Displaying items by tag: 2023
Environmental Schemes - Grade 1 Schemes of Work Term 2 2023
|
Week |
Lesson |
Strand Theme |
Sub Strand |
Special Learning Outcomes |
Key Inquiry Questions |
Learning Experience |
Learning Resources |
Assessment Methods |
Reflection |
|
1 |
1 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have observed? |
The learner should be able to draw various types of animals and name the body part |
MTP grade 1 page 39-40
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observe and identify animals found near the school |
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2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have observed? |
The learner should be able to draw various types of animals and name the body part |
MTP grade 1 page 39-40
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observe and identify animals found near the school |
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3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub strand, the learner should be able identifying items got from animals in the community |
What do we get from different animals |
The learner should be able to draw various types of animals and name the body part |
MTP grade 1 page 41-45
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observe and identify animals found near the school |
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4 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to: recognize sounds in the immediate environment |
What makes sounds |
Learners take a sound walk in the immediate environment |
MTP grade 1 page 46-47
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Observe pupils listening the different sounds in the immediate environment |
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5 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to: identifying what makes sound near the school compound |
What makes sounds |
Learners take a mention things that make sound in the immediate environment |
MTP grade 1 page 48 Chicken Cows Dogs |
Observe what that the pupil has identified from the school compound. |
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2 |
1 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to: drawing animals that make sounds from the school compound |
What makes sounds |
Learners take a mention things that make sound in the immediate environment |
MTP grade 1 page 48 Chicken Cows Dogs |
Observe what that the pupil has drawn from the school compound. |
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|
|
2 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to: identifying how we make sound using our body parts |
How We make sounds? |
Learners take a mention how to make sound using body part Learners to make sounds using body part |
MTP grade 1 page 49 Handclapping Mouth-shout whistles Foot Laugh. |
Observe pupil making sounds using body parts |
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|
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3 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to: identifying animals that make sounds |
Animals makes sounds |
Learners take a mention how to make sound using body part Learners to make sounds using body part |
MTP grade 1 page 50-51
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Observe pupil making sounds using body parts |
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4 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to: recognize sounds made by machines in the immediate environment |
How machines make sound |
Learners take a sound walk in the immediate environment |
MTP grade 1 page 52-53
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Observe pupils listening the different sounds made by machines in the immediate environment |
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5 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to identify ways of producing sounds and vibrations from different objects; |
How could we produce sounds |
Learners could identify ways of creating sound using the body, objects and voice |
MTP grade 1 page 54 Bottles Spoons drum |
Observe how the pupils are making sound using object found in the school environment Check the items collected by pupils to be sued in making different sounds |
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3 |
1 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment; |
How could we produce sounds by shaking things |
Learners could identify ways of creating sound using the body, objects and voice |
MTP grade 1 page 55 Bottles Spoons Drum Bottle with stones Hand shakers Kayamba |
Observe how the pupils are making sound using object found in the school environment |
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|
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2 |
Energy |
Producing sounds |
create sounds and vibrations from a variety of sources for enjoyment |
How could we produce sounds by plucking strings |
Learners could identify ways of creating sound using the body, objects and voice |
MTP grade 1 page 51 rubber bands and a tin Guitar Nyatiti |
Observe how the pupils are making sound using object found in the school environment |
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|
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3 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment |
How to make sounds by blowing air into things to make sounds |
Learners could identify ways of creating sound using the body, objects and voice |
MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle
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Observe how the pupils are making sound using object found in the school environment |
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4 |
Energy |
Producing sounds |
By the end of the sub strand, the learner should be able to develop curiosity in producing sounds and vibrations from different objects |
How to make sounds by blowing air into things to make sounds |
Learners could identify ways of creating sound using the body, objects and voice |
MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle |
Observe how the pupils are making sound using object found in the school environment |
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5 |
Energy |
Sounds and vibrations that alert us on dangers |
By the end of the sub strand, the learner should be able to: identify sounds and vibrations that alert us on dangers in the immediate environment |
What sounds alert on danger |
Learners could come up with different sounds and vibrations that alert us on dangers. |
MTP grade 1 page 54 A dog barks Car hoots An ambulance |
Checking the name of sounds that warns us. |
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4 |
1 |
Energy |
Sounds and vibrations that alert us on dangers |
By the end of the sub strand, the learner should be able to: explaining the dangers of loud sound |
What are the dangers of loud sounds |
Learners identify the sound that are dangerous and where they come from |
MTP grade 1 page 56 Speaker Screaming Posh mill Factory |
Observing the name of the items that make loud sound |
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|
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2 |
Energy |
Sounds and vibrations that alert us on dangers |
By the end of the sub strand, the learner should be able to: discriminate sounds and vibrations and vibrations that alert us on dangers for appropriate response; |
What are the dangers of loud sounds |
Learners could identify sounds and vibrations that alert us on dangerous situations |
MTP grade 1 page 56
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Observing the name of the items that make loud sound |
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3 |
Energy |
Sounds and vibrations that alert us on dangers |
By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers |
How could we respond appropriately to various sounds? |
Learners could practice appropriate response to sounds and vibrations that alert us on dangers. |
MTP grade 1 page 56
|
Observing the name of the items that make loud sound |
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4 |
Energy |
Sounds and vibrations that alert us on dangers |
By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers |
How could we respond appropriately to various sounds? |
Learners to ask parents or guardians how to appropriately respond to sounds and vibrations that alert people on dangers in the community |
MTP grade 1 page 56 |
Observing the name of the items that make loud sound |
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|
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5 |
Energy |
Dangers of loud sounds |
By the end of the sub strand, the learner should be able to: identify sources of loud sounds in the immediate environment |
What are the sources loud sounds? |
Learners could explore sources of loud sound in the immediate environment |
MTP grade 1 page 57 Car Human being Animals |
Observing the name of the items that make loud sound |
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5 |
1 |
Energy |
Dangers of loud sounds |
By the end of the sub strand, the learner should be able to: explain the effects of loud sounds on health and safety |
What are the sources loud sounds? |
Learners could discuss effects of loud sounds on their wellbeing |
MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment. |
written questions on effects of loud sounds |
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2 |
Energy |
Dangers of loud sounds |
By the end of the sub strand, the learner should be able to: observe practices that protect us from effects of loud sounds; |
How could loud sound affect us? |
Learners could identify ways of avoiding loud sound |
MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment |
Oral questions on how to protect ourselves from effects of loud sounds; |
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3 |
Energy |
Dangers of loud sounds |
By the end of the sub strand, the learner should be able to: demonstrate willingness to limit dangers from loud sounds to self and others |
How could we avoid loud sound? |
Learners could pantomime on dangers of loud sounds. |
MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment |
Oral questions on how to protect ourselves from effects of loud sounds |
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4 |
Social environment |
Home Environment: Caring for things found in the home |
By the end of the sub strand, the learner should be able to sign the various things found in the home; |
What things are found in the home? |
Learners could identify and sign things found in the home (utensils and furniture). |
MTP grade 1 page 59 Cups sufuria Spoons Kettle Plates\jug Cooking sticks |
Observe the items given by the pupils Observe diagrams make by the pupils. |
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5 |
Social environment |
Home Environment: Caring for things found in the home |
By the end of the sub strand, the learner should be able to Explain how to care for things found in the home; |
How could we care for things found in the home? |
Learners could identify ways of caring for things found in the home (washing and dusting |
MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Furniture Electronic Gadgets, |
Oral question on how to take care of things found at home. |
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6 |
1 |
Social environment |
Keeping home environment clean |
By the end of the sub strand, the learner should be able to sign things that make the home environment dirty |
What makes our home environment dirty? |
Learners could sign things that make the home environment dirty |
MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms Mops Dusters Dust Bins Rakes, Spade |
Oral question on how to clean things found at home |
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2 |
Social environment |
Keeping home environment clean |
By the end of the sub strand, the learner should be able to participate actively in making the home environment clean |
How to clean home environment dirty? |
Learners could demonstrate cleaning of home |
MTP grade 1 page 61-62 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Brooms Mops Dusters Dust Bins Rakes, Spade |
Oral question on how to clean things found at home Observing how the pupils are cleaning the school environment. |
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3 |
Social environment |
Keeping home environment clean |
By the end of the sub strand, the learner should be able to demonstrate willingness to keep the home environment clean. |
How could we keep our home environment clean? |
Learners could demonstrate cleaning of home environment using relevant cleaning activities. Learners could visit a nearby home, if possible of an elderly person, and clean the home environment. |
MTP grade 1 page 63 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms Mops Dusters Dust Bins Rakes, Spade |
Observing how the pupils are cleaning the school environment |
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4 |
Social environment |
Keeping safe and secure in the home |
By the end of the sub strand, the learner should be able to identify common risks at home; |
What are some of the possible risks in the home? |
Learners could listen or observe signed stories on possible risks in the home |
MTP grade 1 page 64-65
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Oral question on how to keep the school compound safe. |
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5 |
Social environment |
Keeping safe and secure in the home |
By the end of the sub strand, the learner should be able to observe safety and security in the home environment to avoid risk to self and others |
How could we keep safe and secure in the home? |
Learners could identify common risks in the home |
MTP grade 1 page 64-65
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Oral question on how to keep the school compound safe |
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7 |
1 |
Social environment |
Keeping safe and secure in the home |
By the end of the sub strand, the learner should be able to demonstrate responsibility towards own safety and security in the home environment. |
Learners How could we keep safe and secure in the home? |
Learners could demonstrate ways of keeping safe and secure in the home |
MTP grade 1 page 66-67
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Oral question on how to keep the school compound safe |
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2 |
Social environment |
Child Rights and responsibilities in the family |
By the end of the sub strand, the learner should be able to identify rights of a child in a family |
What are the rights of a child in the family? |
Learners could identify child rights in a family (right to a name, nutrition, shelter, schooling and play). |
MTP grade 1 page 66-69
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Oral questions on child rights and responsibilities. |
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3 |
Social environment |
Child Rights and responsibilities in the family |
By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family; |
What are the responsibilities of a child in the family? |
Learners could identify responsibilities of a child in a family |
MTP grade 1 page 70
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Oral questions on child rights and responsibilities |
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4 |
Social environment |
Child Rights and responsibilities in the family |
By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family; |
What are the responsibilities of a child in the family? |
Learners could identify responsibilities of a child in a family |
MTP grade 1 page 71
|
Oral questions on child rights and responsibilities |
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5 |
Social environment |
Child Rights and responsibilities in the family |
By the end of the sub strand, the learner should be able to develop a sense of responsibility for family social cohesion. |
What are the responsibilities of a child in the family? |
In groups, learners could complete a postcard on responsibilities of a child in a family |
MTP grade 1 page 71-74
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Oral questions on child rights and responsibilities |
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8 |
1 |
Social environment |
Meeting family needs. |
By the end of the sub strand, the learner should be able to state basic needs in a family |
What are basic family needs? |
Learners could state some of the basic family needs (food, water and shelter |
MTP grade 1 page 75
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Oral questions on basic family needs |
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2 |
Social environment |
Meeting family needs. |
By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs; |
How can parents or guardians Meeting basic family needs? |
Learners could fill printable age appropriate forms on basic family needs |
MTP grade 1 page 75-77
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Oral questions on ways in which parents or guardians Meeting basic family needs |
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3 |
Social environment |
Meeting family needs. |
By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs; |
How can parents or guardians Meeting basic family needs? |
Learners could identify how parents or guardians Meeting basic family needs (farming, employment and business). |
MTP grade 1 page 78-79
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Oral questions on ways in which parents or guardians Meeting basic family needs |
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4 |
Social environment |
Meeting family needs. |
By the end of the sub strand, the learner should be able to appreciate the efforts of parents or guardians in Meeting family needs. |
How can parents or guardians Meeting basic family needs? |
Learners could sign or sing songs and recite poems or rhymes on how parents or guardians Meeting basic family needs. |
MTP grade 1 page 78-79
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Oral questions on ways in which parents or guardians Meeting basic family needs |
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5 |
Social environment |
Enterprise Projects: Ways of generating money in the family. |
By the end of the sub strand, the learner should be able to Identifying forms of money |
How could we make money rightfully? |
Learners to state forms of money |
MTP grade 1 page 80-81 Money( notes and coins) |
Oral question on forms of money |
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9 |
1 |
Social environment |
Ways of generating money in the family. |
By the end of the sub strand, the learner should be able to identify ways of generating money rightfully in the family; |
How could we make money rightfully? |
Learners could be guided to identify how families generate money. |
MTP grade 1 page 82 Money( notes and coins) |
Oral question on identify ways of generating money rightfully in the family; |
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2 |
Social environment |
Ways of generating money in the family. |
By the end of the sub strand, the learner should be able to Identifying thing that are at home that can be used to generate income. |
Making money from things found in the home |
Learners could be guided to identify how families generate money. |
MTP grade 1 page 83 Money( notes and coins) |
Oral question on identify ways of generating money rightfully in the family; |
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3 |
Social environment |
Ways of generating money in the family. |
By the end of the sub strand, the learner should be able to demonstrate awareness of rightful ways of generating money to promote good citizenship |
Making money from things found in the home |
In groups, learners could discuss rightful ways of generating money. Using case stories, learners could identify various ways of generate money rightfully. |
MTP grade 1 page 84 Money( notes and coins) |
Oral question on identify ways of generating money rightfully in the family; |
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4 |
Social environment |
Ways of generating money in the family. |
By the end of the sub strand, the learner should be able to Appreciate genuine ways of generating money as good citizens. |
Making money from things found in the home |
Learners could be guided to find out more from parents or guardians on rightful ways of earning money. |
MTP grade 1 page 85 Money( notes and coins) |
Oral question on identify ways of generating money rightfully in the family; |
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5 |
Social environment |
Exploring the environment for appropriate income generating activities |
By the end of the sub strand, the learner should be able to identify income generating activities for the family; |
What activities could generate income for the family? |
Learners could suggest an income generating activity at home. |
MTP grade 1 page 85 Money( notes and coins) |
Oral question on identify ways of generating money rightfully in the family; |
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10-11 |
END TERM ASSESSMENT AND CLOSING |
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English Schemes - Grade 1 Schemes of Work Term 2 2023
|
Week |
Lesson |
Strand/ Theme |
Sub Strand/Sub theme |
Specific Learning Outcomes |
Key Inquiry Questions |
Learning Experience |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
Reading : Weather and our Environment |
Connected text and fluency |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension. |
What do you do when reading a long word? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners read a text or view pictures for enjoyment and information. Learners read simple sentences aloud in groups, pairs, and individually |
Story book, poems, and audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 48
|
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking : Hygiene |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: Discriminate the sounds /j/ /k/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Recognise new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you say these words? Cow, Bag, Grass. |
Learners pronounce the sounds /j/ /k/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. 4. Learners interact with audio material to listen to the correct pronunciation of the vocabulary, where applicable.
