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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 3 |
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 words with the target letter-sound combinations correctly - use the new words learnt to communicate confidently in various contexts |
The learner is guided to:
- listen to an oral text with words containing the target letter-sounds combinations - point out words with target sound combinations from conversations - practice saying words with target letter-sound combinations - construct sentences using new words - develop a talking tree using vocabulary learnt |
Why do we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 2
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 3 Audio-visual aids Vocabulary charts |
Oral questions
Observation
Peer assessment
|
|
| 2 | 4-5 |
Reading
|
Fluency
Fluency Comprehension |
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations in a text - read a text accurately at the right speed - appreciate the importance of reading with expression - blend sounds to form words correctly - read grade-appropriate text with appropriate pace - value fluency in reading for comprehension |
The learner is guided to:
- pick out words containing the target letter-sound combinations from a written text - read words with the target letter-sound combinations - engage in timed reading of a text displaying appropriate emotions - take part in word building activities The learner is guided to: - match cards with letter combinations to form words - read stories with appropriate tone and expression - participate in readers' theater activities - engage in paired reading of short texts |
How do we show emotions when reading a story?
Why is reading at the right speed important? |
Oxford Progressive Primary English Learner's Book pg. 4
Story books Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 5 Digital devices Story books Flash cards Oxford Progressive Primary English Learner's Book pg. 6 Picture charts |
Reading aloud
Observation
Timed reading
Reading fluency tests Peer assessment Observation |
|
| 3 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- use context clues to infer word meanings - answer direct and indirect questions about a text - value reading for information and pleasure |
The learner is guided to:
- respond to direct questions by locating answers in the text - answer indirect questions using prior knowledge - infer meanings of new words using context clues - make connections between story events and personal experiences |
How can we tell where events have taken place in a story?
|
Oxford Progressive Primary English Learner's Book pg. 7
Story books Digital texts Charts |
Comprehension questions
Story mapping
Character analysis
|
|
| 3 | 2 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- recognize sentences with subject-verb agreement in a text - construct sentences with correct subject-verb agreement - appreciate the importance of correct grammar in communication |
The learner is guided to:
- read and pick out target grammar items from a text - list sentences featuring the grammar items - construct sentences based on pictures showing singular and plural subjects - play a language game on subject-verb agreement |
What order should words follow in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 7
Sentence strips Picture cards Charts Oxford Progressive Primary English Learner's Book pg. 8 Grammar charts Digital resources |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 3 | 3 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write long words and descenders clearly - value the importance of clear and legible handwriting |
The learner is guided to:
- look at sample text with good handwriting - point out aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations - copy words related to the language pattern |
Why should we write neatly?
|
Oxford Progressive Primary English Learner's Book pg. 9
Handwriting charts Lined paper Sample texts |
Handwriting exercises
Observation
Peer assessment
|
|
| 3 | 4-5 |
Writing
SHARING DUTIES AND RESPONSIBILITIES Listening and Speaking |
Handwriting: Long words and descenders
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- form letters correctly in words with descenders - write neatly and legibly for effective communication - show commitment to improving handwriting skills - recognize words with target letter-sound combinations - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation exercises and write sentences - practice writing words with proper spacing and alignment - assess their own handwriting using set criteria The learner is guided to: - listen to teacher model or audio recording of target letter-sound combinations ('dr', 'fl', 'fr', 'gl') - pronounce target letter-sound combinations by taking turns - listen to and say tongue twisters with target sounds |
How can we improve our handwriting?
Why should we pronounce words correctly? |
Oxford Progressive Primary English Learner's Book pg. 10
Handwriting models Lined exercise books Picture prompts Oxford Progressive Primary English Learner's Book pg. 12 Audio recordings Flash cards Tongue twisters |
Dictation exercises
Handwriting samples
Self-assessment
Oral questions Pronunciation drills Observation |
|
| 4 | 1 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to sharing duties and responsibilities - respond to three-directional instructions - value the importance of sharing responsibilities |
The learner is guided to:
- sing songs or recite poems with target letter-sound combinations - construct simple sentences using new vocabulary - dramatize or role play sharing of responsibilities - listen and respond to three-directional instructions |
How can we share duties at home and at school?
