Displaying items by tag: English

Wednesday, 15 February 2023 13:46

English Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand/Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Learning Experience	Key Inquiry Questions	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant sounds /gr/ /dr/ correctly. Pronounce the vocabulary related to the theme correctly for effective communication. E.g. Fire fighter Demonstrate the understanding of new words by applying them in contexts, use the vocabulary learnt to communicate confidently in various contexts.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.	How are these words spelt? (Dress, Green)	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 56-57	Oral questions, Portfolio, Observation
	2	Listening and Speaking Occupation (people and their work)	Language structures and functions Future time (will/shall)	By the end of the sub strand, the learner should be able to: Identify words that express future time/actions for effective oral communication. Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.	Learners sing a song/rhyme using ‘will’ and ‘shall’, to express future time. Learners listen to story read by the teacher or from computing devices, and respond to questions based on future time.	What will you do when you grow up?	Photos, pictures, charts, audio and video clips. New Progressive Primary English Learners Book/Grade 3 pg. 57	Oral questions, Portfolio, Observation
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Read words with the consonant blends /dr/ /gr/ correctly in preparation to reading the story. Read and retell the story ‘Fire in the estate’ to enhance oral communication. Answer simple oral and written questions relating to the story read. ‘Fire in the estate’	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners talk about the characters and events in the story in pairs and small groups. Learner answer questions after reading a text by getting clues from the story read.	What do you think will happen in this story?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 59	Oral questions, Portfolio, Observation
2	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a prompt to demonstrate mastery of vocabulary/complete sentences. Re-arrange sentences to tell a story.	Learners are guided on the five steps of the writing process: planning, drafting, revising editing and writing the final piece. Learners draw the given images. Learners write 4-5 simple short and correct meaningful sentences in response to a prompt.	How do you put off a fire?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 60-61	Oral questions, Portfolio, Observation
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the sounds /gr/ and /shr/ correctly for effective communication. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.	How are these sounds pronounced? /gr/ /shr/	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 62-63	Oral questions, Portfolio, Observation
	3	Listening and Speaking Technology (Using a Computer)	Language structures and functions Future time (will/shall)	By the end of the sub strand, the learner should be able to: Use ’shall’ to talk about what they would want to become in future. Identify words that express future time/actions for effective oral communication, Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.	Learners ask and answer questions using the future Time.	What will you do when you grow up?	Photos, pictures, charts, audio and video clips. New Progressive Primary English Learners Book/Grade 3 pg. 63	Oral questions, Portfolio, Observation.
3	1	Reading	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read words with the consonant sounds /gr/ and /shr/ correctly in preparation to reading. Read a text of about 200 words ‘Careless Mutema’ transitioning from phrasal to fluent reading. Read at 90 words per minute accurately and fluently with expression.	Learners are guided to read in small groups and pairs Learners interact with different materials such as poems and narratives in both print and digital formats for comprehension. Learners read narratives, stories, poems and dialogues as they pay attention to punctuation marks and vary their voices in terms of pace, pitch and volume.	When should we lower or raise our voice when reading?	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 64-65	Oral questions, Portfolio, Observation.
	2	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Demonstrate neat and legible handwriting for effective communication. Draw a tablet.	Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates.	How do you take care of your tablet?	Flash cards, letter cards, charts and digital flash cards. New Progressive Primary English Learners Book/Grade 3 pg. 65	Oral questions, Portfolio, Observation
	3	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme to acquire a range of vocabulary. E.g. Keyboard, Laptop Screen. Pronounce the consonant blends /dw/ and /tw/ and words with the blends correctly and accurately. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	How are these words pronounced? Twenty.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 66-67	Oral questions, Portfolio, Observation.
4	1	Listening and Speaking Technology (Using a computer)	Language Structures and functions. Future time (will/shall)	By the end of the sub strand, the learner should be able to: Use ‘will’/’shall’ to talk about what they would want to become in future, Identify words that express future time/actions for effective oral communication, Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.	Learners listen to story read by the teacher or from computing devices, and respond to questions based on future time. Learners ask and answer questions using the future Time. Learners talk about what they plan to do after school that day or the following day to express the future Tense.	What will you do when you get at home?	Photos, pictures, charts, audio and video clips. New Progressive Primary English Learners Book/Grade 3 pg. 67-68	Oral questions, Portfolio, Observation.
	2	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and titles and anticipate possible outcomes. b) Read words and sentences with the consonant blends /dw/ /tw/ correctly in preparation to reading ‘Mose and the laptop’ narrative. Answer simple direct and indirect questions based on the text ‘Mose and the laptop.’	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	What have you learnt from the story?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 68-70	Oral questions, Portfolio, Observation.
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Use full stops, capital and small letters, question marks and exclamation marks correctly. Write correct meaningful words, phrases and sentences from the given pictures.	Learners fill in gaps correctly and sensibly. Learners write phrases in response to a picture prompt appropriately. Learners write 3-4 simple short and correct meaningful sentences in response to a Prompt.	What do you use a computer/table t to do?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 71	Oral questions, portfolio, observation.
5	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce and read words with the consonant blends /nk/ and /sq/ correctly. Pronounce the vocabulary related to the theme correctly for effective communication. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups.	How is this word pronounced? Squirrel.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 72-73	Oral questions, portfolio, observation.
	2	Listening and Speaking Safety	Language structure and functions Opposites	By the end of the sub strand, the learner should be able to: Use opposites of higher level difficulty to construct simple sentences about safety at home, school and the environment. Enjoy conversations using opposites in communicating ideas.	Learners use the opposites of a broad range of words (e.g. present/absent, left /right, top/ bottom, back/front, outside /inside)	What is the opposite of this word? Top	Regalia, pictures, flash cards, photos New Progressive Primary English Learners Book/Grade 3 pg. 73	Oral questions, portfolio, observation
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Read words with the consonant blends /nk/ sq/ in preparation to reading. Read and retell the story ‘Muna and the toy car’ to enhance oral communication. Answer simple direct and indirect questions based on the text.	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	What are the children in the picture doing?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 74-75	Oral questions, portfolio, observation.