|
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 50-51
|
Oral questions, portfolio, observation |
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3 |
Listening and Speaking : Hygiene |
Language structures and functions Simple past tense |
By the end of the sub strand, the learner should be able to: Talk about personal hygiene activities using simple past tense. Appreciate/enjoy communicating ideas using the simple past tense. |
What did you do in the morning before coming to school? |
Learners respond to simple questions on activities in the past. Learners engage in games, changing verbs from present simple to past simple tense, in small groups Learners group verbs/take part in fishing game on verbs in the simple past tense. |
Charts, pictures/ photographs on grooming activities, audiovisual recordings of dialogues with sentence structures on Personal hygiene using simple past tense. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 51 |
Oral questions, portfolio, observation |
|
|
2 |
1 |
Reading : Hygiene |
Connected text and fluency |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.
|
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners read a text or view pictures for enjoyment and information. Learners read simple sentences aloud in groups, pairs, and individually. Learners read or listen to a text then answer questions. |
Story book, poems, and audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 52
|
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2 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Write words from a picture prompt for effective communication. Draw the letter patterns Ww, Mm, Tt Jj Kk correctly for neat handwriting. Copy the sentences correctly. |
What items are found in the school? |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three word sentence using the prompts. 4. Learners are guided in filling in the gaps correctly and meaningfully. |
Realia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 49-53 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking : Hygiene |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /c/ and /g/ in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.
|
How do you say these words? Cold, gold. |
Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. 4. Learners say words beginning with a common sound. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 54-55
|
Oral questions, portfolio, observation |
|
|
3 |
1 |
Listening and Speaking : Hygiene |
Language structures and functions Simple past tense |
By the end of the sub strand, the learner should be able to: Talk about personal hygiene activities using simple past tense. Appreciate/enjoy communicating ideas using the simple past tense. |
What did you do in the morning before coming to school? |
Learners engage in games, changing verbs from present simple to past simple tense, in small groups Learners group verbs/take part in fishing game on verbs in the simple past tense. Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile Repeat sentence structures containing simple past tense from a story, poem or conversation they have listened to. |
Charts, pictures/ photographs on grooming activities, audiovisual recordings of dialogues with sentence structures on personal hygiene using simple past tense New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 55 |
Oral questions, portfolio, observation |
|
|
|
2 |
Reading : Hygiene |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners read a text or view pictures for enjoyment and information. Learners read simple sentences aloud in groups, pairs, and individually. Learners read or listen to a text then answer questions. |
Story book, poems, and audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 56-57 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking : Myself/ Parts of the body |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: a) Talk about the pictures and discuss what they see. Pronounce the words which start with the sounds /r/ and /l/ in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.
|
How do you say these words? Rake, Lake. |
Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing. Pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 58-59 |
Oral questions, portfolio, observation |
|
|
4 |
1 |
Listening and Speaking : Myself/ Parts of the body |
Language structures and functions Demonstratives for singular and plurals. |
By the end of the sub strand, the learner should be able to: Use demonstratives to talk about body parts and gender. Identify singular and plural nouns, |
What things can you see inside the classroom? What things can you see outside the classroom? |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun. Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/That) Learners use simple phrases to talk about parts of the body, in pairs or small groups. |
Charts, pictures/ photographs and models of parts of the body, computer devices that have audio/visual recordings of dialogues with sentence structures on parts of the body. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 59 |
Oral questions, portfolio, observation |
|
|
|
2 |
Reading : Myself/ Parts of the body
|
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners read a text or view pictures for enjoyment and information. Learners read simple sentences aloud in groups, pairs, and individually. Learners read or listen to a text then answer questions. |
Story book, poems, and audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 60 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking : Myself/ Parts of the body |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words which start with the sounds /p/ and /b/ in isolation in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. .
|
How do you say these words? Rake, Lake. |
Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 62-63 |
Oral questions, portfolio, observation |
|
|
5 |
1 |
Listening and Speaking : Myself/ Parts of the body
|
Language structures and functions Demonstratives for singular and plurals. |
By the end of the sub strand, the learner should be able to: Use demonstratives to talk about body parts and gender. Identify singular and plural nouns. Appreciate the use of different demonstratives when communicating about objects that are near and far. |
What things can you see inside the classroom? What things can you see outside the classroom? |
Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (These/Those) Learners use simple phrases to talk about parts of the body, in pairs or small groups. Learners identify demonstratives correctly to show location of singular and plural items for Effective communication. Learners are assisted to choose appropriate demonstratives for the singular and plural nouns identified. Learners repeat sentence structures containing demonstratives from a story, poem or conversation they have listened to. |
Charts, pictures/ photographs and models of parts of the body, computer devices that have audio/visual recordings of dialogues with sentence structures on parts of the body. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 63 |
Oral questions, portfolio, observation |
|
|
|
2 |
Reading : Myself/ Parts of the body
|
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /p/ /b/ correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners read a text or view pictures for enjoyment and information. Learners read simple sentences aloud in groups, pairs, and individually. Learners read or listen to a text then answer questions. |
Story book, poems, and audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 64 |
Oral questions, portfolio, observation |
|
|
|
3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Write their names correctly, neatly and legibly. Recognise the correct form and meaning of the words to be used in filling in gaps. |
What do you use to smell your food? |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 61-65 |
Oral questions, portfolio, observation |
|
|
6 |
1 |
Listening and Speaking : Family |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words which start with the sounds /f/ and /v/ in isolation in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. .
|
How do you say these words? Fan, Van. |
Learners pronounce the sounds /f/ /v/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 66-67 |
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking : Family |
Language structures and functions Noun Sets |
By the end of the sub strand, the learner should be able to: Recognise the sets of nouns denoting male and female within the family setting. Appreciate the gender sets in communicating effectively about family members. |
Which word would you replace with mother/sister/aunt? |
Learners talk about male and female members of the family to illustrate the concept of gender sets. Learners name the members of a nuclear family based on a picture/video clip/ photo. In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother. |
Charts, pictures/ photographs and models of members of the family, audiovisual recordings of dialogues with sentence structures on male and female members of the family. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 67 |
Oral questions, portfolio, observation |
|
|
|
3 |
Reading : Family
|
Connected text and fluency |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /f/ /v/ correspondence in preparation for phrasal reading. Observe basic punctuation marks (comma, full stop and question marks as they read. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners read a text or view pictures for enjoyment and information. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 68 |
Oral questions, portfolio, observation |
|
|
7 |
1 |
Listening and Speaking : Family |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: a) Talk about the pictures and discuss what they see. Pronounce the words which start with the sounds /sh/ and /ch/ in isolation in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you say these words? Sheep, Chick. |
Learners pronounce the sounds /sh/ /ch/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 70-71 |
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking : Family |
Language structures and functions Noun Sets |
By the end of the sub strand, the learner should be able to: Recognise the sets of nouns denoting male and female within the family setting. Use the sets of nouns denoting male and female within the family to communicate effectively Appreciate the gender sets in communicating effectively about family members. |
Which word would you replace with mother/sister/aunt? |
Learners talk about male and female members of the family to illustrate the concept of gender sets. Learners name the members of a nuclear family based on a picture/video clip/ photo. In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother. |
Charts, pictures/ photographs and models of members of the family, audiovisual recordings of dialogues with sentence structures on male and female members of the family New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 71 |
Oral questions, portfolio, observation |
|
|
|
3 |
Reading : Family
|
Connected text and fluency |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /sh/ /ch/ correspondence in preparation for phrasal reading. Observe basic punctuation marks (comma, full stop and question marks as they read the text ‘Rabbit and her children’. Read the title to make predictions about a story. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 72 |
Oral questions, portfolio, observation |
|
|
8 |
1 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Write the patterns correctly. Recognise the correct form and meaning of the words to be used in filling in gaps. Write sentences correctly. |
What do you use to smell your food? |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 69-73 |
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking : Safety |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words which start with the sounds /y/ and /z/ in isolation in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you say these words? Yellow Zebra. |
Learners pronounce the sounds /y/ /z/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 74-75 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking : Safety |
Language structures and functions Simple prepositions (in, on, under, Between) |
By the end of the sub strand, the learner should be able to: Use prepositions to talk about personal safety, security and simple injuries. Appreciate the use of pre-positions for indicating location. |
What can you see in the classroom?
What is on your desk? |
Learners describe various positions of regalia as displayed in the classroom. Learners engage in hide and find game in small groups to locate various objects/play a digital game. Learners construct sentences based on the objects used in the hide and find game. |
Charts, pictures/ photographs of people and objects in different positions, computer devices with audio-visual recordings of people and objects in different positions New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 75 |
Oral questions, portfolio, observation |
|
|
9 |
1 |
Reading : Safety |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /y/ /z/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension. Read the title to make predictions about a story. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 76 |
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking : Safety |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words which start with the sounds /ch/ and /j/ in isolation in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you say these words? Chair, Jug. |
Learners pronounce the sounds /ch/ /j/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 78-79 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking : Safety |
Language structures and functions Simple prepositions (Inside, Outside, in front of, behind) |
By the end of the sub strand, the learner should be able to: Use prepositions to talk about personal safety, security and simple injuries. Recognise the location given by prepositions in oral construction sentences. Appreciate the use of pre-positions for indicating location. |
What can you see in the classroom? What is on your desk? |
Learners describe various positions of regalia as displayed in the classroom. Learners engage in hide and find game in small groups to locate various objects/play a digital game. Learners construct sentences based on the objects used in the hide and find game. |
Charts, pictures/ photographs of people and objects in different positions, computer devices with audio-visual recordings of people and objects in different positions New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 79 |
Oral questions, portfolio, observation |
|
|
10 |
1 |
Reading : Safety |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /ch/ /j/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension. Read the title to make predictions about a story. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 80 |
Oral questions, portfolio, observation |
|
|
|
2 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: a) Write the letter patterns /y/ /z/ correctly. Recognize the correct form and meaning of the words to be used in filling in gaps. Draw the pictures as per the guidelines given |
What do you use to smell your food? |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. 4. Learners are guided in filling in the gaps correctly and meaningfully. |
Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 77-81 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking : Community Leaders |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to: a) Talk about the pictures and discuss what they see. Pronounce the words with the sounds /ee/ and /i/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you pronounce the sounds /ee/ /i/ . |
Learners pronounce the sounds /ee/ /i/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 82-83 |
Oral questions, portfolio, observation |
|
|
11 |
END OF TERM ASSESSMENT AND CLOSING |
||||||||
IRE Schemes - Grade 1 Schemes of Work Term 2 2023
|
Week |
Lesson |
Strand |
Sub Strand |
Specific Learning Outcome |
Learning Experiences |
Key Inquiry Question |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
SIIRAH (Life of Prophet S.A.W) |
Birth of Prophet Muhammad (S.A.W) |
