s t u d y
a a g r o w
n c n a s s
t s h e p i
Week 15
Lesson development
Lesson 1
(Learner’s Book page 74)
Specic learning outcome
By the end of the lesson, the learner should be able to use capitalisation and basic
punctuation appropriately.
Background information
In this lesson, the learner is required to apply basic punctuation and capitalisation of
letters when writing complete sentences.
Ensure the learners are able to recognise and use capital letters appropriately. ey
should not mix small and capital letters. is lesson focuses on writing under
sub-strand 4.3 (Handwriting).
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Learning resources
• Learner’s Book • newspapers • magazines • storybooks
Introduction
Introduce the lessons by jogging the learner’s memory about capital letters and small
letters. Emphasise to them the need to use capital letters in the right places.
Learning activities
1. Revise the use of capital letters.
2. Write a few sentences on the board. Choose a few learnes to punctuate them.
3. Remind them that capital letters are used with proper nouns and at the beginning
of sentences.
4. Ask the learners to individually do Activity 2 in the Learner’s Book.
5. Mark and give feedback accordingly.
Correct answers
1. Mama Nyambura sells bananas, oranges, mangoes and watermelons.
2. She likes selling to her neighbours, workers and school children.
3. Sara and Moha want to buy some fruits for their mother.
4. eir mother likes oranges, mangoes and watermelons for making juice.
Conclusion
Summarise the lesson by asking the learners to write ve names of people in the
class.
Assessment
Ask the learners to use the names of the classmates they have written to make ve
sentences.
Lesson 2
(Learner’s Book page 75)
Specic learning outcome
By the end of the lesson, the learner should be able to to form simple sentences and
write them clearly and legibly.
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Background information
is is a lesson meant to teach learners to form simple sentences and write those
sentences paying attention to spacing, punctuation and legibility. e learners will
form their own sentences and have others read to them by you. Ensure they write
appropriately and at the same time punctuate the sentences well. is lesson is based
on writting under Sub-strand 4.3 (Handwriting).
Learning resources
• Storybooks • Learner’s Book • sentences strips • charts
Introduction
Review the previous lesson on the use of capital letters, commas and full stops.
Remind them their uses.
Learning activities
1. Ask the learners to do Activity 1. Remind them to punctuate accordingly.
2. For Activity 2, dictate to them the following sentences using a pace they are all
comfortable with:
a) John is playing in the eld.
b) We are sitting.
c) Peter and Mary went to the shop.
d) Nairobi is a big city.
e) William has a book, a ruler and a rubber in his bag.
3. Check their work and give feedback accordingly.
Conclusion
Write the correct sentences on the board. Let those who did not get them right to
copy.
Assessment
Ask the learners to write six sentences about their school.
Lesson 3
(Learner’s Book pages 75 – 76)
Specic learning outcome
By the end of the lesson, the learner should be able to recount key details about a
story and retell it.
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Background information
In this lesson, learners are supposed to listen keenly as you read them a story and
then retell it in class. ey should be able to recount key details from the story like,
main characters and the main ideas.
Learning resources
• Learner’s Book • newspapers
Introduction
Introduce the lesson by asking the learners to retell the stories they have read and
what they liked about them.
Learning activities
1. Ask the learners to read the story in the Learner’s Book in pairs as the others listen.
Let them exchange roles, this will enhance their collaboration skills.
2. Ask the learners to retell the story to each other in their own words in turns. is
will help build their critical thinking.
3. Pick a volunteer to retell the story to the whole class. Others should clap for the
story teller thereaer as a motivation tool.
4. Guide the learners in doing Activity 2 in the Learner’s Book.
Expected answers for Activity 2
1. I live in Chebaiywa village.
2. ere is a children’s home in the village.
3. ere is a big market in the village.
4. ere are cattle dips in the village.
5. ere are many shops in the village.
Conclusion
Conclude the lesson by encouraging the learners to read storybooks and ask their
parents or guardians to tell them stories as oen as possible.
Assessment
Ask the learners to retell a story they know to their friends during their free time.
Lesson 4
(Learner’s Book pages 76 – 77)
Specic learning outcome
By the end of the lesson, the learner should be able to develop vocabulary through
listening to stories or texts.
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Background information
In this lesson, learners should be able to engage in a conversation and pick out new
words as well as answer relevant questions.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by recapping the previous one.
Learning activities
1. Ask the learners to listen as you read the dialogue between Melosa and Ranimu.
Pick one learner to read the part of Ranimu.
2. Ask the learners to read the dialogue in pairs. ey should exchange roles.
3. Ask the learners to ask each other questions about books they have ever read.
is will enhance their skills of knowing and living with others through eective
communication. ey should write down their answers.
4. Guide the learners in dramatising the conversation.
Conclusion
Ask the learners to read out the answers they have written for Activity 3 to their
partners.
Assessment
Ask the learners to write down ve sentences about books they have ever read. ey
should read their answers to each other in pairs.
Lesson 5
(Learner’s Book pages 77 – 78)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise words with similar
sounds and condently talk about characters in pictures presented.
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Background information
e learners will read sounds, study pictures and tell what is happening in them.
ey should be able to condently talk about the activities they can see taking place
in the pictures and share their ideas in class.
Learning resources
• Learner’s Book
Introduction
Introduce the lessons by having the learners write down what they can see happening
in each picture in Activity 1.
Learning activities
1. Ask the learners to read the words in Activity 2 in the Learner’s Book. Let them say
what they notice with those words.
2. Ask the learners to study the pictures in Activity 1 in pairs. is will help them
develop citizenship through social cohesion.
3. Ask the learners to write sentences about each picture. Mark and give feedback as
necessary.
Possible answers
a) bang b) ring c) bird d) hang e) king
Conclusion
Conclude the lesson by asking the learners to read the sentences in Activity 2. They
should then copy them in their workbooks.
Assessment
Ask the learners to construct sentences using the words in Activity 2.
Week 16
Lesson development
Lesson 1
(Learner’s Book page 78 )
Specic learning outcome
By the end of the lesson, the learner should be able to write independently during
their free time.
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Background information
With the previous knowledge of making sentences, the learner is required to write a
short story about places and things they are familiar with.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by reviewing previous lessons about sentence formation and
joining words. Remind them how to use joining words in forming sentences.
Learning activities
1. Ask the learners to read out the words in Activity 1. Give feedback on the
pronunciation of the words.
2. Guide the learners in constructing sentences using the rst two words then leave
them to construct the rest using the remaining words.
3. Ask the learners to write down the sentences in Activity 2. ey should then read
out to their partners. is will help them boost their self-esteem.
4. Ask the learners to write ve sentences about a market they know of. Check the
sentences and give appropriate feedback.
Lesson 2
(Learner’s Book page 79)
Specic learning outcome
In this lesson, the learner is supposed to understand question formation by using the
action words.
Background information
By the end of the lesson, the learner should be able to use question words to form
sentences.
Learning resources
• Sentences strip
• Learner’s Book
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Introduction
Introduce the lesson by having the learners read words in Activity 1 and use them
to form sentences. If possible, guide them to join the sentences formed to make a
paragraph. Explain to the learners that ‘what’ asks for an action ‘when’ ask for time,
‘why’ asks for reason and ‘who’ asks for a person.
Learning activities
1. Select a learner to read out the words in Activity 1.
2. Ask a few learners to form questions using ‘who’, ‘what’, and ‘why’. ey should
then read them out in class.
3. Instruct the learners to form questions using the words given in Activity 2.
Check, mark and give feedback as necessary.
4. As an activity 3, pair the learners up. Let one of them pretend that they were late
to school today. One of the partners should ask the other the following.
i) Why did you come late?
ii) When did you wake up?
iii) Who woke you up?
iv) Why did you wake up late?
Let the learners exchange roles. ey should write down these questions and their
respective answers.
Conclusion
Conclude the lesson by asking select learners to read out their answers to Activity 3
in class. Give feedback appropriately.
Assessment
Randomly pick a few learners and ask them to form sentences using the question
words.
Lesson 3
(Learner’s Book pages 79 - 80)
Specic learning outcome
By the end of the lesson, the learner should be able to use question words to form
sentences of their own.
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Background information
In this lesson, the learner is supposed to understand question formation by using the
action words.
Learning resources
Learner’s Book
Introduction
Introduce the lesson by reading to the learners the sentences in Activity 1. Explain to
them that the lesson is about building a story from sentences.
Learning activities
1. Ask the learners to say whether they can see the relationship between the
sentences read in Activity 1. Use questions like “ Are they talking about the same
thing?”
2. Remind the learners the common words used in the beginning of a story.
3. Guide them in arranging the sentences in Activity 1 in the correct order.
4. Ask a volunteer learner to read out the ordered sentences in class. Find out from
the learners if they agree that the sentences form a sensible story.
5. Ask the learners to answer the questions in Activity 2 individually.
6. Ask them to exchange their books. Write the correct answers on the board and
let them mark each others’ books. Sample a few answers and give appropriate
feedback.
Expected answers to Activity 2
1. ree– squirrel, hare and elephant.
2. He had stolen groundnuts.
3. Accept any reasonable answer.
4. It is not a good thing to steal from others.
Conclusion
Conclude the lesson by encouraging the learners to develop an interest in writing
stories.
Assessment
Ask the learners to write six sentences about how they spend their Saturday. ey
should then join the sentences to form a story.
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Lesson 4
(Learner’s Book page 80)
Specic learning outcome
By the end of the lesson, the learner should be able to form sentences and use them
to develop a story.
Background information
is lesson is in futherance of the previous lesson and aims to instill on the learners
the art of writing short stories for pleasure, this lesson should happen with learners
seated in pairs.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to make words using the sounds given in
Activity 1.
Learning activities
1. Check the words written by the learners to make sure they are correct English
words. Give feedback as appropriate.
2. Ask the learners to individually write ve sentences about their class as required in
Activity 2.
3. Ask the learners to mix up those sentences.
4. Ask the learners to read to their partner the mixed up sentences as their partner
writes them down. ey should exchange roles.
5. e learners should then arrange the sentences read to them in a logical order.
6. ey should then read the sentences to each other again to make sure they are
arranged properly.
7. As an Activity 3, ask each individual learner to write ve sentences about what
they do from the moment they wake up to the moment they leave home for school.
8. Check and give learners appropriate feedback.
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Expected answers to Activity 3
I wake up in the morning
I wash my face
I brush my teeth
I take my bath
I take a cup of tea
And then I run to school
Conclusion
Conclude the lesson by writting the correct order on the board for those who did
not get it correct. Use a familiar tune to sing to them the expected answers given in
Activity 3 above.
Assessment
Ask the learners to write the months of the year in a logical order.
Lesson 5
(Learner’s Book page 81)
Specic learning outcome
By the end of the lesson, the learner should be able to create a story from given
pictures.
Background information
In this lesson, learners will study pictures and try to develop a story from the
pictures.
Learning resources
• Learner’s Book
Learning activities
1. Ask the learners to study the pictures in Activity 1.
2. Ask the learners to discuss what they think the story is about. Get a few learners to
share their thoughts with the rest of the class.
3. Ask the learners to write sentences in their workbooks about each picture. ey
should use the sentences written to develop a story about the pictures. is will
develop their critical thinking abilities.
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Conclusion
Ask a few volunteer learners to share their stories with the rest of the class. Give
feedback as necessary.
Assessment
Use Activity 2 in the Learner’s Book to assess the learners.
Week 17
Lesson development
Lesson 1
(Learner’s Book pages 82 - 83)
Specic learning outcomes
By the end of the lesson, the learner should be able to summerise texts read by
identifying the main ideas.
Background information
is lesson is meant to help learners pick up main ideas and key points about any
informational texts read. is particular class will major on a poem.
Learning resources
• Learner’s Book
Introduction
Introduce this lesson by giving the learners a tune to use in reciting this poem.
Learning activities
1. Ask the learners to read the poem silently aer you have guided them in reading in
class.
2. Ask the learners to go through the questions in Activity 2. ey should then read
the poem to see if they can nd answers to the questions.
3. Emphasise to the learners the need to read to understand.
4. Ask them to answer the questions in Activity 2 individually.
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Expected answers to Activity 2
1. e poem is about a tree.
2. (Accept any of these answers)
• e tree had fruits.
• e birds and bees lived there.
• Children played in its shade.
• Old men rested under it.
3. I feel bad, we should not cut down trees.
(Accept any other reasonable answer)
4. ey should plant new trees.
(Accept any other reasonable answer)
5. Ask the learners to do Activity 3 using the poem.
Conclusion
Conclude the lesson by discussing the main ideas of the poem “A tree”.
Assessment
Assess the learners by asking them to write the importance of trees as mentioned in
the poem.
Lesson 2
(Learner’s Book pages 83 - 84)
Specic learning outcome
By the end of the lesson, the learner should be able to pick a moral lesson from a
story.
Background information
is lesson will expose learners to a story with a moral lesson. e learners are
supposed to pick it out and apply it in their own lives.
