Skills in English - Grade 5 Schemes of Work Term 2 2023

Tuesday, 15 November 2022 08:00

Skills in English - Grade 5 Schemes of Work Term 2 2023

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SKILLS IN ENGLISH ACTIVITIES

Wk	Lns	Strand/Theme	Sub strand		Specific learning outcomes	Key inquiry questions	Learning experiences	Learning resources	Assessment methods	Ref I
1	1	JOBS AND OCCUPATIONS - What i can be	Questions – WH-, Yes/No Statements		By the end of the sub strand, the learner should be able to: Sort statements and questions based on rising and falling intonation. Construct sentences orally using words related to the theme. Advocate the need for correct stress and intonation in varied contexts	Why should we pronounce sounds and words correctly? Why do we raise our voices when asking some questions? How can you change your voice to show different meanings?	Learners is guided to: Sort the statements and questions on the basis of rising or falling intonation in small groups. Watch a video of a dialogue in which statements and questions are used. Recite a choral verse in pairs or small groups. Role play a telephone conversation with intonation.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.80-82 Skills in English T.G pg.76-78	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Intensive reading: Comprehension (Dialogues about 400 words)		By the end of the sub strand, the learner should be able to: Select unfamiliar words and phrases from a reading text. Use contextual clues to infer the meaning of words. Respond to direct and inferential questions for comprehension. Relate events in the story	How do we tell the meaning of words? What makes you a good reader?	Learners is guided to: Make connections between the characters in the text and the people they know. Relate events in the dialogue with their experiences. Read and role play a dialogue in small groups. Pick out main ideas from the dialogue. Answer direct and inferential questions based on the dialogue. Infer the meaning of words from the context (for example, from words occurring before or after).	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.82-83	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar in use	World classes: Determiners as quantifiers: Few/ a few, little/ a little, a lot, each, all, enough, most, least		By the end of the sub strand, the learner should be able to: Identify quantifying determiners in a variety of texts Use quantifying determiners appropriately in a variety of contexts. Judge the appropriateness of quantifying determiners in oral and written texts.	Which words do we use to show amount or quantity? Why is it important to tell the quantity of something?	Learners is guided to: Read a passage related to the theme featuring quantifying determiners. Identify quantifying determiners from the passage, in pairs. Match quantifying determiners with corresponding countable and uncountable nouns.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.81-83	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	Writing	Creative Writing Pictorial Composition (120-160 words)		By the end of the sub strand, the learner should be able to: Choose possible topics for pictorial compositions. Create a composition based on the visuals or pictures Judge visuals appropriately for creativity in writing.	Why do we enjoy looking at pictures? What messages do pictures communicate?	Learners is guided to: Interpret pictures, in pairs. Match the pictures with the different parts of a composition: beginning, middle and end. Watch a variety of animations, videos and sample write pictorial compositions, in groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 85-86	Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
2	1	A GREAT TEACHER	Sounds /f/ as in farmer, /v/ as in van driver		By the end of the sub strand, the learner should be able to: Pronounce words and phrases with the target sounds correctly. Use stress and intonation appropriately in statements and questions. Advocate the need for correct stress and intonation in varied contexts.	Why should we pronounce sounds and words correctly? Why do we raise our voices when asking some questions? How can you change your voice to show different meanings?	Learners is guided to: Practice saying words, phrases and sentences with the sounds /f/ and /v/. Say tongue twisters with the sounds /f/ and /v/ in groups. Watch a video of a dialogue in which statements and questions are used. Recite a choral verse in pairs or small groups. Role play a telephone conversation with intonation. Sing songs featuring stress and intonation.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.84-86	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading		Intensive reading : Comprehension (Dialogues about 400 words)	By the end of the sub strand, the learner should be able to: Respond to direct and inferential questions Use contextual clues to infer the meaning of words. Respond to direct and inferential questions for comprehension. Relate events in the story with their own experiences.	How do we tell the meaning of words? What makes you a good reader?	Learners is guided to: Make connections between the characters in the text and the people they know. Relate events in the dialogue with their experiences. Read and role play a dialogue in small groups. Pick out main ideas from the dialogue. Answer direct and inferential questions based on the dialogue. Infer the meaning of words from the context (for example, from words occurring before or after).	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.86-87	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3			World classes: Determiners as quantifiers: Few/ a few, little/ a little, a lot, each, all, enough, most, least	By the end of the sub strand, the learner should be able to: Identify quantifying determiners in a variety of texts Use quantifying determiners appropriately in a variety of contexts. Judge the appropriateness of quantifying determiners in oral and written texts.	Which words do we use to show amount or quantity? Why is it important to tell the quantity of something?	List quantifying determiners that can be used with both countable and uncountable nouns. Read sentences containing quantifying determiners from the internet, in small groups Construct sentences using quantifying determiners with nouns in small groups. Complete sentences by filling in gaps using the correct Quantifying determiners.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.90	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue - completion