By the end of the sub strand the learner should be able to: narrate the event of the birth of the Prophet (S.A.W) |
Learners are guided to name the date, month and year of birth of the Prophet (SAW) Learners are guided to name the place of birth of the Prophet (SAW) |
When was the prophet born? |
Flash cards. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
2 |
SIIRAH (Life of Prophet S.A.W) |
Birth of Prophet Muhammad (S.A.W) |
By the end of the sub strand the learner should be able to: narrate the event of the birth of the Prophet (S.A.W) |
Learners are guided to name the date, month and year of birth of the Prophet (SAW) Learners are guided to name the place of birth of the Prophet (SAW) |
Where was the Prophet (S.A.W.) born? |
Flash cards. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
3 |
SIIRAH (Life of Prophet S.A.W) |
Birth of Prophet Muhammad (S.A.W) |
By the end of the sub strand the learner should be able to: Identify the name given to the Prophet (S.A.W) at birth. |
Learners listen to the story about the events of the Amul fiil (the elephant year) Learners are guided to draw and color the Kaaba, elephant and birds |
What name was the Prophet (S.A.W.) given at birth |
Flash cards. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
2 |
1 |
SIIRAH (Life of Prophet S.A.W) |
Birth of Prophet Muhammad (S.A.W) |
By the end of the sub strand the learner should be able to: Identify the name given to the Prophet (S.A.W) at birth. |
Learners listen to the story about the events of the Amul fiil (the elephant year) Learners are guided to draw and color the Kaaba, elephant and birds |
What name was the Prophet (S.A.W.) given at birth |
Flash cards. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
2 |
SIIRAH (Life of Prophet S.A.W) |
Birth of Prophet Muhammad (S.A.W) |
By the end of the sub strand the learner should be able to: Appreciate Makka, the birth place of the Prophet as the holy city of Muslims |
Learners pick out the name of the Prophet (S.A.W) from a set of flash cards containing other names. Learners in small groups or class sing qasida or recite poems on the Prophet (S.A.W) Learners to name the Prophet’s parents |
What events took place during the birth of the Prophet (S.A.W)? |
Flash cards. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
3 |
HADITH |
obedience |
By the end of the sub strand the learner should be able to: Recite the selected Hadith to show obedience to parents |
Learners listen to different stories on obedience. Learners are guided to give instances where obedience is practiced in their daily life. |
What is obedience |
Charts, hadith book. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
3 |
1 |
HADITH |
obedience |
By the end of the sub strand the learner should be able to: Recite the selected Hadith to show obedience to parents |
Learners listen to different stories on obedience. Learners are guided to give instances where obedience is practiced in their daily life. |
What is obedience |
Charts, hadith book. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
2 |
HADITH |
obedience |
Practice obedience in their day to day life to follow the orders of Allah |
Learners as a class, groups, pairs, or individuals recite the Hadith on obedience ‘Allah’s pleasure is in parents’ pleasure and Allah anger is in parents’ anger’’ Organize learners in groups or pairs to name activities that show obedience |
What do you do to please Allah? |
Charts, hadith book. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
3 |
HADITH |
obedience |
Practice obedience in their day to day life to follow the orders of Allah |
Learners as a class, groups, pairs, or individuals recite the Hadith on obedience ‘Allah’s pleasure is in parents’ pleasure and Allah anger is in parents’ anger’’ Organize learners in groups or pairs to name activities that show obedience |
What do you do to please Allah? |
Charts, hadith book. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
4 |
1 |
HADITH |
obedience |
Appreciate the importance of the Hadith in shaping the life of an individual |
Learners read Hadith on obedience displayed for practice. Learners role play the virtue of obedience |
How do you show obedience to different people (peers, teachers, parents, elders etc.)? |
Charts, hadith book. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
2 |
HADITH |
Cleanliness |
By the end of the sub-strand the learner should be able to: Recite the selected Hadith on cleanliness as an act of worship |
Learners are guided to discuss cleanliness and its importance (body, clothes, environment) |
How do you maintain cleanliness? |
Charts, soap, water, dustbin |
Oral questions, portfolio, and observation. |
|
|
|
3 |
HADITH |
Cleanliness |
By the end of the sub-strand the learner should be able to: Recite the selected Hadith on cleanliness as an act of worship |
Learners are guided to discuss cleanliness and its importance (body, clothes, environment) |
How do you maintain cleanliness? |
Charts, soap, water, dustbin. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
5 |
1 |
HADITH |
Cleanliness |
By the end of the sub-strand the learner should be able to: Maintain personal hygiene for healthy living. |
Learners as a class, groups, pairs, or individuals recite the Hadith on cleanliness ‘Cleanliness is part of faith…” |
When do we wash our hands? |
Charts, soap, water, dustbin. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
2 |
HADITH |
Cleanliness |
By the end of the sub-strand the learner should be able to: Practice cleanliness in their day to day life as an act of ibadah |
Organize learners in class, groups or pairs, to discuss the teachings of the Hadith. |
When do we wash our hands? |
Charts, soap, water, dustbin KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
|
3 |
HADITH |
Cleanliness |
By the end of the sub-strand the learner should be able to: Appreciate the importance of cleanliness as part of faith |
Learners to read the Hadith on cleanliness displayed on chart for practice. Learners are engaged in cleaning activities such as cleaning the school compound, washing hands. |
Why do you clean your school compound everyday |
Charts, soap, water, dustbin KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation. |
|
|
6 |
1 |
Devotional Acts |
Pillars of Islam |
By the end of the sub-strand the learner should be able to: Recite the five pillars of Islam to strengthen their faith |
Learners to name the five pillars of Islam in sequence |
What are the five pillars of Islam? |
Flash cards, chart. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
|
2 |
Devotional Acts |
Pillars of Islam |
By the end of the sub-strand the learner should be able to: Recite the five pillars of Islam to strengthen their faith |
Learners to name the five pillars of Islam in sequence |
What are the five pillars of Islam? |
Flash cards, chart. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
|
3 |
Devotional Acts |
Pillars of Islam |
By the end of the sub-strand the learner should be able to: Pronounce the Shahadah as an act of ibadah |
Learners to sing songs or poems on the pillars of Islam/shahada Learners to arrange pillars of Islam on flash cards in their sequence |
How do you pronounce the shahada? |
Flash cards, chart. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
7 |
1 |
Devotional Acts |
Pillars of Islam |
By the end of the sub-strand the learner should be able to: Pronounce the Shahadah as an act of ibadah |
Learners to sing songs or poems on the pillars of Islam/shahada Learners to arrange pillars of Islam on flash cards in their sequence |
How do you pronounce the shahada? |
Flash cards, chart. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
|
2 |
Devotional Acts |
Pillars of Islam |
By the end of the sub-strand the learner should be able to: Appreciate the importance of Shahadah as a basic principle of Islam |
Learners in pairs or groups to recite the shahada Learners to give occasions when the Shahada is said |
When do we say the shahada? |
Flash cards, chart. KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
|
3 |
Moral Teachings |
Islamic etiquettes |
By the end of the sub-strand the learner should be able to: use the Islamic greetings in their daily lives to inculcate the spirit of love |
Learners recite the Islamic greetings Learners are guided in pairs or small groups to listen to the manners of Islamic greetings from a Cd. |
What do you do when you meet your friend? |
charts, pocket boards, Cds KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
8 |
1 |
Moral Teachings |
Islamic etiquettes |
By the end of the sub-strand the learner should be able to: use the Islamic greetings in their daily lives to inculcate the spirit of love |
Learners recite the Islamic greetings Learners are guided in pairs or small groups to listen to the manners of Islamic greetings from a Cd. |
What do you do when you meet your friend? |
charts, pocket boards, Cds KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
|
2 |
Moral Teachings |
Islamic etiquettes |
By the end of the sub-strand the learner should be able to: identify Islamic etiquettes on greetings to inculcate the culture of greeting in Islam |
Learners in pairs , small groups or as a whole class practice Islamic greetings Learners to read words of Islamic greetings displayed on a chart |
What is the Islamic way of greeting people? |
charts, pocket boards, Cds KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
|
3 |
Moral Teachings |
Islamic etiquettes |
By the end of the sub-strand the learner should be able to: identify Islamic etiquettes on greetings to inculcate the culture of greeting in Islam |
Learners in pairs , small groups or as a whole class practice Islamic greetings Learners to read words of Islamic greetings displayed on a chart |
What is the Islamic way of greeting people? |
charts, pocket boards, Cds KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
9 |
1 |
Moral Teachings |
Islamic etiquettes |
By the end of the sub-strand the learner should be able to: appreciate the use of Islamic greetings to attain rewards |
Learners to salute and respond to greetings through role play |
Why should we use Islamic greetings? |
charts, pocket boards, Cds KLB Visionary IRE Activities Grade 1 |
Oral questions, portfolio, and observation |
|
|
|
2 |
Moral |
Manners of eating |
By the end of the sub-strand the learner should be able to: recite the prescribed dua before eating, to seek the blessings of Allah and after eating to thank Allah. |
Learners to be guided to view Islamic manners of eating through pictures or audio visual materials |
What do you do before eating |
charts, pictures, audio visual materials, utensils |
|
|
|
|
3 |
Teachings |
Manners of eating |
By the end of the sub-strand the learner should be able to: Recite the prescribed dua before eating, to seek the blessings of Allah and after eating to thank Allah. |
Learners to be guided to view Islamic manners of eating through pictures or audio visual materials |
Which hand do you use when eating? |
charts, pictures, audio visual materials, utensils, KLB Visionary IRE Activities Grade 1 |
|
|
|
10 |
1 |
Moral |
Manners of eating |
By the end of the sub-strand the learner should be able to: recite the prescribed dua before eating, to seek the blessings of Allah and after eating to thank Allah. |
Learners to be guided to view Islamic manners of eating through pictures or audio visual materials |
Which hand do you use when eating? |
charts, pictures, audio visual materials, utensils KLB Visionary IRE Activities Grade 1 |
|
|
|
|
2 |
Teachings |
Manners of eating |
By the end of the sub-strand the learner should be able to: practice Islamic manners of eating as per the teachings of the Prophet (S.A.W) |
Learners to be guided to practice Islamic manners of eating (washing hands, Say Bismillah, use of right hand, eating what is before you and say Alhamdullillahi after eating) |
What do you do during eating? |
charts, pictures, audio visual materials, utensils KLB Visionary IRE Activities Grade 1 |
|
|
|
|
3 |
Moral |
Manners of eating |
By the end of the sub-strand the learner should be able to: practice Islamic manners of eating as per the teachings of the Prophet (S.A.W) |
Learners to be guided to practice Islamic manners of eating (washing hands, Say Bismillah, use of right hand, eating what is before you and say Alhamdullillahi after eating) |
What do you do during eating? |
charts, pictures, audio visual materials, utensils KLB Visionary IRE Activities Grade 1 |
|
|
|
11 |
END OF TERM ASSESSMENT AND CLOSING |
||||||||
CRE Schemes - Grade 1 Schemes of Work Term 2 2023
|
Week |
Lesson |
Stand |
Sub - Strand |
Specific Learning Outcomes |
Key Inquiry Question |
Learning Experience |
Learning Resources |
Assessments |
Remarks |
|
1 |
1 |
Bible story |
Elijah and the chariot of fire |
By the end of the sub strand learners should be able to: Narrate the story of Elijah and the chariot of fire and apply it their relationship with others Identify the lesson learned values acquired from the story Elijah and the chariot of fire |
What happened when Elijah and Elisha were walking? |
Learners to read 1kings2:11-12 Learners to observe the picture and tell the lesson and values learned from the story of Elijah and the chariot of fire and they apply in their day to day life Learners to recite the verse 1king: -11 and memorize it Learners to sing a song about Elijah being taken by the chariot of fire |
Bible pictures growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango, l wachira, j watiki, Denis Rutere, G Atogoh , page 31-33
|
Asking questions learners on what happened to Elijah |
|
|
1 |
2 |
Bible story |
Elijah and the chariot of fire |
By the end of the sub strand learners should be able to: Importance of pleasing God and state ways of pleasing God in their daily life Appreciate father-son relationship between Elijah and Elisha and desire to honor their parents |
How was Elijah related to Elisha? What did Elisha say when he saw Elijah taken by the chariot of fire? |
Learners to read the verse in the book of 2 kings 2:11 Learners to observe the picture of Elijah taken away by the chariot of fire and identify ways of pleasing God Learners to draw and color the chariot of fire Sing a song about ways of pleasing God and how Elijah pleased God |
Pictures Charts Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango, l wachira, j watiki, Denis Rutere, G Atogoh, page 31-33 |
Observe learners as they read the verse and ask them question |
|
|
1 |
3 |
Bible story |
Elijah and the chariot of fire |
By the end of the sub strand learners should be able to: Recognize the importance of being holy and honoring god and apply it in their daily lives Identify ways of pleasing God and apply it with the relationship with others Describe the story of Elijah and applies the values acquired in their daily interaction |
What does God expect from us? What values do we acquire from the story of Elijah?
|
Learners to list ways of pleasing God Learners to watch a video clip on Elijah and the chariot of fire Learners to role play on Elijah and Elisha walking and talking until the chariot appeared Learners to describe the story of Elijah and identify the values acquired on it |
Audio visual material Bible growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango, l wachira, j watiki, Denis Rutere, G Atogoh , page 31-33 |
Observe learners as they role play and guide them |
|
|
2 |
1 |
The early of life Jesus |
The birth of Jesus Christ |
By the end of the sub strand learners should be able to: Mention the parents of Jesus and identify it with their own Identify the city Jesus was born Recognize the importance of children to their parents and how they are appreciated by their parents and relate with themselves |
Which city was Jesus born? What are the names of Jesus Christ? |
Learners to read the verse Matthew 2:1 Learners to narrate the birth of Jesus Christ and identify the lesson learned Learners to listen to the recordings of the coral on the birth of Jesus (jingle bells) Learners to sing the song |
Audio recording Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh, page 34-39 |
|
|
|
2 |
2 |
The early life of Jesus Christ |
The birth of Jesus Christ |
By the end of the sub strand learners should be able to: Describe the joy of the shepherds when Jesus was born relate with their s when a child is born in their family Understand the reason why they celebrate Christmas and relates with their birth day |
How did the shepherds show their joy when Jesus was born? |