Learning resource
• Learner’s Book
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Introduction
Introduce this lesson by emphasising to the learners the need to always approach
diculties as a team. Let them know the importance of working together.
Learning activities
1. Read the story as the learners listen.
2. Select volunteer learners to read it again as the others listen carefully.
3. Ask the learners to individually read the story.
4. Ask the learners to suggest what the story is about.
5. Guide the learners in coming up with a moral lesson from the story.
6. Ask learners to dramatise this story in class as asked in Activity 2
7. Ask the learners to individually do the questions in Activity 3.
Expected answers
Activity 2
1. We should always work together as a team.
Activity 3
1. Cows low
2. Herd and heard
3. A herd
Conclusion
Conclude the lesson by writing correct answers on the board for those who did not
get them right to copy.
Assessment
Ask learners to mention the importance of working together as a team.
Lesson 3
(Learner’s Book page 84)
Specic learning outcomes
By the end of the lesson, the learner should be able to recount key details of a story
and develop an interest in reading for enjoyment.
Background information
is lesson will help to develop communication and collaboration skills as learners
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will be required to exchange their books and read each other’s work. Learners will
also be required to identify characters and events in a story.
Learning resources
• Learner’s Book • Exercise books
Introduction
Introduce the lesson by asking the learners to mention some of the things they can
recall from the story, ‘e wicked lion’. Some of the things the learners will suggest
may include characters and events. Accept either of the answers provided.
Learning activities
1. Ask the learners to re-write the story of ‘e wicked lion’ in their own words (e
ow of events in the story should however be maintained as they were in the
original story).
2. Ask the learners to sit in pairs and exchange their books. Each learner will read his
/her friend’s work/story making corrections where necessary.
3. Ensure that no learner will shout his friend’s mistakes in the stories. You will achieve
this by moving around the classroom checking what the learners are doing.
4. Instruct the learners to appreciate their friend’s stories before highlighting the
mistakes in the story.
Conclusion
Conclude the lesson by asking the learners to return the books to their owners.
Collect the books and check for errors in the re-written stories. Give necessary
feedback.
Lesson 4
(Learner’s Book pages 84-85)
Specic learning outcomes
By the end of the lesson, the learner should be able to read texts and passages silently
and develop interest in reading texts for enjoyment.
Background information
Learners will learn how to show sustained focus for periods they will be reading the
story, identifying the new words encountered in the story.
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Learning resource
• Learner’s Book
Learning activities
1. Ask the learners to read the story ‘e cat and the mice’ in the Learner’s Book.
2. Ask the learners to identify new words when reading the story for the second time.
3. Instruct the learners to close the Learner’s Book and in pairs, narrate the story
to each other. Emphasise to the learners that when one is speaking/narrating the
story, the other one should be listening. is helps develop listening skills among
the learners as well as eective communication.
4. Challenge learners to develop at least ve questions about the story (e range
of questions may vary from one learner to another but ensure that the questions
revolve around the story).
5. While still in pairs, ask the learners to attempt answering the questions (10 of
them since each leaner will develop 5 questions). is activity helps to enhance
communication and collaboration skills. Guide the learners accordingly by
moving around the classroom.
Conclusion
Ask the learners to write down the new words they identied while reading the
story. Write all the words identied on the board and help the learners discuss their
meanings.
Assessment
Select a few learners to construct sentences using the words and let them share the
sentences by saying them aloud.
Lesson 5
(Learner’s Book page 85)
Specic learning outcome
By the end of the lesson, the learner should be able to develop vocabulary from a
story they have read on Lesson 4, Activity 1.
Background information
is lesson is supposed to expose the learners to dierent words that they nd
dicult from a story they have read. ey are to learn through guidance, how to nd
meaning of words used in a passage.
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Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to reread the story of “e cat and the
mice”. Ask them to write down words they do not understand.
Learning activities
1. Instruct the learners to read the sentences in the Learner’s Book individually.
2. Ask the learners to separate the words in the sentences they just read into syllables.
3. Ask the learners to replace the rst letter of each word in the Learner’s Book to
form new words. Move around the class guiding the learners accordingly and
correcting them where necessary. Some of the words learners can form are:
(a)cat (b) let
(i) rat (i) pet
(ii) mat (ii) set
(iii) sat (iii) met
(iv) bat (iv) net
(v) fat (v) vet
(vi) hat (vi) wet
4. Ask learners to provide words pronounced in the same way as the words in the
Learner’s Book.
5. Allow as many suggestions as possible by encouraging attempts made by the
learners.
Conclusion
Conclude the lesson by inviting questions about the lesson.
Assessment
Check how well learners can think of words with similar pronunciation as the words
in the Learner’s Book.
Ask the learners to share the words they will have developed with their caregivers
and ask them to guide the learners accordingly.
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Week 18
Lesson development
Lesson 1
(Learner’s Book page 86)
Specic learning outcome
By the end of the lesson, the learner should be able to relate characters and events in
a story to real life experiences.
Background information
Learners will be required to read some questions and give correct responses to the
questions.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they have read or heard any story about
the cat and the mice before. Ask the learners if they enjoyed the stories or not and
why. (The learners should not mention the story shared in class)
Learning activities
1. Ask the learners to share the titles of the stories of the cat and the mice that was
either narrated or one they read themselves.
2. Challenge the learners to give/say what the cat did in the story (one suggested by
each individual learner.) e learners should also share what the mice did and also
the fate of the two animals.
3. Instruct the learners to come up with a new story about the cat and the mice based
on the answers they gave in Activity 1.
4. Aer writing the story, ask the learners to read them silently. Challenge the learners
to give their opinion on whether their stories are easy to understand.
5. Instruct learners to creatively compose questions which can be answered from the
respective stories. (e learners should be in a position to answer the questions
themselves.)
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Conclusion
Conclude the lesson by asking the learners to say what they have learned about
stories moreso creating new stories when the characters have been given.
Assessment
Ask the leaners to exchange their stories and try answering the questions aer
reading each other’s story.
Lesson 2
(Learner’s Book page 86)
Specic learning outcome
By the end of the lesson, the learner should be able to answer comprehension
questions from texts read and develop interest in reading texts for enjoyment.
Background information
Learners will share information through stories and gain information by responding
to questions posed to them.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to share the most interesting parts in the
stories they shared in class. ( The interesting parts should be what makes a story
memorable)
Learning activities
1. Ask the learners to re-read the story about the cat and the mice they read as a
class.
2. Instruct learners to use their own understanding of the story to respond to the
questions in the Learner’s Book. (Ensure the responses given are from the story).
3. Ask for volunteers who will share their answers with the rest of the class. Encourage
as many volunteers as long as the learners will be willing to share their answers.
(Guide the learners accordingly).
Conclusion
Conclude the lessons by inviting questions (general) about the day’s lesson from the
learners. In case the questions asked are few, challenge the learners with some quick
questions regarding the day’s lesson.
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Assessment
Test the learners understanding of the day’s lesson using the responses they give to
the questions you will use to conclude the lesson as well as the questions they will ask
you regarding the lesson.
Lesson 3
(Learner’s Book page 87)
Specic learning outcome
By the end of the lesson, the learner should be able to read texts and passages silently.
Background information
Learners will be needed to be in the library for this lesson. In case accessing a library
proves to be a challenge, gather some reading materials with relevant content for
learners at this level and avail to them before the lesson starts.
Learning resources
• Learner’s Books • story books • children magazines
Introduction
Introduce the lesson by informing learners that the day’s lesson will dwell more on
silently reading of texts from story books or magazines with content learners at this
level can relate to.
Learning activities
1. Distribute to the learners dierent reading materials and allow them to select
a story of their choice which they will be required to read individually and
in silence. (Storybooks are more convenient in this lesson. Provide any other
relevant reading material incase the storybooks are unavailable or inadequate.)
2. Ask learners to write down in general terms what the story they just read is all
about.
3. From what the learners will write down, ask them to share the story with the rest
of the class. Encourage many volunteers and ask the learners to appreciate any
volunteer who shares their story with the rest of the class.
4. Encourage the rest of the class listening to learners sharing his/her story to ask
questions on the story they hear. Guide and control this activity accordingly.
Conclusion
Conclude the lesson by telling the learners the benets of listening attentively to the
questions posed to them and taking time to respond inorder to provide good answers
relevant to the questions asked.
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Assessment
Ask the learners to construct questions using the words they encountered while
reading silently the stories in the storybooks. Move around checking the learners’
progress and guiding accordingly. (Correct the learners where necessary).
Lesson 4
(Learner’s Book page 87)
Specic learning outcomes
By the end of the lesson, the learner should be able to use guiding questions to write
sentences about themselves and use the answers to write a paragraph.
Background information
is lesson will require learners to develop a story about ‘A day I will never forget’.
is lesson will test the learner’s creative thinking skill when developing a story on
the previously mentioned title.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they have a memorable day in their
lives that they will never forget. Challenge learners to give one reason why they will
never forget that particular day.
Learning activities
1. Ask learners to write a short story about a day they will never forget in their lives.
2. Guide the learners and encourage them to use the guidelines provided for in
Activity 1.
3. Instruct learners to write independent stories without copying their friend’s work.
4. Ask learners to ensure that they also provide titles to their stories.
5. Ask the learners to put their answers together in a logical order to form a
paragraph.
Conclusion
Conclude the lesson by asking the learners to share the titles of their stories.
Assessment
Ask the learners to read the stories they developed to their parents/caregivers (Tell
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learners to ask their parents/caregivers to correct their stories and guide them
accordingly).
Lesson 5
(Learner’s Book page 87)
Specic learning outcome
By the end of the lesson, the learner should be able to recount key details of a story.
Background information
is lesson will require learners to re-read the stories they developed correcting the
mistakes they will identify and making sure it ows as they initially imagined it.
Learning resource
• Learner’s Book • exercise books
Introduction
Introduce the lesson by asking the learners to re-imagine the story again. Learners
will be expected to develop a mental picture of how events should follow each other
in the story.
Learning activities
1. Ask the learners to re-read their stories, correcting mistakes.
2. Collect the learners’ stories and plan how they will be typed and printed.
3. Learners will be required to pin their stories on the school noticeboard from where
other learners can read the stories from.
Conclusion
Conclude the lesson by asking the learners to advertise their stories by informing their
friends in other classes and requesting them to visit the school noticeboard and read
the stories.
Assessment
Ask the learners to develop more stories on titles like: My best friend and e sports
day.
e stories should be guided by some questions similar to the ones in the Learner’s Book
(Page 64). Learners should correct their stories and hand them to you for marking.
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Unit
4
Effective communication
Strand 1.0
Listening
Strand 2.0
Speaking
Strand 3.0
Reading
Strand 4.0
Writing
Sub-strand
1.4 Eective
communication
By the end of the
sub-strand, the learner
should be able to:
a) listen with increased
attention to rhymes,
songs, conversations
and stories;
b) listen and
communicate
eectively in varied
situations;
c) listen to experiences
of others and respond
appropriately to the
feelings and ideas
expressed;
d) develop an interest in
listening to texts on
varied themes.
Sub-strand 2.4
Talk about
By the end of the
sub-strand, the learner
should be able to:
a) condently talk
about characters
and events in a
story or text;
b) relate characters
and events in a
story to real life
experiences;
c) demonstrate
an interest to
address familiar
people using
appropriate verbal
and non–verbal
expressions.
Sub-strand 3.4
Answering
comprehension
questions
By the end of the
sub-strand, the
learner should be
able to :
a) locate specic
details in
response to
questions from
texts read;
b) summarise
texts read by
identifying
main ideas;
c) determine
the meaning
of unknown
words in
context.
Sub-strand 4.4
Creative writing
By the end of the
sub-strand, the
learner should be
able to write clearly
with a variety in
sentence structure,
length, and pattern.
(Learner’s Book pages 88-114)
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Core competences to be developed
1. Communication and collaboration
2. Critical thinking and problem solving
3. Creativity and imagination
4. Digital literacy
Link to PCIs
1. Life skills: skills of knowing and living with others through eective
communication
2. Citizenship: social cohesion
3. Learner support programmes: guidance and coaching
Link to values
1. Respect 2. Responsibility
3. Unity 4. Integrity
5. Self- esteem
Link to other learning areas
All learning areas
Suggested non-formal activity to support learning
1. Learners express opinions on matters aecting them to peers and other relevant
authorities.
2. Learners talk about personal experiences with peers.
3. Learners share information from texts read with peers in and out of the classroom.
4. Learners share their writings with peers.
Suggested community service learning
1. Learners recite poems on topical issues.
2. Learners visit a resource person and talk about an issue in the community.
3. Learners read various texts in the community eg posters, billboards.
4. Learners participate in creative writing competitions and practise writing for
pleasure and enjoyment.
Learning resources
Visual and-audio visual materials • storybooks • Learner’s Book • props • picture
cards and charts • resource person • readers • newspapers • magazines • journals •
story maps • print materials • books • glue • scissors • sentence strips.
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Suggested assessment
1. Oral presentation in class.
2. Panel discussion on an issue aecting the community eg jigger infestation, malaria,
drought or oods.
