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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
GREETINGS AND FAREWELL
Listening and Speaking |
Greetings and Farewell
|
By the end of the
lesson, the learner
should be able to:
- Tell why we greet people in our day-to-day lives. - Use greetings correctly while interacting. - Adopt the use of greetings in daily interactions. |
The learner is guided to:
- Tell why we greet each other as we interact. - Role-play initiating and responding to greetings. - Listen to an audio clip on people greeting or watch a video clip on people greeting. - Tell words we use to greet different people (family members, visitors, teachers, school mates). |
Why do we greet people?
|
Queenex Language Activities Practice Book pg. 1
Digital devices Charts Flash cards Pictures of people greeting |
Observation
Oral questions
Role play assessment
|
|
| 2 | 2 |
Listening and Speaking
|
Greetings and Farewell
Time-related Greetings and Farewell |
By the end of the
lesson, the learner
should be able to:
- Use farewell words and gestures in social interactions. - Recite poems on greetings and bidding farewell. - Value respectful greetings in communication. |
The learner is guided to:
- Collaboratively practise bidding farewell using words and gestures. - Recite poems on greetings and bidding farewell. - Sing time-related songs on greetings with reference to different people (teacher, mother, peers, visitors). - Match greetings and farewells to pictures. |
Which words do we use to greet one another?
|
Queenex Language Activities Practice Book pg. 2
Digital devices Poems Charts Flash cards Queenex Language Activities Practice Book pg. 3-4 Crayons Flash cards Pictures Queenex Language Activities Practice Book pg. 5-8 Pictures depicting different times |
Oral questions
Observation
Peer assessment
|
|
| 2 | 3 |
Listening and Speaking
Reading |
Time-related Greetings and Farewell
Reading Readiness |
By the end of the
lesson, the learner
should be able to:
- Use evening and night-time greetings and farewells appropriately. - Match pictures to time-related greetings and farewells. - Appreciate the use of time-related greetings in daily interactions. |
The learner is guided to:
- Colour pictures and say the farewell (good night, goodbye). - Join dots to form words "good night" and "goodbye" and read them. - Match pictures to the correct greetings and farewells. - Sing songs related to time-related greetings. |
What do we say when going to sleep?
|
Queenex Language Activities Practice Book pg. 9-11
Digital devices Charts Crayons Flash cards Queenex Language Activities Practice Book pg. 12-13 Picture books Story books Digital devices |
Oral questions
Matching activities
Observation
|
|
| 2 | 4 |
Reading
Writing |
Reading Readiness
Writing Readiness |
By the end of the
lesson, the learner
should be able to:
- Turn pages from right to left in readiness for reading. - Read pictures from different materials. - Enjoy reading pictures and texts from different materials. |
The learner is guided to:
- Turn pages of a book from right to left. - Read pictures from different materials: books, charts, digital devices and boards. - Identify what children in pictures are doing. - Role-play arranging books on shelves, bags and tables. |
Why is it important to handle books well?
|
Queenex Language Activities Practice Book pg. 14
Picture books Charts Digital devices Library corner materials Queenex Language Activities Practice Book pg. 15 Alphabet charts Flash cards Rhyme charts Queenex Language Activities Practice Book pg. 16 Pencils Crayons Writing books Slates |
Observation
Oral questions
Reading logs
|
|
| 2 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Writing Readiness
Listening for Comprehension Listening for Comprehension |
By the end of the
lesson, the learner
should be able to:
- Write patterns from left to right. - Draw pictures of choice freely. - Take pleasure in pre-writing activities in and out of school. |
The learner is guided to:
- Collaboratively write patterns from left to right. - Freely draw pictures of choice. - Colour pictures within borders. - Practice tracing patterns and simple shapes. |
Why do we write from left to right?
|
Queenex Language Activities Practice Book pg. 17
Pencils Crayons Pattern worksheets Drawing books Digital devices Charts Pictures Story books Queenex Language Activities Practice Book pg. 18-19 Story books Pictures |
Writing tests
Observation
Peer assessment
Portfolio
|
|
| 3 | 1 |
OUR NEIGHBOURHOOD
Listening and Speaking Listening and Speaking Reading |
News Telling
Book Handling |
By the end of the
lesson, the learner
should be able to:
- Talk about happenings as they occur in daily life. - Tell and retell news and verbal messages. - Take pleasure in passing verbal messages. |
The learner is guided to:
- Explain different happenings or events sequentially. - Listen to news from the teacher or pre-recorded news from a digital device. - Look at pictures and identify what they can see in the neighbourhood. - Tell their friend what they do at home during the weekend. |
What do you usually see on your way to school?
|
Queenex Language Activities Practice Book pg. 20
Digital devices Pictures Charts Flash cards Realia Queenex Language Activities Practice Book pg. 21-22 Books Shelves Book covers Crayons |
Oral presentation
Observation
Peer assessment
|
|
| 3 | 2 |
Reading
|
Book Handling
Reading Readiness |
By the end of the
lesson, the learner
should be able to:
- Demonstrate ability to arrange books properly. - Practise arranging books top side up in shelves or book corner. - Value proper storage of books. |
The learner is guided to:
- Arrange books in bags. - Arrange and store books properly in collaboration with peers. - Practise arranging books top side up in shelves or book corner. - Practise dusting books with nose covered where there is dust. - Wash hands after dusting books. - Sing songs as they arrange books on shelves, in bags or on tables. |
Why is it important to arrange books properly?
|
Queenex Language Activities Practice Book pg. 23
Books Shelves Bags Book corner Queenex Language Activities Practice Book pg. 24-25 Charts Flash cards Digital devices Crayons |
Observation
Practical assessment
Checklists
|
|
| 3 | 3 |
Reading
|
Reading Readiness
Letter Recognition: Letters Aa-Ff Letter Recognition: Letters Gg-Ll |
By the end of the
lesson, the learner
should be able to:
- Chant rhymes on letter sounds and letter names. - Read letters of the alphabet from charts. - Appreciate participation in reading readiness activities. |
The learner is guided to:
- Read letters of the alphabet collaboratively and as individuals from charts and flashcards. - Read letter sounds collaboratively and as individuals from charts. - Say the rhyme on alphabet sounds (A says a-a-a apple, B says b-b-b ball...). - Chant rhymes on letter sounds and letter names. |
Which letter sounds are almost similar?
