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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 |
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 |
Oral questions
Observation
Peer assessment
|
|
| 2 | 2 |
Listening and Speaking
Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- identify words with the target letter-sound combinations in oral texts - articulate new vocabulary related to activities at home and school - appreciate the importance of using correct vocabulary in communication |
The learner is guided to:
- play 'spin the wheel' with words featuring target letter-sounds - make sentences using vocabulary related to activities - talk about things they do at home and at school - match vocabulary with appropriate pictures |
What words can we use to talk about activities at home and school?
|
Oxford Progressive Primary English Learner's Book pg. 3
Audio-visual aids Flash cards Vocabulary charts Oxford Progressive Primary English Learner's Book pg. 4 Story books Word charts Oxford Progressive Primary English Learner's Book pg. 5 Digital devices Flash cards |
Oral presentations
Observation
Role play
|
|
| 2 | 3 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- identify characters and setting in a text - make predictions about story outcomes - appreciate reading texts for information |
The learner is guided to:
- look at pictures and title to predict story events - read a print or digital text related to the theme - identify the main idea/topic/purpose in a text - discuss the setting and characters in a story |
How can we tell how a story will end?
|
Oxford Progressive Primary English Learner's Book pg. 6
Story books Digital devices Picture charts Oxford Progressive Primary English Learner's Book pg. 7 Digital texts Charts Sentence strips Picture cards |
Written questions
Oral responses
Story retelling
|
|
| 2 | 4 |
Language Use
Writing |
Subject-verb agreement
Handwriting: Long words and descenders |
By the end of the
lesson, the learner
should be able to:
- identify correct subject-verb patterns in sentences - use singular and plural subjects with matching verbs - show interest in using correct grammar in communication |
The learner is guided to:
- construct sentences using singular and plural objects at home and school - complete sentences with the correct form of the verb - play language games involving subject-verb agreement - edit sentences with incorrect subject-verb agreement |
What makes a sentence correct?
|
Oxford Progressive Primary English Learner's Book pg. 8
Sentence strips Grammar charts Digital resources Oxford Progressive Primary English Learner's Book pg. 9 Handwriting charts Lined paper Sample texts |
Written exercises
Peer assessment
Observation
|
|
| 2 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Handwriting: Long words and descenders
Pronunciation and Vocabulary 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 |
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 |
How can we improve our handwriting?
|
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 Oxford Progressive Primary English Learner's Book pg. 13 Picture cards Word charts Audio recordings |
Dictation exercises
Handwriting samples
Self-assessment
|
|
| 3 | 1 |
SHARING DUTIES AND RESPONSIBILITIES
Reading Reading Reading |
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read target words accurately with correct pronunciation - value the importance of reading fluently |
The learner is guided to:
- pick out words containing target letter-sound combinations from a written text - read words with letter-sound combinations correctly - engage in timed reading displaying appropriate expression |
Why should we check our speed while reading?
|
Oxford Progressive Primary English Learner's Book pg. 14
Story books Flash cards Digital devices Oxford Progressive Primary English Learner's Book pg. 15 Reading materials Digital devices Flash cards Picture charts Digital resources |
Reading aloud
Timed reading
Observation
|
|
| 3 | 2 |
Reading
Language Use Language Use |
Comprehension
Forms of verb 'do' Forms of verb 'do' |
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - infer answers to indirect questions - show interest in making connections between texts and real-life |
The learner is guided to:
- discuss the text and locate sentences with answers to direct questions - answer inferential questions using contextual clues - make connections between events in the text and real life - engage in language games using vocabulary learned |
How does a story help us understand our responsibilities?
|
Oxford Progressive Primary English Learner's Book pg. 16
Story books Question cards Vocabulary charts Oxford Progressive Primary English Learner's Book pg. 17 Sentence strips Digital devices Audio recordings Oxford Progressive Primary English Learner's Book pg. 18 Grammar charts Sentence strips |
Comprehension tests
Oral discussions
Story mapping
|
|
| 3 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - form letters correctly and consistently - value the importance of neat handwriting |
The learner is guided to:
- look at sample of text with good handwriting - identify aspects of good handwriting (spacing, alignment) - copy letter patterns of target letter-sound combinations |
How do we write words?