3. Question/answer, lling in blanks.
4. Learners write a story based on a given picture story.
Attention to Special Needs Education
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 and 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 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 a
wheelchair for a disabled learner.
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Week 19
Lesson development
Lesson 1
(Learner’s Book pages 88-87)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a. listen with increased attention to rhymes, songs, conversations and stories;
b. listen and communicate eectively in varied situations.
Background information
In this lesson, the learner will be involved in activities that require him/her to listen
attentively to stories, conversations and rhymes so that they can be able to re-tell
them later as they share with friends, family, etc. is will be helpful in enhancing the
listening skill.
Learning resources
• Storybooks • Learner’s Book
Introduction
Introduce the lesson by instructing the learners to look at the pictures in the
Learner’s Book and guide them in discussing the pictures. Use guiding questions
like:
a) What can you see in the pictures?
b) Which of the animals have you ever seen and where did you see them?
Learning activities
1. Allow the learners to predict and tell their partners what they think will happen in
the story.
2. Supervise the predictions from dierent pairs and encourage the learners to also
use questions to predict what will happen. Ensure the participation of every learner.
3. Instruct the learners to shut their books and listen attentively to you read the story
to them. (Read the story twice or thrice in a clear audible voice. Read at a speed
that the learners will be able to follow and understand the story.)
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Story
Once upon a time, all the animals were good friends. ey lived happily and peacefully
with each other. e lion was their king. At one point in time, there was a drought.
All the water points dried up. King Lion called for a meeting. All the animals came.
ey talked about the water problem and decided to dig a well. Hare was very lazy. He
pretended to be sick. e other animals continued digging the well. Every morning as
they went to dig the well, they saw Hare playing outside his house.
e animals worked tirelessly. ey dug a big well. One day, they reached the water
level. Water came and lled the well. ey were very happy. ey drank the water and
bathed with it. ey celebrated by dancing. Hare heard their music and laughter. He
wanted to join in. Unfortunately, the lion refused. is was a punishment for hare’s
laziness.
4. Guide a class discussion to help learners determine if the predictions they made
about the story were right.
5. Instruct the learners to re-tell the story to their partners in turns. Go round
listening to dierent pairs as they re-tell the story to their partners.
6. Answers to the story
i. All the animals. Allow the mention of the lion too but emphasise that all the
animals apart from the hare were in the meeting.
ii. ey were talking about the water problem. Other applicable answers may
include:
a) Drought - Accept the answer but insist this is what had caused water problem.
b) Digging the well - Accept the answer but insist that this is what they decided
to do but not what they talked about in the meeting.
iii. e lion
iv. Hare
v. Hare did not do a good thing. He should have helped in digging the well.
7. Ensure the participation of every learner. This 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.
Conclusion
Conclude the lesson by asking simple questions such as who was the lazy animal
in the story to be answered orally. is will help you determine the understanding
levels of your learners.
Assessment
Guide learners to answer the questions in their books in groups.
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Take home assignment
1. Tell your learners to re-tell the story learnt to their caregivers.
2. Ask your learners to ask their caregivers to narrate to them another interesting
animal story.
Lesson 2
(Learner’s Book page 89)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a. listen to experiences of others and respond appropriately to the feelings and ideas
expressed;
b. listen and communicate eectively with others.
Background information
In this lesson, the learners will practise retelling the story in Lesson 1 in groups, pairs
or the whole class. e learner should be able to retell the story appropriately. is
will enhance the communication and collaboration skills and the value of respect to
one another.
Learning resources
• Learner’s Book • Audio-visual materials • Charts
Introduction
Introduce the lesson by asking the learners to re-tell the stories they were told by
their caregivers to the class.
Learning activities
Activity 1
Instruct the learners to retell the story you told them in the previous lesson.
Ask the learners to construct sentences using the words given from the story.
Activity 2
Ask the learners to read the words. Move round the classroom inspecting what the
learners are writing. Guide the learners accordingly.
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Activity 3
Ask the learners to identify new words that they heard from the story. Let them use
the words to make sentences.
Conclusion
Conclude the lesson by involving the learners in a class discussion on the importance
of listening to stories.
is lesson will enhance life skills of knowing and living with other learners through
eective communication. Ensuring that every learner joins actively in this class
activity helps enhance communication, collaboration and unity.
Assessment
Ask the learners to discuss in their groups at their own free time and come up with
sentences using words they learnt in class.
Lesson 3
(Learner’s Book pages 89-90)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a. condently talk about characters and events in a story or text;
b. relate characters and events in a story to real life experiences.
Background information
e lesson activities gear at teaching the learners how they can talk to others in a
proper way.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by reviewing the previous lesson.
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Learning activities
Activity 1
1. Guide learners to read the words in Learner’s Book aloud.
2. Guide the learners in separating the words in the Learner’s Book into sounds.
3. Ask the learners to join the sound in the Learner’s Book and come up with words.
Activity 2
1. As Activity 2, instruct the learners to listen attentively to the recorded story from
an audio that you will play for them. (Incase you lack an audio device, you can
narrate the story by reading it). Choose an appropriate story for learners at this
level that will interest them.
2. Choose a few learners and ask them to retell the story to the class.
3. Group the learners in groups of at least four and ask them to act out the story.
Conclusion
Conclude the lesson by asking the learners which moral lesson they have learnt from
the story.
Assessment
Ask the learners to select the learner who retold the story in a better and interesting
way. Ask the learners to appreciate themselves for listening attentively to the acting
out the stories.
Take home assignment
Instruct learners to ask their friends or caregivers to narrate to them stories as they
listen attentively.
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Lesson 4
(Learner’s Book page 90)
Specic learning outcome
By the end of the lesson, the learner should be able to demonstrate interest in
listening to experiences of others and respond appropriately to the feelings and ideas
expressed using verbal and non-verbal expressions.
Background information
e lesson is intended to guide a learner to develop interest and a positive attitude
in listening to other people. is will help promote their values of responsibility,
integrity and respect. is will also enhance their skills of knowing and living with
others by communicating eectively with others. Integrate listening skills in the
lesson as this lesson has a coverage on link to life skills in sub strand 1.4.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to read the story in the Learner’s Book.
Ask the learners to role play the story of Onyango, Wambui and their mother.
(While choosing individuals for this activity, ensure proper balancing of gender and
also the abilities of the learners so that learners with dierent abilities are involved.)
Learning activities
1. Guide the learners in reading the story in Activity 1.
2. Ask few learners to dramatise the story of Onyango, Wambui and their mother to
the rest of the class.
Lesson 5
(Learner’s Book pages 90-91)
Specic learning outcome
By the end of the lesson, the learner should be able to recall characters and events
from a story they have listened to.
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Background information
In actualisation of this lesson, the learner will be required to listen attentively to a story
from a friend and comprehend the story. is will enhance their creativity, critical
thinking skills and collaboration skills.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners in pairs to share short stories they were
told by their relatives. Insist to the learners that they should pause at the middle of
the stories and ask the listeners to predict what will happen next.
Learning activities
Ask the learners who were listening to the stories to respond to the questions in the
Learner’s Book. Guide the learners as they give their responses. (e answers provided
will vary depending on the stories the learners heard)
Conclusion
Conclude the lesson by correcting some of the errors observed in class such as errors
in language when learners were telling the story or errors made when learners were
responding to the questions based on the stories they heard.
Assessment
Instruct the learners to share what interested them most in the stories they listened
to in the other groups.
Take home assignment
Instruct the learners to request their caregivers to narrate to them more stories at
home.
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Week 20
Lesson development
Lesson 1
(Learner’s Book page 91)
Specic learning outcome
By the end of the lesson, the learner should be able to read, blend and segment words
into sounds.
Background information
In this lesson, the learners should be to read, blend and segment words into sounds
on their own and share them with other learners during their free time or when they
are required to do so in class.
Learning resources
• Learner’s Book • Recording devices.
Introduction
Introduce the lesson by letting the learners read the words in the Learner’s Book. e
learners will then be required to separate the words in the Learner’s Book. Guide the
learners in words they are having diculties.
Learning activities
Activity 1
Aer reading the words, let the learners separate the words in the Learner’s Book.
Activity 2
1. As Activity 2, guide learners to write three words with a silent ‘b’.
2. Ask learners to read aloud the words they have already constructed.
3. Allow the learners to record themselves as they read aloud the words they have
constructed using the recording devices you will provide to them.
4. Choose two groups to present their recordings to the class.
Assessment
Ask the learners to re-read aloud the words they have constructed that have a silent
‘ b’.
Take home assignment
Ask the learners to re-read the words to their caregivers when they get home.
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Lesson 2
(Learner’s Book pages 91-92)
Specic learning outcome
By the end of the lesson, the learner should be able to respond in specic details to
questions from the pictures they have seen.
Background information
In this lesson, learners will engage in activities that will guide them to identify the
specic details they need to respond to in answering questions from the pictures. e
activities shall thereby help the learners in sharpening their skills in self-ecacy.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by re-capping the previous lesson through asking learners
questions and allowing them to answer.
Learning activities
Activity 1
Ask the learners look at the pictures in the Learner’s Book and then respond to the
question on the pictures.
Activity 2
Instruct the learners to list down at least ve things they can do to make their rooms
neat. e responses from learners will vary so encourage all attempts and correct
according.
Activity 3
1. Ask the learners to separate the word in the Learner’s Book.
2. Move round the classroom checking learners separating words into sounds.
Correct and guide the learners accordingly.
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Conclusion
Conclude the lesson by asking volunteers to write down on the board the sound of
the words in the Learner’s Book.
Assessment
Asses how well learners were able to separate the words into their respective sounds.
Identify words which majority of them learners had diculties with when separating
into sounds.
Lesson 3
(Learner’s Book pages 92-93)
Specic learning outcome
By the end of the lesson, the learner should be able to:
a. read and answer questions from the passage;
b. form words from sounds and construct sentences from the words formed.
Background information
Activities in this lesson should help in building the meaning of the new words from
the passage ‘Mutulu makes his mother unhappy.’
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to read the passage ‘Mutulu makes his
mother unhappy’ silently.
Learning activities
Activity 1
Ask the learners to re-read the story ‘Mutulu makes his mother unhappy’ and
work in pairs to answer the questions below the passage. is will develop learners’
communication and collaboration skills.
Activity 2
1. Guide the learners in joining the sounds in the Learner’s Book to make complete
and correct words. Challenge the learners and check whether they can identify the
newly formed words in the story they just read.
2. Ask the learners to construct sentences using the newly formed words. Move round
the class checking the sentences the learners will construct.
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Conclusion
Conclude the lesson by emphasising to the learners the importance of familiarising
themselves with the new words from the passages read.
Assessment
Instruct the learners to read a story of their choice and in pairs identify the new
words and separate the words into their respective sounds.
Take home assignment
With friends in class and out of class, learners to get more stories from books and
write down the new word learnt from the stories.
Lesson 4
(Learner’s Book page 93)
Specic learning outcome
By the end of the lesson, the learner should be able to determine the meaning of
words in context.
Background information
e lesson will be helpful to the learner in encouraging him or her to think clearly
and critically to be able to come up with meanings of words in contexts. As working
together in groups enhances their skills of communication and collaboration, it also
boosts their values of responsibility and respect for others for they are required to
respect other learners and their opinions.
Learning resources
• Learner’s Book • Newspapers • Charts
Introduction
Introduce the lesson by asking the learners to name the story they read in the
previous lesson. Challenge them to name some of the new words they learnt from
the story. ey should do this with their books (Learner’s Books) closed.
Learning activities
1. Ask the learners to write the meaning of the word in their books. Guide the learners
in learning that the words are from the story ‘Mutulu makes his mother unhappy’.
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New vocabularies learnt
• Breakfast • Delicious • Inspect • Untidy
2. Ask learners to close their books. Guide them through the meanings of the words
by writing them down on the board as shown:
a) breakfast - the rst meal of the day, usually eaten in the morning
b) delicious - pleasing to taste
c) inspect - examine/view carefully
d) untidy - disorderly
3. Ask the learners to write sentences using the new words they learnt their meanings.
Move round the classroom guiding the learners accordingly. is activity should
be done in pairs.
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.
Conclusion
Ask learners to compare their answers with your answers on the chart. Ask them if
the answers match. Guide and correct accordingly.
Take home assignment
Instruct the learners to tell their peers outside the class the meanings of the learnt
words.
Lesson 5
(Learner’s Book page 94)
Specic learning outcome
By the end of the lesson, the learner should be able to summarise text read by
identifying main ideas.
Background information
Activities in this lesson should guide learners to identify the main points in a text so
as to be able to summarise it.
Learning resources
Learner’s Book • Newspapers • Class readers
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Introduction
Introduce the lesson by displaying a chart and ask the learners to read the words on
the chart. Allow the learners to read out the words aloud. (Prepare a chart with words
of your choice)
Learning activities
Activity 1
1. Guide the learners to read the story ‘Martin’s hobbies.’ Read the story aloud to the
learners then ask the learners to read in pairs.