Learners to watch a video clip on how he shepherds celebrated the birth of Jesus Christ Learners to describe the joy of shepherds and state the reason why thy celebrate Christmas Learners to dramatize the way shepherd’s celeb rate when Jesus was born Learners to sing the song the angels sang during the Birth of Jesus Christ |
Audio visual material Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango, l wachira, j watiki, Denis Rutere, G Atogoh , page 34-39 |
Observe learners as they sing and ask the questions |
|
|
2 |
3 |
The early life of Jesus Christ |
The birth of Jesus Christ |
By the end of the sub strand learners should be able to: Narrate the birth of Jesus and compare it with theirs Identify the values and lessons learned from the birth of Jesus and apply it in their daily life
|
What happened when he baby is born? What values do we learn from the birth of Jesus? |
Learners to narrate the birth of Jesus as they relate with their ownLearners to tell how their parents show love and appreciate them Learners to observe the pictures of Jesus and their parents and identify them Learners to draw baby Jesus and their parents joseph |
Bible Pictures Chart Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 34-39 |
Observe learners as they draw and ask them question |
|
|
3 |
1 |
The early life of Jesus Christ |
The birth of Jesus Christ |
By the end of the sub strand the learners should be able to: Identify that children are a blessing to the parents and should love and respect their parents Recognize that parents love children and should love and appreciate themselves as they belong to God for a sense of belong |
Why do our parents love us? Why does God love? |
Learners to observe pictures of shepherd worshipping baby shower Learners to role play on how shepherd worship Jesus Sing a song (baby Jesus) |
Pictures Charts Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 34-39 |
Observe learners as they draw and ask questions |
|
|
3 |
2 |
The early life of Jesus Christ |
The birth of Jesus Christ |
By the end of the sub strand the learner should be able to: Understand what happened when the baby is presented to God Recognize that children should be given names for identification Describe the process of naming and presentation in church |
What happened after Jesus was born? Why was Jesus referred to as a king? |
Learners to read luke2:22-24 Learners to say in class why presentation of babies to God is important Learners to watch the naming and presentation process in a video clip Learners to discuss in groups and present in class the naming and presentation process in church |
Audio visual materials Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango, l wachira, j watiki, Denis Rutere, G Togo , page 34-39 |
Ask learners questions |
|
|
3 |
3 |
The early life of Jesus Christ |
The birth of Jesus Christ |
By the end of the sub strand the leaners should be able to: Explain the naming and dedication of Jesus Christ and relate to their own life experience Identify the reason why the parents of Jesus gave out two doves |
Why was Jesus dedicated to God? Why do we have names? |
Learners to read Luke2:22-24 Learners to watch a video on the presentation and dedication process of Jesus Christ to God Learners to state the reason as to why parents of Jesus gave out two doves Leaners to sing a song related to dedication of Jesus and memorize the verse Luke2:22-24 |
Audio visual material Growing in Christ C.R E Activities learners book grade 1 by Heron Oyango, l wachira, j watiki, Denis Rutere, G Atogoh , page 34-39 Bible |
Observe learners as they sing and memorize the verse in the Bible and ask questions |
|
|
4 |
1 |
The early life of Jesus Christ |
The birth of Jesus Christ |
By the end of the sub strand the learners should be able to: Recognize the importance of naming 0f children and relate with themselves having names to enhance self – awareness Appreciate their parents for giving them names and presenting them to God Understand the reason for learning the birth of Jesus and relate to their daily life |
Why do name children after birth? |
Learners to state the importance of having names Learners to observe the picture of naming and presentation of the baby Jesus and draw and color Jesus and his parents Learners to state the reason why they are learning the birth of Jesus Christ Learners to a sing a song on the birth of Jesus Christ |
Pictures Charts Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 34-39 |
Observe learners as the draw and sing the song and ask questions |
|
|
4 |
2 |
The early life of Jesus Christ |
Jesus Christ at the temple |
By the end of the sub stand the learner should be able to: Identify the reason why Jesus went to the temple and compare to themselves going to church Tell the reason why Jesus remained in the temple Identify the reason why Jesus tell his parents that he was in his father’s house |
Why did Jesus go to the temple? Why do we go to church? |
Learners to read Luke2:42-49 Learners to observe pictured of Jesus in the temple Learners to role play on how Jesus show assertiveness when question by his parents |
Pictures Bible Growing in Christ C.R E Activities learners book grade 1 by Heron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh, page 40-42 |
Observe learners as they role play and ask the question on what did Jesus say to his parents by remaining in the temple |
|
|
|
3 |
The early life of Jesus Christ |
Jesus Christ at the temple |
By the end of the sub strand the learner should be able to: Emulate Jesus example by obeying his parents Identify the importance of obeying their parents Recognize how God want them to obey their parents in order to live long
|
How do we obey our parents? How did Jesus obey his parents? |
Learners to tell how Jesus obeyed his parents Learners to sequentially arrange the flash cards on the events that took place when Jesus was left from the temple Learners to say how they obey their parents at home
|
Bible Flashcards Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 40-42 |
Observe and guide learners as they arrange the flashcards |
|
|
5 |
1 |
The early life of Jesus Christ
|
Jesus Christ in the temple |
By the end of the lesson the learner should be able to: Desire to follow Jesus Christ example to accompany their parents to church Recognize the importance of going to church to enhance spiritual growth |
What do people do in church? |
Learners to watch a video clip of Jesus in the temple and what happens in church Learners to role play and dramatize what happened in church learners to draw and color the church |
Charts Audio visual Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 40-42 |
Observe learners as they role and draw the church |
|
|
5 |
2 |
The early life of Jesus Christ |
Jesus Christ in the temple |
By the end of the sub strand the learner should be able to: identify the values acquired and lesson learned from Jesus Christ at the temple |
What values do we acquire from Jesus Christ at the temple? |
Learners to watch a video clip of Jesus Christ at the temple and state the values and lessons learned from, it Learners to role play on Jesus at the temple when the parents question him Learners to observe the picture of Jesus Christ at the temple and draw and color |
Pictures Charts Audio visual material Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 40-42 |
Observe learners as they role play and drawing and coloring |
|
|
|
3 |
The early life of Jesus Christ |
The baptisms of Jesus Christ |
By the end of the sub strand the learner should be able to: Identify the reason why people get baptized Describe how people get baptized Identify the places where people get baptized |
What is baptism? Why do people get baptized? |
Learners to state the reason why people get baptized Learners to observe pictures of people being baptized and to state the places where baptism takes place Learners to discuss in groups how people get baptized Draw and color a person being baptized in the river |
Pictures Charts Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page43-34 |
Observe learners as they draw and color person being baptized in the church |
|
|
6 |
1 |
The early life of Jesus Christ |
The baptism of Jesus Christ |
By the end of the sub strand the learner should be able to: Name the place Jesus Christ was baptized Identify the lesson learned from Jesus being baptized Who baptized Jesus and why |
Who baptized Jesus? Why was Jesus baptized? |
Learners to watch video on baptism of Jesus Christ Learners to mention incidents of baptism they may have witnessed in their churches Learners to read Mathew 3:13-15 about the baptism of Jesus and identify the place Jesus was baptized and who baptized him Learners to state lesson learned from the baptism of Jesus Christ |
Audio visual material Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh, page 43-45
|
Ask learners question on who baptized Jesus and why |
|
|
6 |
2 |
The early life of Jesus Christ |
The baptism of Jesus Christ |
By the end of the sub strand the learners should be able to: Describe the events that took place in the baptism of Jesus Christ Identify the lesson learned and values acquire in the baptism of Jesus Christ and applied in their day to day life |
How Jesus Christ did express humility? |
Learners to watch a video clip on Jesus Christ baptism and describe the events that took place Learners to state the values learned from the baptism of Jesus Christ Leaners to draw and color Jesus Christ being baptized Learners to sing a song on baptism |
Audio visual material Charts Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh, page 43-45 |
Observe learners as they draw and sing a song on baptism of Jesus Christ |
|
|
|
3 |
The early life of Jesus Christ |
The baptism of Jesus Christ |
By the end of the sub strand the learner should be able to: Acquire the value of humility for peaceful co-existence with others Understand the importance of baptism as it creates a bond between us and God |
Why do people have humility |
Learners to read a verse on Mathew 3:13-15 about baptism of Jesus Christ Learners to observe a picture of Jesus being baptized and state how Jesus show humility Learners to say how baptism create a bond between us and God |
Pictures Bible Growing in Christ C.R E Activities learner book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 43-45 |
Asking learners questions on how baptism creates a bond between us and God |
|
|
7 |
1 |
The early life of Jesus Christ |
The baptism of Jesus Christ |
By the end of the sub strand the learner should be able to: Describe the baptism of Jesus Christ and state values learned and apply it in their day to day life Recognize that the baptism of Jesus Christ was special because Jesus is the son of God |
Why was there a dove during the baptism of Jesus Christ? |
Learners to read and describe the baptism of Jesus and state the values acquired from it Learners to discuss in group and state the reason why Jesus Christ baptism was special Learners to observe the picture of Jesus Christ being baptized and see the presence of a dove |
Pictures Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 43-45 |
|
|
|
7 |
2 |
The early life of Jesus Christ |
The baptism of Jesus Christ |
By the end of the sub strand the learner should be able to: Describe the process of baptism in church Identify the reason why John the Baptist baptized Jesus Recognize that baptism is important because it is away that brings us closer to God to enhance spiritual growth |
Why did Jesus get baptized? |
Learners to observe the pictures showing the baptism process in church and describe the process Learners to read the verse in the Bible and to state the reason why Jesus was baptized |
Pictures Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 43-45 |
|
|
|
|
3 |
The early life of Jesus Christ |
The wedding at Cana |
By the end of the sub strand the learner should be able to: Describe what happened at the wedding in Cana Identify the reason why Jesus turned water into wine at the wedding in Cana |
What happened at the wedding in Cana? |
Learners to read john 2:11-10 Learners to discuss in groups and describe what happened at the wedding in Cana Learners to observe the picture and role play what happened at the wedding in Cana
|
Pictures Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 46-48 |
Observe learners as they role play and ask question |
|
|
8 |
1 |
The early life of Jesus Christ |
The wedding at Cana |
By the end of the lesson the learner should be able to: Narrate how Jesus changed water into wine and should desire to depend on God always Identify the importance of believing in Jesus as he was able to perform a miracle |
Why Jesus turn water into wine? |
Learners to read john2:1-11 Learners to narrate what happened at wedding in Cana Learners to state the importance of believing Jesus by turning water into wine Learners to watch a video clip on what happened in Cana and role play |
Audio visual material Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 46-48 |
Observe learners as they role play |
|
|
8 |
2 |
The early life of Jesus Christ |
The wedding at Cana |
By the end of the sub strand the learner should be able to: Discuss how the servant obeyed Jesus instructions and relate with their daily lives Identify the importance of obeying Jesus Christ |
How the servant did obeyed Jesus? |
Learners to read john2:6-7 Learners to discuss how the servant obeyed Jesus instructions Learners to discuss the process where Jesus turned water into wine and present water into wine Learners to observe pictures and draw in class the six-jar filled with water at the wedding |
Pictures Charts Bible Growing in Christ C.R E Activities learners book grade 1 by Heron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 46-48 |
Observe learners as they draw six jar filled with water |
|
|
|
3 |
The early life of Jesus Christ |
The wedding in Cana |
By the end of the sub strand the learner should be able to: Recognize that we should believe and have faith in Jesus Identify the values and lessons learned from what happened at the wedding in Cana |
How did the servant respond to Jesus instructions |
Learners to read john2:7-8 Learners to tell the response of the servant to Jesus instructions Learners to watch a video on Jesus changing water into wine learners to role play on what happened at the wedding in Cana |
Audio visual Bible Growing in Christ C.R E Activities learners book grade 1 by Heron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 46-48 |
Observe learners as they role play on what happened at the wedding in cane |
|
|
9 |
1 |
The early life of Jesus Christ |
Healing Simon peters mother in law |
By the end of the sub strand the learner should be able to: describe what happened when one feel sick describe how Jesus heal the mother in law of Simon peter recognize how Jesus can heal us when we feel sick
|
What happened when Jesus visited Simon peters mother in laws house? |
Learners to read Mathew 8:14-15 Learners to discuss and narrate how Jesus healed Simon peters mother in law by looking at the picture Leaners to role play on how Jesus healed Simon peters mother in law Learners to sing a song about the healing of Simon peters mother in law |
Pictures Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 49-51 |
Asking learners questions |
|
|
9 |
2 |
The early life of Jesus Christ |
Healing of Simon peters mother in law |
By the end of the sub strand the learner should be able to: Describe how Simon peters mother in law show she was grateful to Jesus for healing her Appreciate Simon peters mother in-law reactions by expressing gratitude for every good gift thy receive and relate to their daily life that they should be thankful Recognize the importance of having faith in Jesus like Simon peters mother in law |
How Simon did peters mother in law than Jesus? |
Learners to red Mathew 8:14-15 Learners to describe how Simon peters mother in law show gratitude Leaners Watch a video on Simon peters mother in-law shows gratitude Learners to role play on Simon peters other inlaw show gratitude |
Audio visual material Bible Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 49-50 |
Ask learners question |
|
|
|
3 |
Christian values |
sharing |
By the end of the sub strand the learner should be able to: Identify items they share at home to enhance togetherness Understand the reason why they should share at home or school
|
What do you share at home?