3	1	TECHNOLOGY:LEARNING THROUGH TECHNOLOGY	Sounds /ə/ as in here, year ;/eɪ/ as in make, brain		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Why should we pronounce sounds and words correctly? Why should we listen to one another? Why should you give others a chance to speak? How do you tell if someone is happy or sad?	Learner is guided to: Select words with the sounds /ə/ and /eɪ/ from a dialogue. Take turns to read a dialogue in pairs. Interrupt appropriately. View a video of conversation and list words or phrases used to interrupt politely. Say the target sounds as modelled from a recording. Make sentences with words containing the sounds: /ə /eɪ/.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.94-96	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Extensive reading: Extensive Fiction and Non-Fiction Texts (1000-1250 words)		By the end of the sub strand, the learner should be able to: Select relevant reading materials from a collection of books. Read a variety of materials for information and pleasure. Judge the appropriateness of reading materials on the basis of interest, complexity and subject.	What kind of information do you find in books? Why is it necessary to read many books? What do you consider when choosing a material to read?	Learner is guided to: Skim through reading materials to obtain the main idea. Preview texts to determine suitability and relevance. Scan materials for specific details, in pairs Select appropriate reading materials from a library. Read the selected materials individually. Share reflections on the books read in groups. Keep a record of materials read.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.96-97	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar In use	Tense Future Time using will/shall		By the end of the sub strand, the learner should be able to: Identify words that indicate future time in sentences. Use will and shall to express future time correctly. Collaborate with others to determine the correctness	Which words do we use to show future time? How do you tell the time something happened? What will you do tomorrow?	Learner is guided to: Pick sentences which express future time from a text. Make sentences from a substitution table. Answer questions on future time using will/shall in pairs. Construct sentences using will/shall in pairs or groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 97-98	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion
	4			Creative Writing Pictorial Composition (120-160 words)	By the end of the sub strand, the learner should be able to: Choose possible topics for pictorial compositions. Create a composition based on the visuals or pictures Judge visuals appropriately for creativity in writing and appropriates of the tense used in own or provided texts.	Why do we enjoy looking at pictures? What messages do pictures communicate?	Arrange different pictures logically to write a story coherently, in groups. Write a pictorial compositions in small groups. Proof read each groups work and give feedback. Display their compositions in class. Role play activities they plan or wish to do in future in small groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.91-92	Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	4	Writing	Mechanics of Writing Punctuation Use of the Commas		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Read a text in pairs. Identify punctuation marks used in the text in pairs. Use commas to show pauses between words, phrases or clauses. Complete sentences using double quotation marks and commas.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.98-99	Teacher-made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
4	1	DEAR DIGITAL CHILD	Pronunciation and Vocabulary: Interactive Listening		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Why should we pronounce sounds and words correctly? Why should we listen to one another? Why should you give others a chance to speak? How do you tell if someone is happy or sad?	Learner is guided to: Take turns to read a dialogue in pairs. Interrupt appropriately. View a video of conversation and list words or phrases used to interrupt politely. Say the target sounds as modelled from a recording.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.101-102	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Poems (not more than 5 stanzas)		By the end of the sub strand, the learner should be able to: Select relevant reading materials from a collection of books. Read a variety of materials for information and pleasure. Judge the appropriateness of reading materials on the basis of interest, complexity and subject.	What kind of information do you find in books? Why is it necessary to read many books? What do you consider when choosing a material to read?	Learner is guided to: Skim through reading materials to obtain the main idea. Preview texts to determine suitability and relevance. Scan materials for specific details, in pairs Select appropriate reading materials from a library. Read the selected materials individually. Share reflections on the books read in groups. Keep a record of materials read.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.102-103	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Tense Future Time using will/shall		By the end of the sub strand, the learner should be able to: Identify words that indicate future time in sentences. Use will and shall to express future time correctly. Collaborate with others to determine the correctness and appropriates of the tense used in own or provided texts.	Which words do we use to show future time? How do you tell the time something happened? What will you do tomorrow?	Learner is guided to: Watch videos, computer, tablets, audio materials you tube which feature future time. Make predictions (events, weather among others using will and shall Create display charts with sentences which feature will and shall.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.104-106	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4		Use of Double Quotation Marks		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources. Play punctuation games. Create posters or charts with sentences with double quotation marks and commas and display them in class.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 112-113	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