6	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write down sentences about the doctor who treated them. Appreciate the importance of writing correct meaningful words, phrases and sentences.	Learners are guided on the five steps of the writing process: planning, drafting, revising editing and writing the final piece. Learners write a short paragraph on the topic a visit to the dentist following the five steps of writing.	Have you ever gone to a doctor for treatment?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 75	Oral questions, portfolio, observation.
	2	Listening and Speaking	Attentive Listening	By the end of the sub strand, the learner should be able to: Listen attentively during a conversation. Talk about the picture given. Appreciate the importance of listening attentively for effective communication.	Learners practice in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work.	What can we tell from people’s faces and hand movements as they talk?	Pictures, photos, audio visual illustrations of attentive listening. New Progressive Primary English Learners Book/Grade 3 pg. 76-77	Oral questions, portfolio, observation
	3	Listening and Speaking Safety	Language structure and functions Opposites	By the end of the sub strand, the learner should be able to: identify the opposite of a group of words for effective oral communication. Enjoy conversations using opposites in communicating ideas.	In pairs and groups learners construct oral and written sentences using the opposites of familiar and unfamiliar words. Learner listens to story read by the teacher or from computing devices and respond to questions based on the theme and opposites.	Where does the sun rise/ set?	Regalia, pictures, flash cards, photos New Progressive Primary English Learners Book/Grade 3 pg. 77-78	Oral questions, portfolio, observation
7	1	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text. Enjoy reading grade level vocabulary for effective reading.	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word ladder game by putting words on top of one another as they pronounce them.	How do you read words you have not seen before?	Newspapers, word wheels, word slides, flash cards, New Progressive Primary English Learners Book/Grade 3 pg. 78-81	Oral questions, portfolio, observation.
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognise the correct form and meaning of the words to be used in filling in gaps. Study pictures and write correct sentences describing the pictures.	Learners filling in gaps correctly and sensibly. Learners write phrases in response to a picture prompt appropriately.	How do you get water from the river?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 81	Oral questions, portfolio, observation
	3	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant blend /lt/ /rd/ correctly and accurately Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners interact with audio material to listen to the correct pronunciation of the vocabulary. Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups. Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.	How are these words pronounced? Leather.	Picture and word cards with the consonant blends, word wheels and computing devices that are available New Progressive Primary English Learners Book/Grade 3 pg. 82-83	Oral questions, portfolio, observation
8	1	Listening and Speaking Wild animals (A visit to the park)	Language structure and functions Prepositions Next to, around, near, by, beside.	By the end of the sub strand, the learner should be able to: Use prepositions to talk about the position and location of objects, people, animals and places around the park. Appreciate use of prepositions to describe the different positions and locations of people, animals, places and things for effective oral communication.	Learners work in groups to identify various positions of objects involving the prepositions learnt. Learners listen to a song and talk about the position and location of objects, animals, people and places. In pairs, learners construct sentences orally using prepositions.	Where is Mary seated?	Regalia, flash cards, pictures and photos showing positions. New Progressive Primary English Learners Book/Grade 3 pg. 83	Oral questions, portfolio, observation
	2	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell the story ‘A visit from an Elephant’ to enhance oral communication. Appreciate the importance of connecting personal experiences with what happens in the story.	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	Have you ever seen an elephant?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 84-85	Oral questions, portfolio, observation
	3	Writing	Spelling	By the end of the sub strand, the learner should be able to: Spell and write words correctly for effective communication, Appreciate the importance of writing words clearly, legibly and correctly for different purposes	In groups, learners form correct words from long words. Learners write short sentences in exercise book or computer as the teacher dictates.	How do you spell the words? Elephant Giraffe.	Charts, posters, multimedia word lists, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 85	Oral questions, portfolio, observation
9	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant blend /lk/ /lf/ correctly and accurately Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.	How do you pronounce the word shrub?	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 86-87	Oral questions, portfolio, observation
	2	Listening and Speaking	Language structure and functions Prepositions Over, though, across, to and at.	By the end of the sub strand, the learner should be able to: Use prepositions to talk about the position and location of objects, people, animals and places around the park, Identify the correct use of prepositions in oral conversations. Appreciate use of prepositions to describe the different positions and locations of people, animals, places and things for effective oral communication.	Learners work in groups to identify various positions of objects involving the prepositions learnt. Learners describe the locations of things in their homes using the prepositions they have learnt. Learners look at some pictures that have been displayed and construct sentences using prepositions	Where is the moon?	Regalia, flash cards, pictures and photos showing positions. New Progressive Primary English Learners Book/Grade 3 pg. 87-88	Oral questions, portfolio, observation
	3	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text. c) Read the comprehension passage ‘A flamingo is not a hen’ for accurately for enjoyment.	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word ladder game by putting words on top of one another as they pronounce them. Learners read words on print or digital format to get correct pronunciation as the teacher models.	How many words can you make from a longer word? e.g. Elephant	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts. New Progressive Primary English Learners Book/Grade 3 pg. 89-90	Oral questions, portfolio, observation
10	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Study the picture given and write correct sentences to describe it. Appreciate the importance of writing correct meaningful words, phrases and sentences.	Learners write phrases in response to a picture prompt appropriately. Learners write meaningful sentences in pairs from simple substitution table. Learners write 3-4 simple short and correct meaningful sentences in response to a prompt. Learners write a paragraph of up to three simple sentences on a familiar topic.	How do you get water from the river?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 91	Oral questions, portfolio, observation
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant blend /mp/ /lm/ correctly and accurately. Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. Learners pronounce words with the consonant blends /mp/ and /lm/	How do you pronounce the word Lamp?	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 92-93	Oral questions, portfolio, observation
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Read words with the consonant blends /mp/ /lm/ in preparation to reading. Read and retell the story ‘Left in the library’ poem or conversation to enhance oral communication. Answer simple direct and indirect questions based on a text of about 200 words.	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading the text ‘Left in the Library’ and retell the story, conversation according to their understanding.	What do you think will happen in this story?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 94-95	Oral questions, portfolio, observation
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:42

English Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand/Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking	Attentive Listening	By the end of the sub strand, the learner should be able to: Listen attentively during a conversation as they talk about the happenings in the picture. Pronounce the sounds /bl/ and /br/ correctly. Recognise new words used in the theme (s) to acquire a range of vocabulary.	Why do you look at someone’s face as they speak? How do you pronounce the sounds /bl/ and /br/	Learners are helped to practice correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.	Pictures, photos, audio visual illustrations of attentive listening. New Progressive Primary English Learners Book/Grade 3 pg. 2-3	Observe learners posture, facial expressions and gestures as they tell and listen to stories. Portfolio.
	2	Listening and Speaking	Language Structures and Functions. Subject verb agreement	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Recognise the correct use of subject-verb agreement to form appropriate sentences.	What is Sarah holding?	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 3	Oral questions, Portfolio, Observation
	2		Time		What is Sarah holding?			Oral questions, Portfolio, Observation
	3	Reading	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read a text of about 200 words transitioning from phrasal to fluent reading, Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade level.	What do you love reading? Which books do you enjoy reading?	Learners are guided to read in small groups and pairs. Learners read short passages, narratives or short poems aloud as modelled by the teacher.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 4-5	Oral questions, Portfolio, Observation
2	1	Writing	Pre-Writing	By the end of the sub strand, the learner should be able to: Demonstrate appropriate posture in preparation for writing with ease, Exhibit appropriate eye hand coordination in preparation for writing. Appreciate the importance of positioning writing materials appropriately while writing.	How do you sit when writing? How do you place your books? Which materials do you use for writing?	Learners demonstrate appropriate sitting position in small groups and in pairs. Learners are guided to sit appropriately, in preparation for writing. Copy the words given correctly.	Regalia, charts, pictures/ photographs and models of good sitting postures in readiness for writing. New Progressive Primary English Learners Book/Grade 3 pg. 5	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sounds /ch/ /cl/ related to the theme correctly for effective communication.		Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.	Picture and word cards with the consonant blends, word wheels and computing devices that are available New Progressive Primary English Learners Book/Grade 3 pg. 6-7	Oral questions, Portfolio, Observation.
	3	Listening and Speaking	Language Structures and Functions Subject verb agreement Time.	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Recognise the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication.	What are the girls holding? What have they done?	Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils. Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 7	Oral questions, Portfolio, Observation
3	1	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and the title of the story ‘Who is there?’ and anticipate possible outcomes. Appreciate the importance of connecting personal experiences with what happens in the story.	What do you think will happen in this story?	Learners talk about the picture/title before they read Who is there? And make predictions. Learner answer questions after reading a text by getting clues from the story read. Read and retell a poem to enhance oral communication.	Newspaper cuttings of simple stories, audio-visual narrations, picture books. New Progressive Primary English Learners Book/Grade 3 pg. 8-10	Oral questions, Portfolio, Observation.
	2	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form letters correctly in terms of shape and size for effective communication. Write from left to right to communicate effectively.		Learners copy sentences. Learners practice correct letter formation from models in on the board, chart, and pattern books. Learners draw and label objects. Learners practice writing letters and words from left to right.	Regalia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book/Grade 3 pg. 11	Oral questions, Portfolio, Observation
	3	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the Sounds /dr/ /fl/ related to the theme correctly for effective Communication.	How are these words pronounced? Dress, flag.	Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 12-13	Oral questions, Portfolio, Observation
4	1	Listening and Speaking	Language Structures and Functions. Subject verb agreement Time Have, Has	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Appreciate the importance of subject verb agreement in achieving effective communication.	What have they done?	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups. Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 13	Oral questions, Portfolio, Observation
	2	Reading	Connected text and fluency.	By the end of the sub strand, the learner should be able to: Read a text of about 200 words transitioning from phrasal to fluent reading, Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade level.	Which books do you enjoy reading? When should we lower or raise our voice when reading?	Learners are guided to read in small groups and pairs. Learners read the story ‘A funny story’ and dialogues as they pay attention to punctuation marks and vary their voices in terms of pace, pitch and volume. Learners play a reading game to see who completes reading a certain text first.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg.14-15	Oral questions, Portfolio, Observation
	3	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. Appreciate the importance of writing correct words to express meaning.	How do you get to your home from school?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 15	Oral questions, Portfolio, Observation
5	1	Listening and Speaking.	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts. Pronounce the consonant blends /fr/ /gl/ correctly.	How do you use these words in sentences? Fruits, Gloves	Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 16-17	Oral questions, Portfolio, Observation
	2	Listening and Speaking	Language Structures and Functions. Subject verb agreement Time	By the end of the sub strand, the learner should be able to: Recognise the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication	What have they done?	Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups. Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 17-18	Oral questions, Portfolio, Observation
	3	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text, Enjoy reading grade level vocabulary for effective reading.	How many words can you make from a longer word? How do you read words you have not seen before?	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners practice reading unfamiliar words using strategies like chunking and finding roots and parts.	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts New Progressive Primary English Learners Book/Grade 3 pg. 18-19	Oral questions, Portfolio, Observation
