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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
ACTIVITIES AT HOME AND AT SCHOOL
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations in oral texts - Pronounce the words with the target letter-sound combinations correctly - Use the new words learnt to communicate confidently - Realize the role of listening attentively for effective communication |
The learner is guided to:
- Listen to oral texts with words containing target letter-sounds - Point out words with target sound combinations - Watch videos with words featuring target letter-sounds - Practise saying words with target letter-sounds - Play word games with peers - Develop a talking tree using vocabulary learnt |
Why do we pronounce words correctly?
|
Mentor English Language Activities Learner's Book pg. 1
Flash cards Pictures Audio recordings Mentor English Language Activities Learner's Book pg. 3 Word cards Picture cards |
Observation
Oral questions
Peer assessment
|
|
| 2 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations - Read a text accurately, at the right speed and with expression - Realise the correspondence between spoken and written words |
The learner is guided to:
- Watch video/listen to audio of target sounds - Pick out words with target letter-sounds from texts - Read words from print or digital stories - Engage in timed reading with peers - Take part in word building activities |
How do we show emotions when reading a story?
|
Mentor English Language Activities Learner's Book pg. 5
Story books Flash cards Digital devices Mentor English Language Activities Learner's Book pg. 6 Letter cards Digital recordings Story books |
Timed reading
Observation
Reading aloud
|
|
| 2 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify characters and setting in a text - Make predictions about story outcomes - Use context clues for word meanings - Answer questions based on a text - Value reading for comprehension |
The learner is guided to:
- Predict events based on title and pictures - Read print or digital texts - Identify main ideas in texts - Discuss settings and characters - Respond to direct questions - Answer indirect questions using prior knowledge |
How can we tell how a story, poem or conversation will end?
|
Mentor English Language Activities Learner's Book pg. 7
Story books Picture cards Digital texts |
Written responses
Oral questions
Retelling activities
|
|
| 2 | 4 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- Predict story outcomes based on clues - Identify main ideas in a text - Answer comprehension questions correctly - Adopt reading for information and pleasure |
The learner is guided to:
- Make predictions from title and pictures - Read and discuss texts about activities - Use context clues for new vocabulary - Connect events to personal experiences - Answer direct and indirect questions |
How can we tell where events have taken place?
|
Mentor English Language Activities Learner's Book pg. 7
Story charts Character maps Digital texts Mentor English Language Activities Learner's Book pg. 9 Sentence strips Substitution tables Grammar charts |
Comprehension questions
Story summaries
Observation
|
|
| 2 | 5 |
Language Use
Writing |
Subject-verb agreement
Handwriting: Long words and descenders |
By the end of the
lesson, the learner
should be able to:
- Construct sentences with correct subject-verb agreement - Transform singular to plural sentences appropriately - Value the importance of correct grammar |
The learner is guided to:
- Make sentences from substitution tables - Write sentences with singular and plural subjects - Use objects at home and school in sentences - Play language games on agreement - Edit incorrect sentences in pairs |
What makes a sentence correct?
|
Mentor English Language Activities Learner's Book pg. 10
Grammar charts Flash cards Substitution tables Mentor English Language Activities Learner's Book pg. 12 Handwriting samples Lined paper Writing models |
Sentence construction
Peer editing
Written tests
|
|
| 3 | 1 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- Write words with descenders clearly - Use consistent letter size and spacing - Value the importance of legible writing |
The learner is guided to:
- Practice writing words with descenders - Copy sentences maintaining consistent sizes - Write responses to picture prompts neatly - Take dictation focusing on long words - Listen to dictation and write correctly |
How do we write words in a sentence?
|
Mentor English Language Activities Learner's Book pg. 14
Picture prompts Handwriting models Writing materials |
Writing samples
Dictation exercises
Self-assessment
|
|
| 3 | 2 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- Write words with descenders clearly - Use consistent letter size and spacing - Value the importance of legible writing |
The learner is guided to:
- Practice writing words with descenders - Copy sentences maintaining consistent sizes - Write responses to picture prompts neatly - Take dictation focusing on long words - Listen to dictation and write correctly |
How do we write words in a sentence?