2. Guide the learners to identify the important points from the story. Explain to the
learners that these are the details that they remember very well aer reading the
story. Explain to them that in summary writing, only the main points are written.
3. Guide the learners to identify the main points as you write them on a board.
Activity 2
Ask the learners to answer the questions from the story. Insist to learners that all
answers must be found in the story. Use the answers below to guide the learners
accordingly:
1. Playing football, reading stories
2. Junior writing competition
3. Position one
4. Selected
Activity 3
Guide learners in answering the questions in Activity 3 correctly. Learner’s participating
in these activities of answering questions from a story read while working together in
pairs or groups enhances communication and collaboration competencies.
Conclusion
Conclude the lesson by asking learners to re-read aloud the words on the chart.
Assessment
Instruct the learners to write sentences in their books using the new words on the
chart.
Take home assignment
Ask learners to take a reader/storybook/newspaper of their choice. Tell them to select
a paragraph and read it. ey should ask their caregivers to set for them questions
from the text they will read.
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Week 21
Lesson development
Lesson 1
(Learner’s Book pages 95-96)
Specic learning outcome
By the end of the lesson, the learner should be able to listen with increased attention
to rhymes, songs, conversation and stories.
Background information
In this lesson, the learner is required to recite a rhyme and identify the repeated
words in the rhyme. rough reciting the rhyme in groups, the learner will continue
sharpening his/her skills in communication and collaboration and also link to
values of respect and responsibility.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by doing a re-cap of the previous lesson. Ask a few learners to
read aloud the summary of the work they did as a take home activity. In appointing
the learners, ensure you balance them to cater for gender equality, ability and also
physical disabilities in your class.
Learning activities
Activity 1
1. Instruct the learners to recite the rhyme in the Learner’s Book and answer the
questions that follow. Guide the learners in reciting the lines at least two times
before they answer the questions. is will enhance their memorability of the
rhyme.
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2. Use the answers below to guide the learners accordingly:
i. up, down, see, go
ii. the waves in the sea go up and down all day long
iii. the sh swish, swish, swish all the day long
Activity 2
1. Ask learners to separate the words in Learner’s Book into sounds.
2. Guide the learners in identifying words with sound ‘sh’ from the rhyme in class.
Conclusion
In a class setting, pose the question ‘what makes the rhyme interesting?’ Give the
learners a chance to express their ideas and reward them for good ideas and for
trying to respond. Explain to them that the repetition of certain words is what leads
to the rhyme becoming interesting.
Take home assignment
Instruct learners to share with your caregivers what they learnt about repetition of
words in a rhyme and how useful it is.
Lesson 2
(Learner’s Book pages 96-97)
Specic learning outcome
By the end of the lesson, the learner should be able to read, dramatise and answer
questions from a conversation.
Background information
Prepare for the lesson in advance and provide the materials needed. Sharing of
materials in this lesson will continue sharpening the learner’s skills of collaboration
and living well with others. is will in turn enhance their values of respect, unity
and self-esteem.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking learners to exchange their take home activity work with
their partners. Guide the learners to inspect their partner’s work and choose the best.
Compare the work and display the best for the whole class to see. Reward all the work
done by asking learners to clap along with you.
Learning activities
Activity 1
1. Guide the learners in reading the conversation in the Learner’s Book.
2. Instruct learners to role play the conversation they just read on Mogaka and Akinyi.
Insist to learner that role playing must be done in pairs.
3. Move around the classroom checking how dierent pairs are dramatising the
conversation. Guide accordingly.
Activity 2
Ask learners to answer questions aer conversation. Use the answers below to guide
the learner accordingly:
i. Akinyi
ii. Mary
iii. Big blue ocean, many types of sh, many types of boats and palm trees
iv. I am happy for you.
v. Accept suggestions from the learners
Activity 3
1. Instruct learners to identify words from the conversation that are pronounced the
same as the words in the Learner’s Book.
Expected answers for Activity 3
1. a. cost - coast b. bought - boat c. fan - fun d. two - too
2. Ask learners to identify the number of syllables in the words in the Learner’s Book.
It should be done in groups.
3. Guide the learners to choose one learner from each group to share their work with
the rest of the class.
Conclusion
Conclude the lesson by asking the learners to re-read the words that they wrote down
which are pronounced in the same way as the provided words in the Learner’s Book.
Assessment
Identify which activity between identifying words pronounced the same and counting
the number of syllables in words is proving problematic to most learners and organise
how to guide learners accordingly.
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Take home assignment
Instruct learners to use their earlier identied new words in the lesson and use them
to identify the number of syllables in each word. ey should ask for guidance from
their caregivers.
Lesson 3
(Learner’s Book page 97)
Specic learning outcome
By the end of the lesson, the learner should be able to write clearly with a variety in
sentence structure, length and pattern.
Background information
Let the learners work in pairs. Remind them of the pairs rules, that is, every one
concentrates on the pairs activities. Give equal opportunities to each of the pair
member and allow learners to help each other when need be.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to re-read the underlined words in the
conversation between Mogaka and Akinyi.
Learning activities
Activity 1
1. Ask the learners to write down the underlined words in the conversation between
Akinyi and Mogaka in the Learner’s Book.
2. Ask them to read the words again. Let them write sentences using the same words
in the exercise book.
Activity 2
1. Challenge learners to name interesting places that they have been to. Allow as
many contributions as possible.
2. From the places the learners name, ask them to write three sentences about the
place. Move around checking what the learners are writing.
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Conclusion
Ask the learners to exchange their pair work with other pairs and compare what they
have done.
Assessment
Check the work and note down any mistakes you think they made. Return the books
to the learners. Guide them accordingly.
Lesson 4
(Learner’s Book page 98)
Specic learning outcome
By the end of the lesson, the learners should be able to apply knowledge of the
creative writing process to write own texts.
Background information
Activities in this lesson require the learner to use the knowledge acquired during the
previous lessons on sounds in words and words with the same pronunciation.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by jogging the learners’ mind through reading the words in the
Learner’s Book repeatedly.
Learning activities
Activity 1
1. Instruct learners to work in pairs and come up with at least three words with the
sound ‘sk’.
2. Ask the pairs to exchange their work and see what each pair came up with.
3. Move round checking the work done in there and correct where need be.
Activity 2
Ask the learners to circle the listed words in the puzzle.
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Activity 3
Instruct learners to keep away the corrected work and write sentences using the words
in the Learner’s Book. Insist that this activity should be done individually.
Conclusion
Conclude the lesson by asking learners to state what each of them learnt in the day’s
lesson. Ask the learners to collect their books for marking.
Assessment
Mark and correct the submitted work.
Take home assignment
Instruct learners to write three or four words that they learnt in the day’s lesson.
Lesson 5
(Learner’s Book pages 99-100)
Specic learning outcome
By the end of the lesson, the learner should be able to locate specic details in
response to questions from texts read.
Background information
With the previous knowledge learnt in this sub-strand, the learner will be required
to answer questions from a story. Help the learner to grow from their mistakes and
encourage them to write as oen as possible.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to name some words that they formed in
their take-home activity. Correct the learners appropriately.
Learning activities
Activity 1
1. Instruct learners to read the story ‘Mueni goes to school late’ in the Learner’s
Book. e learners should read the story at least two times to enhance their
understanding of the story.
2. Ask learners to answer questions below the story in the Learner’s Book. Move
round the class checking if the learners are able to answer the questions from the
passage.
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Expected answers
1. Monday 2. Mueni prepared to go to school. 3. She walked to school
4. She was afraid since she was late. 5. Her class teacher
6. Mueni apologised for being late.
Activity 2
1. Ask the learners to identify words in the story with similar pronunciation as the
words in the Learner’s Book.
2. Using the sounds in the Learner’s Book, instruct learners to come up with ve
words found in the story, ‘Mueni goes to school late’.
Conclusion
Conclude the lesson by asking a few learners to present their work in class. While
choosing of the learners, ensure good balancing of gender and abilities. All groups
should be represented. Reward the presenters.
Assessment
As the learners present their work, take note of the mistakes they make and correct
them once they are through.
Take home assignment
Instruct learners to write three things they did when they were late for school as well
as drawing a picture of Mueni hiding behind a tree.
Week 22
Lesson development
Lesson 1
(Learner’s Book pages 100-101)
Specic learning outcome
By the end of the lesson, the learner should be able to exhibit artistic expressions
through pictorial composition.
Background information
For smooth ow of this lesson, you should prepare the learners prior to the lesson and
ask them to look out for some of the materials needed to make the lesson a success
such as pictures from old newspapers and magazines. is will help learners acquire
creativity and critical thinking skills.
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Learning resources
• Manila papers •Newspapers •Magazines •Learner’s Book • Scissors
Introduction
Begin the lesson by reviewing what the learners read in the previous lesson. Ask
them to briey discuss what happened in the story, ‘Mueni goes to school late’.
Learning activities
Activity 1
1. Instruct learners to work in pairs and share with their partners the activities they
do aer school. (Remind learners to embrace the skills in conversation they have
learnt in the previous lessons that is listening attentively, paying attention to the
speaker and responding only when the speaker is done talking.)
2. Instruct the learners to nd and cut out pictures of the activities they do aer
school from the collection they brought and those you carried to class too.
Activity 2
Let the learners arrange the pictures to make an interesting story. As the learners
work in collaboration, go round the classroom checking what they are doing and assist
where they are having diculties (is activity should be done in pairs).
Conclusion
Challenge the dierent pairs to share their picture stories. Reward all the pairs for all
their eort and insist that good choice of pictures and their good arrangement is what
creates interesting stories.
Assessment
Ask learners to continue making cuttings and arranging them to continue their picture
stories.
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Lesson 2
(Learner’s Book pages 101-102)
Specic learning outcome
By the end of the lesson, the learner should be able to create a story using cut-outs of
pictures or photographs.
Background information
Prepare for the lesson by assembling the learning materials needed and ask the learners
to bring old magazines, old newspapers and old pictures. As learners search for such
materials, their collaboration skills and skill of living with others well are enhanced.
is in turn enhances the values of respect and unity in the learners.
Learning resources
• Pictures •Glue •Manila paper • Learner’s Book • Scissors • Book
Introduction
Introduce the lesson by asking learners to exchange their picture stories. Ask for the
best picture story and display them for the whole class to see.
Learning activities
Activity 1
Guide the learning in reading Mueni’s scrapbook.
Activity 2
Guide the learners accordingly through the steps involved in making a scrapbook by
demonstrating in front of the class. Use the following guidelines:
a) Arrange the selected pictures on a desk.
b) Write small numbers at the bottom corner of each picture starting from their rst
picture to the last picture.
c) On a manila paper, write the number where you will take the picture with a similar
number.
d) Using glue, stick your pictures carefully hand in the right order (learners to use
books in place of manila).
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e) Give your scrapbook time to dry before closing it.
f) e learners to follow your steps and come up with their own scrapbooks.
g) Instruct learners to write appropriate sentences for each of the picture in the
scrapbook. e sentences should say what is on the pictures.
Conclusion
Conclude the lesson by asking learners to share their scrapbooks.
Assessment
Assess how well the scrapbooks were made. Award marks depending on attractiveness
arrangement of pictures, smartness, cleanliness and organisation to make a story which
can be followed with ease.
Lesson 3
(Learner’s Book pages 102-103)
Specic learning outcome
By the end of the lesson, the learner should be able to increase the vocabulary range
through word formation and sentence construction.
Background information
Activities in this lesson should guide the learners to build words from sounds and
construct sentences using the newly formed words.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learner to name the best developed scrapbook in
the previous lesson and give reasons why they selected those particular scrapbooks.
Learning activities
Activity 1
1. Instruct the learners to read the poem ‘I loved my school book’ at least two times.
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2. Ask the learners to identify beautiful memories in this scrapbook which they can
relate to in real life.
3. Ask learners to identify the repeated word ‘beautiful’ in the poem they just read.
Activity 2
1. Ask them to use the sounds provided to form ve correct words.
2. Guide the learners to come up with at least two words that end in ‘ful’. (Use the
words in your knowledge ending with ‘ful’ to guide the learners.)
Activity 3
Individually, ask the learners to write three sentences about a beautiful memory they
remember. Move round the class checking what the learners are writing as you guide
them accordingly.
Conclusion
Conclude the lesson by asking a few learners to present their work in class. When
choosing the learners, ensure to strike a good balance of gender and the learners’
abilities.
Assessment
Take note of the mistakes the learners made while you were moving round the
classroom. Correct the learners accordingly.
Lesson 4
(Learner’s Book page 103)
Specic learning outcome
By the end of the lesson, the learner should be able to use sounds to make words and
words to construct sentences.
Background information
is lesson is expected to develop the learners interest in forming words and sentences
on their own so that they can share them with their friends when they will be required
to do so.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to mention some names they can remember
from the poem, ‘I love my scrapbook’. Identify words which learners are having
diculties to pronounce and assist accordingly.
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Learning activities
Activity 1
1. Instruct the learners to read the words in the Learner’s Book at least two times.
2. Ask them to write complete and correct sentences using the words they have just
read.