5	1	THE FARM - CASH CROPS - THE PLANTATION	Oral narrative featuring proverbs and sayings (about 130 words)		By the end of the sub strand, the learner should be able to: List proverbs and saying in a narrative. Use words, proverbs and sayings appropriately in oral communication. Anticipate what is likely to happen as a story unfolds. Display varied emotions and feelings when listening to an oral presentation.	Why should we pronounce words correctly? Which proverbs and sayings do you know? Why are proverbs and sayings important in speech?	Learner is guided to: Listen to a narrative and select proverbs and saying. Search for vocabulary, proverbs and sayings in the internet Listen and view stories and songs featuring proverbs and sayings. Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups. Display them in the classroom.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.112-113	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Fluency in Reading Texts of about 400 words		By the end of the sub strand, the learner should be able to: Identify unfamiliar words in texts for fluency. Read a text accurately and with expression for fluency. Challenge peers and parents to read accurately, at the right speed and without hesitation.	What makes someone a good reader? How long do you take to read a text? What can you do to improve your reading speed?	Learner is guided to: Skim and scan through paragraphs for information, in pairs or small groups. Search for an article on a topic they enjoy, select a portion to read, set a goal of the words to read per minute and time themselves as they read.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 109-112	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar in use	Use of Double imperatives: how many/ could/would		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	What are some of your school rules? How do you give instructions? Why do we ask questions?	Learners is guided to: Fill in gaps in sentences using double imperatives. Select question tags from a story, dialogue or poem. Match statements with the correct question tag to make a tag question.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.112-113	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	Writing	Similes and Proverbs		By the end of the sub strand, the learner should be able to: Identify similes and proverbs in a variety of texts. Use similes and proverbs in writing for self-expression. Create a narrative composition featuring similes and proverbs. Advocate the use of similes and proverbs to enhance creativity in writing.	How do we make our compositions interesting? Which stories do you enjoy reading? Which similes and proverb do you know?	Learner is guided to: Read narratives with formulaic expressions in print and digital format. List similes and proverbs in texts, in small groups. Create a clear and coherent story line using proverbs and similes. Compose a story featuring similes and proverbs, small groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 113-114	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
6	1	THE FARM	Listening and speaking: Sounds /k/ as in acre, cotton; /g/ as in grow, green		By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Pronounce words with the target sounds correctly. Display varied emotions and feelings when listening to an oral presentation.	Why should we pronounce words correctly? Which proverbs and sayings do you know? Why are proverbs and sayings important in speech?	Learner is guided to: Make oral sentences using vocabulary. Practice saying words with the sounds /k/ /g/, in pairs. Create tongue twisters with the sounds /k/ /g/. Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups. Display them in the classroom.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 115-116	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Fluency in Reading Texts of about 400 words		By the end of the sub strand, the learner should be able to: Read a text accurately and with expression for fluency. Read a text at the right speed for fluency. Challenge peers and parents to read accurately, at the right speed and without hesitation.	What are some of your school rules? How do you give instructions? Why do we ask questions?	Practice giving instructions related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning. Role play giving and receiving instructions at home using double imperatives. Use double imperatives to make rules for their class and display them in charts or posters	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 118 - 120	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Question Tags on the Verb to be		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	What are some of your school rules? How do you give instructions? Why do we ask questions?	Practice giving instructions related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning. Role play giving and receiving instructions at home using double imperatives. Use double imperatives to make rules for their class and display them in charts or posters	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 118 - 120	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4		Creative Writing Narrative Composition (120 -160 words)		Use similes and proverbs in writing for self-expression. Create a narrative composition featuring similes and proverbs. Advocate the use of similes and proverbs to enhance creativity in writing.	How do we make our compositions interesting? Which stories do you enjoy reading? Which similes and proverb do you know?	Read narratives with formulaic expressions in print and digital format. Engage in a dialogue to advance plot and story line. Write creative compositions using featuring similes and proverbs, individually. Create and display charts with proverbs and similes, in pairs or small groups.	poetry books pictures and photographs diorama flash cards Skills in English T.G pg. 115-116 Skills in English Learners Bk. Pg.120	b) Learner journals c) Peer assessment d) Self- assessment learner e) Portfolio dictation f)Standardized writing tests