6	1	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. Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	What are the children doing?	Learners observe and respond to picture prompts appropriately. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 20-21	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Recognize new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sound consonants /pl/ and /cr/ correctly. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	How are these words spelt? crown	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 22-23	Oral questions, Portfolio, Observation.
	3	Listening and Speaking	Language structures and functions Indefinite pronouns: Nobody	By the end of the sub-strand, the learner should be able to: Use indefinite pronouns to talk about daily activities at home and at school. Enjoy using indefinite pronouns in their day to day communication.	Who has picked my pen?	Learners engage in question and answer dialogues using indefinite pronouns. Learners participate in language games involving the use of the indefinite pronouns.	Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns. New Progressive Primary English Learners Book/Grade 3 pg. 23	Oral questions, Portfolio, Observation.
7	1	Reading	Connected text and fluency.	By the end of the sub strand, the learner should be able to: Read the story ‘cleaning day’ of about 200 words transitioning from phrasal to fluent reading. Read more and longer grade level vocabulary without letter sound correspondence in the text Cleaning day.	When should we lower or raise our voice when reading? What should we remember to do when reading?	Learners play a reading game to see who completes reading ‘cleaning day’ text first. Learners read ‘Cleaning day’ and dialogues as they pay attention to punctuation marks and vary their voices I terms of pace, pitch and volume.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25	Oral questions, Portfolio, Observation.
	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, Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	Who was at the river at night?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 25	Oral questions, Portfolio, Observation
	3	Listening and Speaking.	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Pronounce the sounds /st/ and /sn/ correctly. Pronounce words with the sounds /st/ and /sn/ correctly. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	1. What other words have the same meaning as these words?	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.		Oral questions, Portfolio, Observation
8	1	Listening and Speaking	Language Structures and Functions Indefinite pronouns: Anybody Somebody.	By the end of the sub strand, the learner should be able to: Identify indefinite pronouns in communication about home and school. Enjoy using indefinite pronouns in their day to day communication.	Who can drink water?	Learners are guided to practice oral sentences using indefinite pronouns in pairs and in groups. Learners listen to a story, poem or conversation read by the teacher or from computing devices and responds to questions based on indefinite pronouns.	Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns. New Progressive Primary English Learners Book/Grade 3 pg. 27-28	Oral questions, Portfolio, Observation.
	2	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text.	What are some of the new words that you know? Why do you enjoy reading some words?	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word puzzle game by finding as they pronounce them.	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts. New Progressive Primary English Learners Book/Grade 3 pg. 29-30	Oral questions, Portfolio, Observation.
	3	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, Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	What items are found at home?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 31	Oral questions, Portfolio, Observation.
9	1	Listening and Speaking.	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication.	How are these words pronounced? Pray, wrist.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 32-33	Oral questions, Portfolio, Observation.
	2	Listening and Speaking Environment	Language structures and functions Singular and plurals of irregular nouns e.g. Tooth – Teeth	By the end of the sub strand, the learner should be able to: Use plural forms of irregular nouns to talk about things and people at home and in school for effective communication. Identify singular and plural forms of irregular nouns for effective oral communication.	What are the plural forms of these nouns?	In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. Learners recite poems containing the singular and plural forms of irregular nouns.	Pictures, photos, regalia, computers, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 33-34	Oral questions, Portfolio, Observation.
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell a story, poem or conversation to enhance oral communication. Answer simple direct and indirect questions based on the text ‘Komu and his axe.’ sub strand, the learner should be able to: Spell and write words correctly that they can see in the environment for effective communication. Appreciate the importance of writing words clearly, legibly and correctly for different purposes.	What do you think will happen in this story? spell the name of this picture/object?	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg.34-35 multimedia word lists, flash cards	Oral questions, Portfolio, Observation.
10	1	Writing	Spelling	By the end of the sub strand, the learner should be able to: Spell and write words correctly that they can see in the environment for effective communication. Appreciate the importance of writing words clearly, legibly and correctly for different purposes.	How do we spell the name of this picture of object?	Learners confirm the spelling from the dictionary. Learners discuss things in the environment.	Charts, posters, multimedia word lists, flash cards New Progressive Primary English Learners Book/Grade	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Pronounce the consonant sounds /sm/ and /st/ correctly. Pronounce words with the consonant sounds /sm/ and /st/ correctly. Pronounce the vocabulary related to the theme correctly for effective communication.		Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 36-37	Oral questions, Portfolio, Observation.
	3	Listening and Speaking Environment	Language structures and functions Singular and plurals of irregular nouns e.g. One man – Many men	By the end of the sub strand, the learner should be able to: Distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school. Enjoy games involving the singular and plural forms of irregular nouns.	What is the plural forms of man?	Learners are guided to construct sentences based on pictures the singular and plural forms of irregular nouns. Learners listen to a story, poem or conversation read by the teacher or from computing devices and respond to questions based on singular and plural forms of irregular nouns.	Pictures, photos, regalia, computers, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 37-38	Oral questions, Portfolio, Observation.