Activity 2
1. Ask the learners to go back to the poem, ‘I love my scrapbook’ and write a word
that has the sound ‘sp’. Guide and correct the learners where necessary. You will
be needed to guide the learners in identifying the word.
2. Ask the learners to now identify two more words with the sound ‘sp’. Move around
the classroom guiding and correcting accordingly.
Conclusion
Conclude the lesson by asking the learners to write sentences using the two words with
the sound ‘sp’ that they identied in Activity 2.
Assessment
Assess the formation of words and sentences using sound ‘sp’. Note the learners having
problems and correct them.
Lesson 5
(Learner’s Book pages 103-104)
Specic learning outcome
By the end of the lesson, the learner should be able to write clearly with a variety in
sentence structure, length and pattern.
Background information
Prepare for the lesson by bringing to class the scrapbook you developed together with
the learners as well as asking the learners to bring their scrapbooks to class too.
Learning resources
• Learner’s Book • Scrapbooks
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Introduction
Introduce the lesson by asking learners to dene and describe in their own words what
a scrapbook is and what it is all about.
Learning activities
Activity 1
Ask learners to look at the pictures in the scrapbook in the Learner’s Book. In pairs,
ask learners to say what they can see in the pictures.
Activity 2
1. Guide the learner in writing complete and correct sentences of each picture in the
scrapbook in the Learner’s Book.
2. Move round the classroom checking the sentences that they develop. (Insist that
this activity should be done individually)
Activity 3
Instruct learners to provide the answers to the questions in Activity 3. e answer they
give should be based on how they help at home or how they see other people helping
at home.
Conclusion
Conclude the lesson by inviting more suggestions on how the learner can help both
at home and in community. (Suggestions on how they can help at school should
be acceptable too as a way of encouraging learners to attempt contributing to the
suggestions you will be looking out from the learners)
Assessment
Listen to the suggestion the learners give, correct where necessary and check on the
learner’s progress on the correctness of the statements they give verbally without
writing them down rst.
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Week 23
Lesson development
Lesson 1
(Learner’s Book pages 104-105)
Specic learning outcome
By the end of the lesson, the learner should be able to read and answer questions
from a text.
Background information
e learners will be expected to read and answer questions from a text.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners what kind of conversation they hold with
their friends. Ask what they talk about. Let a few learners tell you how they help their
friends whenever they get hurt.
Learning activities
Activity 1
1. Ask the learners to read the conversation between Ali and Fatuma in pairs.
One learner will read Ali’s part and the other Fatuma’s part. is will enhance
the learners’ communication and collaboration skills as they participate in the
conversation.
2. Ask the learners to switch roles and re-read the conversation between Ali and
Fatuma again.
3. Ask the learners to pretend to be Ali and Fatuma and help Fatuma to get to the
nurse.
Activity 2
Guide the learners in answering the questions about the conversation between Fatuma
and Ali.
Conclusion
Conclude the lesson telling the learners the rules of conversations. Tell the learners
how they should answer questions in relevance to the questions asked without
dodging the answers.
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Assessment
Ask the learners to write the conversations they have with their best friends.
Ask them to use the format shown in the Learner’s Book.
Lesson 2
(Learner’s Book pages 105-106)
Specic learning outcome
By the end of the lesson, the learners should be able to name every item in the
pictures found in their Learner’s Book.
Background information
Learners will be expected to build on ideas based on their conversation with others.
ey should be able to connect the pictures to what they are used to. Ensure you have
a video of how a rst aid kit and an ambulance are used. Show learners a video of a
nurse treating a sick person.
Learning resources
• Learner’s Book • Videos
Introduction
Introduce the lesson by asking the learners if they know any poem or song about
safety. Ask a few learners to sing or recite the poems they know about safety to the
rest of the class. e learners should give you some of the things they do to ensure
that they are safe from accidents.
Learning activities
Activity 1
1. Let the learners look at the pictures in the Learner’s Book.
2. Ask the learners to identify the items in the pictures. ey should be able to name
two items found in the rst aid box.
3. In groups, let the learners discuss the possible uses of the items in the pictures and
write down their answers. is activity will develop citizenship through social
cohesion as learners work together to come up with answers. is will also be
enhancing their communication and collaboration skills.
Activity 2
Ask the learners to read the story about ‘An accident’.
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Activity 3
Guide the learners in answering the questions using the story they read in Activity 2
about ‘An accident’.
Conclusion
Conclude the lesson by asking the learners to ask each other questions about the
hospital they have ever visited.
For example: 1. Have you ever been to the hospital?
2. Do you know how to do a rst aid?
3. Why must silence be maintained in hospital?
Assessment
Ask the learners to write down questions about rst aid and guide them correctly.
Lesson 3
(Learner’s Book page 107)
Specic learning outcome
By the end of the lesson, the learners should be able to build on the ideas and points
of others in conversations by linking their comments to those of others.
Background information
e learners will talk about their experience at the market. ey will base their
answers on replies given by the members of their groups thereby forming a chain
of conversation based on the rst point given by the rst member of the group who
answers the questions in the Learner’s Book.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to exchange their books and read each
other’s answers on the assignment from Lesson 2. Ask a few learners to talk about the
answers their partners have given regarding their school.
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Learning activities
Activity 1
1. Organise the learners in groups and ask them to answer the questions in Activity 1
of the Learner’s Book.
2. Guide the learners on how each question will be answered without re-reading the
question. Aer the rst member of the group has answered, the second member of
the group adds a point on what the other member of the group has said.
3. e activities in this lesson will equip the learners with life skills such as the skills
of knowing and living with others through eective communication. ey will be
able to ask and answer questions and also contribute their ideas in conversations
thereby building the learner’s critical thinking and problem solving ability.
Activity 2
Ask the learners to study the picture in Activity 2 of the Learner’s Book in groups and
write down their answers.
Possible answers to questions in Activity 2
1. A market.
2. A woman, a child (daughter or son), shop, tomatoes, apples, watermelons, among
others.
3. 11 people.
4. Accept correct suggestions from the learners and guide where possible.
Conclusion
Conclude the lesson by asking a few learners to share their market experience with
the rest of the class.
Assessment
Ask the learners to write seven sentences about what they remember most about the
markets they visited. ey should then exchange their books and read each other’s
sentences.
Lesson 4
(Learner’s Book page 108)
Specic learning outcome
By the end of the lesson, the learners should be able to summarise texts read by
identifying the main ideas.
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Lesson 5
(Learner’s Book page 109)
Specic learning outcome
By the end of the lesson, the learners should be able to :
a. recognise and say multiple letter sounds to make syllables and words;
b. locate specic details in response to questions from texts read.
Background information
is lesson will enable the learners to answer comprehension questions from the
passages read. Guide the learners in reading and identifying the ideas in the story.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to mention any rhyming words they
know.
Learning activities
Activity 1
1. Ask the learners to read the words in the Learner’s Book aloud as a class.
2. Ask learners to make observations and compare the words. Let them discuss this
in pairs. is will boost their life skills, particularly the skill of knowing and living
with others through eective communication.
Activity 2
1. Ask the learners to read the story ‘ Kiptum hurts his knee’ in groups.
2. Let the learners answer the questions that follow in pairs.
Conclusion
Conclude the lesson by asking the learners to exchange their books and compare
answers.
Assessment
Ask the learners to write ve words starting with ‘kn’ apart from the ones given in
this lesson. Assess and guide accordingly.
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Background information
• e learners will be introduced to the idea of reading words with dierent sounds.
• e learners will be required to read a passage and derive answers from the
passage.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking learners to give words with dierent sounds.
Learning activities
Activity 1
1. Ask the learners to read the words in Activity 1 in the Learner’s Book in pairs and
identify the sounds used.
2. Ensure that each learner participates in the activity by allowing each pair to share
the sounds that they have observed with the others.
3. Ask learners to write three other words with the sound ‘sc’.
Activity 2
1. Ask learners to read the story on Activity 2 about “e thirsty crow” in the Learner’s
Book.
2. Let the learners answer the questions that follow.
3. Ask the learners to compare their answers in pairs. is activity will enhance
the learners’ life skills of knowing and living with others through eective
communication.
Possible answers
1. e thirsty crow ew all over the eld looking for water.
2. She saw a water jug below her.
3. e neck of the jug was so narrow.
4. She found the jug too heavy.
5. She dropped stones into the jug.
Conclusion
Ask learners to read the words they wrote with sound ‘sc’ aloud.
Assessment
Ask the learners to write three sentences using the words:
School Scar Scale
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Week 24
Lesson development
Lesson 1
(Learner’s Book pages 110-111)
Specic learning outcome
By the end of the lesson, the learner should be able to read and answer questions
from the read conversation.
Background information
e learners should be able to read the conversation in the Learner’s Book and
answer the questions that follow based on that conversation.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to look at the picture in the Learner’s
Book and talk about what they see in the picture.
Learning activities
Activity 1
Ask the learners to read the conversation between Chacha and Mother in pairs and see
if any of their predictions were correct.
Activity 2
Ask the learners to discuss the questions in Activity 2 in groups and write their
answers individually. Ensure every learner is in a group and shares their experience.
This will develop the learners’ communication and collaboration skills as they talk
about varied experiences.
Conclusion
Conclude the lesson by asking the learners to say where they have ever travelled to,
who they went with, what they saw and other places they would love to visit and why.
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Assessment
Assess the sentences constructed by the learners as answers for the questions in
Activity 2.
Lesson 2
(Learner’s Book pages 111-112)
Specic learning outcome
By the end of the lesson, the learner should be able to relate characters and events in
a story to real life experiences.
Background information
Learners will talk about the various means of transport. Let the learners talk about
the various means and the person in charge of propelling those means. Let the
learners share their experiences on the dierent means they have used to travel.
Learning resources
• Learner’s Book • Crayons/colours
Introduction
Introduce the lesson by asking the learners to name the various means of transport
they know.
Learning activities
Activity 1
Guide the learners in naming and answering the questions and pictures in Activity 1.
Activity 2
Ask the learners to construct ve sentences based on the pictures in Activity 1. Guide
the learners appropriately.
Conclusion
Conclude the lesson by telling the learners to observe safety rules on the roads.
Assessment
Check the sentences that the learners constructed in Activity 2. Award marks and
guide the learner with dicult in construction of sentences.
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Lesson 3
(Learner’s Book page 112)
Specic learning outcome
By the end of the lesson, the learner should be able to combine words to make simple
sentences.
Background information
e learners will form simple words and sentences. Check the spellings and sentence
formations to ensure the learners get the concept of this lesson. Correct the learners
where necessary.
Suggested resources
• Learner’s Book • Flashcards
Introduction
Display the following words on ashcards and ask the learners to read them aloud
i. house ii. rain v. mango
iii. forest iv. river
Learning activities
Activity 1
1. Ask the learners to re-write the words in Activity 1 in the Learner’s Book correctly.
e correct words are:
i. blackboard ii. train v. spoon
iii. banana iv. chair
2. Let the learners compare their words and conrm that they are correct. is
activity will boost the learners’ communication and collaboration skills alongside
social cohesion as they partake in the activity as a group. It will instill the value of
unity in doing things together.
Activity 2
Let the learners rearrange the words in Activity 2 from correct sentences.
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e correct sentences are:
1. I went to school by bus. 2. Nekesa drives the car.
3. Adams is a bus driver. 4. e train is blue.
5. e journey took seven days.
Conclusion
Conclude the lesson by checking each learner’s book to conrm the construction of
the sentences and the words formed. If there is little time le, collect all the learners’
exercise books.
Assessment
Assess the rearrangement of the words in the sentences in Activity 2. Ensure the
sentences are correct.
Lesson 4
(Learner’s Book page 113)
Specic learning outcome
By the end of the lesson, the learner should be able to relate characters and events in
a story to real life experiences.
Background information
Learners will talk about their village or town and study the pictures in the Learner’s
Book and make comparisons. Ensure every learner takes part in this activity by
sharing about their town or village.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to share where they come from.
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Learning activities
Activity 1
Ask the learners to share about the major buildings found in their locality. is will
boost citizenship through social cohesion. Learners will engage in a discussion
through which the value of unity will be promoted. Let them form three sentences
that describe these major buildings.
Activity 2
1. Ask the learners to study the pictures in the Learner’s Book in pairs. Let the learners
say what they see in the pictures and where these places are.
Possible answers
a. market b. hospital
c. school d. post oce
2. Ask the learners to engage in a discussion on the importance of each building.
is will enhance the learners’ communication and collaboration skills. Let them
construct a sentence about each picture.
Conclusion
Conclude the lesson by asking a few learners to say what buildings are found in their
locality.
Assessment
Ask the learners to write ve sentences to describe their locality.
Lesson 5
(Learner’s Book page 114)
Specic learning outcome
By the end of the lesson, the learner should be able to summarise the texts read by
identifying main ideas.
Background information
e learners will talk about their friends. ey will say the name of their friend and
write a story using the name.
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Learning resource
• Learner’s Book
Introduction
Review the previous lesson with the learners.