|
Oxford Progressive Primary English Learner's Book pg. 19
Handwriting patterns Sample texts Lined paper Oxford Progressive Primary English Learner's Book pg. 20 Lined exercise books Picture prompts Handwriting models |
Handwriting exercises
Observation
Self-assessment
|
|
| 3 | 4 |
ETIQUETTE
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
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 Oxford Progressive Primary English Learner's Book pg. 23 Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 25 Story books Word cards Reading charts |
Pronunciation drills
Oral questions
Observation
|
|
| 3 | 5 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with expression - pay attention to punctuation when reading - appreciate the importance of reading fluently |
The learner is guided to:
- engage in timed reading with peers and give positive feedback - read narratives paying attention to pace, pitch and volume - participate in readers' theater activities |
How does reading with expression help listeners understand better?
|
Oxford Progressive Primary English Learner's Book pg. 26
Story books Digital resources Reading materials Digital texts Question cards Oxford Progressive Primary English Learner's Book pg. 27 Sequence cards Digital resources |
Performance reading
Peer assessment
Observation
|
|
| 4 | 1 |
Language Use
Writing |
Indefinite pronouns: nobody, anybody, somebody
Handwriting |
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 Oxford Progressive Primary English Learner's Book pg. 30 Handwriting patterns Sample texts Lined paper |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 4 | 2 |
Writing
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 |
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 |
How can we improve our handwriting?
|
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
|
|
| 4 | 3 |
CHILD RIGHTS
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency 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 Oxford Progressive Primary English Learner's Book pg. 37 Poetry books |
Role play
Oral presentations
Observation
|
|
| 4 | 4 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
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 Oxford Progressive Primary English Learner's Book pg. 41 Grammar charts Sentence strips Digital resources |
Comprehension questions
Story prediction
Observation
|
|
| 4 | 5 |
Language Use
Writing |
Subject-verb agreement
Handwriting |
By the end of the
lesson, the learner
should be able to:
- 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:
- 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 |
Why is subject-verb agreement important in communication?
|
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 |
Written exercises
Language games
Peer assessment
|
|
| 5 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Handwriting
Pronunciation and Vocabulary Pronunciation and Vocabulary |
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 Oxford Progressive Primary English Learner's Book pg. 47 Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 48 Digital devices Picture dictionaries |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 5 | 2 |
OCCUPATIONS
Reading Reading 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 - value reading fluently for understanding |
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 |
Why is it important to read fluently?
|
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 Picture charts Digital texts |
Reading aloud
Timed reading
Observation
|
|
| 5 | 3 |
Reading
Language Use Language Use |
Comprehension
Singular and plural of irregular nouns 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 Oxford Progressive Primary English Learner's Book pg. 54 Sentence strips |
Written exercises
Oral discussions
Story connections
|
|
| 5 | 4 |
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 |
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 |
How do we write words in a sentence?
|
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
|
|
| 5 | 5 |
TECHNOLOGY
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
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 for target letter-sound combinations (dr, gr and shr) - say words with target letter-sound combinations - use words with target sounds to create sentences |
How can we use sounds to learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 59
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 60 Digital devices Picture cards Oxford Progressive Primary English Learner's Book pg. 61 Story books Word cards Digital resources |
Pronunciation drills
Oral questions
Observation
|
|
| 6 | 1 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate texts with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading technology-related texts |
The learner is guided to:
- read a text displaying right facial expressions and tone - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
Why do we need to read at the right speed?
