GARDEN

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations from an oral text.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use words related to the theme in relevant contexts.
- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the letter-sound combinations: /ɪə/ as in near, ear, here, /θ/ as in thing, three path, /ð/ as in this, other, digraph wh as in when, where, the digraph tw as in two, twelve.
- Recite rhyming words that have the letter-sound combinations, with peers.
- Listen to and pronounce words related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Recite rhymes, sing songs, with peers using the vocabulary related to the theme.
- Use the vocabulary to construct oral sentences.
- Play a language game of matching vocabulary learnt to pictures and objects.
- Respond to simple specific two-directional instructions.

Why should we pronounce words correctly? -What do we find in a garden?

Skills in English Learner's Book pg. 84
-Audio recordings
-Rhyming words
-Picture cards
-Garden objects
-Language games
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations from an oral text.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use words related to the theme in relevant contexts.
- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the letter-sound combinations: /ɪə/ as in near, ear, here, /θ/ as in thing, three path, /ð/ as in this, other, digraph wh as in when, where, the digraph tw as in two, twelve.
- Recite rhyming words that have the letter-sound combinations, with peers.
- Listen to and pronounce words related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Recite rhymes, sing songs, with peers using the vocabulary related to the theme.
- Use the vocabulary to construct oral sentences.
- Play a language game of matching vocabulary learnt to pictures and objects.
- Respond to simple specific two-directional instructions.

Why should we pronounce words correctly? -What do we find in a garden?

Skills in English Learner's Book pg. 84
-Audio recordings
-Rhyming words
-Picture cards
-Garden objects
-Language games
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations from an oral text.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use words related to the theme in relevant contexts.
- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the letter-sound combinations: /ɪə/ as in near, ear, here, /θ/ as in thing, three path, /ð/ as in this, other, digraph wh as in when, where, the digraph tw as in two, twelve.
- Recite rhyming words that have the letter-sound combinations, with peers.
- Listen to and pronounce words related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Recite rhymes, sing songs, with peers using the vocabulary related to the theme.
- Use the vocabulary to construct oral sentences.
- Play a language game of matching vocabulary learnt to pictures and objects.
- Respond to simple specific two-directional instructions.

Why should we pronounce words correctly? -What do we find in a garden?

Skills in English Learner's Book pg. 85
-Song materials
-Rhymes
-Vocabulary cards
-Picture prompts
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations in preparation for reading.
- Pronounce words accurately when reading a text.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realize the importance of reading fluently for lifelong learning.

The learner is guided to:
- Pick out words with target letter-sound combinations /tw/ , /wh/, /ɪə/, /θ/, /ð/ from a chart.
- Read words containing the target letter-sound combinations correctly.
- Read a text displaying the right facial expressions and tonal variations, with peers.
- Engage in timed reading, displaying the right facial expressions and feelings when reading.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.
- Recite poems related to the theme.

How can we improve our reading speed? -How do we show feelings and emotions when reading?

Skills in English Learner's Book pg. 89
-Reading charts
-Timer
-Readers theatre materials
-Poems
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations in preparation for reading.
- Pronounce words accurately when reading a text.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realize the importance of reading fluently for lifelong learning.

The learner is guided to:
- Pick out words with target letter-sound combinations /tw/ , /wh/, /ɪə/, /θ/, /ð/ from a chart.
- Read words containing the target letter-sound combinations correctly.
- Read a text displaying the right facial expressions and tonal variations, with peers.
- Engage in timed reading, displaying the right facial expressions and feelings when reading.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.
- Recite poems related to the theme.

How can we improve our reading speed? -How do we show feelings and emotions when reading?

Skills in English Learner's Book pg. 89
-Reading charts
-Timer
-Readers theatre materials
-Poems
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations in preparation for reading.
- Pronounce words accurately when reading a text.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realize the importance of reading fluently for lifelong learning.

The learner is guided to:
- Pick out words with target letter-sound combinations /tw/ , /wh/, /ɪə/, /θ/, /ð/ from a chart.
- Read words containing the target letter-sound combinations correctly.
- Read a text displaying the right facial expressions and tonal variations, with peers.
- Engage in timed reading, displaying the right facial expressions and feelings when reading.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.
- Recite poems related to the theme.

How can we improve our reading speed? -How do we show feelings and emotions when reading?