|
Oxford Progressive Primary English Learner's Book pg. 13
Picture cards Word charts Audio recordings Oxford Progressive Primary English Learner's Book pg. 14 Story books Flash cards Digital devices |
Role play
Oral presentations
Following instructions
|
|
| 4 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read a grade-appropriate text with proper rhythm - use punctuation marks correctly when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- read texts of different genres paying attention to punctuation - practice reading sentences containing decodable and non-decodable words - recite poems about sharing duties and responsibilities |
How can we read a text with expression?
|
Oxford Progressive Primary English Learner's Book pg. 15
Reading materials Digital devices Flash cards |
Reading assessments
Performance tasks
Peer evaluation
|
|
| 4 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in a text - make predictions about story outcomes - appreciate reading for understanding |
The learner is guided to:
- read printed or digital text and pick out words related to the theme - look at pictures and title to predict what will happen - infer meanings of new words using contextual clues |
How can we tell how a story will end?
|
Oxford Progressive Primary English Learner's Book pg. 15
Story books Picture charts Digital resources Oxford Progressive Primary English Learner's Book pg. 16 Question cards Vocabulary charts |
Comprehension questions
Story prediction
Observation
|
|
| 4 | 4-5 |
Language Use
Language Use Writing |
Forms of verb 'do'
Forms of verb 'do' Handwriting |
By the end of the
lesson, the learner
should be able to:
- identify different forms of the verb 'do' in a text - use the different forms of the verb 'do' correctly - appreciate the importance of using verb forms correctly - distinguish between forms of verb 'do' in different contexts - apply the verb 'do' correctly in communication - value accurate use of verb forms in communication |
The learner is guided to:
- listen for forms of verb 'do' from audio recording or teacher model - construct sentences related to the theme using different forms of verb 'do' - recite poems/sing songs about the theme using verb 'do' The learner is guided to: - type sentences using different forms of the verb 'do' onto digital devices - play language games using different forms of the verb 'do' - complete sentences with appropriate forms of the verb 'do' |
What duties do you like doing?
What duties have you done this week? |
Oxford Progressive Primary English Learner's Book pg. 17
Sentence strips Digital devices Audio recordings Oxford Progressive Primary English Learner's Book pg. 18 Digital devices Grammar charts Sentence strips Oxford Progressive Primary English Learner's Book pg. 19 Handwriting patterns Sample texts Lined paper |
Sentence construction
Gap filling exercises
Oral questions
Written exercises Language games Digital exercises |
|
| 5 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to the theme legibly - apply correct spacing and alignment in writing - show commitment to improving handwriting |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation on sentences using forms of the verb 'do' and write them - practice handwriting with proper letter size and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 20
Lined exercise books Picture prompts Handwriting models |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 5 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify and pronounce words with letter-sound combinations ('cr', 'pl', 'st', 'sn') - use words with target letter-sound combinations to create sentences - practice tongue twisters, rhymes or poems with target sounds |
How do we learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 22
Audio recordings Tongue twisters Flash cards |
Pronunciation drills
Oral questions
Observation
|
|
| 5 | 3 |
ETIQUETTE
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to etiquette appropriately - respond to three-directional instructions - value the importance of polite language |
The learner is guided to:
- listen to audio/video recording of conversations on etiquette - identify words related to etiquette from the conversations - respond to three-directional instructions - play language games matching vocabulary to pictures |
Why should we listen attentively?
|
Oxford Progressive Primary English Learner's Book pg. 23
Digital devices Picture cards Word charts |
Role play
Matching exercises
Following instructions
|
|
| 5 | 4-5 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - show interest in reading various texts - identify the main idea in a text - retell events in a story sequentially - value reading for information |
The learner is guided to:
- recognize words with target letter-sound combinations from a text - identify words with the target letter-sound combinations - read a text displaying appropriate emotions and feelings The learner is guided to: - read a story in print or digital form - pick the main idea or topic in the story - list the characters in the story with peers - discuss the setting of a story with peers |
Why is reading without hesitation important?