|
Oxford Progressive Primary English Learner's Book pg. 62
Reading materials Digital texts Flash cards Oxford Progressive Primary English Learner's Book pg. 64 Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 65 Question cards Digital resources |
Performance reading
Timed reading
Peer assessment
|
|
| 6 | 2 |
Language Use
Writing |
Future time (will/shall)
Spelling |
By the end of the
lesson, the learner
should be able to:
- identify sentences expressing future time - use 'will' and 'shall' to express future actions - appreciate the importance of expressing time correctly |
The learner is guided to:
- recognize sentences with words that express future time - talk about what they plan to do after school using will/shall - ask and answer questions using words expressing future time |
What will you and your classmates do at break time?
|
Oxford Progressive Primary English Learner's Book pg. 66
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 67 Song lyrics Oxford Progressive Primary English Learner's Book pg. 68 Picture cards Crossword puzzles |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 6 | 3 |
Writing
Listening and Speaking |
Spelling
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules when writing - show commitment to spelling words correctly |
The learner is guided to:
- make correct words from jumbled letters - play spelling games with peers - write words using each letter of their name |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 69
Word puzzles Spelling games Digital resources Oxford Progressive Primary English Learner's Book pg. 71 Audio recordings Flash cards Word charts |
Spelling bee
Written exercises
Word formation games
|
|
| 6 | 4 |
SAFETY
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to safety appropriately - construct sentences about safety measures - show awareness of safety through communication |
The learner is guided to:
- listen to sentences with safety vocabulary and repeat them - identify safety-related words from audio recordings - role play scenarios related to safety - make sentences using words about safety |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 72
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 73 Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 74 Reading materials Digital texts Flash cards |
Role play
Oral presentations
Observation
|
|
| 6 | 5 |
Reading
Language Use |
Comprehension
Conjunctions (but, because) |
By the end of the
lesson, the learner
should be able to:
- identify main ideas in safety-related texts - make predictions about story outcomes - value reading for information |
The learner is guided to:
- look at pictures and title to predict story events - read/listen to a safety story from digital device or teacher - respond to direct and indirect questions about the text |
What do you think will happen in this story?
|
Oxford Progressive Primary English Learner's Book pg. 75
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 76 Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 77 Digital videos Sentence strips Grammar charts |
Comprehension questions
Story prediction
Observation
|
|
| 7 | 1 |
Language Use
Writing |
Conjunctions (but, because)
Spelling |
By the end of the
lesson, the learner
should be able to:
- join sentences using 'but' and 'because' - apply conjunctions appropriately in communication - show interest in using correct grammar |
The learner is guided to:
- fill in a substitution table joining phrases with conjunctions - write sentences using 'but' and 'because' - edit sentences by adding appropriate conjunctions |
How can conjunctions help us express our ideas better?
|
Oxford Progressive Primary English Learner's Book pg. 78
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 79 Word cards Spelling lists |
Written exercises
Sentence construction
Peer assessment
|
|
| 7 | 2 |
Writing
Listening and Speaking Listening and Speaking |
Spelling
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- organize jumbled letters to make words - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- organize jumbled letters to form safety-related words - listen to recordings and spell words correctly - make words from each letter of their names |
How can we improve our spelling skills?
|
Oxford Progressive Primary English Learner's Book pg. 80
Word puzzles Audio recordings Digital resources Oxford Progressive Primary English Learner's Book pg. 82 Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 83 Picture cards Word charts Audio recordings |
Spelling bee
Written exercises
Word formation games
|
|
| 7 | 3 |
DOMESTIC ANIMALS
Reading Reading 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 - value reading fluently for understanding |
The learner is guided to:
- identify words with target letter-sound combinations (ft, ct, lt, rd) - read words with letter-sound combinations correctly - read a text displaying appropriate expressions and tone |
Why should we read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 84
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 85 Reading materials Poetry books Digital resources Oxford Progressive Primary English Learner's Book pg. 86 Picture charts Digital texts |
Reading aloud
Timed reading
Observation
|
|
| 7 | 4 |
Reading
Language Use Language Use |
Comprehension
Quantifiers (some, many, no, all, any) Quantifiers (some, many, no, all, any) |
By the end of the
lesson, the learner
should be able to:
- answer direct and indirect questions about a text - retell stories about domestic animals - show interest in caring for domestic animals |
The learner is guided to:
- answer direct and indirect questions from a text - retell a story related to domestic animals - share their own experiences with domestic animals |
What do you think will happen in the story?