Skills in English Learner's Book pg. 90
-Reading materials
-Facial expression cards
-Poetry books
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Look at pictures and title of a text and say what will happen in the story, with peers.
- Read a story/poem/dialogue related to the theme.
- Use contextual clues to infer the meanings of words.
- Respond to direct questions by locating sentences containing answers.
- Answer indirect questions using contextual clues.
- Summarise the events in a story in a few words.

How can we predict the ending of a story, poem or conversation? -How can we tell where events in a story have taken place? -How can we tell the characters in a story?

Skills in English Learner's Book pg. 92
-Story books
-Pictures
-Context clue cards
-Summary prompts
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Look at pictures and title of a text and say what will happen in the story, with peers.
- Read a story/poem/dialogue related to the theme.
- Use contextual clues to infer the meanings of words.
- Respond to direct questions by locating sentences containing answers.
- Answer indirect questions using contextual clues.
- Summarise the events in a story in a few words.

How can we predict the ending of a story, poem or conversation? -How can we tell where events in a story have taken place? -How can we tell the characters in a story?

Skills in English Learner's Book pg. 92
-Story books
-Pictures
-Context clue cards
-Summary prompts
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Look at pictures and title of a text and say what will happen in the story, with peers.
- Read a story/poem/dialogue related to the theme.
- Use contextual clues to infer the meanings of words.
- Respond to direct questions by locating sentences containing answers.
- Answer indirect questions using contextual clues.
- Summarise the events in a story in a few words.

How can we predict the ending of a story, poem or conversation? -How can we tell where events in a story have taken place? -How can we tell the characters in a story?

Skills in English Learner's Book pg. 93
-Comprehension materials
-Story dialogues
-Question prompts
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Language Use

Past Continuous Tense

By the end of the lesson, the learner should be able to:

- Identify words in past continuous tense for effective communication.
- Change verbs from present continuous to past continuous tense in a given context.
- Realize the importance of communicating ideas using the past continuous tense.

The learner is guided to:
- Listen to a story/poem/conversation containing sentences with past continuous tense.
- Pick out verbs in past continuous tense from a text.
- Take turns in asking and answering questions using the past continuous tense, with peers.
- Construct sentences in past continuous tense based on pictures related to the theme.
- Play language games that involve changing verbs from simple continuous to past continuous tense.

What were the learners doing in school yesterday?

Skills in English Learner's Book pg. 94
-Grammar texts
-Verb charts
-Picture prompts
-Language games
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

Past Continuous Tense

By the end of the lesson, the learner should be able to:

- Identify words in past continuous tense for effective communication.
- Change verbs from present continuous to past continuous tense in a given context.
- Realize the importance of communicating ideas using the past continuous tense.

The learner is guided to:
- Listen to a story/poem/conversation containing sentences with past continuous tense.
- Pick out verbs in past continuous tense from a text.
- Take turns in asking and answering questions using the past continuous tense, with peers.
- Construct sentences in past continuous tense based on pictures related to the theme.
- Play language games that involve changing verbs from simple continuous to past continuous tense.

What were the learners doing in school yesterday?

Skills in English Learner's Book pg. 95
-Grammar materials
-Practice exercises
-Picture cards
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

Past Continuous Tense

By the end of the lesson, the learner should be able to:

- Identify words in past continuous tense for effective communication.
- Change verbs from present continuous to past continuous tense in a given context.
- Realize the importance of communicating ideas using the past continuous tense.

The learner is guided to:
- Listen to a story/poem/conversation containing sentences with past continuous tense.
- Pick out verbs in past continuous tense from a text.
- Take turns in asking and answering questions using the past continuous tense, with peers.
- Construct sentences in past continuous tense based on pictures related to the theme.
- Play language games that involve changing verbs from simple continuous to past continuous tense.

What were the learners doing in school yesterday?

Skills in English Learner's Book pg. 95
-Grammar materials
-Practice exercises
-Picture cards
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

Past Continuous Tense

By the end of the lesson, the learner should be able to:

- Identify words in past continuous tense for effective communication.
- Change verbs from present continuous to past continuous tense in a given context.
- Realize the importance of communicating ideas using the past continuous tense.