7	1	HEALTH - COMMUNICABLE DISEASES Visiting a doctor	Listening and speaking: Speaking Fluency Narrative of about 150 words		By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Use vocabulary related to the theme correctly. Display appropriate emotions and feelings when making an oral presentation.	Why is it important to speak accurately and express the right feelings? How can you listen more attentively? Which words do you use to talk about diseases?	Learner is guided to: Construct sentences in pairs or small groups. Listen to a poem or narrative and identify words with the /h/ sound. Retell the narrative in own words in small groups. Listen to graded texts with audio recordings of whole narratives.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 122-128	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Listening and speaking: Speaking Fluency Narrative of about 150 words		By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Use vocabulary related to the theme correctly. Display appropriate emotions and feelings when making an oral presentation.	Why is it important to speak accurately and express the right feelings? How can you listen more attentively? Which words do you use to talk about diseases?	Learner is guided to: Construct sentences in pairs or small groups. Retell the narrative in own words in small groups. Listen to graded texts with audio recordings of whole narratives.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 122-128	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues
	3	Reading	Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)		By the end of the sub strand, the learner should be able to: Identify the main idea in each paragraph. Visualize events, characters and descriptions in texts for comprehension. Summarize the main points of a text. Challenge others to focus on detail when reading a text	How do you describe things? How can you tell what will happen in a story?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.123-125	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
8	1	Grammar in use	Adverbs (manner, time, place, frequency)		By the end of the sub strand, the learner should be able to: Distinguish between adverbs of manner, time place and frequency for effective communication. Use adverbs of manner, time, place and frequency in oral and written contexts. Judge the appropriateness of adverbs used in oral and written texts.	How often do you come to school? Which words describe when, how and where actions take place?	Learners is guided to: Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.126-128	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2		Adverbs (manner, time, place, frequency)		By the end of the sub strand, the learner should be able to: Distinguish between adverbs of manner, time place and frequency for effective communication. Use adverbs of manner, time, place and frequency in oral and written contexts. Judge the appropriateness of adverbs used in oral and written texts.	How often do you come to school? Which words describe when, how and where actions take place?	Learners is guided to: Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups. Construct sentences using apostrophe and exclamation mark. Watch online videos or slides about the correct use of apostrophe and exclamation mark.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.126-128	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation Portfolio dictation Standardized writing tests
	4	WASH YOUR HANDS	Listening and speaking- speaking fluency Sounds: /h/as in health, heal		By the end of the sub strand, the learner should be able to: List words with sound /h/ from an oral text. Speak accurately, at the right speed and with expression on a given topic Display appropriate emotions and feelings when making an oral presentation.	Why is it important to speak accurately and express the right feelings? How can you listen more attentively? Which words do you use to talk about diseases?	Learner is guided to: Listen to a poem or narrative and identify words with the /h/ sound. Retell the narrative in own words in small groups. Listen to music and pick out sounds and vocabulary. Watch news at home for fun, and retell the interesting episodes to peers and friends in the classroom. Recite poems on communicable diseases.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.129-130	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
			many…could/wo uld		to: Construct sentences using how many… could/would correctly. Use adverbs of manner, time, place and frequency in oral and written contexts. Judge the appropriateness of adverbs used in oral and written texts.	2. Which words describe when, how and where actions take place?	Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.133-134	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3	Writing	Exclamation Mark		By the end of the sub strand, the learner should be able to: Identify exclamation mark in sentences. Punctuate sentences correctly using exclamation mark. Collaborate with others to punctuate own or provided documents.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Construct sentences using apostrophe and exclamation mark. Watch online videos or slides about the correct use of apostrophe and exclamation mark. Complete exercises related to the apostrophe and exclamation mark online and offline. Create and display charts or posters with sentences in which apostrophe and exclamation mark are used, in groups. Conduct a gallery walk and view the charts made by each group. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.135-136	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
