By the end of the sub-strand, the
learner should be able to:

1. use appropriate expressions and phrases in formal and non-formal
   conversations
2. acquire varied sentence structures
   to express self appropriately
3. respond appropriately to conversations with varied audiences
4. appreciate the importance of
   mannerisms while engaging in
   conversations

Learners are guided to make inquiries on the:

• different forms of conversation with various people in their community (peers, elders)
• different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups .
• different setups (church, market, home etc) 
• participate in panel discussions on issues related to self, home, and family drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication(greetings, permission, inquiries

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the
learner should be able to:

1. use digital knowledge to create stories
2. acquire and accurately use
   appropriate words
   and phrases from stories
3. develop an interest in telling stories for pleasure
4. demonstrate techniques of effective
   storytelling

• Learners listen to stories and model different techniques of story telling
• Learner could be guided in the use of various digital platforms and use the same platforms to create their stories
• Learner could be guided to use acquired vocabulary to retell stories in pairs, groups and whole class
• Learners to act them out (using props, correct tone, pitch, tempo and body language) in pairs and groups.
• Learner tell a story from memory

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the
learner should be able to:

1. se compound and complex
   sentences to link thoughts
2. listen and use talk to organize and clarify thoughts and ideas
3. effectively communicate needs and
   feelings in a variety of ways
4. listen to concerns and opinions of
   others and represent them in an appropriate forum
5. demonstrate willingness to interact
   with others
6. appreciate the importance of
   sharing one another’s feeling

• Learners listen to stories and identify the main idea in pairs, groups and whole class
• Learners participate in play both in and out of class to enhance communication
• Learners listen to others as they share personal experiences on selected themes
• Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the
learner should be able to:

1. identify messages conveyed in a
   thematic story and engage in oral
   discussions
2. use appropriate expressions to describe people, situations, and events
3. build on one’s ideas in a conversation by linking them to those given by others
4. develop an interest to read stories

• Learners to talk about thematic pictures on charts displayed (my family, my community)
• Learners engage in conversations to talk about thematic texts from
  different media, in groups, pairs, and whole class
• Learners role play and discuss the rules that govern social interactions when talking.
• Learners orally answer questions from a story read
• Learners share the message in a
  story with peers, parents, and others
  in the community

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the
learner should be able to:

1. question the decisions made in their environment and ask critical
   questions
2. engage in decision making in their
   environment.
3. sequentially position their views using appropriate words e.g firstly,
   secondly, lastly
4. demonstrate an interest in making
   decisions in their environment
   through contributions and valid
   suggestions

1. How do we choose between two things?
2. How do we tell others what we have chosen?

• Learners make decisions on a subject and share their decisions
• Learners share and justify their decisions on a given subject in pairs and groups
• Learners are given opportunities for decision-making(dilemma situations) and make constructive suggestions.
• learners to role play as a basis for initiating conversation on a topic

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the
learner should be able to:

1. identify the main idea in a passage
2. locate information from print sources
3. silently read a given passage
4. read supplementary books with
   understanding
5. develop an interest in reading for
   pleasure

1. What can you do to ensure that you understand what you read on your own

• Learners guess the meaning of
  unfamiliar words from context
• Learners make and confirm predictions from texts read
• Learners find answers to questions through independent reading
• Learners are encouragaed to utilize resources available in the library for independent reading
• Learners ask and answer questions from independent reading

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the
learner should be able to:

1. read with accuracy, fluency, and
   understanding
2. read through texts to make
   personal judgments or opinions on the
   subjects of the text
3. locate information in a text
4. use
   acquired words to form sentences and
   read them accurately at an
   appropriate speed
5. develop an interest in reading
   widely on varied subjects

1. Why is meaning important in reading?

• Learners answer and generate questions from texts read
• Learners are encouraged to make connections between materials read and real life
• Learners use vocabulary acquired to construct grammatically correct sentences
• Learners practice reading at an appropriate speed and with understanding
• Learners are guided to share their opinions based on texts read

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the
learner should be able to:

1. write a variety of compound and complex sentence
   structures correctly
2. develop strategies for making and
   organizing notes
3. use writing and other forms of
   representation to generate and
   organize ideas
4. appreciate the importance of logic in writing

1. How do we construct sentences?
2. Why do we

• Learners observe as teacher explicitly models use of sentence punctuation
• Learners practice methods of taking notes and compare with one another, in pairs and groups
• Learners practice writing sentences using correct punctuation,individually, in pairs and groups
• Learners use an organizer to arrange sentences to form a paragraph, in pairs and groups
• Learners construct sentences and paragraphs using keywords
• Learners practice sequencing sentences to form paragraphs

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the learner should be able to:

1. use a range of spelling strategies to
   correct misspelled words
2. apply rules of spelling in writing
3. appreciate the importance of
   accurate spelling in texts

1. What can you do to spell words correctly

• Learners do word study on word patterns (for similarities and differences), in pairs and small groups
• Learners practice sorting words according to given patterns.
• learners use reinforcement activities to relate patterns to themes i.e.(sing the song avocado, papaya, banana x2 fruits are life)
• Learners engage in spelling game e.g. forming words from letter cut outs, scrabble, spelling relay
• Learners brainstorm on new words learned and practice spelling them in writing(punctuation, accurate spelling, letter formation, and spacing)
• Learners identify and correct spelling errors in texts read

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the learner should be able to:

1. use capital letters correctly
2. use appropriate spacing between
   words
3. use legible and neat handwriting to communicate effectively
4. appreciate the importance of linking words in paragraph
   development

1. What do we consider when writing a paragraph?

• Learners observe displayed model handwriting
• Learners are guided to write for sustained period individually and in pairs
• Learners practice effective punctuation (capitalization, commas,and full stop).
• Learners are provided with reading material as triggers to writing
• Learners are guided through thinki - pair- share to discuss linking words

1. Observation
2. Oral questions
3. written questions

By the end of the sub-strand, the learner should be able to:

1. develop strategies for writing
   creative texts
2. experiment with language choice in imaginative writing
3. compose simple texts in written
   and digital formats
4. engage in writing activity for a sustained period
5. demonstrate a sense of ownership
   in created stories

1. Why is it important to use linking words when writing paragraphs?
2. How do we organize ideas to make a story interesting?

• Learners practice creative writing(drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups
• Learners create and publich writing using digital tools, in pairs and groups
• Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)
• Learners participate in creative writing competitions at school and

1. Observation
2. Oral questions
3. written questions