The learner is guided to:
- Listen to a story/poem/conversation containing sentences with past continuous tense.
- Pick out verbs in past continuous tense from a text.
- Take turns in asking and answering questions using the past continuous tense, with peers.
- Construct sentences in past continuous tense based on pictures related to the theme.
- Play language games that involve changing verbs from simple continuous to past continuous tense.

What were the learners doing in school yesterday?

Skills in English Learner's Book pg. 95
-Grammar materials
-Practice exercises
-Picture cards
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Spelling

By the end of the lesson, the learner should be able to:

- Spell words with the target letter-sound combinations for effective writing.
- Write 3-7 letter words related to the theme correctly.
- Endorse writing words correctly clearly and legibly.

The learner is guided to:
- Read words with the target letter-sound combinations /tw/, /wh/, /ɪə/, /θ/, /ð/ from a word wall.
- Copy words with the letter-sound combinations.
- Spell words with the letter combinations from a dictation.
- Make words related to the theme from jumbled letters.
- Write 3-7 letter words that are related to the theme and read them aloud.
- Form words related to the theme using letters of their names, with peers.

How do we learn to spell words or names?

Skills in English Learner's Book pg. 97
-Word walls
-Letter combinations chart
-Jumbled letters
-Dictation materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Spelling

By the end of the lesson, the learner should be able to:

- Spell words with the target letter-sound combinations for effective writing.
- Write 3-7 letter words related to the theme correctly.
- Endorse writing words correctly clearly and legibly.

The learner is guided to:
- Read words with the target letter-sound combinations /tw/, /wh/, /ɪə/, /θ/, /ð/ from a word wall.
- Copy words with the letter-sound combinations.
- Spell words with the letter combinations from a dictation.
- Make words related to the theme from jumbled letters.
- Write 3-7 letter words that are related to the theme and read them aloud.
- Form words related to the theme using letters of their names, with peers.

How do we learn to spell words or names?

Skills in English Learner's Book pg. 98
-Spelling lists
-Word formation materials
-Name letter cards
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

ACCIDENTS

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Recognise the target letter-sound combinations in given words.
- Pronounce the words with the target letter-sound combinations in preparation for reading.
- Use new words related to the theme in relevant contexts.

The learner is guided to:
- Listen to an audio recording/teacher model of the target letter-sound combinations: nd as in sand, nk as in ink, sink, /eɪ/ as in take, ate, /əʊ/ as in home, /aɪ/ as in mine.
- Identify and pronounce words with the target letter sounds.
- Recite rhymes/tongue twisters to practise pronunciation.
- Listen to a text and identify new words.
- Use the vocabulary to construct sentences.
- Recite poems and sing songs on road safety.
- Draw and colour simple road signs.
- Respond to simple specific two-directional instructions.

1. Why do you look at someone's face as they speak? -2. Why is it important to pronounce words correctly?

Skills in English
-pg. 100
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 104
-Road signs
-Rhyming words
-Digital devices

Observation -Oral questions -Oral presentations -Checklists

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Respond appropriately to simple specific two-directional instructions in oral communication.
- Realise the importance of pronouncing and using new words correctly for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model of the target letter-sound combinations.
- Listen to a text and identify new words.
- Use the vocabulary to construct sentences.
- Recite poems and sing songs on road safety.
- Draw and colour simple road signs.
- Respond to simple specific two-directional instructions.

1. Why do you look at someone's face as they speak? -2. Why is it important to pronounce words correctly?

Skills in English
-pg. 100
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 104
-Road signs
-Songs/poems
-Digital devices

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations in preparation for reading.
- Read a text accurately, at the right speed, displaying the right feelings and emotions for fluency.
- Endorse reading simple, short narratives and informational texts in a variety of genres.

The learner is guided to:
- Pick out words with sound combinations 'nd' 'nk' and words ending with 'ar' as in car, far from a text.
- Read words containing the target letter-sound combinations.
- Practise reading a text aloud repetitively and in unison.
- Engage in timed reading, displaying the right facial expressions and feelings making appropriate pauses at punctuations.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.

1. Why is it important to read words properly? -2. What can help someone to read well?

Skills in English
-pg. 107
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 107
-Digital devices
-Texts with decodable words

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Read a text accurately, at the right speed, displaying the right feelings and emotions for fluency.
- Endorse reading simple, short narratives and informational texts in a variety of genres.