|
Queenex Language Activities Practice Book pg. 26
Alphabet charts Flash cards Digital devices Rhyme charts Queenex Language Activities Practice Book pg. 27 Letter cut-outs Learning corner Letter cards |
Oral questions
Chanting assessment
Observation
|
|
| 3 | 4 |
Reading
|
Letter Recognition: Letters Mm-Rr
Letter Recognition: Letters Ss-Zz Letter Recognition: Capital Letters A-M |
By the end of the
lesson, the learner
should be able to:
- Identify letter names Mm, Nn, Oo, Pp, Qq, Rr in and out of class. - Differentiate between upper case and lower case letters Mm-Rr. - Appreciate learning letter names. |
The learner is guided to:
- Recall letter names learnt earlier. - Read letters Mm, Nn, Oo, Pp, Qq, Rr from charts, books, flash cards. - Match upper case and lower case letters Mm-Rr. - Play letter memory games like fishing game using letter flash cards. - Chant rhymes collaboratively on letter names Mm-Rr. |
Why is it important to learn letter names?
|
Queenex Language Activities Practice Book pg. 27
Alphabet charts Flash cards Fishing game materials Letter cards Queenex Language Activities Practice Book pg. 27-28 Digital devices Queenex Language Activities Practice Book pg. 28 Books Digital devices |
Oral questions
Games assessment
Observation
|
|
| 3 | 5 |
Reading
|
Letter Recognition: Capital Letters N-Z
Letter Recognition: Reading Syllables Introduction Letter Recognition: Reading More Syllables |
By the end of the
lesson, the learner
should be able to:
- Identify capital letters N-Z from texts. - Read capital letters N-Z from charts and flash cards. - Enjoy recognizing all letters of the alphabet. |
The learner is guided to:
- Read capital letters N, O, P, Q, R, S, T, U, V, W, X, Y, Z from charts. - Identify capital letters N-Z from different texts. - Match capital letters N-Z with their corresponding small letters. - Sing the ABC song with emphasis on capital letters. |
How do capital letters differ from small letters?
|
Queenex Language Activities Practice Book pg. 28
Alphabet charts Flash cards Books Digital devices Queenex Language Activities Practice Book pg. 29 Syllable charts Digital devices Vowel cards Fishing game materials |
Oral questions
Matching activities
Singing assessment
|
|
| 4 | 1 |
Writing
|
Letter Writing: Letters Aa-Gg
Letter Writing: Letters Hh-Nn Letter Writing: Letters Oo-Uu |
By the end of the
lesson, the learner
should be able to:
- Identify letters Aa-Gg of the alphabet in both lower and upper case. - Write letters Aa-Gg in lower and upper case. - Focus on activities related to writing of letters. |
The learner is guided to:
- Read letters Aa, Bb, Cc, Dd, Ee, Ff, Gg from charts, books, digital device. - Write letters Aa-Gg in the air. - Join the dots to form letters A, B, C, D, E, F, G. - Write letters Aa-Gg in lower case and upper case on books. - Copy the letters Aa-Gg neatly. |
How do we form letters of the alphabet?
|
Queenex Language Activities Practice Book pg. 30
Alphabet charts Writing books Pencils Digital devices Dot-to-dot worksheets Queenex Language Activities Practice Book pg. 30-31 |
Written exercises
Observation
Checklists
|
|
| 4 | 2 |
Writing
|
Letter Writing: Letters Vv-Zz
Letter Writing: Modelling Letters |
By the end of the
lesson, the learner
should be able to:
- Identify letters Vv-Zz of the alphabet in both lower and upper case. - Write letters Vv-Zz in lower and upper case. - Appreciate completing the alphabet in writing. |
The learner is guided to:
- Read letters Vv, Ww, Xx, Yy, Zz from charts, books, digital device. - Write letters Vv-Zz in the air. - Join the dots to form letters V, W, X, Y, Z. - Write letters Vv-Zz in lower case and upper case on books. - Copy the letters Vv-Zz neatly. |
How many letters have we learnt to write?
|
Queenex Language Activities Practice Book pg. 31
Alphabet charts Writing books Pencils Dot-to-dot worksheets Clay Plasticine Dough Display board |
Written exercises
Observation
Portfolio
|
|
| 4 | 3 |
Writing
|
Letter Writing: Writing Aa-Zz Practice
Writing Practice: Letter Patterns Writing Practice: Consolidation |
By the end of the
lesson, the learner
should be able to:
- Write all letters of the alphabet from Aa to Zz. - Demonstrate correct letter formation. - Value neat and legible handwriting. |
The learner is guided to:
- Write Aa to Zz on books. - Practise writing all letters of the alphabet in sequence. - Colour letters of the alphabet within borders. - Display the work written in class. |
Why is it important to write all letters correctly?
|
Queenex Language Activities Practice Book pg. 32
Writing books Pencils Crayons Alphabet charts Pattern worksheets Tracing sheets Clay/Plasticine Digital devices Display board |
Written exercises
Assessment rubric
Portfolio
|
|
| 4 | 4 |
OUR SCHOOL
Listening and Speaking Listening and Speaking Listening and Speaking |
Active Listening
Self-expression |
By the end of the
lesson, the learner
should be able to:
- Tell why we listen attentively when being addressed. - Pay attention to conversations in and out of school. - Respond to simple instructions appropriately. |
The learner is guided to:
- Tell reasons why we listen attentively when being talked to. - Read the story about Pat and her pet dog and answer questions. - Draw and colour a dog after listening to the story. - Listen to riddles and solve them (e.g., "I am a fruit. I am big and round. I have many black seeds. I am red and juicy. What am I?"). |
When do you speak during a conversation?
