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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING AND OPENER ASSESSMENT |
||||||||
| 2 | 1 |
GREETINGS AND FAREWELL
Listening and Speaking Listening and Speaking |
Greetings and Farewell
|
By the end of the
lesson, the learner
should be able to:
- Tell why we greet people in our day-to-day lives. - Use greetings correctly while interacting. - Adopt the use of greetings in daily interactions. |
The learner is guided to:
- Tell why we greet each other as we interact. - Role-play initiating and responding to greetings. - Listen to an audio clip on people greeting or watch a video clip on people greeting. - Tell words we use to greet different people (family members, visitors, teachers, school mates). |
Why do we greet people?
|
Queenex Language Activities Practice Book pg. 1
Digital devices Charts Flash cards Pictures of people greeting Queenex Language Activities Practice Book pg. 2 Poems Flash cards |
Observation
Oral questions
Role play assessment
|
|
| 2 | 2 |
Listening and Speaking
|
Greetings and Farewell
|
By the end of the
lesson, the learner
should be able to:
- Acknowledge the importance of greetings in communication. - Demonstrate appropriate greetings for different people. - Appreciate the use of greetings and farewell in daily life. |
The learner is guided to:
- Colour pictures and say the greeting depicted. - Tell what children in pictures are saying. - Practise saying farewell appropriately. - Join dots to form greeting words and read them. |
How do we say farewell?
|
Queenex Language Activities Practice Book pg. 3-4
Crayons Charts Flash cards Pictures |
Oral presentation
Observation
Checklists
|
|
| 2 | 3 |
Listening and Speaking
|
Time-related Greetings and Farewell
|
By the end of the
lesson, the learner
should be able to:
- Identify time-related greetings and farewells. - Use time-related greetings correctly (good morning, good afternoon). - Value the importance of appropriate greetings at different times. |
The learner is guided to:
- Look at pictures and identify time of day. - Colour pictures and say the appropriate time-related greeting (good morning, good afternoon). - Join dots to form words "good morning" and "good afternoon" and read them. - Role-play time-related greetings with peers. |
What greeting do we use in the morning?
|
Queenex Language Activities Practice Book pg. 5-8
Digital devices Charts Crayons Pictures depicting different times Queenex Language Activities Practice Book pg. 9-11 Flash cards |
Observation
Oral questions
Role play
|
|
| 2 | 4 |
Reading
|
Reading Readiness
|
By the end of the
lesson, the learner
should be able to:
- Identify texts and pictures from books. - Read texts and pictures from the left to the right of a page. - Demonstrate good care of own books. |
The learner is guided to:
- Interact with text and pictures in books. - Open books and read them from left to right. - Look at pictures and tell a friend the story. - Show how to turn pages of a book correctly. |
How do we handle books?
|
Queenex Language Activities Practice Book pg. 12-13
Picture books Story books Charts Digital devices |
Observation
Oral questions
Demonstration
|
|
| 2 | 5 |
Reading
|
Reading Readiness
|
By the end of the
lesson, the learner
should be able to:
- Turn pages from right to left in readiness for reading. - Read pictures from different materials. - Enjoy reading pictures and texts from different materials. |
The learner is guided to:
- Turn pages of a book from right to left. - Read pictures from different materials: books, charts, digital devices and boards. - Identify what children in pictures are doing. - Role-play arranging books on shelves, bags and tables. |
Why is it important to handle books well?
|
Queenex Language Activities Practice Book pg. 14
Picture books Charts Digital devices Library corner materials Queenex Language Activities Practice Book pg. 15 Alphabet charts Flash cards Rhyme charts |
Observation
Oral questions
Reading logs
|
|
| 3 | 1 |
Writing
|
Writing Readiness
|
By the end of the
lesson, the learner
should be able to:
- Identify writing materials (surfaces and tools) in preparation for writing. - Hold a writing tool properly in preparation for writing. - Turn pages from right to left in preparation for writing. |
The learner is guided to:
- Mention writing surfaces such as books, ground, boards, slates and tools such as pencils, sticks, chalks, colours. - Practice holding a writing tool properly. - Turn pages from right to left when writing. - Colour pictures in books. |
How do we ensure that we write properly on our books?