Learning activities
Activity 1
1. Organise the learners in groups and ask them to read the story introduction in
Activity 1.
2. Ensure every member of the group has read the story.
Activity 2
Guide the learners in answering the questions from the story they read.
Possible answers:
1. three 2. Tom 3. Kezia and Joy
e activities in this lesson will equip the learners with life skills such as the skills of
knowing and living with others through eective communication. ey will be able
to ask and answer questions and also contribute their ideas to conversations, thereby
building the learners’ critical thinking and problem solving ability.
Conclusion
Conclude the lesson by asking a few learners to exchange their books and read each
other’s stories.
Assessment
Ask the learners to write stories using their siblings’, caregivers’ and guardians’
names.
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Unit
5
Conversations
Strand 1.0 Listening Strand 2.0 Speaking Strand 3.0 Reading Strand 4.0 Writing
Sub-strand 1.5
Conversation
By the end of the
sub-strand, the learner
should be able to:
1. listen to
informational texts
and pick out the key
details;
2. ask and answer
relevant questions in
a listening text;
3. build on the ideas
and points of others
in conversation
by linking their
comments to those
of others;
4. increase the
vocabulary range
through focused
listening and
understanding of
general and specic
detail;
5. demonstrate respect
for others when
participating in a
conversation;
6. appreciate the use of
socially acceptable
language and
mannerisms in a
conversation.
Sub-strand 2.5
Presentation skills
By the end of the
sub-strand, the
learner should be
able to:
1. express self
appropriately
using acquired
vocabulary to
communicate
eectively;
2. relate various
community
activities in the
order in which
they occur;
3. use appropriate
tonal variation,
articulation and
stress to express
self condently;
4. recall ideas on
the themes in a
logical manner;
5. recognise and
say multiple
letter-sounds to
make syllables
and words.
Sub-strand
3.5 Answering
comprehension
questions
By the end of the
sub-strand, the
learner should
be able to:
1. locate
specic
details in
response to
questions
from texts
read;
2. summarise
texts read by
identifying
the main
ideas;
3. determine
the meaning
of unknown
words in
context.
Sub-strand 4.5
Creative writing
By the end of the
sub-strand, the
learner should be
able to:
1. apply
knowledge of
the creative
writing
process to
write own
texts;
2. write clearly
with a variety
in sentence
structure,
length and
pattern;
3. use
appropriate
connecting
words to
sequence
sentences;
4. exhibit artistic
expressions
through
writing;
5. choose to write
independently
during
free choice
activities.
(Learner’s Book pages 115-142)
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Core competences to be developed
1. Communication and collaboration
2. Critical thinking and problem solving
3. Creativity and critical imagination
Link to PCIs
1. Life skills: Skills of knowing and living with others through eective
communication.
2. Life skills: Skills of knowing and living with oneself, self ecacy.
3. Citizenship: Social cohesion.
4. Learner’s support programmes: Guidance and coaching.
Link to values
1. Responsibility 2. Unity
3. Love 4. Respect
5. Self-esteem
Links to other learning areas
All learning areas
Suggested non-formal activity to support the learning
1. Learners engage each other in informal conversations.
2. Learners engage in informal oral presentations.
3. Learners share information from texts read with peers in and out of the classroom.
4. Learners share their writings with peers.
Suggested community service learning
1. Learners participate in conversations with older members in the community.
2. Learners express feelings with caregivers.
3. Learners read various texts in the community, eg posters and billboards.
4. Learners participate in creative writing competitions and practise writing for
pleasure and enjoyment.
Learning resources
• Audio and visual recorders • listening passages • audio-visual aids • role models •
pictures of various events • readers • newspapers • magazines • journals • newspaper
cutting • story maps • print materials • books • glue • scissors • sentence strips
• Learner’s Book.
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Suggested assessment
1. Provide topics that become the basis for conversations.
2. Matching pictures with events.
3. Question/answer, lling in blanks.
4. Learners write a story based on a given picture story.
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 and 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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Weeks 25
Lesson 1
(Learner’s Book page 115)
Specic learning outcome
By the end of the lesson, the learner should be able to ask and answer relevant questions
in a listening text.
Background information
In this lesson the learners will be exposed to a simple question - answer conversation.
e learners are supposed to learn simple asking and answering techniques as a way
of greetings and also building relationships.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they talk to their friends, what kind
of conversations they hold and what they talk about. Let a few learners tell you who
their friend in class is and what they talk about with them.
Learning activities
1. Ask the learners to read the conversation between Mwiti and Mueni in pairs. One
learner will read Mwiti’s part and the other Mueni’s part. is will enhance the
learners’ communication and collaboration skills as learners participate in the
conversation.
2. Ask the learners to switch roles and re-read the conversation between Mwiti and
Mueni again.
3. Ask the learners to pretend to be Mueni and Mwiti and practise answering
greetings.
4. Ask the learners to do Activity 2 individually. is is supposed to test their ability
to pick out specic information from a text.
5. Mark the books and give feedback accordingly.
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Conclusion
Conclude the lesson by telling the learners the rules of conversations. Tell the
learners how they should answer questions in relevance to the questions asked.
Emphasise the importance of taking turns in a conversation.
Assessment
Ask the learners to write the conversations they have had with their best friends. Ask
them to use the format shown in their books.
Possible answers to Activity 2
1. Mwiti and Mueni
2. Mueni is in Grade Two.
3. Mwiti is in Grade ree.
4. I am ne, thank you.
5. Good bye.
Lesson 2
(Learner’s Book page 116)
Specic learning outcome
By the end of the lesson, the learner should be able to locate specic details in
response to questions from texts read.
Background information
e learners will be expected to build on ideas based on the texts they read. e
learners will listen to questions and give correct responses to those questions.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to construct simple sentences that
introduce them. For example, my name is Mugo. I am in Grade two.
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Learning activities
1. Ask the learners to silently read the story in the Learner’s Book.
2. Select a volunteer learner to share with the rest of the class what the story is about.
is activity will boost the learners’ communication as well as their self esteem
skills.
3. Guide the learners in writing down the new words they have encountered in this
story. You can do this using oral questions.
4. Guide them in nding the meanings to these words.
5. Ask the learners to answer the questions from the story individually.
6. Collect their books, mark and give general feedback on how to answer questions
from a story.
Conclusion
Conclude the lesson by asking the learners to form sentences using the new words
from the story. Give a few learners a chance to read theirs in class. Give feedback.
Assessment
Ask the learners to read a paragraph in a kid’s newspaper or story book and write
down the new words they come across. ey should nd the meaning of these words
and read them out to class during the next lesson on listening to stories.
Lesson 3
(Learner’s Book pages 116-117)
Specic learning outcome
By the end of the lesson, the learner should be able to increase the vocabulary range
through formation of words and sentences.
Background information
e learners will be learning to use the new words they learn to construct sentences
of their own.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners to write correctly the words in Activity 1.
Learning activities
1. Aer writing the correct words from Activity 1, recall the lesson on forming
sentences. Remind the learners the use of joining words in sentences.
2. Guide the learners in nding the meaning of the words they have formed in
Activity 1 above.
3. Ask the learners to individually do Activity 2. Go round the class checking the
kind of sentences formed and give necessary feedback.
Conclusion
Conclude the lesson by checking the learner’s workbooks. If you have many learners
in your class, collect the exercise books and check to ascertain they are doing the
right thing. Correct or advise them where necessary.
Assessment
Ask the learners to construct more sentences using the words they wrote in Activity 1.
Pick random learners to present their work in class.
Lesson 4
(Learner’s Book pages 117-118)
Specic learning outcome
By the end of the lesson, the learner should be able to express self appropriately and
logically, using acquired vocabulary and knowledge to communicate eectively.
Background information
is lesson will expose the learners to logical and factual information. ey are
supposed to understand the days of the week and the months of the year.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners to mention all the months of the year from
the rst to the last. Make them sing the months of the year using a familiar tune.
Learning activities
1. Ask the learners to act out the conversation in Activity 1 between Katua and Irene.
2. Ask the learners to individually do Activity 2.
Possible answers
1. April, June, September and November
2. January, March, May, July, August, October and December
3. twenty nine days
4. Accept the months of the year in right order
3. Have the learners collect their books. Mark and give appropriate feedback.
4. Make sure there is active participation of each individual learners.
Conclusion
Conclude the lesson by asking the learners oral question about months of the year
and the days each month have.
Assessment
Ask the learners to individually do Activity 3 on the Learners Book.
Lesson 5
(Learner’s Book pages 118-119)
Specic learning outcome
By the end of the lesson, the learner should be able to list actions and facts in a
logical manner.
Background information
is lesson is in furtherance to Lesson 4 on listing things in a logical manner. e
learners will be exposed to dierent activities and facts which they would be required
to list in a logical form.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by having the learners recite the poem in Activity 1. Tell them
the dierence between weekdays and weekends. Give examples of the days.
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Week 26
Lesson 1
(Learner’s Book pages 119-120)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a. read texts and passages silently;
b. answer comprehension questions from texts read.
Background information
Learners should be able to read passages silently and answer comprehension questions.
is will help the learners to practise independent reading with understanding which
will further encourage them to develop a reading culture since they are able to decode
the messages in passages and texts.
Learning resource
• Learner’s Book
Learning activities
1. Pair up the learners. Ask them to read the conversation in Activity 2.
2. Ask few learners to dramatise the conversation as others watch.
3. Let them conrm if the logical ow of events in the conversation is the same as
what they always do when they get home from school.
4. ose who do not agree with the ow of events in the conservation should give
their own as the rest of the class listens. is will improve the condence of the
learners, as well as their communication skills.
5. Guide the class in coming up with an agreable logical order.
Conclusion
Conclude the lesson by having the learners sing the song “when I wake up in the
morning” Using a tune they are familiar with.
Assessment
Have the learners list activities in the song “when I wake up in the morning” in a
logical order. Mark and give feedback accordingly.
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Introduction
Introduce the lesson by asking the learners to briey share any story they have read or
heard.
Learning activities
1. Ask the learners to silently read the passage ‘e new train’ in Activity 1.
2. Ask the learners to answer the questions from the passage individually.
3. Let the learners compare their answers in pairs and correct each other where
necessary by conrming answers from the passage together. is will inculcate the
value of cooperation and respect in learners because they will correct each other
politely and without shaming each other for getting the answers wrong.
Possible answers from the story
1. Madaraka express
2. From Mombasa to Nairobi and back
3. A captain
4. Attendants
Conclusion
Conclude the lesson by asking the learners the means they usually use to travel and
how they feel about it. Let them state their favourite means of transport.
Assessment
Assess the learner’s understanding of the lesson by asking oral questions on the story “
e new train”. Choose random learners to answer them.
Lesson 2
(Learner’s Book pages 120-121)
Specic learning outcome
By the end of the lesson, the learner should be able to predict the meaning of unfamiliar
words read from a text.
Background information
e learners will be expected to derive the meaning of new words as used in the
passage. Encourage the learners to share their opinions and come to a conclusion on
what specic words mean. Assist the learners in deriving the meanings of the new
words where the learners nd diculty.
Learning resources
• Learner’s Book • Kid’s newspaper
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Introduction
Introduce the lesson by asking the learners to suggest the meaning of the words in
Activity 1. Write the words on the board and let them suggest the meaning of each word.
Learning activities
1. Ask the learners to re-read the story in Lesson 1 in groups and answer the questions
in this lesson individually.
2. Ask the learners to compare and discuss their answers. This will enhance the
learners’ communication and collaboration skills.
3. Ask the learners to use the words given to construct their own sentences.
4. Ask the learners to exchange their exercise books and read each other’s sentences.
This will enhance the learner’s sentence formation skills previously learned.
5. Sample a few books, mark and give the learners the necessary feedback on the
meaning of words.
Possible answers to Activity 1
1. train 2. passengers 3. captain 4. travel 5. cabins 6. seats
Conclusion
Conclude the lesson by encouraging the learners to read widely in order to build their
vocabulary, language and creativity.
Assessment
Ask the learners to construct six sentences using words from Activity 2. Ask them to
attempt Activity 3 in pairs.
Guide them to separate sounds on the words given. Monitor their progress and guide
accordingly.
Lesson 3
(Learner’s Book pages 121-122)
Specic learning outcome
By the end of the lesson, the learner should be able to relate various community
activities in the order in which they occur.
Background information
In this lesson, the learners will be exposed to simple procedure, in the form of a story.
ey are supposed to master the simple procedures and list the process down without
help.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners to list the activities they get involved in
every morning as they prepare to go to school.
Learning activities
1. Ask the learners to do Activity 1. Let them exchange their books and mark.
2. Write the answers to Activity 1 on the board.
Possible answers
e correct order of the sentences is 1, 3, 6, 4, 5, 7, 2
3. Ask the learners to individually read the story in Activity 2 while writing down
each process of making tea. Guide them to number the processes.
4. Explain to the learners what connecting words are. e connecting words to
emphasise here are rst, secondly, thirdly and lastly.
5. Guide the learners in connecting one sentence to another using the connecting
words.