|
Learners to name items they share at home Learners to identify in the picture the thing they share at home Learners to state reason why they share at home and school |
Bible Picture Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 52- 59 |
Ask learners questions |
|
|
10 |
1 |
Christian values |
sharing |
By the end of the sub strand the learner should be able to: Understand the importance of sharing at home to enhance family unity Draw items they share at home to enhance individual development and promote creativity and imagination |
Why do we share? |
Learners to observe and discuss a picture of a family sharing a meal together Learners to draw and color items they share at home Learners to share what they have to show kindness Leaners to sing a song on sharing |
Pictures Charts Growing in Christ C.R E Activities learners book grade 1 by Hezron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 52- 59 |
Observe learners as they draw items they share at home |
|
|
10 |
2 |
Christian values |
sharing |
By the end of the sub strand the learner should be able to: State the items they share at home to enhance family unity State items they should not share at home for a healthy living |
Why don’t we share some items at home? |
Learners to read a verse on john6:1-14 Learners to state the reason they should not share some items at home by discussing in class with their friends Learners in pairs to discuss the items they share in the picture |
Asking learners questions |
|
|
|
10 |
3 |
Christian values |
sharing |
By the end of the sub strand the learner should be able to: Narrate the story of a little boy with two fish and five loaves of bread Understand the importance of believing God through blessing two fish and five loaves of bread to feed the people |
Why should we share things with other |
Learners to read john 6:1-14 Leaners to watch a clip and role play on the story of little boy with two fish and five loaves of bread Learners to tell the Importance of believing in Jesus and his miracles Learners to sing a song on the little boy and with two fish and five loaves of bread |
Audio visual material Bible Growing in Christ C.R E Activities learners book grade 1 by Heron Oyango,l wachira, j watiki, Denis Rutere, G Atogoh , page 52- 59
|
Asking questions |
|
|
11 |
END TERM ASSESSMENT AND CLOSING |
||||||||
Art and Craft Schemes - Grade 1 Schemes of Work Term 2 2023
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
Paper Craft |
Folding Technique |
By the end of the sub strand, the learner should be able to: observe items made using folding method in paper craft to help in creating paper decorations |
What type of decorations do we use during celebrations? |
In groups, learners to observe and identify items made using folding method in paper craft |
Assorted paper, cutting tools, rulers, adhesives |
Signed question, discussion, observation, portfolios |
|
|
|
2 |
Paper Craft |
Folding Technique |
By the end of the sub strand, the learner should be able to: create decorations using folding method of paper craft; have fun as they make paper decorations using folding method of paper craft |
What type of decorations do we use during celebrations? How do we fold paper to make a decoration |
Individually, the learner to freely express themselves by creating decorations using folding method in paper craft. The learner to display and sign about own and learner others work |
Assorted paper, cutting tools, rulers, adhesives |
Signed question, discussion, observation, portfolios |
|
|
2 |
1 |
Fabric Decoration |
Painting on fabric with brushes |
By the end of the sub strand, the learner should be able to: observe brush painted fabric from teacher samples to help in creating decorations |
How does fabric painted with brushes look like? |
In groups, learners identify samples of brush painted fabric. Individually learner to decorate fabric using brushes |
Fabric, paint, dye, bristle brushes, water, cleaning rags, digital images |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
Fabric Decoration |
Painting on fabric with brushes |
By the end of the sub strand, the learner should be able to: use brush to paint on fabric to create decorations; Have fun painting decorations on fabric |
How does fabric painted with brushes look like? How do we paint on cloth using brushes |
Individually learner to decorate fabric using brushes. The learner to display and talk about own and others brush painted fabrics |
Fabric, paint, dye, bristle brushes, water, cleaning rags, digital images |
Signed questions, discussion, observation, portfolios |
|
|
3 |
1 |
Fabric Decoration |
painting on fabric with sponge |
By the end of the sub strand, the learner should be able to: observe sponge painted fabric from teacher samples to help in creating decorations; |
How fabric do painted with sponge look like? |
In groups, learners identify samples of sponge painted fabric |
Fabric, paint ,dye, sponge, water, cleaning rags, digital images |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
Fabric Decoration |
Painting on fabric with sponge |
By the end of the sub strand, the learner should be able to: use sponge to paint on fabric to create decorations; have fun painting decorations on fabric |
How do we paint on cloth using sponge |
Individually learner to decorate fabric using sponges The learner to display and sign about own and others sponge painted fabrics |
Fabric, paint, dye, sponge, water, cleaning rags, digital images |
Signed questions, discussion, observation, portfolios |
|
|
4 |
1 |
Mounting Techniques |
Mosaic |
By the end of the sub strand, the learner should be able to: identify and collect different types of material from the environment that can be used to create mosaic; |
How do we identify materials used to create mosaic? |
In groups learners to take nature walk to the environment identify and collect materials that can be used to create mosaic.eg stones, pebbles, leaves papers, small plastic, egg shells etc. |
Found materials, adhesives, mounting surfaces, digital images |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
Mounting Techniques |
Mosaic |
By the end of the sub strand, the learner should be able to: identify and collect different types of material from the environment that can be used to create mosaic; |
How do we identify materials used to create mosaic? |
In groups learners to take nature walk to the environment identify and collect materials that can be used to create mosaic.eg stones, pebbles, leaves papers, small plastic, egg shells etc. |
Found materials, adhesives, mounting surfaces, digital images |
Signed questions, discussion, observation, portfolios |
|
|
5 |
1 |
Mounting Techniques |
Mosaic |
By the end of the sub strand, the learner should be able to: create simple pictures in mosaic using locally available materials; have fun while creating simple pictures in mosaic |
How do we create mosaic? How do learners react when making mosaic |
Guide the learner individually, to create simple pictures using mosaic technique |
Found materials, adhesives, mounting surfaces, digital images |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
Mounting Techniques |
Mosaic |
By the end of the sub strand, the learner should be able to: create simple pictures in mosaic using locally available materials; |
How do we create mosaic? How do learners react when making mosaic |
The learner to display and sign about their own and others WORK |
Found materials, adhesives, mounting surfaces, digital images |
Signed questions, discussion, observation, portfolios |
|
|
6 |
1 |
Mounting Techniques |
Mosaic |
By the end of the sub strand, the learner should be able to: have fun while creating simple pictures in mosaic |
How do we create mosaic? How do learners react when making mosaic |
The learner to display and sign about their own and others WORK |
Found materials, adhesives, mounting surfaces, digital images |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
Decorating Forms |
Decorating plastic bottles using colored paper |
By the end of the sub strand, the learner should be able to: Observe decorated plastic bottles ion to help in motivating them to decorate three dimensional (3D forms); |
What kind of adhesive can be used in decorating plastic bottles using colored paper? Where can learners source colored paper |
In groups learners to observe decorated bottles from teachers collection |
Found materials, adhesives, mounting surfaces, digital devices |
Signed questions, discussion, observation, portfolios |
|
|
7 |
1 |
Decorating Forms |
Decorating plastic bottles using colored paper |
By the end of the sub strand, the learner should be able to: decorate plastic bottles using colored paper for self-expression |
What kind of adhesive can be Used in decorating plastic bottles using colored paper? Where can learners’ source colored paper |
Collect and use colored paper from the environment in decorating plastic bottles The learner to display and talk about their own and others work. |
Found materials, adhesives, mounting surfaces, digital devices |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
Ornaments |
Single stranded bracelets |
By the end of the sub strand, the learner should be able to: observe beaded ornaments from teacher’s samples to help in making bracelets using single strand beading; |
What materials can be used from the environment in making beads? |
In groups learners to identify samples of bracelets made using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc. |
Assorted beads, cutting tools, strings, digital images |
Signed questions, discussion, observation, portfolios |
|
|
8 |
1 |
Ornaments |
Single stranded bracelets |
By the end of the sub strand, the learner should be able to: experiment with local materials to create bracelets using single strand beading; enjoy making bracelets using single strand beading. |
What materials have you used in making beads? |
Learner to display, discuss and appreciate their work |
Assorted beads, cutting tools, strings, digital images |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
|
Single stranded bracelets |
By the end of the sub strand, the learner should be able to: enjoy making bracelets using single strand beading. |
What materials have you used in making beads? |
Learner to display, discuss and appreciate their work |
Assorted beads, cutting tools, strings, digital images |
Signed questions, discussion, observation, portfolios |
|
|
9 |
1 |
Sculpture |
Toys |
By the end of the sub strand, the learner should be able to: Observe samples of toys, material and tools from teacher’s collection to motivate them make their own; |
Which toys are in class nature corner? What materials and tools are used for making toys? How do you feel when playing with toys? |
In groups, learners be taken to their class nature corner to identify toys? |
Sample toys, found materials, strings, rubber bands, digital images |
Signed questions, discussion, observation, portfolios |
|
|
|
2 |
Sculpture |
Toys |
By the end of the sub strand, the learner should be able to: make simple toys using local materials for playing; have fun as they make toys and play with them |
Which toys are in class nature corner? What materials and tools are used for making toys? How do you feel when playing with toys? |
Individually make simple toys using locally available materials Learners to display and sign about own and others toys |
Sample toys, found materials, strings, rubber bands, digital images |
Signed questions, discussion, observation, portfolios |
|
|
10-11 |
|
|
|
END OF TERM ASSESSMENT AND CLOSING |
|
|
|||
Mathematics Schemes - Grade 1 Schemes of Work Term 1 2023
|
Week |
Lesson |
Strand |
Lesson |
Specific Learning Outcomes |
Key Inquiry Questions |
Learning Experiences |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to sort and group different objects according same size |
How can we group objects of the same size |
Learners in pairs/groups to collect different types of objects. Learners in pairs/groups to sort objects with the same attributes and group them together. |
|
Observe how learners collect, sort and group objects. |
|
|
|
2 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to sort and group different objects according to color. |
How can we group items having different colors? |
Learners in pairs/groups to sort objects with same colors and group them together. Learners in groups /pairs collecting and presenting different objects of differentcolors |
|
Observe how learners collect, sort and group objects of different colors Giving out in class exercise |
|
|
|
3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to sort and group items according to shape |
How can we group items having different shapes? |
Learners in pairs/groups to collect different types of objects of different shapes. Learners in groups/pairs to sort objects with same shape |
|
Observe learners collecting and sorting different items
|
|
|
|
4 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to sort and group items of different sizes |
How can we sort and group items having different sizes? |
Learners in pairs/groups sorting and grouping items of same sizes and grouping them together |
|
Observe learners collecting, sorting and grouping items according to their shapes |
|
|
|
5 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to; sort and group different items according to their use |
How can we group items according to their use? |
Learners in pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
|
Observe learners collecting, sorting and grouping different objects |
|
|
2 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to should be able to represent number up to 10 using objects
|
How do you represent numbers using objects |
Learners in groups/pairs to represent numbers up to 10 using objects. guide learners to fill inthe tables |
|
Observing the learners sort different items according to shape, size and color. |
|
|
|
3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects in the environment |
How can we pair and match objects? |
Learners in pairs/groups to play digital games involving sorting and grouping objects according to different attributes |
|
Giving matching exercise in class Observing learners play the matching games |
|
|
|
4 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects to establish ‘equal to’ ‘more than’ and ‘less than’ and same as |
How do you identify less than? How do you identify ‘more than’? How do you identify ‘same’ |
Learners in groups/pairs to pair and match objects to establish less than and more than Learners in pairs/groups to pair and match objects to establish same as |
|
In class exercise Observing learners counting objects |
|
|
|
5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects to establish “one less than” |
How do you identify ‘one less than’? |
Learners in pairs/groups to pair and match objects to establish those ones that are ‘one less than’ |
|
In class exercise Observation |
|
|
3 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to order and sequence objects in ascending order |
What is an ascending order? |
Learners in pairs/groups to order objects according to size from smallest to biggest |
|
Observing learners ordering items from smallest to biggest |
|
|
|
2 |
Number |
Number concept |
By the end of the lesson the learner should be able to: order and sequence objects from the biggest to the smallest (descending order) |
How ca we order objects from the biggest to the smallest |
Learners in pairs/groups to collect objects of different sizes Learners in pairs/groups to order objects according to size from the biggest to smallest |
|
In class exercise Observing learners doing the ordering of objects from the biggest to the smallest |
|
|
|
3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to: make patterns using real objects |
How do you make patterns? How do you identify patterns? |
Learners in pairs/small groups to identify patterns from any given source Learners in pairs/groups to make patterns using real objects |
|
Observing learners making patterns Exercise on patterns in groups |
|
|
|
4 |
Numbers |
Number concept |
By the end of the lesson the leaner should be able to recite number names in order up to 50 |
How many? |
Learner to recite number names up to 50 Learners in small groups to bring sticks and stones from outside the class for counting |
|
Counting along with learners Observing learners count objects Oral counting by learners |
|
|
|
5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to represent numbers 1-30 using concrete objects |
How many? |
Learners to represent concreteobjects as well as their body parts |
|
Observe learners count concrete objects |
|
|
4 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to: demonstrate through counting that a group in all situations has only one count |
How do you count this? |
Learners to demonstrate that any given group has only one count |
|
Observe learners count objects of different groups In class exercise
|
|
|
|
2 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to appreciate the use of sorting and grouping items in day to day activities |
How do we sort objects in our environment? |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for grouping |
|
Observing learners collecting and sorting litter in the school compound |
|
|
|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 1’s and 2’s. |
How can we count in 1’s and 2’s? |
Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts. |
|
In class exercise Observing learners count objects in 1’s and 2’s |
|
|
|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 3’s and 4’s. |
How can we count in 3’s and 4’s? |
Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts. |
|
Observing learners counting objects |
|
|
|
5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 5’s and 6’s. |
Is it possible to count in 5’s and 6’s? |
Learners to take turns in counting by 5’s and 6’s? Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects up to 50 |
|
Observe learners counting body parts and other objects In class exercise |
|
|
5 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers and backward from 100 in 10’s, |
How many ways can we count backwards from 100? |
Learners to take turns in counting to 100 Learners to count backwards from 100 to 1
|
|
Oral questions
|
|
|
|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers and backward from 100 and forward to 100 |
Can we count from 100 to 1? |
Learners in pairs/groups to play games that involve counting up to 100 and back Learners to take turns in counting to 100 Learners to count backwards from 100 to 1 |
|
Counting orally
|
|
|
|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count any concrete object that ranges from 1 to 100 |
How many? |
Learners in pairs or small groups to count trees, classes and other concrete objects found outside the class room and inside the class |
|
Observing learners moving around and counting concrete objects in their groups |
|
|
|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to represent numbers 1-50 using concrete objects |
How many do you see? |
Learners to walk around and count any concrete object they can see within the school environment |
|
Observe learners walking around and counting every concrete object they see |
|
|
|
5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to: identify place value of ones and tens |
How do we identify place values? |
Learners to identify place value of ones and tens Learners in pairs /groups to identify place values of the given numbers by the teacher |
|
|
|
|
6 |
1 |
numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify place value of ones and tens |
How do you identify the place value of your age? |
Learners to give the place value of their ages and the ages of their friends |
|
Oral presentation of place value of ages Writing exercise in class |
|
|
|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers 1-50 in symbols |
How do we write number 1-50? |
Learners to recite number 1-50 in symbols |
|
Oral recitation of numbers from 1-50 in symbols Writing exercise of numbers from 150 in class |
|
|
|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write in words? |
Learners to practice writing numbers 110 in words
|
|
Writing exercise in class Observe learners as they write numbers in words. |
|
|
|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write in words? |
Learners to practice writing numbers 110 in words
|
|
Writing exercise in class Observe learners as they write numbers in words. |
|
|
|
5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write numbers in words? |
Learners in pairs to write down numbers in words in turns and read them out to class |
|
Writing exercise in class Oral presentation of numbers in words |
|
|
7 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
How do we find missing numbers? |
Learners to identify missing numbers in number patterns up to 20 |
|
Observing learners identifying missing numbers In class exercise |
|
|
|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
What is the next number in the pattern? |
Learners in pairs /groups to identify the next numbers in the given patterns |
|
Writing class exercise
|
|
|
|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
How do you find the missing number? |
Learners in groups to find the missing numbers orally by asking each other Learners to identify missing numbers in number pattern up to 20 |
|
In class representation of group work
|
|
|
|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities |
How can we create a pattern? |
Learners in pairs/groups to patterns with numbers up to 20 and share with other groups. Learners to play digital games involving whole numbers |
|
Observe how learners create patterns and share with others and play digital games involving whole numbers |
|
|
|
5 |
numbers |
Whole numbers |
By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities |
How can we get a missing number at a cashier place? |
Learners to role play a cashier in day today life activities such as a cashier counting 5shilling coins |
|
Observing learners finding out the missing amounts at a cashier’s place |
|
|
8 |
1 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to model addition as putting objects together |
How can you add objects? |
Learners in pairs groups to put two groups of objects and count to the total |
|
Oral questions Observing learners adding objects together |
|
|
|
2 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to model addition as putting objects together |
How many are they together? |
Learners to learners in groups /pairs to model addition using concrete objects |
|
Oral questions Observing learners putting together different objects they have in class |
|
|
|