|
Oxford Progressive Primary English Learner's Book pg. 87
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 88 Grammar charts Sentence strips Oxford Progressive Primary English Learner's Book pg. 89 Digital devices |
Written exercises
Story retelling
Oral discussions
|
|
| 7 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write animal-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- copy words with target letter-sound combinations - spell words during teacher dictation - arrange jumbled letters to make correct words |
Why should we spell words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 90
Word cards Spelling lists Digital resources Oxford Progressive Primary English Learner's Book pg. 91 Word puzzles Audio recordings |
Spelling tests
Dictation exercises
Written work
|
|
| 8 | 1 |
WILD ANIMALS
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations in oral texts - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- say sounds and name pictures with target letter-sound combinations (lk, lf, lm, mp) - repeat sentences with target letter-sound combinations - identify words with target sounds from a story |
How can we tell from people's faces and hand movements as they talk?
|
Oxford Progressive Primary English Learner's Book pg. 93
Audio recordings Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 94 Digital devices Oxford Progressive Primary English Learner's Book pg. 97 Story books Word cards Reading charts |
Pronunciation drills
Oral questions
Observation
|
|
| 8 | 2 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading about wild animals |
The learner is guided to:
- read a text displaying appropriate facial expressions - engage in timed reading with appropriate pauses - practice reading sentences with decodable and non-decodable words |
What makes it difficult to read well?
|
Oxford Progressive Primary English Learner's Book pg. 98
Reading materials Digital texts Flash cards Oxford Progressive Primary English Learner's Book pg. 99 Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 100 Question cards Digital resources |
Performance reading
Timed reading
Peer assessment
|
|
| 8 | 3 |
Language Use
Writing |
Opposites
Punctuation (The comma) |
By the end of the
lesson, the learner
should be able to:
- identify opposites of different words in texts - use opposites in constructing sentences - appreciate the role of opposites in communication |
The learner is guided to:
- identify opposites from a group of words in a text - tell stories about wildlife using opposites - construct sentences using opposites related to wild animals |
Why is it important to learn about opposites of words?
|
Oxford Progressive Primary English Learner's Book pg. 101
Grammar charts Word cards Story books Oxford Progressive Primary English Learner's Book pg. 102 Language games Oxford Progressive Primary English Learner's Book pg. 104 Sample texts Sentence strips Punctuation charts |
Gap filling exercises
Matching activities
Sentence construction
|
|
| 8 | 4 |
Writing
Listening and Speaking |
Punctuation (The comma)
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- use commas correctly in written work - edit sentences by adding commas where needed - show commitment to using punctuation correctly |
The learner is guided to:
- role play conversations with peers using commas - write sentences using commas to separate list items - edit texts by adding commas where necessary |
Why are commas important in writing?
|
Oxford Progressive Primary English Learner's Book pg. 105
Sample texts Punctuation guides Digital resources Oxford Progressive Primary English Learner's Book pg. 107 Audio recordings Flash cards Word charts |
Editing exercises
Written work
Peer editing
|
|
| 8 | 5 |
FESTIVALS
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to festivals appropriately - construct sentences about celebrations - show interest in learning about various festivals |
The learner is guided to:
- listen carefully to identify words that show good manners - match words with correct pictures (thank you, sorry, welcome) - role play buying and selling using polite words - sing songs about festivals |
How can we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 108
Picture cards Word charts Audio recordings Oxford Progressive Primary English Learner's Book pg. 109 Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 110 Reading materials Digital texts Flash cards |
Role play
Matching exercises
Oral presentations
|
|
| 9 | 1 |
Reading
Language Use |
Comprehension
Prepositions (next to, around, near, by, along, after, under) |
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in texts about festivals - value reading for information and pleasure |
The learner is guided to:
- look at pictures and title to predict story events - talk about setting and characters in festival stories - get clues from the story to answer direct questions |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 111
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 112 Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 113 Grammar charts Objects for positioning |
Comprehension questions
Story prediction
Character analysis
|
|
| 9 | 2 |
Language Use
Writing |
Prepositions (next to, around, near, by, along, after, under)
Punctuation |
By the end of the
lesson, the learner
should be able to:
- distinguish between different prepositions - apply prepositions correctly in communication - show interest in using correct prepositions |
The learner is guided to:
- construct sentences using prepositions - sing songs/rhymes with prepositions - play language games containing prepositions - fill in gaps with appropriate prepositions |
How can prepositions help us describe where things are?