Published in Grade 3 Schemes of Work Term 1 2023

Tagged under

Wednesday, 15 February 2023 07:53

English Schemes - Grade 2 Schemes of Work Term 3 2023

Week

Lesson

Strand/Theme

Sub-Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

Listening and Speaking Cultural Activities

Pronunciation and Vocabulary

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

Look at the picture and describe the event taking place.

Recognise the consonant blends sn in different spoken words.

How do you pronounce the following sound sn?

Which words have /sn/ sound in them.

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds.

Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108,

Oral questions, Portfolio, Observation

Reading Cultural Activities

Comprehension

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

Identify the people/animals, where action takes place or the information in a text for comprehension.

Use common context clues to increase comprehension of a text.

Answer simple direct and indirect questions based on a text they have read.

How can we tell where events have taken place?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read.

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 110

Oral questions, Portfolio, Observation.

Listening and Speaking Cultural Activities

Language Structure and Functions.

Wh questions -- what, where, when, whose

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

Ask questions using ‘what’, ‘when’ ‘whose’ and ‘where’ correctly to get information about simple ceremonies like a wedding.

Appreciate the use of what, where, when and whose to seek information.

When do you wake up?

Learners role play activities that lead to the use of what, where, when, whose.

Answer questions on What, where, when, whose appropriately.

Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups

Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108-109

Oral questions, Portfolio, Observation.

Writing

Guided Writing

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

write words from a prompt to demonstrate mastery of vocabulary.

Write the pattern sn correctly, legibly and neatly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 111

Oral questions, Portfolio, Observation

Reading Cultural Activities

Connected text reading and fluency

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

Read the sound /sw/correctly in preparation to reading.

Read 65 words accurately per minute from a text.

Read a text transitioning from word by word to phrasal reading,

Do you sometimes start to read and stop in the middle because you cannot continue?

Learners read the sound /sw/ audibly and correctly and words with the sound /sw/

Learners read while observing commas, full stops and question marks in pairs.

Learners practice reading unfamiliar sentences containing decodable and non-decodable words from printed text, charts, tablets, mobile phone, laptops, computers or overhead projector.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 115-117

Oral questions, Portfolio, Observation

Listening and Speaking Cultural Activities

Language Structure and Functions.