3 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to: model addition as putting objects together |
How can we put them together? |
Leaners to put together items on pictures and on charts Learners to identify different objects and them up |
|
Observe learners add up objects from charts In class exercise |
|
|
|
4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to model addition as putting objects together |
How many are they altogether? |
Learners to get out in groups /pairs to count the concrete objects outside the class and add them up Learners to play games that involves adding numbers of scores together |
|
Observe learners moving and adding up objects Oral counting and adding of numbers |
|
|
|
5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How can you use ‘+’ and ‘=’ signs in addition? |
Learners to practices writing the + and = in addition |
|
Writing exercise involving + and = signs |
|
|
9 |
1 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How many? |
Learners to use ‘+’ and = signs in writing addition sentences |
|
In class writing exercise |
|
|
|
2 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How many? |
Learners to use’+’ and ‘=’ signs in adding different objects within the class |
|
In class oral presentations Writing exercises |
|
|
|
3 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How do you add two singles numbers by skipping a number line? |
Learners to add two single digit numbers by skipping on a number line |
|
Writing exercises
|
|
|
|
4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
What should be added next? |
Learners to add two single digit numbers by skipping on a number line of numbers adding up to 10 |
|
Writing exercise |
|
|
|
5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add 2-single digit numbers up to a sum of 10 |
How do we add a 1- digit number to another 1- digit number? |
Learners to ad 2digit single numbers using the family of 10 |
|
In-class exercises |
|
|
10 |
1 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
In how many ways can we add single digits that add to 10? |
Learners in pairs/groups of not more than 10 to gather themselves and find their total number according to their gender etc. Learners to count and add objects within the class that are not more than ten. |
|
Observe how learners gather themselves and find their total numbers Oral presentation of objects counted |
|
|
|
2 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
How many do we get? |
Learners to add 2single digits by counting on |
|
Oral exercise [individual] |
|
|
|
3 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
How many single digits can be added up to get10? |
Leaners in pairs /groups to come up with single digits that can be added up to get 10 only |
|
|
|
|
|
4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts |
Which 3 digits do you think we can add to get 10or less than 10? |
Learners to add 3- single digit numbers by counting on |
|
Writing exercises |
|
|
|
5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts |
Which three digits can be added to sum up ten? |
Learners in pairs /groups to identify 3 digits in each group that can be added to get 10 or a number less than 10 |
|
Writing in class exercises |
|
Music Schemes - Grade 1 Schemes of Work Term 1 2023
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
|
1 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to: sign name types of songs performed for different purposes in the community; sign a variety of simple songs in unison from different cultures for enjoyment, cultural preservation, and advancement |
During which activities do you sing while at home? |
Learners sign name types of songs performed in the community. |
|
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
2 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to demonstrate the steady beat (pulse) by tapping/ stamping/clapping when sign singing familiar songs for beat familiarization |
During which activities do you sing while at home? |
Learners are guided to observe am variety of live or recorded songs and be probed to identify possible occasions of when the songs are performed |
|
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
3 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to sign verse 1 of the Kenya national anthem in English for cohesion and peaceful co-existence; |
Which songs do you like singing? |
Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm. Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs. |
|
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
4 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to state the official occasions during which the national anthem is performed for self-esteem |
Why do you sing? |
Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm. Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs. |
|
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
5 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to apply expressive elements of music through sign singing for communication |
How do you feel when you sing? |
Learners are guided in identifying and discussing important issues in topical and patriotic songs such as social cohesion, health etc. |
|
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
6 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to express ideas, feelings and emotions through sign singing for creativity; |
What do the songs that you sing talk about? When do we sing the Kenya National anthem? |
Learners are guided in identifying the beat in familiar songs by tapping, clapping and dynamics to express feelings, ideas and emotions while sign singing. In groups, learners are guided in sign singing and dramatizing of stories and action songs Individually and in groups learners are guided in sign singing verse 1 of the Kenya National anthem paying attention to accuracy in sign and, rhythm. |
|
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
7 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to appreciate and enjoy sign singing songs from diverse cultures; appreciate sign singing songs from diverse cultures for enjoyment. |
What do the songs that you sing talk about? When do we sing the Kenya National anthem? |
In pairs and in groups learners sign songs from diverse cultural sources |
|
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
8 |
1 |
Performing |
Singing Games |
By the end of the sub strand the learner, should be able to: perform various signed singing games drawn from the local culture for enjoyment; |
Do you sing as you play? What songs do you sing during play |
Learners are guided to watch a variety of live or recorded singing games from the locality |
|
Signed questions, portfolio, observation, adjudication, check lists |
|
|
9 |
1 |
Performing |
Singing Games |
By the end of the sub strand the learner, should be able to apply the aspects of sign singing, movement, props and costumes in performing signed singing games for creativity and imagination observe safety during performance of signed singing games; |
Name some of the materials or objects used during play. |
Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safety |
|
Signed questions, portfolio, observation, adjudication, check lists |
|
|
10 |
1 |
Performing |
Singing Games |
By the end of the sub strand the learner, should be able to practice etiquette during performance of signed singing games and share available resources equitably for integrity appreciate performing signed singing games from the local culture for enjoyment. |
What roles do you like taking during play? |
In groups and individually learners are guided in performing signed singing games from the local cultures |
|
Signed questions, portfolio, observation, adjudication, check lists |
|
Movement Schemes - Grade 1 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRAND THEME |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
|
2 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson the learner should be able to: Name the parts of the body and watch a video clop on walk race for digital literacy |
Which body part do we use for walking? |
The learner to answer questions on the parts of the body and watch a video clip on the body parts that is used when walking to create body awareness |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to practice walking in different ways by: walking in different directions (forward and backwards) |
How many different directions can you walk? |
Learners to perform walking in different ways |
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3 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to perform walking in different ways for strength, coordination, endurance and for excellence. (to the right) |
How many different directions can you walk? |
Learners to practice walking in different ways. |
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4 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to perform in different ways for strength, coordination, endurance and for excellence (to the left) |
How many different direction can you walk? |
Learners to practice walking in different ways |
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5 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to practice and perform walking in different ways. (circular letter O) |
Which direction can you walk faster? |
Learners to practice walking in different pathways. (Circular) letter O |
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3 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson, the learner should be able to: Perform and practice walking in different ways (straight-letter c Numbers 1,4,7) |
How many different direction can you walk? |
Learners to practice I different ways by walking in different pathways. (straight) |
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2 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different ways (curved-letter c number 2, 3) |
How many different directions can you walk? |
Learners to practice walking in different ways by walking in different pathways. (curved) |
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3 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice in different ways. (zigzag letters z, w, v) |
How many different directions can you walk? |
Learners to practice walking in different by walking in different pathways |
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4 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different ways. (swivel –letter Q) |
How many different directions can you walk faster? |
Learners to practice walking in different ways by walking in different pathways |
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5 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different levels
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Learners to practice waling in different ways by walking in different levels |
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4 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson the learner should be able to: Play simple games for enjoyment, collaboration and peaceful coexistence |
Which games do you like? |
Learners to play games that involve walking. Learners to observe rules as they walk for own and play games. |
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2 |
Basic Motor Skill |
Locomotion Skills (running) |
Establish relationships through walking for critical thinking and problem solving |
Which direction can you walk faster? |
Learners walk in varying levels slow, medium and fast while making shapes |
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3 |
Basic Motor Skill |
Locomotion Skills (running) |
By the end of the lesson the learner should be able to: Name the parts of the body and watch a video clip on the run race for digital literacy |
Which body parts do we use for running? |
The learner to answer questions on the parts of the body and watch a video clip on the body parts that are used when running to create body awareness |
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4 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform walking in different ways by running in different directions. (forward and backward) |
How many directions can you run? |
Learners to perform running in different ways |
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5 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform running in different ways for strength, coordination, endurable and for excellence. (to the right) |
How many different directions can you run? |
Learners to practice running in different ways |
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5 |
1 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform running in different ways for strength, coordination, endurance and for excellence ( to the left) |
How many different directions can you run? |
Learners to practice running in different ways |
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Observation Oral questions |
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2 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to practice and perform running in different ways. (circular, letter o) |
Which direction can you run faster? |
Learners to practice running in different pathways. (circular, letter o) |
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3 |
Basic Motor Skill |
Locomotion Skills (running) |
By the end of the lesson the learner should be able to perform and practice running in different ways. (straight – letter A-Numbers 1, 4, 7) |
How many different directions can you run? |
Learners to practice running in different ways by running in different pathways (straight) |
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4 |
Basic Motor Skill |
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Perform and practice running in different ways. (curved-letter C- Numbers 2,3) |
How many different directions can you run? |
Learners to practice running in different ways of running in different pathways |
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5 |
Basic Motor Skill |
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Perform and practice running in different ways. (zigzag-letters z, w, v, |
How many different direction can you run? |
Learners to practice running in different ways by running in different pathways. |
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6 |
1 |
Basic Motor Skill |
Locomotion Skills |
Perform and practice running in different ways (swivel-letter 2) |
How many different directions can you run? |
Learners to practice running in different ways by running in different pathways. |
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2 |
Basic Motor Skill |
Locomotion Skills (Running) |
By the end of the lesson the learner should be able to perform and practice running in different ways.
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Which direction can you run fast? |
Learners to practice running in different ways by running in different levels |
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3 |
Basic Motor Skill |
Locomotion Skills (Running) |
The learner to make appropriate play items for creativity and imagination |
Which play items do you like playing with? |
Learners to make appropriate play items for creativity and imagination |
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4 |
Basic Motor Skill |
Locomotion Skills (Running) |
The learner to play games for enjoyment collaboration and peaceful coexistence |
Which games do you like playing? |
Learners to play games that involve running such as: run carrying bean bags, egg and run while in sacks with slow, moderate and fast speed. |
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5 |
Basic Motor Skill |
Locomotion Skills (Running) |
Establish relationships through running for critical thinking and problem solving |
Which direction can you run faster? |
Learners to obey rules as they run and play games |
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7 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to: Watch a video clip for height for body awareness and digital literacy |
Name the body parts in se when jumping for height |
Learners to watch video clips and identify the parts of the body used when jumping for height |
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2 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Learners to practice jumping in different ways. (forward and backward) |
Which direction is easier for you to jump? |
Learners to practice jumping in different ways |
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3 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Learners to perform jumping in different ways for strength coordination, endurable and for excellence. (to the right) |
Which direction is easier for you to jump to? |
Learners to perform jumping in different ways for strength, coordination, endurable and for excellence |
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4 |
Basic Motor Skill |
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Learners to perfume jumping in different ways (to the left)
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Which direction is easier for you to jump to?
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Learners to perform to jumping in different ways (to the left)
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Observation Oral questions |
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5 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to practice and perform jumping in different ways. (circulat) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in circular ways |
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8 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
The learner to perform and practice jumping in different ways.(straight) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in circular ways |
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2 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Perform and practice jumping in different ways.(curved) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in curved ways |
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3 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Perform and practice jumping in different ways.(zigzag) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in zigzag ways |
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4 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to run in varying levels- slow, medium and fast while making shapes |
Which direction can you run fast |
Learners to vary in levels slow, medium and fast while making shapes |
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5 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Establish relationships through jumping for height for critical thinking and problem solving |
Which direction you to jump easily? |
Learner to relationships through jumping. |
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9 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
The learner to make appropriate play items for creativity and imagination |
Which direction is easier for you to jump? |
Learner to make appropriate play items for creativity and imagination |
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2 |
Basic Motor Skill |
Locomotion Skills (Jumping for height) |
The learner to play games for enjoyment, collaboration and peaceful coexistence |
Which games do you like playing? |
Learner to play game that involve jumping for height such as in threes and with a rope |
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3 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
By the end of the lesson the learner should be able to: Explore stretching in different directions for body awareness |
Name the body parts that are in use when stretching |
Learners to answer questions on parts of the body that are in use when stretching |
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4 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
Learner to watch a video clip of a cheetah and a cat stretching |
Which animals stretch themselves? |
Learners to watch a video clip of a cheetah and a cat stretching |
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10 |
1 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
Perform stretching in different ways for flexibility, agility, coordination and space awareness |
How many different directions can you stretch towards? |
Learners to stretch towards different directions such as sideways |
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Kiswahili Schemes - Grade 1 Schemes of Work Term 1 2023
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WIKI |
KIPINDI |
MADA |
MADA NDOGO |
MATOKEO MAALUM YANAYOTOKEA |
MASWALI DADISI |
MAPENDEKEZO YA SHUGLI ZA UFUNZAJI |
KAZI YA ZIADA |
NYEZO |
MAONI |
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1 |
Kwanza |
Karibu Darasani |
Kusikiliza na kuzungumza
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Kufikia mwisho wa mada mwanafunzi aweze Kutambua maneno yanayotukika katika maamkuzi kuamkua na kuitikia maamkuzi ili kujenga stadi ya kuzungumza |
Tunatumia maneno yepi katika salamu? |
Mwanafunzi aigize maamkuzi kama vile hujambo? Sijambo; Hamjambo? Hatujambo darasani Mwanafunzi ajadili mchoro wa watu wawili wakisalimiana Wanafunzi wasalimiana na kisha washirikishwe katika mjadala kuhusu maamkuzi |
Mwalimu asikilize wanafunzi wakitaja maneno yanayopatikana katika salamu. |
Mwalimu ubao chati Uk 1-2 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
KARIBU DARASA NI |
Maamkuzi |
Kufikia mwisho wa mada mwanafunzi aweze Kufurahia kushirika katika maamkizi Kutambua umuhimu wa salamu |
Kwa nini watu husalimiana? Je kuna furaha unapomsalimu mwenzako? |
Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili |
Mwalimu asikilize maoni ya wanafunzi kwa kushiriki katika maamkuzi. |
Ubao Wanafuzi Uk 4-5 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSIKILI ZA NA KUZUNG UMZA |
Maagizo |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua maagizo mepesi yanayotolewa darsani
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Je unaweza kutambua maagizo yoyote? |
Mwanafunzi ashiriki katika kutoa na kufuata maagizo kama vile simama, keti, andika na chora Mwanafunzi aweza kuonyeshwa video ya jinsi ya kutoa na kufuata maagizo Mwanafunzi ashiriki katika mjadala wa maagizo yafaayo na yasiyofaa kufuatwa. |
Mwalimu asikilize wanafunzi wakitambua maagizo mepesi yanayotolewa |
Kitabu chati Uk 6-7 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
1 |
KUSIKILI ZA NA KUZUNGUMZA |
Maagizo |
Kutatoa na kufuata maagizo mepesi yanayotumiwa darasani |
Ni nani anayetakiwa kutoa maagizo? Kufuata maagizo kuna umuhimu gani? |
Mwanafunzi afafanue umuhimu wa maagizo Mwanafunzi aweza kushirikishwa katika masimulizi ya matokeo ya kufuata na kutofuata maagizo |
Mwalimu asikilize wanafunzi wakifuata maagizo mepesi darasani.