|
Queenex Language Activities Practice Book pg. 33-34
Digital devices Story books Riddle cards Crayons Queenex Language Activities Practice Book pg. 35-36 Colouring worksheets Crayons Pictures Queenex Language Activities Practice Book pg. 37 Pictures Charts Flash cards Digital devices |
Observation
Oral questions
Listening assessment
|
|
| 4 | 5 |
Listening and Speaking
Reading Reading |
Self-expression
Print Awareness Print Awareness |
By the end of the
lesson, the learner
should be able to:
- Express feelings and emotions appropriately. - Match facial expressions with emotions. - Appreciate expressing oneself in different ways. |
The learner is guided to:
- Colour the picture showing children in school. - Match faces to expressions (happy, sad, angry, surprised). - In pairs and small groups, tell news and stories on school activities. - Sing songs about their school needs. - Be engaged in short discussions and answering of simple questions. |
What do we require while in school?
|
Queenex Language Activities Practice Book pg. 38-39
Pictures of facial expressions Crayons Charts Digital devices Queenex Language Activities Practice Book pg. 40-41 Picture books Flash cards Queenex Language Activities Practice Book pg. 42 Safety pictures |
Matching activities
Oral questions
Peer assessment
|
|
| 5 | 1 |
Reading
|
Print Awareness
Reading Syllables (ba-bu, da-du) |
By the end of the
lesson, the learner
should be able to:
- Identify pictures of items found in the classroom. - Play games on identification of pictures and letters. - Value reading pictures as preparation for reading texts. |
The learner is guided to:
- Read pictures of items found in the classroom (pencil, book, bag, chair, table, ruler, eraser, chalk, board). - Read pictures, letter sounds and names of letters of the alphabet from different materials. - Play games on identification of pictures, letter sounds and letters of the alphabet. - Name the things found in the classroom from pictures. |
What items do we find in our classroom?
|
Queenex Language Activities Practice Book pg. 43
Picture flash cards Alphabet charts Classroom items Digital devices Syllable charts Flash cards Digital devices Writing board |
Observation
Games assessment
Oral questions
|
|
| 5 | 2 |
Reading
Writing Writing |
Reading Syllables (ba-bu, da-du)
Drawing and Colouring Pictures Writing Syllables (ba-bu, da-du) |
By the end of the
lesson, the learner
should be able to:
- Join two sounds to read syllables ca, ce, ci, co, cu and da, de, di, do, du. - Practise reading syllables collaboratively. - Appreciate the role of syllables in word formation. |
The learner is guided to:
- Blend sounds to make syllables: ca, ce, ci, co, cu and da, de, di, do, du. - Practise reading syllables collaboratively as they correct one another (peer teaching). - Play games on syllables like a fishing game using flash cards with syllables. - Circle the correct word from given options. |
Why do we learn to read syllables?
|
Queenex Language Activities Practice Book pg. 43
Syllable charts Flash cards Fishing game materials Word cards Queenex Language Activities Practice Book pg. 44-45 Drawing books Crayons Pencils Display board Queenex Language Activities Practice Book pg. 46 Writing books Flash cards |
Reading assessment
Games
Peer assessment
|
|
| 5 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Writing Syllables (ba-bu, da-du)
Polite Language Polite Language |
By the end of the
lesson, the learner
should be able to:
- Write syllables ca, ce, ci, co, cu and da, de, di, do, du properly. - Make patterns using syllables. - Show excitement in using basic writing tools to write syllables. |
The learner is guided to:
- Read syllables ca, ce, ci, co, cu and da, de, di, do, du from charts. - Write the syllables ca-cu and da-du in the air. - Write syllables on the board and on books. - Make patterns using syllables. - Colour the learnt syllables. - Display work written in class. - Chant rhymes on syllables. |
From where can we read sounds and syllables?
|
Queenex Language Activities Practice Book pg. 46
Syllable charts Writing books Pencils Crayons Queenex Language Activities Practice Book pg. 47-49 Digital devices Charts Flash cards Pictures Queenex Language Activities Practice Book pg. 50-52 |
Written exercises
Peer assessment
Portfolio
|
|
| 5 | 4 |
OUR MARKET
Listening and Speaking Listening and Speaking Reading |
Passing Information
Visual Discrimination |
By the end of the
lesson, the learner
should be able to:
- Talk about a market using simple language. - Engage in conversations related to market practices. - Take pleasure in passing verbal messages during conversations. |
The learner is guided to:
- Tell their classmates their understanding of a market: what it is and what happens there. - Look at the market picture and identify what they can see. - Ask and answer questions about the market picture (How many people can you see? Where are the people? Name the fruits in the picture. Name the animals in the picture.). |
Why do we buy and sell things at the market?
|
Queenex Language Activities Practice Book pg. 53
Digital devices Pictures Charts Realia Packaging containers Shop corner materials Pictures Queenex Language Activities Practice Book pg. 54 Picture cards Sorting materials |
Oral presentation
Question and answer
Observation
|
|
| 5 | 5 |
Reading
|
Visual Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Tell differences in pictures of things found in the market. - Circle the odd one out in each row of pictures. - Appreciate visual discrimination skills. |
The learner is guided to:
- Using pictures, share with other learners similarities on things found in the market: size, colour, shape. - Using pictures, tell differences on things found in the market. - Circle the odd one out in each row (e.g., fruits, vegetables, animals, clothing). - Identify pictures of dirty or rotten items that we should not buy for safety and health reasons. |
Why do we buy things from the market?