6. Ask the learners to answer the questions from the story. Mark and give feedback.
Conclusion
Conclude the lesson by asking the learners to dramatise the story of “Tina learns to
m a k e t e a”.
Assessment
Ask the learners to write sentences of their own using rstly, secondly, thirdly and
lastly. ey should then join the sentences to form a paragraph.
Lesson 4
(Learner’s Book pages 122-123)
Specic learning outcome
By the end of the lesson, the learner should be able to read with understanding,
accuracy and uency.
Background information
Learners will read a comprehension passage and answer questions therefrom to gauge
their understanding of the texts read.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners to describe an instance where they forgave
their friends or were forgiven by their friend. Ask them to say the importance of
forgiveness. Collect their views and give necessary explanation on the same.
Learning activities
1. Ask the learners to read the story in the Learner’s Book in pairs. is activity will
enhance the learners’ communication and collaboration skills.
2. Select volunteers to tell the rest of the class what the story is all about.
3. Ask the learners to answer the questions from the story individually. Mark the
books and give feedback appropriately.
4. Let the learners do Activity 2 individually
Possible answers to Activity 2
1. Mwita stole bags, a pen and a pencil.
2.
Bag Belongs to
Brown bag Tina
Black bag Kevin
Blue bag me/mine
3. a) red b) brown c) yellow
Conclusion
Conclude the lesson by asking the learners to answer random questions from the story
to test their understanding of the story.
Assessment
Ask the learners to read a story of their choice and share with their friends during their
free time.
Lesson 5
(Learner’s Book pages 123-124)
Specic learning outcome
By the end of the lesson, the learner should be able to develop an interest in reading
texts for enjoyment.
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Background information
Learners will be expected to ask and answer relevant questions in certain situations
and also hold conversations based on certain topics in a question and answer format.
Assessment
Ask the learners to write down a conversation they had with a shopkeeper. Let them
read it out to their friends during their free time. Ensure active participation of each
learner.
Conclusion
Conclude the lesson by giving feedback on Activity 3. Guide the learners in pronouncing
the words given.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they go to the shops and what kind of
conversation they have with the shopkeeper. Let a few learners tell you where they
shop and the kind of things they buy.
Learning activities
1. Ask the learners to read the conversation between Neema and the shopkeeper in
pairs. One learner will read the shopkeeper’s part and the other Neema’s part. This
will enhance the learner’s communication and collaboration skills as learners
participate in the conversation.
2. Ask the learners to switch roles and re-read the conversation between Neema and
the shopkeeper.
3. Ask the learners to dramatise the conversation between Neeam and the shopkeeper
or any conversation between a buyer and a shopkeeper that they can think of. This
Activity will develop their critical thinking and creativity.
4. Ask the learners to individually answer questions in Activity 2. This is a way of
testing their understanding of the conversation.
Possible answers
1. sugar, bread, milk, tea leaves and maize our.
2. eight hundred shillings
3. Accept any relevant answers
5. Using the example given in Activity 3, guide the learners in doing the exercise on
nding words with the same pronunciation.
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Week 27
Lesson 1
(Learner’s Book pages 124-125)
Specic learning outcome
By the end of the lesson, the learners should be able to develop an increased
vocabulary range through listening and reading.
Background information
Learners will acquire vocabulary related to the things found within their classrooms
and vocabulary on colours.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to say the things they can see in the
classroom. Make this exercise as interesting as possible and allow them to sing out
the things they can see.
Learning activities
1. Randomly select learners to say what the colour of the objects in the classroom are.
2. Guide the learners to sing the song in Activity 1 using ‘ e twinkle twinkle little star’
tune. is activity will enhance the learner’s communication and collaboration
skills.
3. Ask the learners to do Activity 2 in the Learner’s Book individually.
4. Guide the learners in singing the song in Activity 1 in the Learner’s Book as a class.
Conclusion
Conclude the lesson by guiding the learners to sing the song in Activity 1. Replace
the objects in the song with the specications of the objects in the classroom.
Assessment
Ask the learners to write short sentences on the colours of their school bags, books,
shoes, uniform and pen.
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Lesson 2
(Learner’s Book pages 125-126)
Specic learning outcome
By the end of the lesson, the learners should be able to ask and answer relevant
questions in a listening text.
Background information
In this lesson, the learners will be expected to hold conversations based on a given
topic in a question and answer format. is lesson covers the listening and speaking
skills under Sub-strand 1.5 (Conversation). However, every eort should be made
to integrate reading and writing skills in the lesson using appropriate contexts.
Learning resource
• Learner’s Book
Introduction
Introduce this lesson by having two groups of the learners to read out the
conversation as others listen. Let the groups exchange roles.
Learning activities
1. Randomly select two learners to act out the conversation in Activity 1A in the
Learner’s Book. is ensures that their communication skills are developed. eir
self-ecacy is also enhanced as they read and work with others.
2. Select other two learners to act out the conversation between Kerubo and Omasaja
again.
3. In pairs, ask the learners to do Activity 1B in the Learner’s Book. is will enhance
their collaboration skills as they discuss and nd answers.
Possible answers to Activity 1B
1. A book, a black pen.
2. A book, a blue pen and a ruler.
4. Ask the learners to answer Activity 2 questions individually. Let them exchange
their books with their partners for correction and conrmation.
Conclusion
Conclude the lesson by asking a few learners to present their work in class. Ensure
good balancing of gender and abilities.
Assessment
Ask the learners to write the conversations they have with their best friends. Guide
them to use the format used in Activity 1A in the Learner’s Book.
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Lesson 3
(Learner’s Book pages 126-127)
Specic learning outcome
By the end of the lesson, the learners should be able to locate specic details in
response to questions from texts read.
Background information
e learners will be required to read a passage and derive answers from the passage.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they have read a story or know of
any children stories. Ask one learner to share one story with the rest of the class.
Ask questions from the story the learner gives. Let the learners try to answer the
questions.
Learning activities
1. Ask the learners to read the story of ‘How the Crow got a broken beak’ in Activity
1 on the Learner’s Book.
2. Let the learners answer the questions in Activity 1B.
3. Ask the learners to compare their answers in pairs. is activity will enhance
the learners’ life skills of knowing and living with others through eective
communication.
4. Ask the learners to do Activity 2 individually. Have them exchange their
books, write the correct words on the board as they mark each others books.
Congratulate those who have done exceptionally well.
Possible answers Activity 1B
1. Mountain.
2. e character of the eagle.
3. He could not control himself.
Possible answers Activity 2
1. crow 2. eagle 3. nest 4. happy 5. ew
Conclusion
Conclude the lesson by asking the learners to re-tell the story of ‘How the crow got a
broken beak’.
Assessment
Ask the learners to tell each other a story they know of and ask each other questions.
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Lesson 4
(Learner’s Book pages 127-128)
Specic learning outcome
By the end of the lesson, the learners should be able to listen to informational texts
and pick out the key details.
Background information
e learners will be expected to ask and answer relevant questions and hold
conversations based on a certain topic in a question and answer format.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they have ever asked for permission
from a teacher. Encourage them to share that conversation in class.
Learning activities
1. Ask the learners to read the conversation between Brenda and the teacher in
pairs. One learner will read Brenda’s part and the other the teacher’s part. is
will enhance the learners’ communication and collaboration skills as learners
participate in the conversation. It will aslo help them learn turn-taking.
2. Ask the learners to switch roles and re-read the conversation between Brenda and
the teacher again.
3. Ask the learners to individually do Activity 2. Take time to mark the exercise and
gauge their understanding of the lesson. Give appropriate feedback and guidance.
4. Oversee the learners dramatise a conversation between a learner and a teacher in
the context of asking for permission as required in Activity 3. is Activity will
help develop a learner’s self esteem and condence.
Conclusion
Take this opportunity to emphasise to the learner’s need to always ask for permission
whenever they feel sick or whenever they need to.
Assessment
Ask the learners to write down the conversation they dramatised in Activity 3 in the
Learners Book.
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Lesson 5
(Learner’s Book page 128)
Specic learning outcome
By the end of the lesson, the learners should be able to apply the knowledge of
creative writing process to write own texts.
Background information
e lesson aims at enhancing learners’ creativity and writing skills. It covers the
reading and creative writing skills under Sub-strand 4.5(Creative writing).
However, every eort should be made to integrate conversation and presentation
skills.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they know any poem and what it is
about. Ask a few learners to recite the poems they know to the rest of the class.
Learning activities
1. Ask the learners to form groups and recite the poem in Activity 1 in the Learner’s
Book.
2. Randomly select a learner to recite the poem in front of the class again.
3. Guide the learners in doing Activity 2 in the Learner’s Book.
Conclusion
Conclude the lesson by asking the learners to stand up and describe/ talk about what
they wear while in school. For example ; the learners should talk about the colour of
the uniform, shoes, tie, sweater, soaks, watch, etc.
Assessment
Ask the learners to write a short poem about themselves.
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Week 28
Lesson development
Lesson 1
(Learner’s Book page 129)
Specic learning outcome
By the end of the lesson, the learner should be able to write clearly with a variety in
sentence structure, length and pattern.
Background information
Learners will use pictures to come up with creative sentences. ey will be required to
write correct sentence structures and even borrow the new words they have learned
where applicable. Supervise the learners’ writing and ensure their handwriting is neat
and their sentence formation skill is good.
Learning resources
• Learner’s Book •Manila charts
Introduction
Introduce the lesson by showing the learners some pictures on the manila charts and
ask them to say what is happening in them.
Learning activities
1. Ask the learners to study the rst picture in Activity 1 (number 1) in the Learner’s
Book in pairs and discuss what they see happening. is activity will enhance the
learner’s creativity and critical thinking as they look, think and write pictures
based on the given pictures.
2. Randomly select learners to do Activity 1 (number 2) in the Learner’s Book in
front of the class.
3. Select another pair to do the same activity as above and compare the two pairs of
learners.
Conclusion
Conclude the lesson by asking the learners to vote for the most appropriate and well-
mannered greetings.
Assessment
Ask the learners to do Activity 2 in the Learner’s Book.
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Lesson 2
(Learner’s Book page 130)
Specic learning outcome
By the end of the lesson, the learner should be able to respond condently to the
questions and instructions on varied themes.
Background information
is lesson is supposed to gauge the learner’s knowledge of questions and how to
respond to them. Learners will be exposed to dierent questions which they are
supposed to respond correctly.
Learning resources
•Learner’s Book
Introduction
Introduce the lesson by recaping the lesson or question and instructions. Remind the
learners the dierence between the two.
Learning activities
1. Match for the learners the rst sentence as an example. Let them match the
remaining individually.
2. Mark each learner’s book to gauge their understanding of questions.
3. Give appropriate feedback to the learners.
4. Ask the learners to do Activity 2 individually.
Conclusion
Conclude the lesson by reminding the learners that sentences are joined to form
paragraphs.
e correct format is:
Kamau climbed a mango tree. He fell o the tree and hurt his leg. e doctor cleaned
his wound and put a bandage on it. His father told him not to climb the tree again.
Assessment
Ask the learners to join the sentences in Activity 1 of this lesson to come up with a
simple paragraph. Make the books and give them necessary feedback.
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Lesson 3
(Learner’s Book pages 130-131)
Specic learning outcome
By the end of the lesson, the learner should be able to ask and answer relevant
questions in a listening text.
Background information
e learners will be expected to keenly listen to conversations that will be performed
in class and read from the Learner’s Book in order to understand the format of
conversations.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by selecting two learners to read or dramatise Activity 3 of the
previous week -Lesson 4.
Learning activities
1. Ask the learners to form two groups. e rst group to read Mother’s part and the
second group to read Nellie’s part. is will enable all the learners to participate
in the conversation.
2. Ask the two groups to switch roles and re-read the conversation again.
3. Ask the learners to do Activity 1 (number 2) in the Learner’s Book.
4. Let them exchange their books. Read out the answers to them and let them mark
each other’s books.
Answers to Activity 2
a) Rose b) Badasa c) Weekends
Conclusion
Conclude the lesson by providing more words that can be used when asking
questions in a conversation. Talk about the 5W’s (where, when, why, who, what) and
(how).
Assessment
Ask the learners to do dramatise the conversation between Nellie and her mother.
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Lesson 4
(Learner’s Book pages 131-132)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise and say multiple
letter-sound that make syllables and letters.
Background information
In this lesson, the learners will be exposed to the idea of reading words with silent
letters.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to give the words with silent letters that
they know of. Ask the learners why they think the letters are silent.
Learning activities
1. Ask the learners to read the story, ‘Peter Falls from a Tree’ in the Learner’s Book
in pairs. Ask them to identify the words with a silent letter 4. For example the ‘l’
in walking, the ‘b’ in climb, the ‘r’ in farm.
2. Let each pair share with the rest of the class the words with a silent letter they
identied.
3. Ask the learners to read the words lamb, comb, dumb, climb, tomb and bomb
aloud. e reading activity will develop the learners’ communication skills.
4. Randomly select the learners to identify the silent letters in the words given
above.
5. Ask the learners to do Activity 2 in the Learner’s Book and compare among each
other.