|
Mentor English Language Activities Learner's Book pg. 14
Picture prompts Handwriting models Writing materials |
Writing samples
Dictation exercises
Self-assessment
|
|
| 3 | 3 |
SHARING DUTIES AND RESPONSIBILITIES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sounds - Pronounce target letter-sounds correctly - Use vocabulary learnt appropriately - Respond to three-directional instructions - Value listening attentively |
The learner is guided to:
- Listen to model pronunciation of target sounds - Pronounce target letter-sound combinations - Listen to tongue twisters with target sounds - Sing songs with target letter-sounds - Construct sentences using new words - Role play sharing responsibilities |
Why do we pronounce words correctly?
|
Mentor English Language Activities Learner's Book pg. 15
Flash cards Audio recordings Pictures |
Observation
Oral questions
Role play activities
|
|
| 3 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sounds - Use vocabulary related to sharing duties - Respond to three-directional instructions - Value correct pronunciation in communication |
The learner is guided to:
- Identify and pronounce words with target sounds - Use words to talk about sharing duties - Participate in dialogue using vocabulary - Match vocabulary to pictures - Develop a talking tree with vocabulary |
What words do you use when talking about sharing duties?
|
Mentor English Language Activities Learner's Book pg. 17
Word cards Pictures Audio recordings |
Oral presentations
Word games
Observation
|
|
| 3 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sounds - Read texts accurately and expressively - Value the importance of reading fluently |
The learner is guided to:
- Watch video/listen to audio of target sounds - Pick out words with target letter-sounds - Read words with target sounds correctly - Engage in timed reading with peers - Recite poems about sharing duties |
Why should we check our speed while reading?
|
Mentor English Language Activities Learner's Book pg. 19
Story books Flash cards Digital devices |
Timed reading
Oral reading
Observation
|
|
| 4 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sounds correctly - Read texts with appropriate expression - Adopt reading fluently for effective communication |
The learner is guided to:
- Read words with target letter-sounds - Engage in timed reading with proper expression - Read texts paying attention to punctuation - Read grade-appropriate texts and share content |
Why is it important to read fluently?
|
Mentor English Language Activities Learner's Book pg. 20
Reading materials Digital recordings Flash cards |
Peer assessment
Reading logs
Observation
|
|
| 4 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify words related to the theme - Make predictions about stories - Use context clues for word meanings - Answer comprehension questions correctly - Value reading for information |
The learner is guided to:
- Predict events based on title and pictures - Read print or digital texts about duties - Infer meanings of new words - Answer direct and indirect questions - Make connections between text and experiences |
How can we tell how a story or poem will end?
|
Mentor English Language Activities Learner's Book pg. 21
Story books Digital texts Picture cards |
Written responses
Oral questions
Story retelling
|
|
| 4 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify words related to the theme - Make predictions about stories - Use context clues for word meanings - Answer comprehension questions correctly - Value reading for information |
The learner is guided to:
- Predict events based on title and pictures - Read print or digital texts about duties - Infer meanings of new words - Answer direct and indirect questions - Make connections between text and experiences |
How can we tell how a story or poem will end?
|
Mentor English Language Activities Learner's Book pg. 21
Story books Digital texts Picture cards |
Written responses
Oral questions
Story retelling
|
|
| 4 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Predict story outcomes based on clues - Identify main ideas in texts - Answer comprehension questions correctly - Adopt reading for information and pleasure |
The learner is guided to:
- Read texts and identify main ideas - Use context clues for new vocabulary - Answer direct and indirect questions - Discuss story events with peers - Engage in language games |
How can we tell where events in a story are taking place?
|
Mentor English Language Activities Learner's Book pg. 23
Story charts Character maps Reading materials |
Comprehension questions
Story summaries
Word games
|
|
| 4 | 5 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- Identify different forms of the verb 'do' - Use different forms of 'do' correctly - Realize the importance of using verb forms correctly |
The learner is guided to:
- Listen for forms of verb 'do' from audio/video - Construct sentences using forms of verb 'do' - Recite poems/sing songs using verb forms - Type sentences using digital devices - Play language games with verb forms |
What duties do you like doing?