|
Queenex Language Activities Practice Book pg. 55
Picture worksheets Crayons Charts Flash cards Queenex Language Activities Practice Book pg. 56 Colouring worksheets Matching cards Digital devices |
Circling activities
Oral questions
Observation
|
|
| 6 | 1 |
Reading
|
Letter-sound Correspondence
|
By the end of the
lesson, the learner
should be able to:
- Identify letters of the alphabet by name. - Read letter sounds from a variety of texts. - Appreciate chanting rhymes on letter names and sounds. |
The learner is guided to:
- Watch an animated clip on letter names and letter sounds. - Read letters A-M from books, charts, boards, flash cards and digital devices. - Read letter sounds a-m in turns from charts. - Chant rhymes on letter names and letter sounds (Letter a, sound /a/, Letter b, sound /b/...). |
Why do we learn letter sounds?
|
Queenex Language Activities Practice Book pg. 57
Alphabet charts Flash cards Digital devices Rhyme charts Matching cards Queenex Language Activities Practice Book pg. 58 Alphabet rhyme chart Picture cards Digital devices |
Oral questions
Chanting assessment
Observation
|
|
| 6 | 2 |
Reading
|
Letter-sound Correspondence
Reading Syllables (fa-fu, ha-hu) Reading Syllables (fa-fu, ha-hu) |
By the end of the
lesson, the learner
should be able to:
- Complete the alphabet rhyme with remaining letters. - Identify objects that begin with letters O-Z. - Appreciate the relationship between letters and sounds. |
The learner is guided to:
- Continue the rhyme: "O says 'o' as in octopus, ocean blue... Z says 'z' as in zebra, on the run." - Associate letters O-Z with objects (octopus, pig, queen, ring, snake, tree, umbrella, van, whale, x-ray, yellow, zebra). - Sing: "Now we know our ABCs, Letter sounds with names, oh please!" - Play letter memory games using flash cards. |
How many letter sounds have we learnt?
|
Queenex Language Activities Practice Book pg. 58
Alphabet rhyme chart Picture cards Flash cards Games materials Queenex Language Activities Practice Book pg. 59 Syllable charts Digital devices Writing board Games materials Digital devices |
Oral recitation
Games assessment
Peer assessment
|
|
| 6 | 3 |
Writing
|
Eye-hand Coordination
Writing Letters of the Alphabet |
By the end of the
lesson, the learner
should be able to:
- Say how to move eyes and hands when writing. - Demonstrate eye-hand coordination when copying pictures. - Value activities that involve eye-hand coordination. |
The learner is guided to:
- Tell how we move eyes and hands when writing. - Copy and colour the pictures of items found in the market (fruits, vegetables). - Practise writing letters on the floor, on a writing board, in the air. - Trace letters of the alphabet. |
How can we form letters of the alphabet?
|
Queenex Language Activities Practice Book pg. 60
Drawing books Crayons Pencils Tracing sheets Queenex Language Activities Practice Book pg. 61 Clay/Plasticine Letter puzzles Display board Queenex Language Activities Practice Book pg. 62 Writing books Alphabet charts Dotted line worksheets |
Observation
Practical assessment
Copying activities
|
|
| 6 | 4 |
Writing
|
Writing Letters of the Alphabet
Writing Syllables (fa-fu, ha-hu) |
By the end of the
lesson, the learner
should be able to:
- Write letters Nn to Zz in upper and lower case. - Convert capital letters to small letters and vice versa. - Value correct letter formation. |
The learner is guided to:
- Continue writing letters Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz. - Write in small letters: ABCDEFGHI, JKLMNOPQR, STUVWXYZ. - Write in capital letters: abcdefghi, jklmnopqr, stuvwxyz. - Display the work written in class. |
Why should we know both capital and small letters?
|
Queenex Language Activities Practice Book pg. 63
Writing books Pencils Alphabet charts Display board Queenex Language Activities Practice Book pg. 64 Syllable charts Flash cards |
Written exercises
Assessment rubric
Portfolio
|
|
| 6 | 5 |
Writing
Listening and Speaking |
Writing Syllables (fa-fu, ha-hu)
Auditory Discrimination |
By the end of the
lesson, the learner
should be able to:
- Join sounds to form syllables ga, ge, gi, go, gu. - Write syllables ga-gu on different surfaces. - Value neat syllable writing. |
The learner is guided to:
- Read syllables ga, ge, gi, go, gu from charts. - Engage in blending sounds to make syllables ga, ge, gi, go, gu. - Write syllables ga-gu on the board, books and digital devices where applicable. - Practise writing learned syllables on flashcards. - Participate fairly in syllable writing games. |
How do we blend sounds to form syllables?
|
Queenex Language Activities Practice Book pg. 64
Syllable charts Writing books Pencils Digital devices Display board Queenex Language Activities Practice Book pg. 65-66 Digital devices Letter sound charts Picture cards Crayons |
Written exercises
Games assessment
Observation
|
|
| 7 | 1 |
ANIMALS
Listening and Speaking Listening and Speaking Listening and Speaking |
Auditory Discrimination
Audience Awareness Audience Awareness |
By the end of the
lesson, the learner
should be able to:
- Imitate familiar sounds made by different animals kept at home. - Trace letter sounds and identify matching pictures. - Appreciate sounds made by animals in the environment. |
The learner is guided to:
- Trace the letter sounds and circle/tick the picture that matches the beginning sound. - Listen to an audio clip on sounds produced by different animals. - Name the animals shown in pictures (cow, cat, dog, goat, sheep, duck, chicken). - Make the sounds the animals make (moo, meow, bark, bleat). - Sing songs and recite poems on sounds made by animals. |
Which animal sounds do you hear within our school?