9	1		Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)		By the end of the sub strand, the learner should be able to: Visualize events, characters and descriptions in texts for comprehension. Summarize the main points of a text. Answers factual and inferential questions for comprehension. Challenge others to focus on detail when reading a text	How do you describe things? How can you tell what will happen in a story?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information	magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	2	Grammar in use			By the end of the sub strand, the learner should be able to: Visualize events, characters and descriptions in texts for comprehension. Summarize the main points of a text. Answers factual and inferential questions for comprehension. Challenge others to focus on detail when reading a text	How often do you come to school?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Writing	Punctuation Marks Apostrophe		By the end of the sub strand, the learner should be able to: Identify apostrophe in sentences. Punctuate sentences correctly using the. Collaborate with others to punctuate own or provided documents.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Listen to a short oral text and write the text with the correct punctuation marks. Underline the apostrophe and exclamation marks in a text, in pairs.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Teacher- made tests Learner journals Peer assessment Self-assessment learner
	4		Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)		By the end of the sub strand, the learner should be able to: Identify the main idea in each paragraph. Summarize the main points of a text. Answers factual and inferential questions for comprehension. Challenge others to focus on detail when reading a text	How do you describe things? How can you tell what will happen in a story?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
10	1		Sounds /s/ as in surf; and /z/ as in zoo		By the end of the sub strand, the learner should be able to: Use words and phrases with the selected sound in sentences Interrupt appropriately during turn- taking for self- expression. Challenge others to listen interactively during conversations.	How do you behave when someone is speaking to you? Which words do you use to join an ongoing conversation?	Learner is guided to: Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.137-138	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Intensive Reading Factual Texts of About 400 Words		By the end of the sub strand, the learner should be able to: Relate the ideas in a text with their experiences. Respond to factual and inferential questions correctly. Summarize the main ideas in the text for comprehension. Encourage others to pay attention to detail when reading.	Why do you read texts? What makes you a good reader? Why do we make notes when reading?	Learner is guided to: Skim through a text and obtain the main idea. Scan through a text to obtain specific information. Discuss and relate ideas with their experiences, in groups. Read a text independently. Answer direct and inferential questions from the text. Watch a video on leisure time and write the main points Create a display chart of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.140-142	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4		Conjunctions and, but, or, because, since, also, for, yet, since		By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to a short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.140-142	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
11	1	Writing	Creative Writing: Descriptive Composition (120 -160 words)		By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read a sample composition from print or electronic sources. Talk about people or things in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.144-145	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Creative Writing: Descriptive Composition (120 -160 words)		Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read a sample composition from print or electronic sources. Talk about people or things in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.144-145	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	TOO MUCH TELEVISION	Narrative in dialogue format (conversational narrative)		By the end of the sub strand,the learner should be able to: Identify different moods in a narrative or a choral verse. Use words and phrases with the selected sound in sentences Interrupt appropriately during turn- taking for self- expression. Challenge others to listen interactively during conversations.	How do you behave when someone is speaking to you? Which words do you use to join an ongoing conversation?	Learner is guided to: Listen to a narrative and retell it while expressing different moods or feelings. Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Watch a video of a conversational narrative or a choral verse online or offline. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.144-145	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4	Reading	Intensive Reading Factual Texts of About 400 Words		By the end of the sub strand, the learner should be able to: Relate the ideas in a text with their experiences. Respond to factual and inferential questions correctly. Summarize the main ideas in the text for comprehension. Encourage others to pay attention to detail when reading.	Why do you read texts? What makes you a good reader? Why do we make notes when reading?	Learner is guided to: Skim through a text and obtain the main idea. Scan through a text to obtain specific information. Discuss and relate ideas with their experiences, in groups. Read a text independently. Answer direct and inferential questions from the text. Watch a video on leisure time and write the main points	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar in use	Conjunctions and, but, or, because, since, also, for, yet, since		By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to a short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	LEISURE TIME ACTIVITIES My hobby	Listening and speaking: Interactive Listening Choral verse		By the end of the sub strand, the learner should be able to: Identify different moods in a narrative or a choral verse. Use words and phrases with the selected sound in sentences Interrupt appropriately during turn- taking for self- expression. Challenge others to listen interactively during conversations.	How do you behave when someone is speaking to you? Which words do you use to join an ongoing conversation?	Learner is guided to: Listen to a narrative and retell it while expressing different moods or feelings. Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Watch a video of a conversational narrative or a choral verse online or offline.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions

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Skills in English - Grade 5 Schemes of Work Term 2 2023

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