|
Mentor English Language Activities Learner's Book pg. 23
Flash cards Digital devices Grammar charts |
Written exercises
Oral presentations
Digital typing exercises
|
|
| 5 | 1 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- Use different forms of verb 'do' correctly - Transform sentences using appropriate forms - Value the importance of correct grammar |
The learner is guided to:
- Identify sentences with forms of 'do' - Construct sentences about duties using verb forms - Change sentences from one form to another - Play language games with verb forms - Complete sentences using correct verb forms |
What duties have you done this week?
|
Mentor English Language Activities Learner's Book pg. 24
Grammar charts Flash cards Digital devices |
Sentence construction
Peer editing
Written tests
|
|
| 5 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting - Write words clearly and legibly - Realize the importance of neat handwriting |
The learner is guided to:
- Look at samples of good handwriting - Identify aspects of good handwriting - Copy letter patterns of target letter-sounds - Copy words related to sharing duties - Write sentences from dictation |
How do we write words?
|
Mentor English Language Activities Learner's Book pg. 25
Handwriting samples Lined paper Writing models |
Handwriting samples
Dictation
Peer assessment
|
|
| 5 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting - Write words clearly and legibly - Realize the importance of neat handwriting |
The learner is guided to:
- Look at samples of good handwriting - Identify aspects of good handwriting - Copy letter patterns of target letter-sounds - Copy words related to sharing duties - Write sentences from dictation |
How do we write words?
|
Mentor English Language Activities Learner's Book pg. 25
Handwriting samples Lined paper Writing models |
Handwriting samples
Dictation
Peer assessment
|
|
| 5 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words clearly and legibly - Maintain proper letter sizing and spacing - Value the importance of legible writing |
The learner is guided to:
- Practice writing words with target letter patterns - Copy sentences maintaining consistency - Write responses to picture prompts neatly - Take dictation focusing on forms of verb 'do' - Exchange books for peer feedback |
How do we write neatly?
|
Mentor English Language Activities Learner's Book pg. 26
Picture prompts Handwriting models Writing materials |
Writing samples
Dictation exercises
Self-assessment
|
|
| 5 | 5 |
ETIQUETTE
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sounds - Pronounce words with target letter-sounds correctly - Use vocabulary related to etiquette appropriately - Respond to three-directional instructions - Value the importance of listening attentively |
The learner is guided to:
- Identify and pronounce words with target letter-sounds - Use words with target sounds to create sentences - Practice tongue twisters, rhymes or poems - Listen to audio/video of conversations on etiquette - Respond to three-directional instructions - Play language games matching vocabulary to pictures |
How do we learn new words?
|
Mentor English Language Activities Learner's Book pg. 29
Flash cards Audio recordings Pictures |
Observation
Oral questions
Language games
|
|
| 6 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sounds in conversations - Pronounce words correctly - Use vocabulary related to etiquette in appropriate contexts - Value listening attentively for effective communication |
The learner is guided to:
- Listen to audio/video recordings about etiquette - Pick out words related to etiquette - Use polite words in role plays and conversations - Match vocabulary to pictures - Practice using polite expressions in different situations |
Why should we listen attentively?
|
Mentor English Language Activities Learner's Book pg. 31
Word cards Pictures Audio recordings |
Oral presentations
Role plays
Observation
|
|
| 6 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sounds in texts - Read a grade-appropriate text accurately and expressively - Value the importance of reading fluently |
The learner is guided to:
- Recognize words with target letter-sounds from texts - Identify words with target letter-sounds - Read texts displaying appropriate emotions and feelings - Engage in timed reading activities - Give feedback to peers on reading |
Why is reading without hesitation important?
|
Mentor English Language Activities Learner's Book pg. 33
Story books Flash cards Digital devices |
Timed reading
Oral reading
Peer assessment
|
|
| 6 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sounds correctly - Read texts with appropriate expression and speed - Value the importance of fluent reading |
The learner is guided to:
- Read words with target letter-sounds correctly - Engage in timed reading with proper expression - Read poems and stories about etiquette - Pay attention to punctuation marks - Practice reading decodable and non-decodable words |
How do we improve our reading?