|
Queenex Language Activities Practice Book pg. 16
Pencils Crayons Writing books Slates |
Observation
Writing samples
Checklists
|
|
| 3 | 2 |
Writing
|
Writing Readiness
|
By the end of the
lesson, the learner
should be able to:
- Write patterns from left to right. - Draw pictures of choice freely. - Take pleasure in pre-writing activities in and out of school. |
The learner is guided to:
- Collaboratively write patterns from left to right. - Freely draw pictures of choice. - Colour pictures within borders. - Practice tracing patterns and simple shapes. |
Why do we write from left to right?
|
Queenex Language Activities Practice Book pg. 17
Pencils Crayons Pattern worksheets Drawing books |
Writing tests
Observation
Peer assessment
Portfolio
|
|
| 3 | 3 |
OUR NEIGHBOURHOOD
Listening and Speaking Listening and Speaking |
Listening for Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Tell why we should listen attentively when one is talking. - Listen to information for comprehension. - Take pleasure in activities that involve listening. |
The learner is guided to:
- Listen to a story on things in the neighbourhood from the teacher or a digital device. - Listen to riddles and answer questions (e.g., "I say moo! Moo! Moo! I am a big animal, I give milk and meat. Who am I?"). - Join the dots and colour pictures related to the riddles. - Sing songs about listening attentively. |
What do we do when a story is being told?
|
Queenex Language Activities Practice Book pg. 17
Digital devices Charts Pictures Story books Queenex Language Activities Practice Book pg. 18-19 Story books Crayons Pictures |
Observation
Oral questions
Listening tests
|
|
| 3 | 4 |
Listening and Speaking
|
News Telling
|
By the end of the
lesson, the learner
should be able to:
- Talk about happenings as they occur in daily life. - Tell and retell news and verbal messages. - Take pleasure in passing verbal messages. |
The learner is guided to:
- Explain different happenings or events sequentially. - Listen to news from the teacher or pre-recorded news from a digital device. - Look at pictures and identify what they can see in the neighbourhood. - Tell their friend what they do at home during the weekend. |
What do you usually see on your way to school?
|
Queenex Language Activities Practice Book pg. 20
Digital devices Pictures Charts Flash cards |
Oral presentation
Observation
Peer assessment
|
|
| 3 | 5 |
Listening and Speaking
Reading |
News Telling
Book Handling |
By the end of the
lesson, the learner
should be able to:
- Role-play how different vehicles move along the roads as observed. - Talk about the importance of neighbours. - Appreciate sharing news about the neighbourhood. |
The learner is guided to:
- Collaboratively tell and re-tell news in turns. - Talk about the importance of neighbours. - Tell news on happenings about people or events in the neighbourhood. - Role-play how vehicles in the neighbourhood move as observed. - Sing songs related to things found in the neighbourhood. |
What do you do when we are not in school?
|
Queenex Language Activities Practice Book pg. 20
Digital devices Pictures Charts Realia Queenex Language Activities Practice Book pg. 21-22 Books Shelves Book covers Crayons |
Oral questions
Role play
Observation
|
|
| 4 | 1 |
Reading
|
Book Handling
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate ability to arrange books properly. - Practise arranging books top side up in shelves or book corner. - Value proper storage of books. |
The learner is guided to:
- Arrange books in bags. - Arrange and store books properly in collaboration with peers. - Practise arranging books top side up in shelves or book corner. - Practise dusting books with nose covered where there is dust. - Wash hands after dusting books. - Sing songs as they arrange books on shelves, in bags or on tables. |
Why is it important to arrange books properly?
|
Queenex Language Activities Practice Book pg. 23
Books Shelves Bags Book corner |
Observation
Practical assessment
Checklists
|
|
| 4 | 2 |
Reading
|
Reading Readiness
|
By the end of the
lesson, the learner
should be able to:
- Identify pictures of things found in the neighbourhood. - Talk about the pictures collaboratively. - Enjoy participating in pre-reading activities. |
The learner is guided to:
- Identify pictures of things found in the neighbourhood from the writing board, charts, books, flash cards or digital devices (neighbours, buildings, domestic animals, utensils, rivers, roads, playgrounds, trees, market). - Talk about the pictures collaboratively. - Colour pictures related to the neighbourhood. |
What are the different things found near our school?