|
Queenex Language Activities Practice Book pg. 67-69
Digital devices Animal pictures Audio clips Charts Queenex Language Activities Practice Book pg. 70 Story books Animal picture cards Name cards Queenex Language Activities Practice Book pg. 71 Recording equipment Colouring worksheets Crayons |
Oral questions
Matching activities
Observation
|
|
| 7 | 2 |
Reading
|
Visual Memory
|
By the end of the
lesson, the learner
should be able to:
- Recall letters of the alphabet in and out of class. - Identify pictures of wild animals. - Embrace activities that involve recalling. |
The learner is guided to:
- Visit a learning corner within the class to observe different objects. - Settle back to their seats and mention the objects observed. - Read letters of the alphabet aloud and correctly from charts, books or digital devices to test their memory. - Chant letters of the alphabet collaboratively in the absence of a chart. |
How can wild animals be dangerous?
|
Queenex Language Activities Practice Book pg. 72
Learning corner materials Alphabet charts Flash cards Digital devices Queenex Language Activities Practice Book pg. 72-73 Shadow matching cards Animal pictures Games materials Queenex Language Activities Practice Book pg. 73 Animal picture cards Memory game materials Charts |
Oral questions
Memory games
Observation
|
|
| 7 | 3 |
Reading
|
Reading Syllables (ja-ju, la-lu)
|
By the end of the
lesson, the learner
should be able to:
- Recall syllables learnt earlier. - Join sounds to read syllables ja, je, ji, jo, ju. - Perform activities that involve reading of syllables. |
The learner is guided to:
- Watch a video clip/listen to a recording on reading of syllables. - Read syllables learnt earlier (ba-bu, ca-cu, da-du, fa-fu, ga-gu, ha-hu). - Join sounds to form syllables ja, je, ji, jo, ju. - Read the syllables from the syllable chart. - Chant rhymes on syllables. |
Why do you think we learn to read syllables?
|
Queenex Language Activities Practice Book pg. 74
Syllable charts Flash cards Digital devices Rhyme charts Games materials Writing board |
Reading assessment
Oral questions
Observation
|
|
| 7 | 4 |
Writing
|
Pattern Writing
Writing Syllables (ja-ju, la-lu) |
By the end of the
lesson, the learner
should be able to:
- Identify letter patterns written on different surfaces. - Write simple letter patterns on different surfaces. - Take pleasure in pattern writing activities. |
The learner is guided to:
- Read letters of the alphabet. - Recite the letters of the alphabet collaboratively while taking turns. - Observe a demonstration on how to write a pattern. - Join the broken lines to complete the patterns (curves, circles, zigzags). - Hold a writing tool appropriately. |
Which tools do we use for pattern writing?
|
Queenex Language Activities Practice Book pg. 75
Pattern worksheets Pencils Writing books Charts Queenex Language Activities Practice Book pg. 76 Display board Queenex Language Activities Practice Book pg. 77 Syllable charts Flash cards |
Observation
Pattern completion
Checklists
|
|
| 7 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Writing Syllables (ja-ju, la-lu)
Auditory Memory Auditory Memory |
By the end of the
lesson, the learner
should be able to:
- Write syllables la, le, li, lo, lu correctly and neatly. - Make patterns using syllables. - Appreciate displaying written work. |
The learner is guided to:
- Write syllables la, le, li, lo, lu on books. - Make patterns using syllables ja-ju, ka-ku, la-lu. - Model syllables while sharing the modelling materials (plasticine and/or clay). - Practise writing syllables on ICT devices where applicable. - Display work done in class. |
How can we form syllables neatly?
|
Queenex Language Activities Practice Book pg. 77
Writing books Pencils Clay/Plasticine Digital devices Queenex Language Activities Practice Book pg. 78 Dot-to-dot worksheets Digital devices Letter sound charts Audio clips Queenex Language Activities Practice Book pg. 79 Weather pictures Crayons |
Written exercises
Peer assessment
Portfolio
|
|
| 8 | 1 |
WEATHER CONDITIONS
Listening and Speaking Listening and Speaking Reading |
Reporting Skills
Visual Discrimination |
By the end of the
lesson, the learner
should be able to:
- Name different weather conditions. - Report orally the weather conditions observed. - Express appreciation in reporting incidences or happenings. |
The learner is guided to:
- Name different weather conditions (sunny, rainy, windy, cloudy). - Match the weather pictures to their names. - Take a nature walk outside the classroom to observe the weather. - Talk about the observed weather conditions in turns. |
How is the weather today?
|
Queenex Language Activities Practice Book pg. 80
Weather pictures Charts Flash cards Outdoor environment Queenex Language Activities Practice Book pg. 81 Digital devices Weather activity pictures Songs Queenex Language Activities Practice Book pg. 82 Weather picture cards Flash cards |
Matching activities
Oral presentation
Observation
|
|
| 8 | 2 |
Reading
|
Visual Discrimination
Reading Syllables (ma-mu, pa-pu) |
By the end of the
lesson, the learner
should be able to:
- Match pictures of weather symbols and activities taking place. - Match clothes to the weather. - Appreciate dressing appropriately for different weather. |
The learner is guided to:
- Tell why we should dress differently in different weather conditions. - Match the clothes to the weather (umbrella, raincoat, sunglasses, sweater, boots). - Match and pair pictures of weather symbols with activities taking place. - Recite poems on weather conditions. |
Which clothes do we wear on a hot day?
|
Queenex Language Activities Practice Book pg. 83
Clothing pictures Weather cards Matching worksheets Charts Sorting materials Picture cards Games materials Queenex Language Activities Practice Book pg. 84 Syllable charts Digital devices Flash cards Audio clips |
Matching activities
Oral questions
Observation
|
|
| 8 | 3 |
Reading
|
Reading Syllables (ma-mu, pa-pu)
|
By the end of the
lesson, the learner
should be able to:
- Join letter sounds to form syllables na, ne, ni, no, nu. - Blend letter sounds to read syllables. - Enjoy reading syllables collaboratively. |
The learner is guided to:
- Join letter sounds to form syllables na, ne, ni, no, nu. - Blend letter sounds to read syllables ma, na. - Practise reading syllables collaboratively. - Chant rhymes on syllables collaboratively. - Play syllable reading games. |
How do we blend sounds to make syllables?