The learner is guided to:
- Read words containing the target letter-sound combinations.
- Practise reading a text aloud repetitively and in unison.
- Engage in timed reading, displaying the right facial expressions and feelings making appropriate pauses at punctuations.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.

1. Why is it important to read words properly? -2. What can help someone to read well?

Skills in English
-pg. 107
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Digital devices
-Readers theatre scripts

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Describe the characters and events in the text to show comprehension.
- Make predictions about a story based on the title and picture.
- Respond to direct and indirect questions in short simple sentences to show comprehension.

The learner is guided to:
- Look at the title and pictures in the text to make predictions.
- Discuss the setting and the characters in the story.
- Read a text related to theme and respond to direct questions.
- Respond to indirect questions using contextual clues.
- Retell a story with peers.
- Role play scenarios from the story.
- Talk about their own experiences in relation to the story.

1. What do you think will happen in this story? -2. What do the pictures tell us about the story?

Skills in English
-pg. 107
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Pictures
-Digital texts
-
-Role play materials
-Charts

Observation -Oral questions -Reading comprehension -Peer assessment -Checklists

Language Use

Use of conjunctions

By the end of the lesson, the learner should be able to:

- Distinguish the uses of conjunction 'or' in sentences for effective communication.
- Use conjunction 'or' to construct sentences related to the theme.
- Adopt using conjunction 'or' in everyday communication.

The learner is guided to:
- Identify sentences featuring the conjunction 'or' from a text.
- Construct sentences using 'or' to show choice.
- Role play making choices using 'or' in incidents related to the theme.
- Sing and recite poems about safety using conjunction 'or'.

What do we say when we want to choose something from a group of things?

Skills in English
-pg. 107
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Grammar exercises
-Digital devices

Observation -Oral questions -Written questions -Peer assessment -Checklists

Language Use

Use of conjunctions

By the end of the lesson, the learner should be able to:

- Use conjunction 'or' to construct sentences related to the theme.
- Adopt using conjunction 'or' in everyday communication.

The learner is guided to:
- Construct sentences using 'or' to show choice.
- Role play making choices using 'or' in incidents related to the theme.
- Sing and recite poems about safety using conjunction 'or'.

What do we say when we want to choose something from a group of things?

Skills in English
-pg. 107
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Songs/poems
-Role play materials

Observation -Written questions -Peer assessment -Self assessment -Checklists

Writing

Spelling

By the end of the lesson, the learner should be able to:

- Spell 3-6 letter words with the target letter-sound combinations for effective writing.
- Write vocabulary related to the theme appropriately for legibility.
- Adopt writing words clearly, legibly and correctly.

The learner is guided to:
- Identify words with target letter-sound combinations ('nk', 'nd', 'ar') from a list of jumbled words.
- Copy words with the letter-sound combinations.
- Write words with the target letter combinations from a dictation of the words.
- Make words related to the theme from jumbled letters.
- Take part in word building activities using pocket charts/print/digital flash cards.

1. Why should people spell words correctly? -2. How do we learn to spell?

Skills in English
-pg. 113
-Word lists
-Flash cards
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 113
-Digital devices
-Pocket charts

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

Writing

Spelling

By the end of the lesson, the learner should be able to:

- Write vocabulary related to the theme appropriately for legibility.
- Adopt writing words clearly, legibly and correctly.

The learner is guided to:
- Copy words with the letter-sound combinations.
- Write words with the target letter combinations from a dictation of the words.
- Make words related to the theme from jumbled letters.
- Take part in word building activities using pocket charts/print/digital flash cards.

1. Why should people spell words correctly? -2. How do we learn to spell?

Skills in English
-pg. 113
-Word lists
-Flash cards
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 113
-Digital devices
-Jumbled word cards

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

CLASSROOM

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Recognise words with the target letter-sound combinations in preparation for reading.
- Pronounce new words correctly for clarity in speech.
- Use new words related to the theme in relevant contexts.

The learner is guided to:
- Identify words with the target letter-sound combinations from an oral text: 'br' as in brick, bread, /ə/ words ending with er as in her, /iː/ as in been, as in meet, /eɪ/ as said, /əʊ/ as in coat, boat.
- Pronounce words and phrases with the target letter-sound combinations.
- Recite rhyming words to practice pronunciation, with peers.
- Listen to the vocabulary related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Pronounce the new words.
- Use new words to talk about the classroom.
- Practise using vocabulary words related to the theme in a language game.
- Match vocabulary words learnt to pictures and objects.