|
Queenex Language Activities Practice Book pg. 24-25
Charts Flash cards Digital devices Crayons Queenex Language Activities Practice Book pg. 26 Alphabet charts Rhyme charts |
Oral questions
Observation
Picture identification
|
|
| 4 | 3 |
Reading
|
Letter Recognition: Letters Aa-Ff
|
By the end of the
lesson, the learner
should be able to:
- Identify letter names Aa, Bb, Cc, Dd, Ee, Ff in and out of class. - Differentiate between upper case and lower case letters Aa-Ff. - Take pleasure in chanting rhymes on letter names. |
The learner is guided to:
- Listen to an audio clip on letter names or read letter names from the board. - Read letters Aa, Bb, Cc, Dd, Ee, Ff from charts, books, flash cards. - Match upper case and lower case letters Aa-Ff. - Sing the ABC song. - Chant rhymes on letter names Aa-Ff. |
Which letters of the alphabet are almost written the same?
|
Queenex Language Activities Practice Book pg. 27
Alphabet charts Flash cards Digital devices Letter cut-outs |
Oral questions
Matching activities
Observation
|
|
| 4 | 4 |
Reading
|
Letter Recognition: Letters Gg-Ll
Letter Recognition: Letters Mm-Rr |
By the end of the
lesson, the learner
should be able to:
- Identify letter names Gg, Hh, Ii, Jj, Kk, Ll in and out of class. - Differentiate between upper case and lower case letters Gg-Ll. - Enjoy activities involving letter recognition. |
The learner is guided to:
- Recall letter names learnt. - Read letters Gg, Hh, Ii, Jj, Kk, Ll from charts, books, flash cards. - Match upper case and lower case letters Gg-Ll. - Visit a learning corner with a variety of jumbled letters and identify each letter name. - Chant rhymes collaboratively on letter names Gg-Ll. |
How do we identify letters of the alphabet?
|
Queenex Language Activities Practice Book pg. 27
Alphabet charts Flash cards Learning corner Letter cards Fishing game materials |
Oral questions
Letter identification
Checklists
|
|
| 4 | 5 |
Reading
|
Letter Recognition: Letters Ss-Zz
|
By the end of the
lesson, the learner
should be able to:
- Identify letter names Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz in and out of class. - Differentiate between upper case and lower case letters Ss-Zz. - Value learning all letters of the alphabet. |
The learner is guided to:
- Recall letter names learnt earlier. - Read letters Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz from charts, books, flash cards. - Match upper case and lower case letters Ss-Zz. - Play letter memory games using letter flash cards. - Sing the complete ABC song. |
How many letters are in the alphabet?
|
Queenex Language Activities Practice Book pg. 27-28
Alphabet charts Flash cards Digital devices Letter cards |
Oral questions
Singing assessment
Matching activities
|
|
| 5 | 1 |
Reading
|
Letter Recognition: Capital Letters A-M
Letter Recognition: Capital Letters N-Z |
By the end of the
lesson, the learner
should be able to:
- Identify capital letters A-M from texts. - Read capital letters A-M from charts and flash cards. - Appreciate the difference between capital and small letters. |
The learner is guided to:
- Read capital letters A, B, C, D, E, F, G, H, I, J, K, L, M from charts. - Identify capital letters A-M from different texts. - Match capital letters A-M with their corresponding small letters. - Chant rhymes on capital letters A-M. |
When do we use capital letters?
|
Queenex Language Activities Practice Book pg. 28
Alphabet charts Flash cards Books Digital devices |
Oral questions
Letter identification
Observation
|
|
| 5 | 2 |
Reading
|
Letter Recognition: Reading Syllables Introduction
|
By the end of the
lesson, the learner
should be able to:
- Identify vowels a, e, i, o, u. - Read syllables ba-bu, ca-cu, da-du from charts. - Appreciate the role of syllables in reading. |
The learner is guided to:
- Identify vowels a, e, i, o, u from the alphabet. - Read syllables ba, be, bi, bo, bu from charts and flash cards. - Read syllables ca, ce, ci, co, cu and da, de, di, do, du. - Chant rhymes on syllables. |
How do we form syllables?