|
Queenex Language Activities Practice Book pg. 84
Syllable charts Flash cards Games materials Rhyme charts Fishing game materials Digital devices |
Reading assessment
Games
Peer assessment
|
|
| 8 | 4 |
Writing
|
Recording Skills
Writing Syllables (ma-mu, pa-pu) |
By the end of the
lesson, the learner
should be able to:
- Observe different weather conditions during the day. - Draw symbols for different weather conditions. - Actively participate in activities involving recording observations. |
The learner is guided to:
- Observe different weather conditions outside the classroom, on a video clip or from pictures. - Talk about different weather conditions and differences. - Read symbols of different weather conditions. - Draw the weather symbols for windy, cloudy, rainy, and sunny. |
What do we wear on a rainy day?
|
Queenex Language Activities Practice Book pg. 85
Weather observation chart Drawing books Pencils Crayons Queenex Language Activities Practice Book pg. 86 Weather chart Display board Weather symbols Queenex Language Activities Practice Book pg. 87 Syllable charts Writing books Writing board |
Drawing assessment
Observation
Oral questions
|
|
| 8 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Writing Syllables (ma-mu, pa-pu)
Naming – Sources of Water Naming – Water Storage Containers |
By the end of the
lesson, the learner
should be able to:
- Write syllables pa, pe, pi, po, pu correctly and neatly. - Make patterns using syllables. - Appreciate displaying written work. |
The learner is guided to:
- Write syllables pa, pe, pi, po, pu on books. - Practise writing syllables on ICT devices where applicable. - Make patterns using syllables ma-mu, na-nu, pa-pu. - Display work done. - Collaboratively chant rhymes on syllables as they write them. |
Which tools do we use for writing syllables?
|
Queenex Language Activities Practice Book pg. 87
Writing books Pencils Digital devices Display board Queenex Language Activities Practice Book pg. 88 Charts Pictures Realia Realia Pictures |
Written exercises
Peer assessment
Portfolio
|
|
| 9 | 1 |
WATER
Listening and Speaking Listening and Speaking Listening and Speaking |
Naming – Uses of Water
Articulation of Letter Sounds Articulation of Letter Sounds – Letter-Sound Matching |
By the end of the
lesson, the learner
should be able to:
- Role-play uses of water in daily lives. - Talk about different uses of water. - Appreciate the importance of water in daily life. |
The learner is guided to:
- Talk about uses of water. - Role-play uses of water (cooking, drinking, washing). - Tick pictures that show uses of water. - Recite poems on uses of water. |
How do we use water at home?
|
Queenex Language Activities Practice Book pg. 89
Charts Digital devices Pictures Queenex Language Activities Practice Book pg. 92 Flash cards Digital devices |
Observation
Oral questions
Role-play assessment
|
|
| 9 | 2 |
Reading
|
Picture Reading – Uses of Water
Reading Syllables (ra-ru, ta-tu) – Joining Sounds |
By the end of the
lesson, the learner
should be able to:
- Name activities that involve use of water. - Read pictures illustrating use of water. - Show excitement in activities related to picture reading. |
The learner is guided to:
- View a video clip or observe pictures on different uses of water. - Talk about different uses of water mentioning activities where water is used (cooking, bathing, washing, drinking, farming). - Collaboratively read pictures illustrating uses of water on charts and books. - Colour pictures showing uses of water. |
How do we use water at home?
|
Queenex Language Activities Practice Book pg. 93
Charts Digital devices Pictures Queenex Language Activities Practice Book pg. 95 Flash cards Digital devices |
Observation
Oral questions
Portfolio
|
|
| 9 | 3 |
Reading
|
Reading Syllables (ra-ru, ta-tu) – Practice
Word Formation – Blending Syllables and Sounds Word Formation – Reading Three-letter Words |
By the end of the
lesson, the learner
should be able to:
- Read syllables collaboratively and individually. - Chant rhymes on syllables. - Acknowledge the use of syllables in daily communication. |
The learner is guided to:
- Read syllables collaboratively and individually. - Practise reading syllables collaboratively. - Chant rhymes on syllables. - Play games on syllable reading. |
How do we read syllables correctly?
|
Queenex Language Activities Practice Book pg. 95
Charts Flash cards Games materials Queenex Language Activities Practice Book pg. 96 Digital devices Flash cards |
Observation
Oral questions
Peer assessment
|
|
| 9 | 4 |
Reading
Writing |
Word Formation – Reading 'e' and 'i' Words
Word Formation – Reading 'o' and 'u' Words Hand Writing – Letter Formation |
By the end of the
lesson, the learner
should be able to:
- Read three-letter words with vowel 'e'. - Read three-letter words with vowel 'i'. - Take pleasure in reading three-letter words. |
The learner is guided to:
- Read 'e' words: bed, peg, hen, jet, ten, net, red, pet, leg, den. - Read 'i' words: pin, zip, lid, hip, ink, tin, bin, kit, nib, sit. - Practise reading three-letter words in pairs. - Play word matching games. |
Which three-letter words have vowel 'e' or 'i'?
|
Queenex Language Activities Practice Book pg. 96
Charts Flash cards Word cards Queenex Language Activities Practice Book pg. 97 Books Digital devices |
Observation
Oral questions
Peer assessment
|
|
| 9 | 5 |
Writing
|
Hand Writing – Writing Syllables
Hand Writing – Writing Three-letter Words Hand Writing – Practice |
By the end of the
lesson, the learner
should be able to:
- Read syllables from available sources. - Write syllables neatly and legibly. - Display written work for assessment. |
The learner is guided to:
- Read syllables from any available source: digital device, books or charts. - Practise writing syllables neatly and legibly. - Write syllables: d, g, k, m, n, r, s, t. - Display written syllables for others to read. |
How do we write syllables neatly?