Wh questions -what, where, when, whose

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

Use what, when, where and whose to denote, object, time, place and ownership,

Appreciate the use of what, where, when and whose to seek information.

Where is your Home?

When do you wake up?

Take part in games that allow them to ask questions using the wh- words

Sing / recite short poems to practice the use of the use of what, where, when and whose.

In groups, learners re-order jumbled up sentences to logical order

Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 113-114

Oral questions, Portfolio, Observation.

Writing

Punctuation

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

Write the pattern sw correctly, legibly and neatly.

Recognise appropriate punctuation marks in a text.

Use full stops, capital and small letters, question marks and exclamation marks correctly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 116

Oral questions, Portfolio, Observation

Reading Child Labor.

Comprehension

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

Read the sound /tw/ accurately and correctly.

Answer simple direct and indirect questions based on a text they have read.

Enjoy talking about a text they have read.

How we tell the characters in a story?

Learners interact with a printed or digital

text, listen and follow a story, poem or conversation and locate sentences (in pairs or groups) containing answers to direct questions, for information and enjoyment.

Learners read out words that have the sounds /tw/ aloud as a class and alone.

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 120-121

Oral questions, Portfolio,

Observation

Listening and Speaking Child Labor.

Language Structure and Functions.

Describing words (size, color, shape)

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

Use describing words in relation to size, color and shape.

Appreciate the use of color, size, shape and number to talk about child labor.

What things can you see outside?

What color are they?

Learners group objects in terms Size-(big/small), colors - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number

In groups, learners describe objects in the classroom using size, color and number

Learners color pictures of various objects.

Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 118-119

Oral questions,

Portfolio, Observation

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary.

Write the pattern tw legibly and neatly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 121

Oral questions, Portfolio, Observation.

Listening and Speaking Child Labor

Pronunciation and Vocabulary Child Labor

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

Pronounce the sounds /q/ /x/

Recognize new words used in the theme to acquire a range of vocabulary and their meaning.

Pronounce the vocabulary related to the theme correctly for effective communication.

Which words start or end with the sound /x/ /q/? 2. What new words have you learnt?

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds

Regalia, charts, pictures/ photographs and models of learnt sounds.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 122-123

Oral questions, Portfolio, Observation.

Listening and Speaking Child Labor

Language structure and functions Describing words (size, color, shape)

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

Identify different colors of objects found in the environment,

Appreciate the use of color, size, shape and number to talk about child labor.

What things can you see outside?

How many are they?

What do they look like?

Learners identify things in the environment that have different colors.

Learners construct sentences in pairs using the different objects

Color different shapes of objects and describe. them appropriately

Listen to a text containing describing words.

Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 123-124

Oral questions, Portfolio, Observation

Reading

Connected text reading and fluency

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

Observe basic punctuation marks as they read,

Read a text transitioning from word by word to phrasal reading.

Answer questions directly or indirectly related to the story read.

How can you read many words in a given text?

Learners read while observing commas, full stops and question marks in pairs.

Learners read aloud the story a windy day in groups, pairs and individually as modeled, and pick out decodable (phonic) and non-decodable words (sight words)

Regalia, flash cards, pictures/ photographs.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 124 - 126

Oral questions, Portfolio, Observation

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary.

Recognise the correct form and meaning of the words to be used in filling in gaps.

Why is it important to guess the meaning of something?

In groups, learners re-order jumbled up sentences to logical order and write two coherent paragraphs of about 5-10 sentences.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 126-127

Oral questions, Portfolio, Observation

Listening and Speaking

Attentive listening

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

Listen attentively during a conversation about a visit to the hospital.

Respond to specific simple two directional instructions in oral communication,

Appreciate the importance of listening attentively for effective communication.

Why should we obey instructions from our elders?

Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play.

Sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication.

Learners respond to instructions, listen without interrupting as modeled.

Regalia, charts, pictures/ photographs and models of attentive listening, audiovisual recordings of pictures on attentive Listening.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 128-129

Oral questions, Portfolio, Observation

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

Use conjunctions to join words and short sentences during in a conversation.

Appreciate the differences in people and things in their environment.

Why was the baby crying?

Group items and talk about them using the conjunction “and”

Contrast objects or people in the classroom room using ‘but’ in pairs/small groups.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation

Reading

Word reading

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

Read more complex grade level vocabulary with the letter sound /br/st/ /fl/ /dr/ correspondence in different formats.

Enjoy reading grade level vocabulary in a variety of genres.

How do you try to read new words?

Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.

Learners read words without letter sound correspondence from either print.

Story books, poems, newspaper cutting on children’s stories.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 130

Oral questions, Portfolio, Observation

Reading

Comprehension

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

Identify the people/ animals, where action takes place or the information in a text for comprehension.

Use common context clues to increase comprehension of a text,

Answer simple direct and indirect questions based on a text they have read.

How can we predict how a story, poem or conversation will end?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners read while observing commas, full stops and question marks in pairs.