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Kitabu mwalimu Chati Uk 7-6 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
KUSIKILI ZA NA KUZUNGUMZA |
Msamiati |
Kufikia mwisho wa mada mwanafunzi aweze; Kutambua majina ya vifaa vinavyopatikana darasani ili kurahisisha mawasiliano. |
Je mwanafunzi anajua vitu ambavyo anatumia darasani? |
Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua. Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua. |
Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua. |
Ubao mwaklimu chati uk 10-11 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSIKILI ZA NA KUZUNGUMZA |
Msamiati |
Kufikia mwisho wa mada mwanafunzi aweze Kutumia majina ya vifaa darasani ilinaweze kuzungumza na wenzake. Kufurahia kuvitunza na kuvitumia viufaa vinavyopatikana darasani. |
Je wajua umoja na wingi wa vitun vya darasa? Je unafurahia kuwa na vifaa mbalimbali darasani? |
Mwanafunzi ataje vifaa halisi k.v. dawati, kitabu, kalamu na kifutio Mwanafunzi aweza kuonyeshwa picha za vifaa halisi na kutaja majina Mwanafunzi achore maumbo ya vifaa vya darasani |
Mwalimu kutazama michoro ya wanafunzi darasani. |
Ubao Dawati Mwalimu wanafunzi uk 11-12 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
1 |
KUSOMA |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua msamiati uliotumika katika hadithim ili kuimarisha ufahamu.. |
Je ni maneno yapi mapya unayoyatambua katika hadithi? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi Mwanafunzi atabiri kitakachotokea kwenye hadithi Mwanafunzi athibitishe utabiri wake baada ya usomewa hadith |
Mwalimu asikize msamiati uliotumika kutoka kwa wanfunzi |
Mwalimu Michoro kitabu uk 13-14 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
KUSOMA |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiliza hadithi ikisomwa na mwalimu ili kujenga usikivu |
Unapenda hadithi? Kwa nini unapenda kusikiliza hadthi? |
Mwanafunzi aeleze matumizi ya msamiati uliotumika kwenye hadithi Mwanafunzi aulize na kujibu maswali. Wanafunzi waweza kujadiliana kuhusu hadithi wakiwa wawili wawili |
Mwalimu afafanue hadithi kwa wanafunzi. Mwalimu awpe wanafunzi zoezi la kueleza walichoelewa |
Mwalimu Mwanafunzi Chati Uk 14 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSOMA |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze; Kuchangamkia hadithi katika maisha ya kila siku Kufafanua hadithi kwa wenzake |
Je unaweza kuhadithia wenzako? Je unakumbuka hadithi yoyote uliyosikia? |
Wanafunzi waweza kujadiliana kuhusu hadithi wakiwa wawili wawili Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekt |
Mwalimu asikilize kisa chochote cha mwanafunzi. |
Ubao Mwalimu Wanafunzi Uk 15 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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4 |
1 |
MIMI NA WENZANGU |
Maelezo |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua wezake darasani kwa majina, miaka ,gredi ili kuweza kuwaeleza |
Wewe ni nani? Uko katika gredi ipi? |
Mwanafunzi asikilize maelezo ya wengine. Mwanafunzi aweza kusikiliza maelezo ya wenzake yaliyorekodiwa kwenye simu, kinasa sauti, kipatakalishi n.k. Wanafunzi watoleane maelezo kuwahusu katika vikund. |
Mwalimu asikilize mwanafunzi akimweleza mwenzake |
Ubao Vikundi Mwalimu Chati Wanafunzi Uk17 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
MIMI NA WENZANGU |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze Kutoa muhtasari wa maelezo aliyoyasikia katika mazingira yake. Kudhihirisha umakinifu wa kusikili za katika mazingura yake |
Unapenda kufanya nini? Je unamfahamu mwenzako vizuri? |
Mwanafunzi aeleze maana ya msamiati unaotumiwa kujieleza k.v. umri, miaka,msichana, mvulana, gredi na rafiki. Mwanafunzi atunge sentensi kwa kutumia maneno yanayotumiwa kujieleza na kueleza wenzake. |
Mwalimu aangalie kazi ya mwanafunzi anapojieleza |
Ubao Mwalimu Wanafunzi Uk17-18 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
MIMI NA WENZANGU |
kusoma |
Kufikia mwisho wa mada mwanafunzi aweze; Kujivunia nafsi yake na wenzake katika miktadha mbalimbali |
Je unaeza nieleza muktadha wowote ? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi. |
Mwalimu asikize mwanafunzi akimueleza |
Mwanafunzi Ubao Chati Uk 18-19 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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5 |
1 |
MIMI NA WENZANGU |
Masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kusimulia hadithi aliyosikiliza darasani ili kujenga stadi ya kusikiliza Kufahamu hadithi aliyosimulia ili kupata ujumbe? |
Umewahi kusimulia kisa kipi? Unatarajiwa kufanya nini unaposimuliwa masdimulizi? |
Mwanafunzi aweze kuwa makini anaposimuliwa masimulizi. Mwanafunzi asikilize masimulizi kupitia vifaa vya kiteknolojia k.m. simu, kinasa sauti, kipatakalishi n.k. Mwanafunzi aweza kusikiliza mgeni mwalikwa akisimulia masimulizi. |
Mwalimu asikilize mwanafunzi akisimukia hadithi |
Mwanafunzi Uk 20-21 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
MIMI NA MWENZANGU |
Masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kuonyesha umakinifu wa kusikiliza klatika darasani Kuchangamkia hadithi simulizi maishani |
Unakumbuka ni ni katika masimulizi uliyosimuliwa? |
Mwalimu asikilize maoni ya mwanafunzi kuhusu masimulizi. |
Mwalimu asikilize maoni ya mwanafunzi kuhusu masimulizi. |
Mwanafuzi Uk 21-22 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSOMA |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua wenzake darasani kutambua msamiati uliotumika Kuskiza hadithi zikisomwa ili kujenga usikivu |
Je,ni hadithi ipi iliosomwa?
Unatarajiwa kufanya nini unapo somewa hadithi |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi. |
Mwalimu asikilize mwanafunzi akisoma hadithi. |
Kitabu Mwanafunzi Mwalimu Uk23-24 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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6 |
1 |
KUSOMA |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiliza kufahamu hadithi aliyo somewa darasani ili kupata ujumbe Kuchangamkia kusikiliza hadithi kila siku |
Unafikiria ni nini kitakacho tokea katika hadithi hii? |
Wanafunzi wajadiliane kuhusu hadithi waliosomewa katika vikundi. Mwanafunzi aweza kushirikishwa kusikiliza hadithi zikisomwa kupitia vifaa vya teknolojia k.v. tarakilishi, projekta n.k. |
Mwalimu asikilize maoni ya mwanafunzi kuhusu hadithi. |
Kadi Mwanafunzi Mwalimu Uk 24-25 |
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2 |
TARAKIMU |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua habari moja hadi kumi katika mazingira yake Kuhesabu nambari moja hadi kumi |
Unajua kuhesabu nambari ngapi? |
Mwanafunzi anaweza kupewa kadi za nambari azitaje kwa maneno. Mwanafunzi aweza kukariri mashairi kuhusu nambari hadi kumi. Mwanafunzi aweza kushirikishwa kuimba nyimbo za tarakimu |
Mwalimu atazame wanafunzi wakihesabu tarakimu |
Kadi Mwanafunzi Uk 26-27 |
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3 |
TARAKIMU |
msamiati |
Kutaja majina ya nambari moja hadi kumi kwa mfululizo ili kujenga stadi ya kuzungumza Kutumia majina ya nambari moja hadi kumi kutunga sentensi ili kujenga stadi ya kuzungumuza |
Je unaweza kuhesabu moja hadi kumi? Je unaweza kutumia majina yapi ya nambari moja hadi kumi? |
Wanafunzi waambatanishe nambari na maneno kwa kuonyeshwa nambari na kutaja jina la nambari husika. Wanafunzi wahesabu vidole kwa Kiswahili wakiwa wawili wawil Wanafunzi wanaweza kupanga kadi za majina ya nambari hadi kumi kwa utaratibu |
Mwalimu asikilize wanafunzi wakitaja nambari moja hadi kumi. |
Nambari Kadi Mwanafunzi Uk28-29 |
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7 |
1 |
MASIMULIZI |
masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiliza kwa makini masimulizi kuhusu shambani katika kujenga usikivu kutaja majina ya vifaa vinavyo tumika shambani |
Je ni vifaa vipi hutumika shambani? |
Wanafunzi wanaweza kupanga kadi za majina ya nambari hadi kumi kwa utaratibu. Mwanafunzi aweza kuonyeshwa nambari na jina kwa kutumia tarakilishi na projekta. Mwanafunzi aweza kuonyeshwa video ya wanafunzi wakisoma nambari hadi kumi kwa tarakilishi. |
Mwalimu asikilize mwanafunzi akifafanua masimulizi |
Jembe Shoka Plau Mwanafunzi Uk 30-31 |
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2 |
TARAKIMU |
Kusoma hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua msamiati ulio tumika kurahisisha ufahamu |
Umewahi kusikiliza hadithi? Unatarajiwa kufanya nini unapo somewqa hadithi? |
Mwanafunzi aweza kusikiliza masimulizi kupitia kwa vyombo vya kiteknolojia kama vile simu, kinasasauti na kipatakalishi vyaweza kutumiwa katika kusimulia visa mbalimbali. |
mwalimui ashirikiana na wanafunzi wenzake kusoma ufahamu |
Mwanafunzi Uk 33-34 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
TARAKIMU |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiza hadithi na kuielewa Kufahamu hadithi aliyo somewa ili kupata ujumbe |
Unatarajiwa kufanya nini wakati wa kusoma hadithi? |
Mwanafunzi ashirikiane na wengine kujadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.. |
Mwalimu asikilize mwanafunzi akitambiri kitakachoto kea. |
Mwanafunzi Picha Uk 34-35 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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8 |
1 |
Siku za wiki |
Kusikiliza na kuzungumz a msamiati |
Kufikia mwisho wa mada mwanafunzi aweze kutambua siku za wiki katika mawasiliano ya kila siku Kutaja majina ya siku za wiki |
Je wiki moja iko na siku ngapi? Unaenda shuleni siku ngapi?
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Mwanafunzi atunge sentensi akitumia msamiati uliotumika kwenye hadithi. Wanafunzi wajadiliane kuhusu hadithi waliosomewa katika vikundi. |
. Mwalimu asikilize majibu wa siku za wiki kutoka kwa wanafunzi. |
Mwanafunzi Uk36 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
Siku za wiki |
msamiati |
Kufikia mwisho wa mada mwanafunzi aweze Kueleza shughuli za siku mbalimbali za wiki ili kujenga stadi ya kuzungumza Kudhamini kila siku ya wiki ili kutilia maanani shughuli za maishani |
Je unaweza kutaja na Kuandika majina yapi ya siku za wiki kwa mfuatano?
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Mwanafunzi aweza kusikiliza hadithi zikisomwa kupitia vifaa vya kiteknolojia k.v. tarakilishi, projekta n.k. Mwanafunzi aulize na kujibu maswali kutokana na hadithi |
mwalimu ashiriki katika majadiliano ya shughuli ya siku |
Mwanafunzi Uk 36 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
Siku za wiki |
masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kusimulia matukio katika siku tofaotui ili kujenga stadi ya kuzungumza Kufahamu masimulizi ya matukio ya siku za wiki yaliyosimuliwa ili kupata ujembe Kuonyesha umakinifu wa kusikiliza kaatika mawasiliano Kuchangamkia masimulizi maishani ili kuimarisha usikivu |
Ni matukio yapi uliowahi kushuhudia? Unatarajiwa kufamnya nini unaposimuliwa kisa? |
Mwanafunzi ashiriki katika majadiliano ya shughuli za siku za wiki k.m. Jumatatu naenda shule, Ijumaa, Jumamosi au Jumapili nashiriki ibada n.k. Wanafunzi waweza kupanga kadi za majina ya siku za wiki kwa utaratibu wakiwa wawili wawili |
Mwalimu asikize mwanafunzi akisimulia kisa darasani. |
Kitabu Mwalimu UK 40 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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9 |
1 |
Kusoma |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua msamiati uliotumika katika hadithi kuielewa Kufahamu hadithi aliyo somewa ili kupa Kutabiri kitakachotokea kwenye hadithi |
Unafikiria ni nini kitakacho tokea katika hadithi hii? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi. |
mwalimui aweze kutazama picha za kadi za msamiati unaotumiwa katika hadithi |
Mwalimu Wanafunzi Uk 41 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
Kusoma |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kufahamu hadithi iliyosomwa katika mada ili kupata ujumbe kutamka sauti nne za herufi moja ili kuimarisha mazungumzo |
Unakumbuka hadithi ipi iliyosomwa? |
Mwanafunzi aweza kushirikishwa kusikiliza hadithi kwa kutumia vifaa vya teknolojia k.v. tarakilishi, projekta n.k. Mwanafunzi aweza kuonyeshwa picha na kadi za maneno yaliyotumiwa katika hadithi. Mwanafunzi ajibu na aulize maswali kutokana na hadithi. |
Mwalimu asikilize mwanafunzi akitoa hadithi. |
Mwalimu Hadithi wamnafunzi Uk 43-44 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze kutambua sauti za herufi moja zilizofunzwa katika maneno ili kuimarisha mazungumzo |
Ni sauti zipi unazojua kutamka? |
Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. Mwanafunzi atambue herufi inayowakilisha sauti lengwa kwa kutumia kadi za herufi. Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa.. |
Mwalimu asikilize kama mwanafunzi anajua kutambua sauti za herufi moja. |
Mwanafunzi Uk46 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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10 |
1 |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kusoma kusoma herufi za sauti moja katika kujenga stadi ya kusoma |
Unajua kusoma herufi na maneno? |
Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno. Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa. Mwanafunzi asome maneno kwa kutumia silabi au kugawa maneno marefu zaidi vipande vipande. |
Mwalimu asikilize mwanafunzi akitambua herufi zinazowakili sha sauti lengwa katika kuimarisha stadi ya kusoma. |
Wanafunzi Kiswahili dadisi mazoezi ya lugha gradi 1 |
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Kwanza |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kujenga stadi ya kusoma |
Unajua kuandiaka maneno na heruf? |
Mwanafunzi asikilize na kusoma hadithi kupitia vifaa vya kiteknolojia kama vile tarakilishi, projekta n.k. Mwanafunzi afinyange na aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni. Mwanafunzi aandike maneno yaliyo na herufi za sauti alizofunzwa kwa kunakili aliyoandika mwalimu. |
Soma maneno katika kitabu kwa kutumia silabi |
Wanafunzi Uk 48 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada, mwa aweze: Kuandika maumbo ya herufi zinazowakilisha sauti lengwa. |
Unaeza Kuandika maumbo ya herufi zinazowakilisha sauti lengwa? |
Mwanafunzi asome maneno kwa kutumia silabi au kugawa maneno marefu zaidi vipande vipande Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa kama darasa au wawili wawili. |
Mwalimu atazame mwanafunzi akiandika maumbo ya herufi zinazowakili sha sauti lengwa. |
Wanafunzi uk51 Kiswahili dadisi mazoezi ya lugha gradi 1
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Literacy Schemes - Grade 1 Schemes of Work Term 1 2023
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Week |
Lesson |
Strand/ Theme |
Sub Strand/Sub theme |
Specific Learning Outcomes |
Learning Experience |
Key Inquiry Question(S) |
Learning Resources |
Assessment |
Remarks |
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1 |
1 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: listen attentively to a variety of simple instructions and questions |
Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded) |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg. 1 |
Oral questions |
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2 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Respond appropriately and confidently to a variety of simple instructions and questions
|
Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded) |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.2 |
Oral questions |
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3
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Speaking
|
Imitation
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By the end of the sub-strand, the learner should be able to: acquire a range of vocabulary for communication in different contexts |
The learners are guided to brainstorm on who, how, when and why people communicate |
Who do you usually speak to? |
Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.3 |
Oral questions |
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4 |
Speaking |
Imitation |
By the end of the sub-strand, the learner should be able to: Use appropriate words in giving and responding to instructions and questions
|
The learners are guided to brainstorm on who, how, when and why people communicate Learners listen to and practice conversations in different contexts |
1) Who do you usually speak to? |
Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.4
|
Oral questions |
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5 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: practice left-right eye movement with accuracy isolate sounds in a word |
Learners sound and read words to practice left-eye movement (left – right orientation) Learners identify words that begin with similar sounds (letter –sound recognition) |
What sounds do we hear? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.5-6 |
Learners read sounds, syllables and words paying attention to pronunciation. |
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2 |
1 |
Writing |
Letter Sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Write upper and lower-case letters correctly differentiate letters with visual similarities (bdp) (w, vym) (k) |
Learners say and write letter names correctly (unique to the indigenous languages) Learners sound diagraphs and words with consonant clusters (ng, dh etc.) Learners identify and write upper and lowercase letters (upper and lower case recognition) |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.7 |
Build word families e.g. three letter words with sound /a/ |
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2 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Use appropriate courtesy words and phrases in giving and responding to instructions and questions |
Learner practice giving and responding to instructions and questions individually, in pairs and groups |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.8 |
oral questions |
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3 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Apply the vocabulary learnt to give instructions and ask questions.