How do we tell where events have taken place in a story? |
Oxford Progressive Primary English Learner's Book pg. 25
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 26 Digital resources Reading materials Oxford Progressive Primary English Learner's Book pg. 26 Story books Digital texts Question cards |
Reading aloud
Timed reading
Observation
Comprehension questions Story retelling Character identification |
|
| 6 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- explain sequence of events in a story - summarize story content concisely - show interest in reading for pleasure |
The learner is guided to:
- explain what happens at beginning, middle and end of story - retell content of the story using the five-finger model - make connections between the story and personal experiences |
How do we identify characters in a story?
|
Oxford Progressive Primary English Learner's Book pg. 27
Story books Sequence cards Digital resources |
Story sequencing
Oral presentations
Written exercises
|
|
| 6 | 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 - appreciate the role of pronouns in communication |
The learner is guided to:
- listen to story/poem/conversation and identify indefinite pronouns - engage in question-answer dialogues using indefinite pronouns - create sentences using indefinite pronouns |
How do we refer to other people without mentioning their names?
|
Oxford Progressive Primary English Learner's Book pg. 28
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 29 |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 6 | 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 - value neat handwriting for effective communication |
The learner is guided to:
- look at a sample text of good handwriting - identify aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations |
Why is it important to write neatly and legibly?
|
Oxford Progressive Primary English Learner's Book pg. 30
Handwriting patterns Sample texts Lined paper |
Handwriting exercises
Observation
Self-assessment
|
|
| 6 | 4-5 |
Writing
CHILD RIGHTS Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- form letters correctly and consistently - write words and sentences with proper spacing - show commitment to improving handwriting skills - recognize words with target letter-sound combinations - articulate words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to dictation on indefinite pronouns and write them - write words related to the theme in response to picture prompts - practice handwriting with proper letter formation and spacing The learner is guided to: - identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - pronounce target letter-sound combinations taking turns - sing songs or recite poems with target letter-sound combinations |
How can we improve our handwriting?
Why should we pronounce words correctly? |
Oxford Progressive Primary English Learner's Book pg. 31
Lined exercise books Picture prompts Handwriting models Oxford Progressive Primary English Learner's Book pg. 33 Audio recordings Flash cards Word charts |
Dictation exercises
Handwriting samples
Peer assessment
Pronunciation drills Oral questions Observation |
|
| 7 | 1 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use new words related to child rights correctly - construct sentences using vocabulary on child rights - show awareness of child rights through communication |
The learner is guided to:
- construct simple sentences using new words about child rights - role play issues related to child rights - present talks to parents about child rights using appropriate vocabulary |
How can we talk about our rights?
|
Oxford Progressive Primary English Learner's Book pg. 34
Picture cards Word charts Digital resources Oxford Progressive Primary English Learner's Book pg. 36 Story books Word cards Reading charts |
Role play
Oral presentations
Observation
|
|
| 7 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- engage in timed reading of grade-appropriate texts - read with appropriate facial expressions and emotions - recite a choral verse related to child rights |
Why is reading with expression important?
|
Oxford Progressive Primary English Learner's Book pg. 37
Story books Poetry books Digital resources |
Performance reading
Timed reading
Peer assessment
|
|
| 7 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict likely outcomes in a story - infer meanings of words using context clues - value reading for understanding |
The learner is guided to:
- observe pictures and title of a text to predict story events - infer meanings using contextual clues - answer direct questions by locating sentences with answers |
Why do we predict what will happen in a story before reading?
|
Oxford Progressive Primary English Learner's Book pg. 39
Story books Picture charts Question cards Oxford Progressive Primary English Learner's Book pg. 40 Digital texts |
Comprehension questions
Story prediction
Observation
|
|
| 7 | 4-5 |
Language Use
Language Use Writing |
Subject-verb agreement
Subject-verb agreement Handwriting |
By the end of the
lesson, the learner
should be able to:
- recognize sentences with subject-verb agreement - use subject-verb agreement correctly in sentences - appreciate the importance of correct grammar - identify correct and incorrect subject-verb patterns - apply subject-verb agreement rules in writing - show interest in using correct grammar |
The learner is guided to:
- listen to stories or conversations and identify subject-verb agreement - make sentences from substitution tables - construct sentences related to child rights using subject-verb agreement The learner is guided to: - play language games matching subjects with appropriate verbs - edit sentences with incorrect subject-verb agreement - construct sentences about child rights with correct subject-verb agreement |
How do we tell the number of things/people in a sentence?