Learners answer questions related to the comprehension.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound

Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg.131-132

Oral questions, Portfolio, Observation.

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary.

When do we use capital letters?

When do we use small letters?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs with the guidance of the teacher.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 132

Oral questions, Portfolio, Observation

Listening and Speaking

Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

Use conjunctions to talk about caring for the sick, hungry, the elderly and people with special needs,

Appreciate the differences in people and things in their environment.

Who was playing hide and find?

Sing and recite poems.

Listen to a story, poem or conversation and answer oral questions.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, Because.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

Listening and Speaking

Pronunciation and Vocabulary

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

Recognize the consonant blends tr, sp, tw in different spoken words.

Pronounce the vocabulary related to the theme correctly for effective communication.

Appreciate reading words with the consonant blends tr, sp, tw in a variety of genres.

How are these words pronounced?

Train, Spoon, Twenty.

Learners observe the picture and discuss what is happening.

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 136

Oral questions, Portfolio, Observation.

Reading

Comprehension

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

Identify the people/ animals, where action takes place or the information in a text for comprehension.

Answer simple direct and indirect questions based on a text they have read.

Enjoy talking about a text they have read.

How can we tell where events have taken place?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

In pairs and groups, learners talk about where the action is taking place, who is involved, using clues from pictures and the text.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (story)

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.137-138

Oral questions, Portfolio, Observation.

Listening and Speaking

Language structures and functions

Caring for others Conjunctions ‘because’

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

Use the conjunction because to join words and short sentences during in a conversation.

Appreciate the differences in people and things in their environment.

Why was the dog barking?

Group items and talk about them using the conjunction “because” Sing and recite poems.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.135-136

Oral questions, Portfolio, Observation.

Writing

Guided Writing

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

Copy the pattern q and x neatly and legibly in their exercise books.

Appreciate the importance of writing correct meaningful words, phrases and sentences.

How do we write q and x?

Learners match pictures with words and simple sentences

Learners write meaningful sentences and paragraphs with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 138