|
Oxford Progressive Primary English Learner's Book pg. 114
Grammar charts Song lyrics Language games Oxford Progressive Primary English Learner's Book pg. 117 Sample texts Punctuation charts Sentence strips |
Written exercises
Oral presentations
Language games
|
|
| 9 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Punctuation
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- use full stops, exclamation marks and question marks correctly - edit sentences adding appropriate punctuation - show commitment to using punctuation correctly |
The learner is guided to:
- put appropriate punctuation marks in sentences - copy conversations and add correct punctuation - write sentences about festivals using correct punctuation - edit texts by adding correct punctuation |
How do we write sentences correctly?
|
Oxford Progressive Primary English Learner's Book pg. 118
Punctuation guides Sentence strips Digital resources Oxford New Progressive Primary English Learner's Book pg. 121 Audio recordings Word cards Flash cards Oxford New Progressive Primary English Learner's Book pg. 123 Picture cards Charts Audio recordings |
Editing exercises
Written work
Peer editing
|
|
| 9 | 4 |
PLAY TIME AND GAMES
Reading Reading Reading |
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 and with expression. - Comprehend grade-appropriate texts fluently. - Appreciate the importance of reading fluently. |
The learner is guided to:
- Read words with target letter-sound combinations. - Point out words with target letter-sound combinations from a text. - Engage in timed reading displaying appropriate emotions. - Read texts paying attention to punctuation and tone. - Participate in readers' theater with peers. |
Why is it important to read fluently?
|
Oxford New Progressive Primary English Learner's Book pg. 125
Story books Readers Flash cards Wall charts Oxford New Progressive Primary English Learner's Book pg. 126 Digital devices Oxford New Progressive Primary English Learner's Book pg. 127 Digital devices Picture charts |
Observation
Timed reading
Oral reading fluency assessment
Peer assessment
|
|
| 9 | 5 |
Reading
Language Use Language Use |
Comprehension
Comparatives and Superlatives (-er and -est) Comparatives and Superlatives (-er and -est) |
By the end of the
lesson, the learner
should be able to:
- Sequence events in a story correctly. - Infer meanings of new words using context clues. - Summarize information from a text appropriately. - Value reading texts for information and enjoyment. |
The learner is guided to:
- Read a story and identify main ideas. - Get meanings of new words using contextual clues. - Respond to direct and indirect questions. - Summarize the story in one sentence. - Role play scenarios from the story. |
What do the pictures tell us about the story?
|
Oxford New Progressive Primary English Learner's Book pg. 128
Story books Digital devices Picture cards Oxford New Progressive Primary English Learner's Book pg. 129 Picture cards Flash cards Word cards Oxford New Progressive Primary English Learner's Book pg. 130 |
Story maps
Question and answer
Role play assessment
Written exercises
|
|
| 10 | 1 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Recognize the names of objects in pictures related to the theme. - Write names from picture prompts correctly. - Appreciate the importance of writing correctly. |
The learner is guided to:
- Name different objects in pictures provided. - Respond to prompts and write names of objects. - Draw, color and name objects related to the theme. - Fill in gaps using correct words. - Match pictures with their names. |
Why is it important to correctly write names of objects?