1. Which words do you use to talk about the classroom? -2. Why is it important to pronounce words correctly?

Skills in English
-pg. 116
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 120
-Picture cards
-Digital devices
-Class objects

Observation -Oral questions -Oral presentations -Checklists

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Respond simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the target letter-sound combinations.
- Listen to the vocabulary related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Pronounce the new words.
- Use new words to talk about the classroom.
- Practise using vocabulary words related to the theme in a language game.
- Match vocabulary words learnt to pictures and objects.
- Pay attention to simple specific two-directional instructions.
- Engage in role play to respond to simple specific two-directional instructions.

1. Which words do you use to talk about the classroom? -2. Why is it important to pronounce words correctly?

Skills in English
-pg. 116
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 120
-Role play materials
-Digital devices
-Class objects

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations in preparation for reading.
- Pronounce words with the target letter–sound combinations accurately when reading a text.
- Read a text accurately, at the right speed and with expression.

The learner is guided to:
- Recognise words with the sounds /br/, /er/, /ə/ words ending with er, /iː/, /eɪ/, /əʊ/ from a text.
- Select words with the target letter sound combinations from a chart.
- Read words with target letters-sound combinations.
- Recite a choral verse to practise pronunciation of words, with peers.
- Read a short text observing stress and intonation.
- Engage in timed reading of a grade-appropriate text, displaying the right facial expressions, feelings or emotions.
- Practise reading sentences containing decodable and non-decodable words.

1. Why should we pronounce words correctly? -2. Why should we read fluently?

Skills in English
-pg. 120
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 124
-Digital devices
-Texts with decodable words
-
-Readers theatre scripts

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.

The learner is guided to:
- Discuss the title and pictures in the text to make predictions.
- Read a text related to theme and respond to direct questions.
- Track text using their fingers.
- Respond to indirect questions using contextual clues.
- Retell a story with peers.
- Role play scenarios from the story, with peers.
- Talk about their own experiences in relation to the story.

1. How can we predict how a story, poem or conversation will end? -2. How can we tell where events have taken place?

Skills in English
-pg. 124
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 126
-Pictures
-Digital texts

Observation -Oral questions -Reading comprehension -Peer assessment -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Answer direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Read a text related to theme and respond to direct questions.
- Track text using their fingers.
- Respond to indirect questions using contextual clues.
- Retell a story with peers.
- Role play scenarios from the story, with peers.
- Talk about their own experiences in relation to the story.

1. How can we predict how a story, poem or conversation will end? -2. How can we tell where events have taken place?

Skills in English
-pg. 124
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 126
-Role play materials
-Charts

Observation -Oral questions -Role play assessment -Peer assessment -Checklists

Language Use

Cardinal and ordinal numbers -Demonstratives (these, those)

By the end of the lesson, the learner should be able to:

- Differentiate ordinal and cardinal numbers as used in oral and written communication.
- Use ordinal and cardinal numbers for effective communication.
- Use plural demonstratives to talk about things that are near or far.

The learner is guided to:
- Distinguish between ordinal and cardinal numbers in a list or a sentence.
- Use objects in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers.
- Construct sentences using ordinal and cardinal numbers, with peers.
- Pick out demonstratives from a written text.
- Use demonstratives to talk about things in the classroom, with peers.
- Use demonstratives to construct sentences related to the theme.

1. Why is it important to count correctly? -2. Which objects are near/far from you?

Skills in English
-pg. 128
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 130
-Number charts
-Classroom objects
-Digital devices
-
-Songs/poems
-Grammar exercises

Observation -Oral questions -Written questions -Peer assessment -Checklists

Writing

Spelling

By the end of the lesson, the learner should be able to:

- Spell words with the target letter-sound combinations for effective writing.
- Write 4-7 letter words appropriately for legibility.
- Adopt writing words clearly, legibly and correctly for effective communication.

The learner is guided to:
- Spell words with the target letter-sound combinations from a dictation.
- Write 4-7 letter words with the target letter-sound combinations read to them.
- Make 4-7 letter words related to the theme from jumbled letters.
- Participate in spelling word drills with peers.
- Generate as many words related to the theme as they can from a set of their names.
- Type words made onto a digital device.