|
Queenex Language Activities Practice Book pg. 29
Syllable charts Flash cards Digital devices Vowel cards |
Oral questions
Reading assessment
Observation
|
|
| 5 | 3 |
Reading
Writing |
Letter Recognition: Reading More Syllables
Letter Writing: Letters Aa-Gg |
By the end of the
lesson, the learner
should be able to:
- Read syllables fa-fu, ga-gu, ha-hu from charts. - Blend consonants with vowels to form syllables. - Take pleasure in reading syllables. |
The learner is guided to:
- Read syllables fa, fe, fi, fo, fu from charts and flash cards. - Read syllables ga, ge, gi, go, gu and ha, he, hi, ho, hu. - Blend consonants f, g, h with vowels to form syllables. - Play games on syllables like a fishing game using flash cards with syllables. |
Why do we learn to read syllables?
|
Queenex Language Activities Practice Book pg. 29
Syllable charts Flash cards Fishing game materials Queenex Language Activities Practice Book pg. 30 Alphabet charts Writing books Pencils Digital devices |
Oral questions
Games assessment
Checklists
|
|
| 5 | 4 |
Writing
|
Letter Writing: Letters Hh-Nn
|
By the end of the
lesson, the learner
should be able to:
- Identify letters Hh-Nn of the alphabet in both lower and upper case. - Write letters Hh-Nn in lower and upper case. - Appreciate neat letter formation. |
The learner is guided to:
- Read letters Hh, Ii, Jj, Kk, Ll, Mm, Nn from charts, books, digital device. - Write letters Hh-Nn in the air. - Join the dots to form letters H, I, J, K, L, M, N. - Write letters Hh-Nn in lower case and upper case on books. - Copy the letters Hh-Nn neatly. |
Why should we write letters neatly?
|
Queenex Language Activities Practice Book pg. 30
Alphabet charts Writing books Pencils Dot-to-dot worksheets |
Written exercises
Observation
Peer assessment
|
|
| 5 | 5 |
Writing
|
Letter Writing: Letters Oo-Uu
Letter Writing: Letters Vv-Zz |
By the end of the
lesson, the learner
should be able to:
- Identify letters Oo-Uu of the alphabet in both lower and upper case. - Write letters Oo-Uu in lower and upper case. - Value correct letter formation. |
The learner is guided to:
- Read letters Oo, Pp, Qq, Rr, Ss, Tt, Uu from charts, books, digital device. - Write letters Oo-Uu in the air. - Join the dots to form letters O, P, Q, R, S, T, U. - Write letters Oo-Uu in lower case and upper case on books. - Copy the letters Oo-Uu neatly. |
How do we ensure correct letter formation?
|
Queenex Language Activities Practice Book pg. 30-31
Alphabet charts Writing books Pencils Digital devices Queenex Language Activities Practice Book pg. 31 Dot-to-dot worksheets |
Written exercises
Observation
Checklists
|
|
| 6 | 1 |
Writing
|
Letter Writing: Modelling Letters
|
By the end of the
lesson, the learner
should be able to:
- Model letters of the alphabet using clay, dough or plasticine. - Match lower case and upper case letters in writing. - Enjoy creative letter formation activities. |
The learner is guided to:
- Model letters of the alphabet in groups using clay, dough or plasticine. - Match in writing lower case and upper case letters. - Clear working area and wash hands with soap and clean water. - Display work done for peer assessment. |
How can we form letters using different materials?
|
Queenex Language Activities Practice Book pg. 31
Clay Plasticine Dough Display board |
Practical assessment
Peer assessment
Observation
|
|
| 6 | 2 |
Writing
|
Letter Writing: Writing Aa-Zz Practice
|
By the end of the
lesson, the learner
should be able to:
- Write all letters of the alphabet from Aa to Zz. - Demonstrate correct letter formation. - Value neat and legible handwriting. |
The learner is guided to:
- Write Aa to Zz on books. - Practise writing all letters of the alphabet in sequence. - Colour letters of the alphabet within borders. - Display the work written in class. |
Why is it important to write all letters correctly?
|
Queenex Language Activities Practice Book pg. 32
Writing books Pencils Crayons Alphabet charts |
Written exercises
Assessment rubric
Portfolio
|
|
| 6 | 3 |
Writing
|
Writing Practice: Letter Patterns
Writing Practice: Consolidation |
By the end of the
lesson, the learner
should be able to:
- Identify letters of the alphabet from texts. - Make patterns using letters of the alphabet. - Take pleasure in activities related to writing letters. |
The learner is guided to:
- Read the letters of the alphabet from books, charts, board, digital device. - Colour letters of the alphabet within borders. - Make letter patterns on different surfaces collaboratively and as individuals. - Trace letters on dotted lines. |
Why do we make patterns?