|
Oxford New Progressive Primary English Learner's Book pg. 134
Picture cards Flash cards Word cards Digital devices Writing materials |
Written exercises
Picture labeling
Matching assessment
Gap filling exercises
|
|
| 10 | 2 |
TECHNOLOGY
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations in oral texts. - Pronounce words with target letter-sound combinations correctly. - Use vocabulary related to technology in relevant contexts. - Value the importance of correct pronunciation in communication. |
The learner is guided to:
- Listen attentively for target letter-sound combinations in words. - Say words with target letter-sound combinations and record using digital devices. - Listen to new words in sentences/paragraphs and determine their meanings. - Practice new words in response to picture cues. - Dramatize scenarios using vocabulary words. |
Why should we listen attentively when other people are talking?
|
Oxford New Progressive Primary English Learner's Book pg. 97
Digital devices Picture cards Audio recordings Oxford New Progressive Primary English Learner's Book pg. 98 Flash cards Oxford New Progressive Primary English Learner's Book pg. 100 Story books Word cards |
Observation
Oral questions
Dramatization assessment
Recording evaluation
|
|
| 10 | 3 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sound combinations correctly. - Read texts at the appropriate speed with expression. - Record reading performances for self-assessment. - Appreciate the importance of reading fluently for effective communication. |
The learner is guided to:
- Blend target sounds to read words with letter-sound combinations. - Read sentences containing decodable and non-decodable words. - Participate in and record readers' theater performances. - Engage in timed reading with peers taking appropriate pauses. |
How should we read?
|
Oxford New Progressive Primary English Learner's Book pg. 101
Story books Digital devices Word cards Oxford New Progressive Primary English Learner's Book pg. 102 Picture cards Oxford New Progressive Primary English Learner's Book pg. 103 |
Recording evaluation
Timed reading tests
Readers' theater assessment
Self-assessment
|
|
| 10 | 4 |
Language Use
Writing |
Possessive Pronouns
Paragraphs |
By the end of the
lesson, the learner
should be able to:
- Identify possessive pronouns in sentences. - Use possessive pronouns correctly in communication. - Appreciate the role of possessive pronouns in communication. |
The learner is guided to:
- Talk about things that belong to them using possessive pronouns. - Role play ownership of items and objects in the classroom. - Construct sentences using possessive pronouns. - Ask and answer questions using possessive pronouns. |
How do you talk about things that belong to you or other people?
|
Oxford New Progressive Primary English Learner's Book pg. 103
Picture cards Objects in the classroom Flash cards Oxford New Progressive Primary English Learner's Book pg. 104 Flash cards Word cards Sentence strips Writing materials |
Oral questions
Written exercises
Role play assessment
Observation checklist
|
|
| 10 | 5 |
Writing
Listening and Speaking |
Paragraphs
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write sentences in logical sequence to form paragraphs. - Edit written work for clarity. - Value the importance of organized writing for effective communication. |
The learner is guided to:
- Arrange sentences in logical order to form paragraphs. - Write simple paragraphs on technology. - Edit their work for errors. - Share their paragraphs with peers for feedback. |
How do we write fluently?
|
Oxford New Progressive Primary English Learner's Book pg. 105
Writing materials Digital devices Sample paragraphs Oxford New Progressive Primary English Learner's Book pg. 146 Audio recordings Word puzzles Flash cards |
Paragraph writing assessment
Editing exercises
Peer assessment
Self-evaluation
|
|
| 11 | 1 |
SAVINGS
Listening and Speaking Reading Reading |
Pronunciation and Vocabulary
Fluency Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations in recorded stories. - Use vocabulary related to savings effectively in communication. - Recite poems related to savings fluently. - Appreciate the importance of savings in life. |
The learner is guided to:
- Listen to recorded stories and identify words with target sounds. - Solve word puzzles containing target sounds. - Make sentences using words related to savings. - Recite poems about savings in groups. - Role play banking scenarios. |
Why do we learn new words?