1. Why should people spell words correctly? -2. How do we learn to spell words or names?

Skills in English
-pg. 128
-Word lists
-Flash cards
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 130
-Digital devices
-Jumbled word cards

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

Writing

Spelling

By the end of the lesson, the learner should be able to:

- Write 4-7 letter words appropriately for legibility.
- Adopt writing words clearly, legibly and correctly for effective communication.

The learner is guided to:
- Write 4-7 letter words with the target letter-sound combinations read to them.
- Make 4-7 letter words related to the theme from jumbled letters.
- Participate in spelling word drills with peers.
- Generate as many words related to the theme as they can from a set of their names.
- Type words made onto a digital device.

1. Why should people spell words correctly? -2. How do we learn to spell words or names?

Skills in English
-pg. 128
-Word lists
-Flash cards
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 130
-Digital devices
-Spelling drills

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

Writing

Spelling

By the end of the lesson, the learner should be able to:

- Write 4-7 letter words appropriately for legibility.
- Adopt writing words clearly, legibly and correctly for effective communication.

The learner is guided to:
- Write 4-7 letter words with the target letter-sound combinations read to them.
- Make 4-7 letter words related to the theme from jumbled letters.
- Participate in spelling word drills with peers.
- Generate as many words related to the theme as they can from a set of their names.
- Type words made onto a digital device.

1. Why should people spell words correctly? -2. How do we learn to spell words or names?

Skills in English
-pg. 128
-Word lists
-Flash cards
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 130
-Digital devices
-Spelling drills

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

THE FARM

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Recognise words with the target letter-sound combinations correctly.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use new words related to the theme in relevant contexts.

The learner is guided to:
- Pick out words and phrases with the target letter-sound combinations: cr as in crop, /ɜː/ as in sir, first, thirst, /eɪ/ as in say; grey, /aɪ/ as in fly, cry, words ending with letter y pronounced as /i/ as in baby, /ə/ as in words ending with ar far, car.
- Pronounce words and phrases with the target letter-sound combinations.
- Practice pronunciation of words using minimal pairs/rhyming words.
- Listen to and identify the vocabulary related to the theme as used in short sentences/short paragraphs/teacher read aloud stories.
- Articulate vocabulary related to the theme correctly.
- Construct sentences using the new words.

1. Why is it important to pronounce words correctly? -2. Why do we need to respond to instructions properly?

Skills in English
-pg. 133
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 138
-Picture cards
-Digital devices
-Farm objects
-
-Songs
-Match cards

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Identify words with the target letter-sound combinations in preparation for reading.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realise the importance of reading fluently in lifelong learning.

The learner is guided to:
- Select words with the target letter–sound combinations: 'cr', /ɜː/, /eɪ/, /aɪ/ 'y' pronounced as /i/, 'ar' from a chart.
- Read words including words with the target letter–sound combinations.
- Recite a choral verse with words related to the theme, with peers.
- Engage in timed reading displaying the right feelings or emotions when reading a text.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre where he or she reads some lines or stanzas of a poem, with peers.

1. Why should we pronounce words correctly? -2. Why should we read fluently?

Skills in English
-pg. 140
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 145
-Digital devices
-Texts with decodable words

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realise the importance of reading fluently in lifelong learning.

The learner is guided to:
- Read words including words with the target letter–sound combinations.
- Recite a choral verse with words related to the theme, with peers.
- Engage in timed reading displaying the right feelings or emotions when reading a text.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre where he or she reads some lines or stanzas of a poem, with peers.

1. Why should we pronounce words correctly? -2. Why should we read fluently?

Skills in English
-pg. 140
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 145
-Digital devices
-Readers theatre scripts

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Identify the main idea, topic or purpose of the text for understanding.
- Identify the setting of the text for comprehension.
- Explain the sequence of events in a text.

The learner is guided to:
- Read a theme-related text in print or digital form.
- Pick the main idea in the text by using sentence prompts.
- List the characters in the text.
- Discuss the setting in the text, with peers.
- Explain what happens in the beginning, middle and end of the text.
- Retell what was in the text in a few words.

How can we tell where the events of a story have taken place? -How can we tell the characters in a story?