|
Queenex Language Activities Practice Book pg. 32
Pattern worksheets Pencils Crayons Tracing sheets Writing books Clay/Plasticine Digital devices Display board |
Written exercises
Observation
Checklists
|
|
| 6 | 4 |
OUR SCHOOL
Listening and Speaking |
Active Listening
|
By the end of the
lesson, the learner
should be able to:
- Tell why we listen attentively when being addressed. - Pay attention to conversations in and out of school. - Respond to simple instructions appropriately. |
The learner is guided to:
- Tell reasons why we listen attentively when being talked to. - Read the story about Pat and her pet dog and answer questions. - Draw and colour a dog after listening to the story. - Listen to riddles and solve them (e.g., "I am a fruit. I am big and round. I have many black seeds. I am red and juicy. What am I?"). |
When do you speak during a conversation?
|
Queenex Language Activities Practice Book pg. 33-34
Digital devices Story books Riddle cards Crayons |
Observation
Oral questions
Listening assessment
|
|
| 6 | 5 |
Listening and Speaking
|
Active Listening
Self-expression |
By the end of the
lesson, the learner
should be able to:
- Listen to simple instructions and respond appropriately. - Take turns in conversations. - Enjoy participating in conversations. |
The learner is guided to:
- Watch a video of a short story and tell a friend what they saw. - Listen to clues and tick the correct picture (e.g., "It covers your head. You use it outside. It keeps you dry when it is raining."). - Listen and follow instructions to colour pictures, draw shapes around objects. - Colour the chicken coop yellow, horse brown, cow black, tree green, tractor blue, kennel red. |
How do people respond to instructions?
|
Queenex Language Activities Practice Book pg. 35-36
Digital devices Colouring worksheets Crayons Pictures Queenex Language Activities Practice Book pg. 37 Pictures Charts Flash cards Digital devices |
Observation
Following instructions assessment
Practical activities
|
|
| 7 | 1 |
Listening and Speaking
|
Self-expression
|
By the end of the
lesson, the learner
should be able to:
- Express feelings and emotions appropriately. - Match facial expressions with emotions. - Appreciate expressing oneself in different ways. |
The learner is guided to:
- Colour the picture showing children in school. - Match faces to expressions (happy, sad, angry, surprised). - In pairs and small groups, tell news and stories on school activities. - Sing songs about their school needs. - Be engaged in short discussions and answering of simple questions. |
What do we require while in school?
|
Queenex Language Activities Practice Book pg. 38-39
Pictures of facial expressions Crayons Charts Digital devices |
Matching activities
Oral questions
Peer assessment
|
|
| 7 | 2 |
Reading
|
Print Awareness
|
By the end of the
lesson, the learner
should be able to:
- Identify pictures related to school. - Read pictures from different materials in and out of school. - Show interest in reading in and out of school. |
The learner is guided to:
- Look at pictures and tell a friend the story. - Read pictures on things found in the school and talk about them. - Collaboratively read picture stories to each other and appreciate one another. - Identify games children play from pictures and discuss which games they like to play. |
Why do we enjoy reading pictures?
|
Queenex Language Activities Practice Book pg. 40-41
Picture books Charts Flash cards Digital devices Queenex Language Activities Practice Book pg. 42 Safety pictures Crayons |
Observation
Oral questions
Picture reading assessment
|
|
| 7 | 3 |
Reading
|
Print Awareness
|
By the end of the
lesson, the learner
should be able to:
- Identify pictures of items found in the classroom. - Play games on identification of pictures and letters. - Value reading pictures as preparation for reading texts. |
The learner is guided to:
- Read pictures of items found in the classroom (pencil, book, bag, chair, table, ruler, eraser, chalk, board). - Read pictures, letter sounds and names of letters of the alphabet from different materials. - Play games on identification of pictures, letter sounds and letters of the alphabet. - Name the things found in the classroom from pictures. |
What items do we find in our classroom?