Conclusion
Conclude the lesson by asking the learners to read the words they wrote in Activity 2
aloud.
Assessment
Ask the learners to write three sentences using the following words:
comb lamb climb
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Lesson 5
(Learner’s Book page 132)
Specic learning outcome
By the end of the lesson, the learner should be able to recognise and mutiply letter
sounds to make syllables and words.
Background information
Learners will be exposed to words that have similar sounds. ey will pronounce
them, seperate them into component sounds and try to form words with similar
sounds.
Learning resources
• Learner’s Book
Introduction
Introduce the lesson by asking a few learners to read the words in Activity 1 (number
1).
Learning activities
1. Guide the learners in nding the meaning of the words in Activity 1.
2. Let them pronounce the words aloud. Check on their stress and intonation. Give
necessary feedback on pronunciation.
3. Ask the learners to individually do Activity 1 (number 2). is activity help enhance
their critical thinking and creativity.
4. Guide them on seperating the sounds.
Possible Answers
a. m ee t b. f ee t c. p ee l d. f ee t
Conclusion
Conclude the lesson by writing on the board words with sounds ‘ee’ for the learners
to copy.
Assessment
Ask the learners to do Activity 2 on the Learner’s Book.
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Week 29
Lesson 1
(Learner’s Book page 133)
Specic learning outcome
By the end of the lesson, the learner should be able to use the acquired vocabulary to
communicate eectively.
Background information
e learners will describe the objects found in the classroom. is will help them in
expressing themselves uently and be able to describe situations, events and activities
comfortably.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to exchange their exercise books and read
the paragraph their partner constructed in the previous lesson.
Learning activities
Activity 1
1. Ask the learners to locate various objects found in class and say what they are in
pairs. Guide the learners in this activity using the pictures provided in the Learners
Book. e life skills of the learners such as the skill of knowing and living with
others will be boosted through eective communication as learners engage in the
discussions.
2. Let the learners discuss the use of each of the objects found in the classroom.
Activity 2
Let the learners do the exercise in Activity 2 as instructed in the Learner’s Book.
Guide them in the construction of the sentences using the pictures in Activity 1.
Conclusion
Conclude the lesson by asking some of the learners to read their answers for the
exercise in Activity 2.
Assessment
Ask the learners to share their sentences with their caregivers.
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Lesson 2
(Learner’s Book pages 134-135)
Specic learning outcome
By the end of the lesson, the learner should be able to locate specic details in
response to questions from the conversation read.
Background information
e learners will be expected to be able to read and answer questions from a
conversation.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking learners how they introduce each other to their friends,
their parents or caregivers. Have dierent learners dramatise the introductions briey.
Learning activities
Activity 1
1. Ask the learners to read the conversation in the Learner’s Book. is will enhance
the learners’ communication and collaboration skills as learners participate in
the conversation.
2. Ask the learners to switch roles and re-read the conversation.
3. Ask the learners answer the questions set from the conversation.
Activity 2
Let the learners complete the conversation given in Activity 2 correctly.
Conclusion
Conclude the lesson by telling the learners the rules of conversations. Tell the
learners the importance of an introduction between two new people. It is courteous.
Assessment
Ask the learners to write how they would introduce their best friend to another one
of their friends.
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Lesson 3
(Learner’s Book page 135)
Specic learning outcome
By the end of the lesson, the learner should be able to write short paragraphs from
pictures using the knowledge of the creative writing process.
Background information
Learners will use picture stories to come up with stories in creative writing. ey
will be required to write correct sentence structures and even borrow the new words
they have learned where applicable. Supervise the learners’ writing and ensure their
handwriting is neat and their sentence formation skill is good.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they do any creative writing of their
own. Ask them if they have a diary or a journal where they write the events of the
day. Ask a learner who has a diary to share what he or she writes about.
Learning activities
Activity 1
1. Ask the learners to study the pictures in the Learner’s Book in pairs and discuss
what they see in the pictures. is activity will enhance the learners’ creativity and
critical thinking as they look and think based on the given pictures.
2. Ask the learners to write down short paragraphs based on what they see happening
in the pictures.
3. Ask the learners to exchange their books and read each other’s paragraphs.
4. Ask the learners to say whose paragraph is more creative. Ask one learner to read
that paragraph again to the rest of the class.
Conclusion
Conclude the lesson by asking the learners to vote for the person with the best
paragraph.
Assessment
Ask the learners to write about their life since their birth up to the time they joined
school based on what they have been told by their parents or relatives.
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Lesson 4
(Learner’s Book page 136-137)
Specic learning outcome
By the end of the lesson, the learner should be able to develop and use vocabulary
through reading and construction of words and sentences from the conversation.
Background information
Learners should be able to engage in a reading conversation and answer the relevant
questions from the conversation read.
Learning resource
• Learner’s Book
Introduction
Let the learners share with the rest of the class the paragraphs or stories about their
life since birth.
Learning activities
Activity 1
1. Ask the learners to listen as you read the conversation between Maria, Francis and
the teacher. Next, pick one learner to read the part of Maria. Another to read the
part of Francis and another the part of the teacher.
2. Ask the learners to exchange roles and read the conversation again.
Activity 2
Guide the learners in answering the questions inActivity 2. Correct them appropriately.
Activity 3
Guide the learners in doing Activity 3 where they will be required to match words
with their explanations then construct ve sentences using these words. Move round
the class checking the learners’ work and correct where required.
Conclusion
Conclude the lesson by asking the learners to exchange their exercise books and read
each other’s sentences.
Assessment
Ask the learners to write ve other sentences on polite language based on what they
have discussed in the class activities.
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Lesson 5
(Learner’s Book pages 137-138)
Specic learning outcome
By the end of the lesson, the learner should be able to locate specic details in
response to questions from texts read.
Background information
e learners will be required to read a story and derive answers from the story.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners if they have read a story or know any
story about a dove. Ask one learner to share one story with the rest of the class. Ask
questions from the story the selected learner gives. Let the other learners try to
answer the questions.
Learning activities
Activity 1
1. Ask the learners to read the story on ‘e helpful Dove’ in the Learner’s Book.
2. Let the learners answer the questions that follow.
3. Ask the learners to compare their answers in pairs. is activity will enhance
the learners’ life skills of knowing and living with others through eective
communication.
Possible answers
1. e Dove lived near a river.
2. She saw a little boy drowning down the river.
3. e Dove helped the little boy by looking for help through singing.
4. e hunter ran to the river so as to save the drowning boy.
5. It is unsafe to go to the river alone because one can drown and even die.
Activity 2
Guide the learners in answering questions in the Activity 2.
Possible answer for question 1(a)
Friends
Conclusion
Conclude the lesson by asking one learner to re-tell the story of ‘e helpful Dove’.
Assessment
Ask the learners to re-tell the story of ‘e helpful Dove’ and ask each other
questions.
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Week 30
Lesson development
Lesson 1
(Learner’s Book pages 138-139)
Specic learning outcome
By the end of the lesson, the learner should be able to mention occupations of
different people in the community.
Background information
Learners will play the game in pairs. Learners will be expected to listen to their
partners reading and give feedback on their pronunciation of words, accuracy and
speed. e learners should be keen and mention all the occupations that have been
mentioned in the game.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to briey mention the occupations they
want to have in future and why. Ask the learners to name all the occupations that
they have ever heard. ey should share their answers. is will boost the learners’
self-esteem, condence and the ability to easily interact with the larger society.
Learning activities
Activity 1
1. Ask the learners to read the conversation in the Learner’s Book in pairs.
2. Choose members from different pairs to read the conversation to the class. This
will boost their self-efcacy and build their condence in reading.
Activity 2
1. Ask the learners to individually match the occupations with the kind of work done
by each.
2. Ask the learners to compare their answers and try to conrm the correct answer by
reading the conversation again. This will develop the learners’ critical thinking,
communication and collaboration skills as they join efforts to come up with
answers to their questions.
Possible answers to the questions
A butcher - sells meat
A doctor - treats sick people
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A pilot - ies an aeroplane
A teacher - teaches learners
Activity 3
Guide learners in playing the game in Activity 1 with different occupations.
Conclusion
Conclude the lesson by asking the learners what occupations their parents have. Ask
them if they love their parents occupations, let them give reasons for their answers.
Tell them every occupation is good. All they need is positive attitude and to do
something that they love.
A police ofcer - maintains law and order.
Assessment
Assess the matching of the learners in activity 2 and guide them accordingly.
Lesson 2
(Learner’s Book page 139)
Specic learning outcome
By the end of the lesson, the learner should be able to mention occupations of
dierent people in the society.
Background information
e learners will be expected to give dierent occupations of people just as they
have learnt in lesson 1. Encourage the learners to say what they would want to be
in future. Assist the learners in adding more occupations to the ones they have
mentioned. Explain the dierent duties done by a few occupations in case they nd
diculty in explaining any.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to quickly mention some of the
occupations they know.
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Learning activities
Activity 1
1. Ask the learners to name the duties of the people in the pictures in the Learner’s
Book.
2. Ask the learners to write down the occupations they know and the role of each
occupant. Ask them to exchange their books and compare their answers with those
of their friends. This interaction will promote citizenship through social cohesion.
Ask the learners to construct sentences using the occupation given in the pictures
in the learner’s Book. Ask the learners to exchange their books and read each
other’s sentences. This will enhance the learners unity as they interact and read
each other’s sentences.
Conclusion
Conclude the lesson by encouraging the learners to work hard so that they can
join any occupation they want. Let them also learn to respect people from dierent
occupations. Encourage them to keep a dictionary of their own where they write
down every new occupation they come across and nd its meaning with the help of
their parents, caregivers, teachers or peers.
Assessment
Ask the learners to write paragraphs about various occupations.
Lesson 3
(Learner’s Book pages 140-141)
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a. use the polite words appropriately;
b. use the polite words in sentences.
Background information
Learners should be able to read the conversation in the Learner’s Book. is will
help the learners to practise the use of polite words in their daily interactions. It will
further encourage them to improve their manners and actions when talking to their
elder and peers in the society.
Learning resource
• Learner’s Book
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Introduction
Introduce the lesson by asking the learners to briey give some of the polite words
that they know. Give a few learners a chance to respond.
Learning activities
Activity 1
1. Let the learners read the conversation between Ruth and teacher, one learner to
read the part of Ruth and the other learner the part of the teacher.
2. Ask the learners to mention polite words used in the conversation.
Activity 2
Ask the learners to ll the missing words in the conversation in Activity 2 using
polite words.
Possible answers
i. Excuse me ii. I am sorry iii. ank you
Activity 3
Guide learners to circle polite words and statements from the box. They should then
copy the statements and words in their books.
Possible answers
1. I am sorry 3. Please 2. ank you 4. Pardon
Conclusion
Conclude the lesson by encouraging the learners to always use polite words when
talking to others, regardless of age.
Assessment
Ask the learners to write a short story using various polite words and statements that
they have learnt.
Lesson 4
(Learner’s Book pages 141-142)
Specic learning outcome
By the end of the lesson, the learner should be able to use basic polite words and
statements aer reading the conversation in their book and in other books.
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Background information
Learners should be able to engage in a conversation and answer the relevant
questions.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking learners to give the polite words that they learnt in
lesson 3. Let them use the statement and words to form sentences.
Learning activities
Activity 1
1. Ask the learners to listen as you read the conversation between Bwajuma and
Aisha to them. Next, pick two learners to read the conversation, one as Bwajuma
and another as Aisha.
2. Ask the learners to read the dialogue in pairs. Let one learner read the part of
Bwajuma and the other to read the part of Aisha. Ask the learners to exchange
roles and read the conversation again.
3. Have the learners ask each other questions using polite words. is will enhance
the learners’ life skills of knowing and living with others through eective
communication. Learners will tell each other about the use of polite words,
thereby developing the value of unity.
Activity 2
Ask the learners to write down their answer questions in Activity 2.
Possible answers
1. To check on Aisha 2. Aisha
3. i. I am sorry. ii. ank you. iii. You are welcome.
Conclusion
Conclude the lesson by asking the learners to exchange their books and read each
other’s answers.
Assessment
Ask the learners to write ve sentences on polite words based on what they have
discussed in the class’ activities.
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Lesson 5
(Learner’s Book page 142)
Specic learning outcome
By the end of the lesson, the learner should be able to answer correctly the questions
given on a particular topic.
Background information
Learners will be required to complete a simple conversation about their school and
separate sounds in words given.
Learning resource
• Learner’s Book
Introduction
Introduce the lesson by asking the learners to tell you the name of their school.
Learning activities
Activity 1
1. Let learners complete the conversation about their school. Let them exchange
their books and compare what they wrote with what their friends have written.
This enhances communication and collaboration.
2. Emphasise on the things that should be there when they are talking about their
school.
3. Ensure that what they write is correct. You can do this by checking their books.
Activity 2
Ask the learners to separate the sound of words in Activity 2.
Conclusion
Conclude the lesson by giving a summary of the things found in a school.
Assessment
Ask learners to share what they love about their school.