Skills in English
-pg. 141
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 143
-Pictures
-Digital texts

Observation -Oral questions -Reading comprehension -Peer assessment -Checklists

Reading
Language Use

Comprehension
Word Sets -(gender sets for animals/people) -Opposites

By the end of the lesson, the learner should be able to:

- Retell events in a text in own words to check understanding.
- Adopt retelling a story to check understanding.

The learner is guided to:
- Explain what happens in the beginning, middle and end of the text.
- Retell what was in the text in a few words.

How can we tell where the events of a story have taken place? -How can we tell the characters in a story?

Skills in English
-pg. 141
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 143
-Story sequencing cards
-Charts
-
-pg. 146
-Picture cards
-Gender charts
-Digital devices

Observation -Oral questions -Story retelling -Peer assessment -Checklists

Language Use

Word Sets -(gender sets for animals/people) -Opposites

By the end of the lesson, the learner should be able to:

- Use the opposites to discuss animals and people at the farm.
- Realise the role of gender sets and opposites in communicating ideas.

The learner is guided to:
- Construct sentences using male and female of animals that are familiar.
- Work with pictures to identify opposites of animals/people.

Why is it important to learn words for referring to male and female animals/people?

Skills in English
-pg. 143
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 146
-Picture cards
-Opposites chart
-Digital devices

Observation -Written questions -Peer assessment -Self assessment -Checklists

Writing

Punctuation -(The comma)

By the end of the lesson, the learner should be able to:

- Recognise the comma correctly in a text.
- Use the comma correctly in listing items.
- Adopt the use of the comma in writing.

The learner is guided to:
- Identify commas from writings on wall charts/chalk board/digital and print resources.
- Use the comma correctly in written exercises, with peers.
- Use commas to write lists of items/names.
- Write sentences using the comma correctly.
- Engage in role play conversations in which the comma is used and then write down some sentences on a digital device.

Why do you think we use a comma when writing?

Skills in English
-pg. 146
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 146
-Comma exercises
-Digital devices
-Role play materials

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

Writing

Punctuation -(The comma)

By the end of the lesson, the learner should be able to:

- Use the comma correctly in listing items.
- Adopt the use of the comma in writing.

The learner is guided to:
- Use commas to write lists of items/names.
- Write sentences using the comma correctly.
- Engage in role play conversations in which the comma is used and then write down some sentences on a digital device.

Why do you think we use a comma when writing?

Skills in English
-pg. 146
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 146
-Comma exercises
-Digital devices
-Lists of items

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

POSITION AND DIRECTIONS

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Recognise words with the target letter-sound combinations from an oral text.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use new words in relevant contexts to talk about position and direction.

The learner is guided to:
- Pick out words and phrases with the target letter-sound combinations from a conversation/teacher read aloud story/audio recording - /ɪə/ as in ear - /ə/ as in her, - /ɜː/ as in first, bird, fur - dr as in draw - /ɔɪ/ as in boy, toy - /aɪ/ as in time.
- Pronounce the words and phrases.
- Listen to audio/video recording of a conversation on position and direction.
- Engage in simple dialogues using words related to the theme.
- Construct oral sentences using the new words.
- Recite rhymes/sing songs, using the vocabulary learnt.

1. Why is it important to pronounce words correctly? -2. What is the direction of your home from school?

Skills in English
-pg. 149
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 154
-Picture cards
-Digital devices
-Maps

Observation -Oral questions -Oral presentations -Checklists

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Engage in simple dialogues using words related to the theme.
- Construct oral sentences using the new words.
- Recite rhymes/sing songs, using the vocabulary learnt.
- Practise matching vocabulary learnt to pictures and objects.
- Give and respond to simple specific two-directional instructions in oral communication.

1. Why is it important to pronounce words correctly? -2. What is the direction of your home from school?

Skills in English
-pg. 149
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 154
-Songs
-Match cards
-Digital devices

Observation -Oral questions -Oral presentations -Checklists

Reading

Fluency

By the end of the lesson, the learner should be able to:

- Identify words with target letter-sound combinations in preparation for reading.
- Pronounce words with the target sounds accurately for clarity of speech.
- Read a text at the right speed displaying the right facial expressions for fluency.