|
Mentor English Language Activities Learner's Book pg. 35
Reading materials Digital recordings Flash cards |
Peer assessment
Reading logs
Observation
|
|
| 6 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sounds correctly - Read texts with appropriate expression and speed - Value the importance of fluent reading |
The learner is guided to:
- Read words with target letter-sounds correctly - Engage in timed reading with proper expression - Read poems and stories about etiquette - Pay attention to punctuation marks - Practice reading decodable and non-decodable words |
How do we improve our reading?
|
Mentor English Language Activities Learner's Book pg. 35
Reading materials Digital recordings Flash cards |
Peer assessment
Reading logs
Observation
|
|
| 6 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in a text - Retell events in a story to check understanding - Explain sequence of events in a text - Value reading for information and pleasure |
The learner is guided to:
- Read stories in print or digital form - Pick out main ideas or topics - List characters in stories - Discuss setting of stories - Explain what happens at beginning, middle and end - Retell content using five-finger model |
How do we tell where events have taken place in a story?
|
Mentor English Language Activities Learner's Book pg. 35
Story books Digital texts Picture cards |
Written responses
Oral questions
Story retelling
|
|
| 7 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about stories - Identify characters and settings in texts - Retell stories in sequence - Value reading for information and pleasure |
The learner is guided to:
- Predict story events based on title and pictures - Read and discuss texts about etiquette - Identify characters and settings - Retell stories in sequence - Make connections to personal experiences |
How do we identify characters in a story?
|
Mentor English Language Activities Learner's Book pg. 37
Story charts Character maps Reading materials |
Comprehension questions
Story summaries
Retelling activities
|
|
| 7 | 2 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- Identify indefinite pronouns in a text - Use indefinite pronouns correctly in sentences - Value using indefinite pronouns for effective communication |
The learner is guided to:
- Listen to stories/poems/conversations and identify indefinite pronouns - Engage in question-answer dialogues using indefinite pronouns - Create sentences using indefinite pronouns - Participate in language games involving indefinite pronouns |
How do we refer to other people without mentioning their name?
|
Mentor English Language Activities Learner's Book pg. 38
Flash cards Digital devices Grammar charts |
Written exercises
Oral presentations
Language games
|
|
| 7 | 3 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- Use indefinite pronouns correctly in sentences - Construct dialogues using indefinite pronouns - Value the importance of correct grammar in communication |
The learner is guided to:
- Identify sentences with indefinite pronouns - Construct sentences about etiquette using indefinite pronouns - Create dialogues using indefinite pronouns - Role play conversations using indefinite pronouns - Play language games with indefinite pronouns |
When do we use indefinite pronouns in communication?
|
Mentor English Language Activities Learner's Book pg. 39
Grammar charts Flash cards Role play props |
Sentence construction
Peer editing
Role play activities
|
|
| 7 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting - Write words with correct letter formation - Value the importance of neat handwriting |
The learner is guided to:
- Look at samples of good handwriting - Identify aspects of good handwriting - Copy letter patterns of target letter-sounds - Listen to dictation on indefinite pronouns and write them - Write words related to etiquette neatly |
Why is it important to write neatly and legibly?
|
Mentor English Language Activities Learner's Book pg. 40
Handwriting samples Lined paper Writing models |
Handwriting samples
Dictation
Peer assessment
|
|
| 7 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting - Write words with correct letter formation - Value the importance of neat handwriting |
The learner is guided to:
- Look at samples of good handwriting - Identify aspects of good handwriting - Copy letter patterns of target letter-sounds - Listen to dictation on indefinite pronouns and write them - Write words related to etiquette neatly |
Why is it important to write neatly and legibly?
|
Mentor English Language Activities Learner's Book pg. 40
Handwriting samples Lined paper Writing models |
Handwriting samples
Dictation
Peer assessment
|
|
| 8 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with consistent letter size and spacing - Maintain proper letter alignment - Value the importance of legible writing |
The learner is guided to:
- Practice writing words with proper formation - Copy sentences maintaining consistency - Write responses to picture prompts neatly - Listen to dictation and write correctly - Exchange books for peer feedback |
How does good handwriting help in communication?