|
Queenex Language Activities Practice Book pg. 43
Picture flash cards Alphabet charts Classroom items Digital devices |
Observation
Games assessment
Oral questions
|
|
| 7 | 4 |
Reading
|
Reading Syllables (ba-bu, da-du)
|
By the end of the
lesson, the learner
should be able to:
- Join two sounds to read syllables ba, be, bi, bo, bu. - Read syllables in and out of class. - Enjoy participating in activities that involve reading of syllables. |
The learner is guided to:
- Read letter sounds from a chart, writing board, book or digital device. - Join 2 sounds, a consonant and a vowel to make syllables. - Blend sounds to make syllables: ba, be, bi, bo, bu. - Read syllables from the syllable chart. - Circle the correct word from options (e.g., cab, car, cat). |
From where can we read letter sounds while in and out of school?
|
Queenex Language Activities Practice Book pg. 43
Syllable charts Flash cards Digital devices Writing board Fishing game materials Word cards |
Oral questions
Reading assessment
Checklists
|
|
| 7 | 5 |
Writing
|
Drawing and Colouring Pictures
|
By the end of the
lesson, the learner
should be able to:
- Identify pictures of objects within the school environment. - Draw different objects within the school environment. - Colour the drawings using different colours. |
The learner is guided to:
- Name things found within the school. - Read pictures of things found within the school. - Draw pictures of things found within the school environment. - Draw and colour things found in the classroom. - Colour the drawings while sharing the colour pencils. - Display the work done for peer assessment. |
Which things are found in our school environment?
|
Queenex Language Activities Practice Book pg. 44-45
Drawing books Crayons Pencils Display board |
Observation
Practical assessment
Peer assessment
|
|
| 8 |
HALF-TERM |
||||||||
| 9 | 1 |
Writing
|
Writing Syllables (ba-bu, da-du)
|
By the end of the
lesson, the learner
should be able to:
- Identify syllables from texts. - Write syllables ba, be, bi, bo, bu properly. - Participate in writing syllables with excitement. |
The learner is guided to:
- Read the already learnt syllables ba, be, bi, bo, bu from charts, books, flash cards. - Identify vowels a, e, i, o, u. - Write the syllables ba, be, bi, bo, bu in the air. - Join sounds to make syllables in writing (consonants and vowels) collaboratively. - Write syllables on the dotted lines. |
How do we sit when writing?
|
Queenex Language Activities Practice Book pg. 46
Syllable charts Writing books Pencils Flash cards Crayons |
Written exercises
Observation
Checklists
|
|
| 9 | 2 |
OUR MARKET
Listening and Speaking |
Polite Language
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words used to appreciate and make requests. - Use appropriate vocabulary when making requests (please, thank you). - Advocate for use of polite language in social interactions. |
The learner is guided to:
- Look at pictures showing people using polite language and identify what they can see. - Watch a role play or video clip of people using polite language. - Read and copy the words "thank you", "excuse me", "please". - Identify words used in polite language from the role play or video clip watched. |
Which words do we use to request for something?
|
Queenex Language Activities Practice Book pg. 47-49
Digital devices Charts Flash cards Pictures |
Observation
Oral questions
Role play assessment
|
|
| 9 | 3 |
Listening and Speaking
|
Polite Language
Passing Information |
By the end of the
lesson, the learner
should be able to:
- Use appropriate vocabulary when apologising (sorry, excuse me). - Construct simple sentences using polite language. - Value the importance of politeness in communication. |
The learner is guided to:
- Look at pictures and identify what people are saying. - Read and copy the words "welcome", "may I", "sorry". - Role-play buying and selling using polite language. - Tick the correct magic words for each picture (e.g., when you receive something - thank you; when you want to borrow a toy - please; when you hurt somebody - sorry). |
Which words do we use to show that we are sorry?
|
Queenex Language Activities Practice Book pg. 50-52
Digital devices Charts Flash cards Pictures Queenex Language Activities Practice Book pg. 53 Pictures Realia |
Oral questions
Matching activities
Role play
|
|
| 9 | 4 |
Listening and Speaking
|
Passing Information
|
By the end of the
lesson, the learner
should be able to:
- Talk about things bought and sold in the market. - Role-play conversations between a buyer and seller. - Appreciate the importance of markets in our community. |
The learner is guided to:
- Read pictures from charts, books or magazines on people in the market. - Watch a video clip on people buying and selling in the market. - Collect packaging containers for different items and arrange/display in the shop corner. - Role-play conversations between a buyer and seller while in the shop corner. - Sing songs related to market. |
What do people do at the market?