The learner is guided to:
- Identify words with the target letter-sound combinations as modelled by peers, teacher or a digital device, /ɪə/, /ə/, /ɜː/, /ɔɪ/, /aɪ/, dr.
- Read words with the target letter-sound combinations in isolation and in a text.
- Practice reading a text accurately, with expressions and observing the correct punctuation.
- Engage in timed reading displaying the right emotions or feelings when reading.
- Role play telling directions using the new words.

Why is it important to read words properly?

Skills in English
-pg. 154
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 157
-Digital devices
-Texts with decodable words

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Fluency
Comprehension

By the end of the lesson, the learner should be able to:

- Read a text at the right speed displaying the right facial expressions for fluency.
- Realise the importance of reading fluency in communication.

The learner is guided to:
- Read words with the target letter-sound combinations in isolation and in a text.
- Practice reading a text accurately, with expressions and observing the correct punctuation.
- Engage in timed reading displaying the right emotions or feelings when reading.
- Role play telling directions using the new words.

Why is it important to read words properly?

Skills in English
-pg. 154
-Charts
-Poems
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 157
-Digital devices
-Role play materials
-Story books
-
-pg. 159
-Pictures
-Digital texts

Observation -Oral questions -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

By the end of the lesson, the learner should be able to:

- Create a mental picture of events, characters or places in a text.
- Adopt reading pictures and texts for information.

The learner is guided to:
- Read the story aloud and visualize the characters, setting and events in the story.
- Share the pictures they have created in their minds with peers.
- Retell a story in their own words.
- Talk about their own experiences in relation to the story.

1. What do you think will happen in this story? -2. What do the pictures tell us about the story?

Skills in English
-pg. 157
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 159
-Story sequencing cards
-Charts

Observation -Oral questions -Story retelling -Peer assessment -Checklists

Language Use

Prepositions

By the end of the lesson, the learner should be able to:

- Identify target prepositions in an oral text.
- Use prepositions accurately to describe the position, location and direction of things.
- Realise the use of prepositions for clarity in communication.

The learner is guided to:
- Listen to an audio clip of a poem, conversation or a story and list the prepositions used.
- Read sentences with the prepositions: (beside, above, over, below, across, to, at).
- Play a miming game with peers.
- Describe location of various objects in the classroom using suitable prepositions.
- Construct sentences using target prepositions and share with peers.
- Practise using target prepositions in a dialogue, with peers.

1. Where do we keep different things in the school? -2. Where do we keep different things at home?

Skills in English
-pg. 159
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 163
-Preposition charts
-Digital devices
-Classroom objects

Observation -Oral questions -Written questions -Peer assessment -Checklists

Language Use
Writing

Prepositions
Punctuation -(The exclamation mark)

By the end of the lesson, the learner should be able to:

- Use prepositions accurately to describe the position, location and direction of things.
- Realise the use of prepositions for clarity in communication.

The learner is guided to:
- Describe location of various objects in the classroom using suitable prepositions.
- Construct sentences using target prepositions and share with peers.
- Practise using target prepositions in a dialogue, with peers.
- Sing short songs/rhymes with prepositions.
- Play language games containing target prepositions.

1. Where do we keep different things in the school? -2. Where do we keep different things at home?

Skills in English
-pg. 159
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 163
-Songs/rhymes
-Language games
-Digital devices
-
-Exclamation mark exercises
-Games

Observation -Written questions -Peer assessment -Self assessment -Checklists

Writing

Punctuation -(The exclamation mark)

By the end of the lesson, the learner should be able to:

- Use the exclamation mark correctly in writing.
- Adopt using the exclamation mark in writing.

The learner is guided to:
- Use the exclamation mark correctly in written exercises.
- Play games with peers that involve placing the exclamation mark correctly in a text.

Why do you think it is important to use the exclamation mark when writing?

Skills in English
-pg. 163
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 163
-Exclamation mark exercises
-Digital devices
-Practice texts

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics

Writing

Punctuation -(The exclamation mark)

By the end of the lesson, the learner should be able to:

- Use the exclamation mark correctly in writing.
- Adopt using the exclamation mark in writing.

The learner is guided to:
- Use the exclamation mark correctly in written exercises.
- Play games with peers that involve placing the exclamation mark correctly in a text.

Why do you think it is important to use the exclamation mark when writing?

Skills in English
-pg. 163
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 163
-Exclamation mark exercises
-Digital devices
-Practice texts

Written exercise -Peer assessment -Self assessment -Checklists -Assessment rubrics