|
Mentor English Language Activities Learner's Book pg. 41
Picture prompts Handwriting models Writing materials |
Writing samples
Dictation exercises
Self-assessment
|
|
| 8 | 2 |
CHILD RIGHTS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sounds - Articulate words with target letter-sounds correctly - Use new words related to child rights appropriately - Value listening attentively for effective communication |
The learner is guided to:
- Identify words with the target letter sound combinations from an oral text - Pronounce target letter-sound combinations by taking turns - Sing songs or recite poems with target sounds - Construct simple sentences using new words - Role play issues related to child's rights |
Why should we pronounce words correctly?
|
Mentor English Language Activities Learner's Book pg. 43
Flash cards Audio recordings Pictures |
Observation
Oral questions
Role play activities
|
|
| 8 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sounds in conversations - Pronounce words correctly - Use vocabulary related to child rights in appropriate contexts - Value listening attentively for effective communication |
The learner is guided to:
- Listen to audio/video recordings about child rights - Pick out words related to child rights from texts - Use words in conversations and role plays - Match vocabulary to pictures - Develop a talking tree with vocabulary |
Which words do we use when talking about child rights?
|
Mentor English Language Activities Learner's Book pg. 45
Word cards Pictures Audio recordings |
Oral presentations
Word games
Observation
|
|
| 8 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sounds in texts - Read words with target letter-sounds correctly - Value the importance of reading fluently |
The learner is guided to:
- Recognize words with target letter-sounds from texts - Select words with target letter-sounds from charts - Read words with target letter-sounds correctly - Practice reading sentences with decodable words - Engage in timed reading activities |
What makes us read a story at a good speed?
|
Mentor English Language Activities Learner's Book pg. 47
Story books Flash cards Word charts |
Timed reading
Oral reading
Observation
|
|
| 8 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sounds correctly - Read texts with appropriate expression and speed - Value the importance of fluent reading |
The learner is guided to:
- Read words with target letter-sounds - Engage in timed reading of grade-appropriate texts - Read with appropriate facial expressions and emotions - Recite choral verses related to child rights - Pay attention to punctuation marks |
Why is it important to read with expression?
|
Mentor English Language Activities Learner's Book pg. 49
Reading materials Digital recordings Choral verses |
Peer assessment
Reading logs
Observation
|
|
| 9 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Predict likely outcomes in a story - Answer direct and indirect questions - Value reading for information and pleasure |
The learner is guided to:
- Observe pictures and title of texts to predict story events - Infer meanings or use contextual clues for new words - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect events in stories to real-life experiences |
Why do we predict what will happen in a story before reading?
|
Mentor English Language Activities Learner's Book pg. 50
Story books Digital texts Picture cards |
Written responses
Oral questions
Story retelling
|
|
| 9 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Predict likely outcomes in a story - Answer direct and indirect questions - Value reading for information and pleasure |
The learner is guided to:
- Observe pictures and title of texts to predict story events - Infer meanings or use contextual clues for new words - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect events in stories to real-life experiences |
Why do we predict what will happen in a story before reading?
|
Mentor English Language Activities Learner's Book pg. 50
Story books Digital texts Picture cards |
Written responses
Oral questions
Story retelling
|
|
| 9 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about stories - Answer comprehension questions correctly - Make connections between texts and personal experiences - Value reading for information and pleasure |
The learner is guided to:
- Predict story events based on title and pictures - Read and discuss texts about child rights - Use context clues for new vocabulary - Answer direct and indirect questions - Make connections to personal experiences |
How can we use what we know to understand stories better?
|
Mentor English Language Activities Learner's Book pg. 51
Story charts Character maps Reading materials |
Comprehension questions
Story summaries
Connection activities
|
|
| 9 | 4 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Recognize sentences with subject-verb agreement - Use subject-verb agreement correctly in sentences - Value the importance of correct grammar |
The learner is guided to:
- Listen to stories/poems/conversations and pick out sentences using subject-verb agreement - Make sentences from substitution tables - Construct sentences related to child rights using subject-verb agreement - Play language games on subject-verb agreement |
How do we tell the number of things/people in a sentence?