|
Learners role-play and dramatize giving and responding to instructions and questions (Class rules and regulations)
|
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.9 |
oral questions |
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4 |
Speaking |
Imitation |
By the end of the sub-strand, the learner should be able to: respond confidently to communication in different contexts |
Learners listen to and practice conversations in different contexts Learners simulate communication at home (with parent/guardian, sister, brother), in pairs, small groups and whole class. |
When do you speak to them? |
Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.9 |
Oral questions |
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5 |
Speaking |
Imitation |
By the end of the sub-strand, the learner should be able to: Exhibit appropriate mannerisms during conversation in different contexts |
Learners listen to and practice conversations in different contexts Learners simulate communication at home (with parent/guardian, sister, and brother) in pairs, small groups and whole class. |
When do you speak to them? |
Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.9 |
Oral questions |
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|
3 |
1 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds.
|
Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds |
How do we make sounds? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.10 |
Learners read sounds, syllables and Words paying attention to pronunciation. |
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2 |
Writing |
Letter Sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Sound digraphs and consonant clusters. Handwrite letters, numbers, and symbols. |
Learners practice writing letters in their books individually, in pairs and groups |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.11 |
Build word families e.g. three letter words with sound /a/ |
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|
|
3 |
Writing |
Letter Sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Sound digraphs and consonant clusters. Handwrite letters, numbers, and symbols. |
Learners practice writing letters in their books individually, in pairs and groups |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.12 |
Build word families e.g. three letter words with sound /a/ |
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|
|
4 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Respond appropriately and confidently to a variety of simple instructions and questions Use appropriate courtesy words and phrases in giving and responding to instructions and questions |
Learners role-play and dramatize giving and responding to instructions and questions(Class rules and regulations) Learners model turn taking |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.13-14 |
Oral questions |
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|
|
5 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Apply the vocabulary learnt to give instructions and ask questions Appreciate the importance of giving and responding to instructions and questions appropriately. |
Learners role-play and dramatize giving and responding to instructions and Questions (Class rules and regulations) Learners model turn taking |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.15 |
Oral questions |
|
|
4 |
1 |
Speaking |
Responding to instructions and questions |
By the end of the sub-strand, the learner should be able to: respond confidently to simple oral questions and instructions from different media |
Learners practice asking and answering questions in pairs or groups. Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)
|
What do you do when you want something? |
Audiovisual tapes, resource persons – community leaders KLB Visionary English Literacy Activities Grade 1 pg.16 |
Oral questions, role play |
|
|
|
2 |
Speaking |
Responding to instructions and questions. |
By the end of the sub-strand, the learner should be able to: Use appropriate words in giving and responding to instructions and questions. |
Learners practice asking and answering questions in pairs or groups. Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community) |
What do you do when you want something? |
Audiovisual tapes, resource persons – community leaders KLB Visionary English Literacy Activities Grade 1 pg.17 |
Oral questions, role play |
|
|
|
3 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Practice left-right eye movement with accuracy. Isolate sounds in a word. |
Learners sound and read words to practice left-eye movement (left – right orientation) Learners identify words that begin with similar sounds (letter – sound recognition) Learners are guided to isolate sounds in a word. |
What sounds do we hear? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.18 |
Learners read sounds, syllables and words paying attention to pronunciation. |
|
|
|
4 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds Recognize all the letters of the alphabet in the language of the catchment area |
Learners segment words that begin with similar sounds Learners recognize and read all the letters of the alphabet in the language of the catchment area(visual discrimination) |
What sounds do we hear? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.19 |
Learners read sounds, syllables and words paying attention to pronunciation. |
|
|
|
5 |
Writing |
Letter sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Develop an interest in writing using uppercase and letter names correctly. Handwrite letters, numbers, and symbols. |
Learners practice writing letters in their books individually, in pairs and groups Learners are guided to use a variety of resources and strategies to shape, color, model letters |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.20 |
Build word families e.g. three letter words with sound /a/ |
|
|
5 |
1 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words |
Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups. |
What are some of the sounds we hear? |
sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.21-22 |
oral questions |
|
|
|
2 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Segment syllables in spoken words and onset rimes of single-syllable words
|
Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) |
What are some of the sounds we hear? |
sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.23-24 |
oral questions |
|
|
|
3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds blend given letter sounds to make syllables and syllables to form words |
Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups Learners say and point to pictures with sight words |
What are some of the sounds we hear? |
KLB Visionary English Literacy Activities Grade 1 pg.25 |
Matching oral sounds with pictures |
|
|
|
4 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Isolate sounds in a word. Segment words that start with similar sounds. |
Learners identify words that begin with similar sounds (letter – sound recognition) Learners are guided to isolate sounds in a word |
What sounds do we hear? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.27-28 |
Learners read sounds, syllables and words paying attention to pronunciation. |
|
|
|
5 |
Writing |
Letter sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Write upper and lower case letters correctly. Handwrite letters, numbers, and symbols.
|
Learners are guided to develop writing competence (left to right orientation, proper sitting posture, and shaping) Learners practice writing letters in their books individually, in pairs and groups Learners are guided to use a variety of resources and strategies to shape, color, and model letters. |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.30 |
Build word families e.g. three letter words with sound /a/ |
|
|
6 |
1 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words Segment syllables in spoken words and onset rimes of single-syllable words |
Learners listen to letter sounds and the syllables formed from them(depends on each language) Learners observe the displayed letters as they listen to the sounds
|
How do we say those sounds? |
sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.31-32 |
Oral questions |
|
|
|
2 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. Segment syllables in spoken words and onset rimes of single-syllable words |
Learners listen to letter sounds and the syllables formed from them (depends on each language) Learners observe the displayed letters as they listen to the sounds |
How do we say those sounds? |
sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.33 |
Oral questions |
|
|
|
3 |
Speaking |
Responding to instructions and questions |
By the end of the sub-strand, the learner should be able to: Respond confidently to simple oral questions and instructions from different media. Appreciate the importance of responding appropriately when taking instructions and answering questions. |
Learners take and respond to instructions and questions (Myself, my family, my home, my school, my community) Learners sing songs that are action based (giving instructions), individually, in pairs and groups. |
What do you do when you want something? |
Audiovisual tapes, resource persons – community leaders KLB Visionary English Literacy Activities Grade 1 pg.34 |
Oral questions, role play |
|
|
|
4 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Isolate sounds in a word. Segment words that start with similar sounds |
Learners identify words that begin with similar sounds(letter – sound recognition) Learners are guided to isolate sounds in a word. |
What sounds do we hear? |
Word charts, sounds from the environment. KLB Visionary English Literacy Activities Grade 1 pg.37 |
Learners read sounds, syllables and words paying attention to pronunciation. |
|
|
|
5 |
Writing |
Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: Segment words into syllables. Form words from syllables. |
Learners are guided to choose consonants and vowel blends e.g. - - ock, b-y – to complete a word Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home) |
|
Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.38 |
Build word family |
|
|
7 |
1 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Segment syllables in spoken words and onset rimes of single-syllable words. |
Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) |
What are some of the sounds we hear? |
Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.39 |
oral questions |
|
|
|
2 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.
|
Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) |
What are some of the sounds we hear? |
Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.40-41 |
oral questions |
|
|
|
3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds.
|
Learners practice reading aloud Letters representing sounds (auditory awareness), individually, in pairs and groups |
What are some of the sounds we hear? |
KLB Visionary English Literacy Activities Grade 1 pg.42-43 |
Matching oral sounds with pictures |
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4 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Blend given letter sounds to make syllables and syllables to form words. |
Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups. |
What are some of the sounds we hear? |
KLB Visionary English Literacy Activities Grade 1 pg.44-45 . |
Matching oral sounds with pictures |
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5 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds. Recognize all the letters of the alphabet in the language of the catchment area. |
Learners sound and read words to practice left-eye movement(left – right orientation) Learners identify words that begin with similar sounds(letter – sound recognition)
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What sounds do we hear? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.47 |
Learners read sounds, syllables and words paying attention to pronunciation. |
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8 |
1 |
Writing |
Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: Write commonly used syllables, words, and sentences. Develop an interest in forming words and simple sentences. |
Learners should form words by blending syllables individually, in pairs and groups(blend, segment, fill in blanks) Learners practice word formation by participating in word games. Learners be guided to make sentences using basic sight words. |
How are words formed? |
Pencil, book, flash cards, word puzzle
KLB Visionary English Literacy Activities Grade 1 pg.48-49 |
Build word family |
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2 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. Recognise and sound the commonly used letter sounds and syllables. |
Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) |
What produces the sounds we hear? |
Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.50-51 |
oral questions |
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3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds Blend given letter sounds to make syllables and syllables to form words |
Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups. |
How do we say to the sounds? |
KLB Visionary English Literacy Activities Grade 1 pg.55 |
Matching oral sounds with pictures |
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4
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Reading
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Phonemic awareness
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By the end of the sub-strand, the learner should be able to: Isolate sounds in a word Segment words that start with similar sounds.
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Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination) |
How do we make these sounds?
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Learners read sounds, syllables and words paying attention to pronunciation. KLB Visionary English Literacy Activities Grade 1 pg.56-58
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Word charts, sounds from the environment
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5 |
Writing |
Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: Write commonly used syllables, words, and sentences. Form words from syllables. |
Learners should form words by blending syllables individually, in pairs and groups(blend, segment, fill in blanks) Learners practice word formation by participating in word games |
How are words formed? |
Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.59-60 |
Build word family |
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9 |
1 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Segment syllables in spoken words and onset rimes of single-syllable words. Discriminate the initial, middle and final sounds in three letter words for correct pronunciation. |
Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups Learners listen to letter sounds and the syllables formed from them (depends on each language) |
What are some of the sounds we hear? |
Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.63-64 |
Oral questions |
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2 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds Blend given letter sounds to make syllables and syllables to form words |
Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups. |
How do we say to the sounds? |
KLB Visionary English Literacy Activities Grade 1 pg.65 |
Matching oral sounds with pictures |
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3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Segment syllables to letter sounds and words to syllables Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables
|
Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups. |
How do we say to the sounds? |
KLB Visionary English Literacy Activities Grade 1 pg.66-67 |
Matching oral sounds with pictures |
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4 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Isolate sounds in a word Segment words that start with similar sounds. Recognize all the letters of the alphabet in the language of the catchment area. |
Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination) |
What sounds do we hear? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.68-69 |
Learners read sounds, syllables and words paying attention to pronunciation. |
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5 |
Writing |
Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: Segment words into syllables Form words from syllables. |
Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks) Learners practice word formation by participating in word games |
How are words formed? |
Pencil, book, flash cards, word puzzle
KLB Visionary English Literacy Activities Grade 1 pg.70 |
Build word family |
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10
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1
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Writing
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Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: write commonly used syllables, words, and sentences Develop an interest in forming words and simple sentences |
Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks) Learners practice word formation by participating in word games |
How are words formed? |
Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.71-72 |
Build word family |
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2 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. Recognise and sound the commonly used letter sounds and syllables. |
Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) |
How do we say these sounds? |
Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.75 |
Oral questions |
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3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds Blend given letter sounds to make syllables and syllables to form words |
Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups |
What are some of the sounds we hear? |
KLB Visionary English Literacy Activities Grade 1 pg.76 |
Matching oral sounds with pictures |
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4 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Blend given letter sounds to make syllables and syllables to form words Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables. |
Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups
|
What are some of the sounds we hear? |
KLB Visionary English Literacy Activities Grade 1 pg.77 |
Matching oral sounds with pictures |
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5 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Practice left-right eye movement with accuracy. Isolate sounds in a word. |
Learners sound and read words to practice left-eye movement (left – right orientation) Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds. |
How do we make these sounds? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.78 |
Learners read sounds, syllables and words paying attention to pronunciation. |
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4 |
Writing |
Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: write commonly used syllables, words, and sentences Develop an interest in forming words and simple sentences |
Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks) Learners practice word formation by participating in word games |
How are words formed? |
Pencil, book, flash cards, word puzzle
KLB Visionary English Literacy Activities Grade 1 pg.81-82 |
Build word family |
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5 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Recognize and sound the commonly used letter sounds and syllables Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles. |
Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) |
What produces the sounds we hear? |
Sound recordings, a collection of riddles and tongue twisters, resource persons. KLB Visionary English Literacy Activities Grade 1 pg.83-84 |
oral questions |
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