|
Oxford New Progressive Primary English Learner's Book pg. 147
Audio recordings Word puzzles Picture cards Props for role play Oxford New Progressive Primary English Learner's Book pg. 148 Story books Flash cards Digital devices Oxford New Progressive Primary English Learner's Book pg. 149 Digital devices Flash cards |
Poem recitation assessment
Role play evaluation
Oral questions
Observation checklist
|
|
| 11 | 2 |
Reading
Language Use |
Comprehension
'Wh' questions (why, whom, how) |
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on title and pictures. - Identify main ideas in a text about savings. - Answer questions based on a text correctly. - Value reading texts for information about savings. |
The learner is guided to:
- Look at pictures and title to predict story events. - Read a story about savings. - Answer direct questions by locating sentences in the text. - Respond to indirect questions using context clues. - Identify words related to savings in the story. |
What do the pictures tell us about the story?
|
Oxford New Progressive Primary English Learner's Book pg. 150
Story books Digital devices Picture cards Oxford New Progressive Primary English Learner's Book pg. 152 Story maps Chart paper Oxford New Progressive Primary English Learner's Book pg. 153 Audio recordings Question cards Digital devices |
Written questions
Oral responses
Story retelling assessment
Comprehension tests
|
|
| 11 | 3 |
Language Use
Writing |
'Wh' questions (why, whom, how)
Guided writing |
By the end of the
lesson, the learner
should be able to:
- Construct sentences using 'Wh' questions correctly. - Apply knowledge of 'Wh' questions in daily communication. - Value the importance of asking appropriate questions. |
The learner is guided to:
- Ask and answer questions about saving money using 'Wh' questions. - Recite poems containing 'Wh' questions. - Role play banking scenarios using 'Wh' questions. - Write questions and answers using 'Wh' questions. |
How can we find out what we want to know?
|
Oxford New Progressive Primary English Learner's Book pg. 154
Question cards Picture cards Props for role play Oxford New Progressive Primary English Learner's Book pg. 155 Sentence strips Writing materials Digital devices |
Written exercises
Oral presentations
Role play assessment
Peer evaluation
|
|
| 11 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Guided writing
Pronunciation and Vocabulary Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
- Write sentences about earning, saving and spending money. - Edit written work for clarity and correctness. - Value the importance of saving money for the future. |
The learner is guided to:
- Talk about why it is good to save money. - Write down points about earning, saving and spending. - Arrange points logically to form sentences. - Write sentences to form a short story. - Edit their work and write a final copy. |
Why is it good to plan our writing?
|
Oxford New Progressive Primary English Learner's Book pg. 156
Writing materials Digital devices Sample paragraphs Oxford New Progressive Primary English Learner's Book pg. 158 Audio recordings Word cards Picture cards Oxford New Progressive Primary English Learner's Book pg. 159 Picture cards Props for role play |
Paragraph writing assessment
Editing exercises
Peer assessment
Self-evaluation
|
|
| 11 | 5 |
TALENTS
Reading Reading Reading |
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 and with expression. - Value the importance of reading fluently. |
The learner is guided to:
- Read words with target letter-sound combinations aloud. - Identify words with target letter-sound combinations in a story. - Read texts displaying appropriate facial expressions and tone. - Engage in timed reading with peers. |
What makes it easy to read well?
|
Oxford New Progressive Primary English Learner's Book pg. 160
Story books Flash cards Word cards Oxford New Progressive Primary English Learner's Book pg. 161 Digital devices Flash cards Oxford New Progressive Primary English Learner's Book pg. 162 Picture cards |
Timed reading tests
Observation checklist
Reading accuracy assessment
Peer evaluation
|
|
| 12 | 1 |
Reading
Language Use Language Use |
Comprehension
Adverbs of manner Adverbs of manner |
By the end of the
lesson, the learner
should be able to:
- Talk about their own experiences related to talents. - Retell a story about talents in their own words. - Relate story events to personal experiences. - Appreciate the importance of developing talents. |
The learner is guided to:
- Talk about their own experiences related to talents. - Retell a story about talents to classmates. - Answer questions about talents mentioned in the story. - Discuss personal experiences related to talents. |
How can we relate stories to our own lives?