|
Mentor English Language Activities Learner's Book pg. 52
Flash cards Substitution tables Grammar charts |
Written exercises
Oral presentations
Language games
|
|
| 9 | 5 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Use subject-verb agreement correctly in writing - Transform sentences maintaining proper agreement - Value the importance of correct grammar |
The learner is guided to:
- Identify sentences with correct subject-verb agreement - Construct sentences about child rights using correct agreement - Change sentences from singular to plural forms - Play language games focusing on agreement - Edit incorrect sentences with peers |
When do we use singular and plural verbs?
|
Mentor English Language Activities Learner's Book pg. 53
Grammar charts Flash cards Substitution tables |
Sentence construction
Peer editing
Written tests
|
|
| 10 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting - Write words clearly and legibly - Value the importance of neat handwriting |
The learner is guided to:
- Look at samples of correct and legible handwriting - Write words with good handwriting and correct spelling - Write phrases in response to picture prompts - Write sentences related to child rights with good handwriting |
Why do we write neatly and legibly?
|
Mentor English Language Activities Learner's Book pg. 55
Handwriting samples Lined paper Writing models |
Handwriting samples
Dictation
Peer assessment
|
|
| 10 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting - Write words clearly and legibly - Value the importance of neat handwriting |
The learner is guided to:
- Look at samples of correct and legible handwriting - Write words with good handwriting and correct spelling - Write phrases in response to picture prompts - Write sentences related to child rights with good handwriting |
Why do we write neatly and legibly?
|
Mentor English Language Activities Learner's Book pg. 55
Handwriting samples Lined paper Writing models |
Handwriting samples
Dictation
Peer assessment
|
|
| 10 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words and sentences with proper spacing and alignment - Maintain consistent letter size and formation - Value the importance of legible writing |
The learner is guided to:
- Practice writing words focusing on legibility - Copy sentences maintaining consistency - Write responses to picture prompts neatly - Listen to dictation and write correctly - Exchange books for peer feedback |
How does good handwriting help others understand our writing?
|
Mentor English Language Activities Learner's Book pg. 56
Picture prompts Handwriting models Writing materials |
Writing samples
Dictation exercises
Self-assessment
|
|
| 10 | 4 |
OCCUPATIONS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations - Pronounce target letter-sound combinations correctly - Use vocabulary related to occupations appropriately - Respond to three-directional instructions - Value listening attentively |
The learner is guided to:
- Listen to audio/teacher and identify words with target letter-sounds - Pronounce words with target letter-sound combinations - Use words to create sentences about occupations - Listen to stories and identify occupation-related words - Look up meanings in pictorial dictionaries - Sing songs/recite poems about occupations |
Why is it important to look at someone's face as they speak to you?
|
Mentor English Language Activities Learner's Book pg. 58
Flash cards Audio recordings Pictures Dictionaries |
Observation
Oral questions
Role play activities
|
|
| 10 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sounds in conversations - Pronounce words correctly - Use vocabulary related to occupations in appropriate contexts - Value listening attentively for effective communication |
The learner is guided to:
- Watch videos with content related to occupations - Role play different occupations and record videos - Develop a talking tree using vocabulary - Match vocabulary to pictures - Listen and respond to three-directional instructions |
What words do you use to talk about different jobs?
|
Mentor English Language Activities Learner's Book pg. 60
Word cards Pictures Recording devices |
Oral presentations
Video recordings
Observation
|
|
| 11 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sounds - Read a text related to occupations accurately and expressively - Value the importance of reading fluently |
The learner is guided to:
- Read words with target letter-sound combinations - Point out words with target sounds from texts - Engage in timed reading activities - Read texts paying attention to punctuation - Read grade-appropriate texts about occupations |
Why is it important to read fluently?
|
Mentor English Language Activities Learner's Book pg. 63
Story books Flash cards Digital devices |
Timed reading
Oral reading
Observation
|
|
| 11 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sounds - Read a text related to occupations accurately and expressively - Value the importance of reading fluently |
The learner is guided to:
- Read words with target letter-sound combinations - Point out words with target sounds from texts - Engage in timed reading activities - Read texts paying attention to punctuation - Read grade-appropriate texts about occupations |
Why is it important to read fluently?