Why is subject-verb agreement important in communication? |
Oxford Progressive Primary English Learner's Book pg. 41
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 42 Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 43 Handwriting models Lined paper Picture prompts |
Gap filling exercises
Sentence construction
Oral questions
Written exercises Language games Peer assessment |
|
| 8 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly with consistent size - write sentences related to child rights neatly - show commitment to improving handwriting |
The learner is guided to:
- write sentences related to child rights with good handwriting - practice handwriting with proper letter formation and spacing - assess their own handwriting using set criteria |
How can we make our handwriting better?
|
Oxford Progressive Primary English Learner's Book pg. 44
Lined exercise books Handwriting models Assessment rubrics |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 8-9 |
Mid term break |
||||||||
| 9 | 3 |
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 words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to words with target letter-sound combinations: 'sl', 'st', 'sw', 'sp', 'thr' - pronounce words with target combinations - use words with target sounds to create sentences |
Why is it important to look at someone's face as they speak to you?
|
Oxford Progressive Primary English Learner's Book pg. 47
Audio recordings Flash cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 9 | 4-5 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to occupations appropriately - construct sentences about different occupations - show interest in learning about various occupations - identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- listen to stories and identify words related to occupations - look up meanings in pictorial dictionaries - sing songs/recite poems about occupations - develop a talking tree using vocabulary related to occupations The learner is guided to: - read words with target letter-sound combinations - point out words with target sounds from a text - engage in timed reading displaying appropriate emotions |
What words do you use to talk about occupations?
Why is it important to read fluently? |
Oxford Progressive Primary English Learner's Book pg. 48
Digital devices Picture dictionaries Word charts Oxford Progressive Primary English Learner's Book pg. 50 Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 51 Library books Digital resources Reading materials |
Role play
Oral presentations
Video recordings
Reading aloud Timed reading Observation |
|
| 10 | 1 |
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 - value reading for information |
The learner is guided to:
- look at pictures and title to predict likely events - talk about setting and characters using visual clues - infer meanings of new words in the story |
How can we tell what is going to happen next in a story?
|
Oxford Progressive Primary English Learner's Book pg. 51
Story books Picture charts Digital texts |
Comprehension questions
Story prediction
Character analysis
|
|
| 10 | 2 |
Reading
Language Use |
Comprehension
Singular and plural of irregular nouns |
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer inferential questions about a text - show interest in connecting story events to real life |
The learner is guided to:
- read a story and answer direct questions - respond to indirect questions using context clues - identify main idea, topic, or purpose in a text - connect events in the story with real-life experiences |
How do stories help us understand different occupations?
|
Oxford Progressive Primary English Learner's Book pg. 52
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 53 Grammar charts Word cards |
Written exercises
Oral discussions
Story connections
|
|
| 10 | 3 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- use singular and plural forms of irregular nouns correctly - apply irregular noun forms in communication - show interest in using correct grammar |
The learner is guided to:
- listen to stories/poems and respond to questions about irregular nouns - recite poems/read texts with irregular noun forms - play language games involving irregular plurals |
Why is it important to know singular and plural forms?
|
Oxford Progressive Primary English Learner's Book pg. 54
Grammar charts Sentence strips Digital resources |
Written exercises
Language games
Oral questions
|
|
| 10 | 4-5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words with proper letter formation - value neat handwriting for communication - write words related to occupations legibly - apply consistent spacing in writing - show commitment to improving handwriting |
The learner is guided to:
- look at samples of texts with good handwriting - identify aspects of good handwriting - copy letter patterns of words with target letter-sound combinations The learner is guided to: - listen to dictation on verbs in present and past tense - write words related to the theme in response to picture prompts - type words and phrases using digital devices |
How do we write words in a sentence?
How can we improve our handwriting? |
Oxford Progressive Primary English Learner's Book pg. 56
Handwriting models Lined paper Sample texts Oxford Progressive Primary English Learner's Book pg. 57 Lined exercise books Digital devices Picture prompts |
Handwriting exercises
Observation
Self-assessment
Dictation exercises Handwriting samples Digital typing |
|
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