|
Week |
Lesson |
Strand/ Theme |
Sub Strand/Sub theme |
Specific Learning Outcomes |
Learning Experience |
Key Inquiry Questions |
Learning Resources |
Assessment |
|
1 |
1 |
Listening And Speaking |
Effective Communication (sharing experiences) |
By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings |
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. |
How do we know that the person we are talking to has understood our message? |
Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 32-3 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Effective Communication (sharing experiences) |
By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings |
Learners listen to stories and identify the main idea in pairs, groups and whole class Learnersparticipate in play both in and out of class to enhance Communication. |
How do we know that the person we are talking to has understood our message? |
Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 32-33 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Independent reading |
By the end of the sub- strand, the learner should be able to: Identify the main idea in a passage Locate information from print sources Silently read a given passage. |
Learners guess the meaning of unfamiliar words from context Learners find answers to questions through independent reading Learners are encouraged to utilize resources available in the library for independent Reading. Learners ask and answer questions from independent reading |
What can you do to ensure that you understand what you read on your own? |
Readers, newspapers, magazines, journals MTP English Literacy Activities Grade 3 pg. 32-33 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Spelling instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts. |
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) |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg. 34 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Spelling instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts. |
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) |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg.34-35 |
Listening Reading Asking questions |
|
2 |
1 |
Listening And Speaking |
Effective Communication (sharing experiences) |
By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings |
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. |
How do we know that the person we are talking to has understood our message? |
Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 36-37 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Effective Communication (sharing experiences) |
By the end of the sub-strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings |
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. |
How do we know that the person we are talking to has understood our message? |
Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 36-37 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Independent reading |
By the end of the sub- strand, the learner should be able to: Identify the main idea in a passage Locate information from print sources Silently read a given passage. |
Learners guess the meaning of unfamiliar words from context Learners find answers to questions through independent reading Learners are encouraged to utilize resources available in the library for independent reading. Learners ask and answer questions from independent reading |
What can you do to ensure that you understand what you read on your own? |
Readers, newspapers, magazines, journals MTP English Literacy Activities Grade 3 pg. 36-37 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Spelling instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts. |
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) |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg. 38 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Spelling instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts. |
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) |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
3 |
1 |
Listening And Speaking |
Effective Communication (sharing Experiences) |
By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings |
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 |
How do we know that the person we are talking to has understood our message? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Effective Communication (sharing Experiences) |
By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings |
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 |
How do we know that the person we are talking to has understood our message? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text. |
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 |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Spelling instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts |
Learners engage in spelling games 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. |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Spelling Instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts |
Learners engage in spelling games 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. |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
4 |
1 |
Listening And Speaking |
Effective Communication (sharing Experiences) |
By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings |
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 |
How do we know that the person we are talking to has understood our message? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Effective Communication (sharing Experiences) |
By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings |
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 |
How do we know that the person we are talking to has understood our message?
|
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text. |
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 |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Spelling instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts |
Learners engage in spelling games 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. |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Spelling Instruction |
By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts |
Learners engage in spelling games 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. |
What can you do to spell words correctly? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
5 |
1 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed. Develop an interest in reading widely on varied subjects. |
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 |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing |
Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) |
Why is it important to use linking words when writing paragraphs? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing |
Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) |
Why is it important to use linking words when writing paragraphs? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
6 |
1 |
Listening And Speaking |
Talk about |
By the end of the sub strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Reading comprehension |
By the end of the sub-strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed. Develop an interest in reading widely on varied subjects. |
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 |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts. Experiment with language choice in imaginative writing Compose simple texts in written and digital formats. |
Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) |
Why is it important to use linking words when writing paragraphs? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts. Experiment with language choice in imaginative writing Compose simple texts in written and digital formats. |
Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine Portfolio) |
Why is it important to use linking words when writing paragraphs? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
7 |
1 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts. |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts. |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text. |
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 |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Creative writing |
By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing Compose simple texts in written and digital formats |
Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), 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 through various media (newspaper, children magazines) |
How do we organize ideas to make a story interesting? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Creative writing |
By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Compose simple texts in written and digital formats. Use connecting words appropriately and effectively in writing |
Learners create and publish writing using digital tools, in pairs and groups Learners use connecting words to show creativity |
How do we organize ideas to make a Story interesting? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
8 |
1 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts. |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts. |
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 rules that govern social interactions when talking. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text. |
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 |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Creative writing |
By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Demonstrate a sense of ownership in the written work Compose simple texts in written and digital formats |
Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), 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 through various media (newspaper, children magazines) |
How do we organize ideas to make a Story interesting? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
5 |
Writing |
Creative writing |
By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Compose simple texts in written and digital formats. Use connecting words appropriately and effectively in writing Develop an interest in writing for pleasure |
Learners create and publish writing using digital tools, in pairs and groups Learners use connecting words to show creativity |
How do we organize ideas to make a Story interesting? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
9 |
1 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Build on one’s ideas in a conversation by linking them to those given by others. Develop an interest to read stories and texts |
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 orally answer questions from a story read. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects. |
Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects. |
Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Writing |
Handwriting |
By the end of the sub- strand, the learner should be able to: Use capital letters correctly Use appropriate spacing between words Use legible and neat handwriting to communicate effectively |
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). |
What do we consider when writing a paragraph? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
5 |
Listening And Speaking |
Talk about |
By the end of the sub-strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Build on one’s ideas in a conversation by linking them to those given by others. Develop an interest to read stories and texts |
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 orally answer questions from a story read. |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
10 |
1 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects. |
Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
2 |
Writing |
Handwriting |
By the end of the sub- strand, the learner should be able to: Use capital letters correctly Use appropriate spacing between words Use legible and neat handwriting to communicate effectively |
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). |
What do we consider when writing a paragraph? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
3 |
Listening And Speaking |
Talk about |
By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts. |
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 orally answer questions from a story read. Learners share the message in a story with peers, parents, and others in the community |
What do you like to talk about? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
|
|
4 |
Reading |
Reading comprehension |
By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text Locate information in a text. Develop an interest in reading widely on varied subjects. |
Learners answer and generate questions from texts read. 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. |
Why is meaning important in reading? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
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5 |
Writing |
Handwriting |
By the end of the sub- strand, the learner should be able to: Use capital letters correctly. Use appropriate spacing between words Use legible and neat handwriting to communicate effectively. appreciate the importance of linking words in paragraph development |
Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think pair-share to discuss linking words |
What do we consider when writing a paragraph? |
Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 |
Listening Reading Asking questions |
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11 |
ASSESSMENT |
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Literacy Schemes - Grade 3 Schemes of Work Term 2 2023
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Grade 3 Schemes of Work Term 2 2023
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