|
Mentor English Language Activities Learner's Book pg. 63
Story books Flash cards Digital devices |
Timed reading
Oral reading
Observation
|
|
| 11 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sounds correctly - Read texts with appropriate expression and speed - Value the importance of fluent reading |
The learner is guided to:
- Read words with target letter-sounds - Engage in timed reading with proper expression - Pay attention to punctuation marks - Practice reading decodable and non-decodable words - Read library books and share with peers |
What helps someone to read fluently?
|
Mentor English Language Activities Learner's Book pg. 64
Reading materials Digital recordings Library books |
Peer assessment
Reading logs
Observation
|
|
| 11 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify characters and settings in texts - Make predictions about stories - Use context clues for word meanings - Answer comprehension questions correctly - Value reading for information |
The learner is guided to:
- Predict events based on title and pictures - Talk about settings and characters using clues - Infer meanings of new words - Read stories and locate sentences for direct answers - Respond to indirect questions using context clues - Connect events to personal experiences |
How do we tell what is going to happen next in a story?
|
Mentor English Language Activities Learner's Book pg. 65
Story books Digital texts Picture cards |
Written responses
Oral questions
Story retelling
|
|
| 11 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about stories - Answer comprehension questions correctly - Make connections between texts and personal experiences - Value reading for information |
The learner is guided to:
- Predict story events based on title and pictures - Read and discuss texts about occupations - Use context clues for new vocabulary - Answer direct and indirect questions - Make connections to personal experiences |
How do we understand what we are reading?
|
Mentor English Language Activities Learner's Book pg. 66
Story charts Character maps Reading materials |
Comprehension questions
Story summaries
Connection activities
|
|
| 12 | 1 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify irregular nouns in texts - Use singular and plural forms of irregular nouns correctly - Value the importance of correct grammar |
The learner is guided to:
- Pick out irregular nouns and their plural forms from texts - Form plurals of specific words - Construct sentences about occupations using irregular nouns - Listen to stories/poems and respond to questions - Recite poems/read texts containing irregular nouns |
How do we talk about many things?
|
Mentor English Language Activities Learner's Book pg. 67
Flash cards Grammar charts Word cards |
Written exercises
Oral presentations
Language games
|
|
| 12 | 2 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- Form plurals of irregular nouns correctly - Use irregular nouns in appropriate contexts - Value the importance of correct grammar |
The learner is guided to:
- Identify singular and plural forms of irregular nouns - Construct sentences about occupations using irregular nouns - Change sentences from singular to plural forms - Play language games focusing on irregular nouns - Type sentences on digital devices |
When do we use singular and plural forms of irregular nouns?
|
Mentor English Language Activities Learner's Book pg. 69
Grammar charts Flash cards Digital devices |
Sentence construction
Peer editing
Written tests
|
|
| 12 | 3 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- Form plurals of irregular nouns correctly - Use irregular nouns in appropriate contexts - Value the importance of correct grammar |
The learner is guided to:
- Identify singular and plural forms of irregular nouns - Construct sentences about occupations using irregular nouns - Change sentences from singular to plural forms - Play language games focusing on irregular nouns - Type sentences on digital devices |
When do we use singular and plural forms of irregular nouns?
|
Mentor English Language Activities Learner's Book pg. 69
Grammar charts Flash cards Digital devices |
Sentence construction
Peer editing
Written tests
|
|
| 12 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting - Write words clearly and legibly - Value the importance of neat handwriting |
The learner is guided to:
- Look at samples of good handwriting - Identify aspects of good handwriting - Copy letter patterns of target letter-sounds - Listen to dictation on verbs and write them - Write words related to occupations neatly |
How do we write words in a sentence?
|
Mentor English Language Activities Learner's Book pg. 71
Handwriting samples Lined paper Writing models |
Handwriting samples
Dictation
Peer assessment
|
|
| 12 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with consistent letter size and spacing - Maintain proper letter alignment - Value the importance of legible writing |
The learner is guided to:
- Practice writing words with proper formation - Copy sentences maintaining consistency - Write responses to picture prompts neatly - Listen to dictation and write correctly - Type words and phrases using digital devices |
How can we improve our handwriting?
|
Mentor English Language Activities Learner's Book pg. 73
Picture prompts Handwriting models Digital devices |
Writing samples
Dictation exercises
Self-assessment
|
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