|
Queenex Language Activities Practice Book pg. 98
Charts Writing books Pencils Queenex Language Activities Practice Book pg. 97 |
Observation
Portfolio
Peer assessment
|
|
| 10 | 1 |
Writing
|
Writing Syllables (ra-ru, ta-tu) – Identification
Writing Syllables (ra-ru, ta-tu) – Practice |
By the end of the
lesson, the learner
should be able to:
- Identify syllables in and out of class. - Read syllables from different materials. - Show excitement in using basic tools for writing. |
The learner is guided to:
- Read syllables (ra-ru, sa-su, ta-tu). - Write letters of the alphabet. - Copy syllables already learnt properly. - Make patterns using syllables. |
Why do we write syllables?
|
Queenex Language Activities Practice Book pg. 98
Charts Flash cards Writing books Writing books Digital devices |
Observation
Portfolio
Written work
|
|
| 10 | 2 |
TIME
Listening and Speaking Listening and Speaking Listening and Speaking |
News Telling – Daily Activities
News Telling – Daily Routine News Telling – Time Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Tell news on daily happenings with ease. - Watch video clips indicating activities done at different times of the day. - Appreciate participating in narration of happenings. |
The learner is guided to:
- Watch a video clip indicating activities done at different times of the day. - Observe and talk about pictures showing activities done at different times of the day. - Talk about different activities done every day from morning to evening. |
What do we do before coming to school?
|
Queenex Language Activities Practice Book pg. 99
Charts Digital devices Pictures Pictures Songs Queenex Language Activities Practice Book pg. 100 Flash cards |
Observation
Oral questions
News telling assessment
|
|
| 10 | 3 |
Listening and Speaking
|
News Telling – Sequencing Events
News Telling – Picture Stories Passing Information – Time Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Arrange events in correct sequence. - Tell stories about daily activities. - Actively contribute in learning experiences involving narration. |
The learner is guided to:
- Look at pictures and arrange events in sequence. - Tell stories about activities done at home. - Colour pictures of activities done at different times. - Sing songs about daily routine. |
How do we arrange events in order?
|
Queenex Language Activities Practice Book pg. 100
Charts Pictures Colouring materials Queenex Language Activities Practice Book pg. 101 Picture books Digital devices Pictures |
Observation
Oral questions
Portfolio
|
|
| 10 | 4 |
Listening and Speaking
|
Passing Information – Making Sentences
Passing Information – Chores and Activities Passing Information – Role Play |
By the end of the
lesson, the learner
should be able to:
- Make simple sentences using time vocabulary. - React to sentences made by peers. - Appreciate using time vocabulary in communication. |
The learner is guided to:
- In turns, make simple sentences using time vocabulary like today, yesterday, tomorrow, morning, evening. - React to sentences made by each other as a class. - Role-play activities done at different times of the day. |
How do we use time words in sentences?
|
Queenex Language Activities Practice Book pg. 100
Charts Flash cards Pictures Pictures Songs Costumes Props |
Observation
Oral questions
Role-play assessment
|
|
| 10 | 5 |
Listening and Speaking
|
Story Telling – Public Holidays
Story Telling – Role-playing Holidays |
By the end of the
lesson, the learner
should be able to:
- Mention common public holidays celebrated in Kenya. - Tell stories on how public holidays are celebrated. - Uphold the celebration of various public holidays. |
The learner is guided to:
- Identify common religious and national public holidays (Christmas, Easter, Mashujaa Day, Id ul Fitr, Diwali). - Watch a short video clip on people celebrating a public holiday. - Tell stories on how the public holidays are celebrated. |
Which days do we like celebrating and why?
|
Queenex Language Activities Practice Book pg. 99
Charts Digital devices Pictures Costumes Props |
Observation
Oral questions
Story telling
|
|
| 11 | 1 |
Listening and Speaking
Reading |
Story Telling – Days of the Week
Story Telling – Weekly Activities Reading Syllables (va-vu, za-zu) – Recall and Blend |
By the end of the
lesson, the learner
should be able to:
- Identify days of the week (Sunday-Saturday). - Tell stories on activities done on different days of the week. - Role-play activities done on different days. |
The learner is guided to:
- Identify days of the week (Sunday-Saturday). - Tell stories on activities done on different days of the week. - Collaboratively role-play activities done on different days of the week (market, school, worship). - Sing songs related to days of the week. |
What activities do we do on our worship day?
|
Queenex Language Activities Practice Book pg. 99
Charts Flash cards Songs Pictures Queenex Language Activities Practice Book pg. 102 Digital devices |
Observation
Oral questions
Role-play assessment
|
|
| 11 | 2 |
Reading
|
Reading Syllables (va-vu, za-zu) – Practice
Reading Three-letter Words – Blending Reading Three-letter Words – Practice |
By the end of the
lesson, the learner
should be able to:
- Read syllables collaboratively. - Chant rhymes on syllables. - Enjoy reading syllables with peers. |
The learner is guided to:
- Read the syllables collaboratively. - Chant rhymes on syllables collaboratively. - Read syllable table (va, ve, vi, vo, vu to za, ze, zi, zo, zu). - Play games on syllable reading. |
How do we form three-letter words?
|
Queenex Language Activities Practice Book pg. 102
Charts Flash cards Games materials Queenex Language Activities Practice Book pg. 103 Digital devices Picture cards |
Observation
Oral questions
Peer assessment
|
|
| 11 | 3 |
Writing
|
Writing Syllables (va-vu, za-zu) – Identification
Writing Syllables (va-vu, za-zu) – Practice Writing Three-letter Words – Blending and Writing |
By the end of the
lesson, the learner
should be able to:
- Identify syllables in and out of class. - Read syllables before writing. - Show excitement in using basic tools for writing activities. |
The learner is guided to:
- Read syllables (va-vu, wa-wu, za-zu). - Write letters of the alphabet. - Copy syllables already learnt properly. - Make patterns using syllables. |
Why do we learn syllables?