|
Queenex Language Activities Practice Book pg. 53
Digital devices Packaging containers Shop corner materials Pictures |
Role play assessment
Oral questions
Observation
|
|
| 9 | 5 |
Reading
|
Visual Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify pictures of different items sold in the market. - Tell similarities in pictures of things found in the market. - Actively participate in picture reading activities. |
The learner is guided to:
- Watch a video clip on things found in the market and people buying and selling. - Find the differences in two similar pictures. - Observe pictures of things found in the market and people buying and selling. - Sort pictures of different things found in the market. |
Which items do we buy from the market?
|
Queenex Language Activities Practice Book pg. 54
Digital devices Picture cards Charts Sorting materials Queenex Language Activities Practice Book pg. 55 Picture worksheets Crayons Flash cards |
Observation
Oral questions
Sorting activities
|
|
| 10 | 1 |
Reading
|
Visual Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify and colour same objects in each box. - Match and pair pictures of items found in the market. - Enjoy participating in visual discrimination activities. |
The learner is guided to:
- Colour the same objects in each box. - Match and pair pictures of items found in the market. - Sing songs related to activities taking place in the market. - Play games involving identification of similar and different objects. |
How do we identify similar items?
|
Queenex Language Activities Practice Book pg. 56
Colouring worksheets Crayons Matching cards Digital devices |
Colouring assessment
Matching activities
Observation
|
|
| 10 | 2 |
Reading
|
Letter-sound Correspondence
|
By the end of the
lesson, the learner
should be able to:
- Identify letters of the alphabet by name. - Read letter sounds from a variety of texts. - Appreciate chanting rhymes on letter names and sounds. |
The learner is guided to:
- Watch an animated clip on letter names and letter sounds. - Read letters A-M from books, charts, boards, flash cards and digital devices. - Read letter sounds a-m in turns from charts. - Chant rhymes on letter names and letter sounds (Letter a, sound /a/, Letter b, sound /b/...). |
Why do we learn letter sounds?
|
Queenex Language Activities Practice Book pg. 57
Alphabet charts Flash cards Digital devices Rhyme charts |
Oral questions
Chanting assessment
Observation
|
|
| 10 | 3 |
Reading
|
Letter-sound Correspondence
|
By the end of the
lesson, the learner
should be able to:
- Read letter sounds N-Z from charts and flash cards. - Match letter names and letter sounds appropriately. - Value learning letter-sound correspondence. |
The learner is guided to:
- Identify letters N-Z from books, charts, boards, flash cards. - Read letter sounds n-z in turns from a chart. - Match letter names with their corresponding sounds. - Chant rhymes on letter names and letter sounds in the right order collaboratively. |
How do letter names and sounds relate?
|
Queenex Language Activities Practice Book pg. 57
Alphabet charts Flash cards Digital devices Matching cards Queenex Language Activities Practice Book pg. 58 Alphabet rhyme chart Picture cards Digital devices |
Matching activities
Oral questions
Checklists
|
|
| 10 | 4 |
Reading
|
Letter-sound Correspondence
|
By the end of the
lesson, the learner
should be able to:
- Complete the alphabet rhyme with remaining letters. - Identify objects that begin with letters O-Z. - Appreciate the relationship between letters and sounds. |
The learner is guided to:
- Continue the rhyme: "O says 'o' as in octopus, ocean blue... Z says 'z' as in zebra, on the run." - Associate letters O-Z with objects (octopus, pig, queen, ring, snake, tree, umbrella, van, whale, x-ray, yellow, zebra). - Sing: "Now we know our ABCs, Letter sounds with names, oh please!" - Play letter memory games using flash cards. |
How many letter sounds have we learnt?
|
Queenex Language Activities Practice Book pg. 58
Alphabet rhyme chart Picture cards Flash cards Games materials |
Oral recitation
Games assessment
Peer assessment
|
|
| 10 | 5 |
Reading
|
Reading Syllables (fa-fu, ha-hu)
|
By the end of the
lesson, the learner
should be able to:
- Identify syllables from a variety of texts. - Read syllables fa, fe, fi, fo, fu and ga, ge, gi, go, gu. - Enjoy chanting rhymes related to syllables. |
The learner is guided to:
- Listen to recorded syllables from a digital device. - Identify letter sounds and vowels. - Join two sounds to form syllables. - Read the syllables fa, fe, fi, fo, fu and ga, ge, gi, go, gu from flash cards, books, charts, writing board or digital device. |
Where can we read letter sounds from?