|
Oxford New Progressive Primary English Learner's Book pg. 163
Story books Digital devices Picture cards Sentence strips Substitution tables Oxford New Progressive Primary English Learner's Book pg. 164 Word cards Action cards Flash cards |
Story retelling assessment
Oral presentations
Question and answer
Self-evaluation
|
|
| 12 | 2 |
Writing
|
Guided writing
|
By the end of the
lesson, the learner
should be able to:
- Identify words related to talents from written texts. - Write simple sentences about talents correctly. - Appreciate the importance of writing clearly for effective communication. |
The learner is guided to:
- Read a story about talents and pick out related words. - Use picked words to write sentences. - Write sentences about a star they like. - Share their work with peers for feedback. |
How do we write about things we admire?
|
Oxford New Progressive Primary English Learner's Book pg. 165
Story books Writing materials Word cards Oxford New Progressive Primary English Learner's Book pg. 166 Digital devices Sample paragraphs |
Written exercises
Sentence construction assessment
Peer assessment
Self-evaluation
|
|
| 12 | 3 |
ENVIRONMENT
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations in oral texts. - Pronounce words with target letter-sound combinations correctly. - Use new words related to environment appropriately. - Value the importance of correct pronunciation in communication. |
The learner is guided to:
- Say sounds and words after the teacher. - Look at pictures and say their names. - Say other words that have target sounds. - Play word building games combining target sounds with other sounds. |
How can we use sounds learnt to make new words?
|
Oxford New Progressive Primary English Learner's Book pg. 168
Audio recordings Picture cards Word cards Oxford New Progressive Primary English Learner's Book pg. 169 Songs Letter cards Oxford New Progressive Primary English Learner's Book pg. 170 Story books Flash cards |
Observation
Oral questions
Word building assessment
Game participation evaluation
|
|
| 12 | 4 |
Reading
|
Fluency
Comprehension Comprehension |
By the end of the
lesson, the learner
should be able to:
- Articulate words with target letter-sound combinations clearly. - Read texts at the appropriate pace with expression. - Adopt reading simple narratives for information. - Appreciate the importance of reading fluently. |
The learner is guided to:
- Select words with target letter-sound combinations from texts. - Pronounce words with target letter-sound combinations. - Take part in timed reading with peers. - Read narratives/poems/dialogues paying attention to pace, pitch and volume. |
What makes it easy to read well?
|
Oxford New Progressive Primary English Learner's Book pg. 171
Story books Digital devices Flash cards Oxford New Progressive Primary English Learner's Book pg. 172 Picture cards Oxford New Progressive Primary English Learner's Book pg. 174 Question cards |
Timed reading tests
Pronunciation assessment
Reading performance evaluation
Self-assessment
|
|
| 12 | 5 |
Language Use
Writing Writing |
Interjections of displeasure
Guided Writing (factual paragraph) Guided Writing (factual paragraph) |
By the end of the
lesson, the learner
should be able to:
- Identify words that express displeasure in conversations. - Use interjections of displeasure appropriately in communication. - Appreciate the role of interjections in expressing feelings. |
The learner is guided to:
- Look at pictures and read what people are saying. - Listen to audio recordings and identify interjections of displeasure. - Use specified words in sentences to show displeasure. - Read sentences in turns to practice interjections. |
How do you show that you are not happy about something?
|
Oxford New Progressive Primary English Learner's Book pg. 175
Audio recordings Picture cards Flash cards Oxford New Progressive Primary English Learner's Book pg. 176 Situation cards Word cards Writing materials Digital devices Oxford New Progressive Primary English Learner's Book pg. 177 Environmental resources |
Oral presentations
Role play assessment
Sentence construction evaluation
Observation checklist
|
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