|
Queenex Language Activities Practice Book pg. 102
Charts Flash cards Writing books Writing books Digital devices Queenex Language Activities Practice Book pg. 104 |
Observation
Portfolio
Written work
|
|
| 11 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Writing Three-letter Words – 'o' and 'i' Words
Naming – Means of Transport Naming – Sounds of Transport |
By the end of the
lesson, the learner
should be able to:
- Name pictures and write corresponding words. - Write 'o' and 'i' words correctly. - Display written work for assessment. |
The learner is guided to:
- Name the pictures shown. - Write 'o' and 'i' words. - Write three-letter words by arranging cards of syllables and letter sounds on a pocket chart. - Display work done. - Practise writing three-letter words on ICT devices or on board, ground, books and cards. |
How do we write three-letter words correctly?
|
Queenex Language Activities Practice Book pg. 104
Charts Pocket charts Writing books Queenex Language Activities Practice Book pg. 106 Digital devices Pictures Flash cards Colouring materials |
Observation
Portfolio
Peer assessment
|
|
| 11 | 5 |
TRANSPORT
Listening and Speaking Listening and Speaking |
Naming – Safe Practices
Naming – Transport Rhymes and Songs |
By the end of the
lesson, the learner
should be able to:
- Talk about safe practices when using different means of transport. - Role-play safe practices when using transport. - Value safety when using different means of transport. |
The learner is guided to:
- Talk about safe practices when using different means of transport (walking along the road, travelling by a car/bus). - Role-play safe practices when boarding and alighting from vehicles. - Sing songs related to different means of transport. - Recite poems about transport safety. |
How do we use transport safely?
|
Queenex Language Activities Practice Book pg. 106
Charts Pictures Songs Queenex Language Activities Practice Book pg. 107 Colouring materials |
Observation
Oral questions
Role-play assessment
|
|
| 12 | 1 |
Listening and Speaking
|
News Telling – Transport Experiences
News Telling – Road Safety News Telling – Transport Observations |
By the end of the
lesson, the learner
should be able to:
- Tell news on travelling experiences using different means of transport. - Share stories of travelling experiences. - Appreciate sharing experiences with others. |
The learner is guided to:
- Listen to short stories from a peer, teacher or parent on what to do or not to do when walking along the road and when boarding a vehicle. - Repeat the told dos and don'ts in turns. - Give stories of their travelling experience to a place using one of the means of transport (what they saw and how they felt). |
What happens when one is travelling?
|
Queenex Language Activities Practice Book pg. 108
Charts Pictures Digital devices Poems Drawing materials |
Observation
Oral questions
News telling assessment
|
|
| 12 | 2 |
Listening and Speaking
Reading |
News Telling – Transport Songs and Poems
News Telling – People in Transport Picture Reading – Means of Transport |
By the end of the
lesson, the learner
should be able to:
- Sing songs related to different means of transport. - Recite poems about means of transport. - Report incidences or happenings in a sequential manner. |
The learner is guided to:
- Sing songs and recite poems related to different means of transport. - Report what they did during a journey in sequence. - Role-play being a driver, pilot, or captain. - Share news about a trip they have taken. |
How do people move from one place to another?
|
Queenex Language Activities Practice Book pg. 108
Charts Pictures Songs Costumes Queenex Language Activities Practice Book pg. 109 Flash cards Digital devices |
Observation
Oral questions
Performance assessment
|
|
| 12 | 3 |
Reading
Writing Writing |
Picture Reading – Transport Workers
Drawing and Colouring Pictures – Means of Transport Drawing and Colouring Pictures – Colouring Transport |
By the end of the
lesson, the learner
should be able to:
- Identify people with uniforms and protective clothing in the transport sector. - Match pictures of people with the mode of transport they work for. - Play picture identification games. |
The learner is guided to:
- Identify people with uniform and different protective working clothes in the transport sector (driver, captain, pilot, tout, cyclist, motorbike rider). - Match pictures of people with the mode of road transport they work for (a public bus driver and the bus). - Play a fishing game on flashing of pictures with people or means of transport. |
Who works in different types of transport?
|
Queenex Language Activities Practice Book pg. 109
Charts Flash cards Pictures Queenex Language Activities Practice Book pg. 111 Drawing books Pencils Erasers Colouring books Crayons Colour pencils |
Observation
Oral questions
Matching activities
|
|
| 12 | 4 |
Writing
|
Drawing and Colouring Pictures – Modelling Transport
Writing Practice – Letters and Syllables |
By the end of the
lesson, the learner
should be able to:
- Model different means of transport. - Display modelled work. - Sing songs as they create artwork. |
The learner is guided to:
- Collaboratively model cars, ship, bicycle, vans, buses using clay, plasticine or dough. - Display drawn, coloured and modelled work. - Sing songs as they colour pictures. - Clean up working area and wash hands after modelling. |
How do we model different means of transport?
|
Queenex Language Activities Practice Book pg. 111
Clay Plasticine Dough Water for washing Queenex Language Activities Practice Book pg. 112 Charts Writing books Pencils |
Observation
Portfolio
Peer assessment
|
|
| 12 | 5 |
Writing
|
Writing Practice – Forming Words
Writing Practice – Four-letter Words Writing Practice – More Four-letter Words Writing Practice – Reading Three-letter Words Writing Practice – Extended Word Reading |
By the end of the
lesson, the learner
should be able to:
- Write syllables by joining consonants and vowels. - Join syllables and letter sounds to make three-letter words. - Appreciate writing three-letter words. |
The learner is guided to:
- Collaboratively and individually join syllables and letter sounds and make three-letter words. - Join syllables to make words: ba-ck (back), ba-nd (band), bu-mp (bump). - Read and copy the words formed. - Display the work done in class. |
How do we form three-letter words?
|
Queenex Language Activities Practice Book pg. 112
Charts Writing books Flash cards Pencils Modelling materials Queenex Language Activities Practice Book pg. 110 Digital devices |
Observation
Portfolio
Peer assessment
|
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