|
Queenex Language Activities Practice Book pg. 59
Syllable charts Flash cards Digital devices Writing board Games materials Digital devices |
Reading assessment
Oral questions
Observation
|
|
| 11 | 1 |
Writing
|
Eye-hand Coordination
|
By the end of the
lesson, the learner
should be able to:
- Say how to move eyes and hands when writing. - Demonstrate eye-hand coordination when copying pictures. - Value activities that involve eye-hand coordination. |
The learner is guided to:
- Tell how we move eyes and hands when writing. - Copy and colour the pictures of items found in the market (fruits, vegetables). - Practise writing letters on the floor, on a writing board, in the air. - Trace letters of the alphabet. |
How can we form letters of the alphabet?
|
Queenex Language Activities Practice Book pg. 60
Drawing books Crayons Pencils Tracing sheets |
Observation
Practical assessment
Copying activities
|
|
| 11 | 2 |
Writing
|
Eye-hand Coordination
Writing Letters of the Alphabet |
By the end of the
lesson, the learner
should be able to:
- Copy pictures while observing eye-hand coordination. - Colour letters and pictures within borders. - Appreciate the importance of eye-hand coordination in writing. |
The learner is guided to:
- Copy and colour more pictures of things found in the market. - Colour letters of the alphabet within borders. - Model letters of the alphabet using clay, plasticine or dough. - Wash hands after modelling. - Practise fixing letter puzzles collaboratively to enhance eye-hand coordination. - Display work done. |
Why is eye-hand coordination important?
|
Queenex Language Activities Practice Book pg. 61
Clay/Plasticine Letter puzzles Crayons Display board Queenex Language Activities Practice Book pg. 62 Writing books Pencils Alphabet charts Dotted line worksheets |
Practical assessment
Observation
Peer assessment
|
|
| 11 | 3 |
Writing
|
Writing Letters of the Alphabet
|
By the end of the
lesson, the learner
should be able to:
- Write letters Nn to Zz in upper and lower case. - Convert capital letters to small letters and vice versa. - Value correct letter formation. |
The learner is guided to:
- Continue writing letters Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz. - Write in small letters: ABCDEFGHI, JKLMNOPQR, STUVWXYZ. - Write in capital letters: abcdefghi, jklmnopqr, stuvwxyz. - Display the work written in class. |
Why should we know both capital and small letters?
|
Queenex Language Activities Practice Book pg. 63
Writing books Pencils Alphabet charts Display board |
Written exercises
Assessment rubric
Portfolio
|
|
| 11 | 4 |
Writing
|
Writing Syllables (fa-fu, ha-hu)
|
By the end of the
lesson, the learner
should be able to:
- Join sounds to form syllables fa, fe, fi, fo, fu. - Write syllables fa-fu independently. - Appreciate activities that involve writing of syllables. |
The learner is guided to:
- Read syllables from a chart, book, flash cards, board or a digital device. - Identify vowels a, e, i, o, u. - Engage in blending sounds to make syllables fa, fe, fi, fo, fu. - Practise writing syllables fa-fu collaboratively on the writing board. - Write syllables fa-fu on own books. |
Which materials do we need in writing syllables?
|
Queenex Language Activities Practice Book pg. 64
Syllable charts Writing books Pencils Flash cards Digital devices |
Written exercises
Observation
Checklists
|
|
| 11 | 5 |
Writing
|
Writing Syllables (fa-fu, ha-hu)
|
By the end of the
lesson, the learner
should be able to:
- Join sounds to form syllables ha, he, hi, ho, hu. - Write syllables ha-hu correctly and neatly. - Show excitement in writing syllables. |
The learner is guided to:
- Read syllables ha, he, hi, ho, hu from charts. - Engage in blending sounds to make syllables ha, he, hi, ho, hu. - Write syllables ha-hu on own books while reading aloud each syllable. - Make patterns using syllables fa-fu, ga-gu, ha-hu. - Display work done in class. - Chant rhymes on syllables. |
Which items bought from the market have syllable 'ha'?
|
Queenex Language Activities Practice Book pg. 64
Syllable charts Writing books Pencils Display board |
Written exercises
Peer assessment
Portfolio
|
|
| 12 |
END-TERM ASSESSMENT |
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| 13 |
CLOSING |
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