Oral questions, portfolio, observation

ASSESMENT

Published in Grade 2 Schemes of Work Term 3 2023

Tagged under

Thursday, 02 February 2023 13:58

English Schemes - Grade 2 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 Accidents	Connected Text Reading And Fluency	By the end of the sub strand, the learner should be able to: Recognise the consonant blends /fl/ in different spoken words. Answer simple direct and indirect questions based on a text they have read, Read a text transitioning from word by word to phrasal reading.	How can we tell where events have taken place?	In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /fl/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)	Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 56	Oral questions, Portfolio, Observation
	2	Listening And Speaking Accidents	Language Structures And Functions Past Continuous Tense	By the end of the sub strand, the learner should be able to: Respond to questions using the past continuous tense about hygiene, simple injuries and first aid. Appreciate the importance of communicating ideas using the past continuous tense.	What was your neighbor doing when you got home?	Learners respond to simple questions using the past continuous tense. Learners Construct sentences based on pictures.	Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization depicting the past continuous tense. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 54-55	Oral questions, Portfolio, Observation
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Copy the pattern fl in his/her exercise book correctly, neatly and legibly. Recognise the correct form and meaning of the words to be used in filling in gaps.	When do we use small letters?	Learners engage in group practice exercises write using capital and small letters correctly. Learners match pictures with words and simple sentences. Learners respond to the prompts presented to them and write the words correctly. Learners fill in the gaps correctly	Regalia, slate and stylus, charts, word slides Oxford New Progressive Primary English Learners Book/Grade 2 pg. 57	Oral questions, Portfolio, Observation
2	1	Reading Classroom	Connected Text Reading And Fluency	By the end of the sub strand, the learner should be able to: Recognise the consonant blends /gl/ in different spoken words. Answer simple direct and indirect questions based on a text they have read, Make predictions and anticipate possible outcomes of a story.	How can we pronounce the letters gl/?	In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /gl/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)	Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence Oxford New Progressive Primary English Learners Book/Grade 2 pg. 60	Oral questions, Portfolio, Observation
	2	Listening And Speaking Classroom	Language Structures And Functions. Numbers (Cardinal And Ordinal Numbers)	By the end of the sub strand, the learner should be able to: use ordinal and cardinal numbers to construct correct sentences for effective communication Appreciate the importance of cardinal and ordinal numbers in communication.	How many months are there in a year?	In pairs, learners use ordinal and cardinal numbers to construct correct sentences Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers. Learners group objects in terms of number.	Pictures/ photographs, regalia, charts, flash cards and computer devices with audio-visual recordings of dialogues/ dramatization depicting cardinal and ordinal numbers. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 58-59	Oral questions, portfolio, observation
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Copy the given words correctly, legibly and neatly. Recognise the correct form and meaning of the words to be used in filling in gaps.	Why should we write legibly, and correctly?	Learners engage in group practice exercises write using capital and small letters correctly. Learners to play the puzzle in pairs. Learners respond to the prompts presented to them and write the words correctly.	Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 61	Oral questions, Portfolio, Observation.
3	1	Reading Classroom	Connected Text Reading And Fluency.	By the end of the sub strand, the learner should be able to: Recognise the consonant blends /dr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Use common context clues to increase comprehension of a text.	How can we pronounce the letters /dr/?	In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /dr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers.	Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 64-65	Oral questions, Portfolio, Observation
	2	Listening And Speaking Classroom	Language Structures And Functions Numbers (Cardinal And Ordinal Numbers)	By the end of the sub strand, the learner should be able to: Use ordinal and cardinal numbers to group objects that are in the classroom for effective communication. Appreciate the importance of cardinal and ordinal numbers in communication.	Which is the tenth month of the year?	Learners talk about the number of objects in the classroom in groups, pairs and individually Learners identify things in the environment and count them. Learners listen to a poem, story or text containing cardinal and ordinal numbers.	Pictures/ photographs, regalia, charts, flash cards and computer devices with audio-visual recordings of dialogues/ dramatization depicting cardinal and ordinal numbers. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 62-63	Oral questions, Portfolio, Observation
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a prompt to demonstrate mastery of vocabulary, Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct meaningful words, phrases and sentences.	When do we use small letters?	Learners engage in group practice exercises write using capital and small letters correctly. Learners match pictures with words and simple sentences. Learners respond to the prompts presented to them and write the words correctly. Learners fill in the gaps correctly.	Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg.66	Oral questions, Portfolio, Observation
4	1	Reading The Farm	Connected Text Reading And Fluency.	By the end of the sub strand, the learner should be able to: Recognise the consonant blends /pr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Use common context clues to increase comprehension of a text.	How can we pronounce the letters /pr/?	In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /pr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers.	Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 70-71	Oral questions, Portfolio, Observation
	2	Listening And Speaking The Farm	Language Structure And Functions Word Sets: Gender Sets For Animals/People Opposites.	By the end of the sub strand, the learner should be able to: Identify the gender sets of animals correctly in a conversation. Enjoy a word game using gender sets and opposites in communicating ideas.	Can a bull/ox give us milk?	In groups, learners discuss the males and females of domestic animals. Learners construct sentences using words for male and female animals that are familiar and are guided to use those that are unfamiliar.	Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization showing the use of opposites. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 68-69	Oral questions, Portfolio, Observation.
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Copy the pattern pr correctly, neatly and legibly. Appreciate the importance of writing correct meaningful words, phrases and sentences.	Why should we write legibly, and correctly?	Learners write meaningful sentences and paragraphs with the guidance of the teacher. Learners write the pattern /pr/ correctly.	Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 71	Oral questions, Portfolio, Observation.
5	1	Reading	Connected Text Reading And Fluency.	By the end of the sub strand, the learner should be able to: Recognise the consonant blends /cr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Enjoy reading the poem with the word pattern /cr/	How can we pronounce the letters /cr/?	In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /cr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers.	Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 74-76	Oral questions, Portfolio, Observation
	2	Listening And Speaking	Language Structure And Functions	By the end of the sub strand, the learner should be able to: Use the opposites to discuss animals and people at the farm. Enjoy a word game using gender sets and opposites in communicating ideas.	When do you go to sleep?	Learners work with pictures to show opposites. Learners draw pictures to show gender. Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar.	Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization showing the use of opposites. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 72-73	Oral questions, Portfolio, Observation.
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: write words in order correctly	Why is it important to write words in the correct order?	Learners match pictures with words and simple sentences. Learners to draw simple pictures of farm animals.	Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 77	Oral questions, Portfolio, Observation.
6	1	Reading	Connected Text Reading And Fluency.	By the end of the sub strand, the learner should be able to: Recognise the consonant blends /fr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Read a text transitioning from word by word to phrasal reading.	How can we pronounce the letters /fr/?	In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /fr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers.	Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 80-81	Oral questions, Portfolio, Observation
	2	Listening And Speaking. Positions And Directions.	Language Structure And Functions. Prepositions (Beside, Above, Over, Through, Below, Across, To, At)	By the end of the sub strand, the learner should be able to: Use simple prepositions accurately to describe the position, location and direction of things. Appreciate use of prepositions to describe the position and location of people, places and things.	Where do you keep your books/cups?	Learners listen to and answer oral questions from stories Learners work in groups to demonstrate various positions involving the prepositions learnt. Learners sing short songs/rhymes. In pairs, learners construct sentences orally using prepositions.	Charts, pictures/ photographs, regalia, and audiovisual recordings of dialogues/ dramatization of scenarios with prepositions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 78-79	Oral questions, Portfolio, Observation
	3	Writing	Punctuation	By the end of the sub strand, the learner should be able to: Use full stops, capital and small letters, question marks and exclamation marks correctly. Recognise appropriate punctuation marks in a text. Appreciate use of capital letters, small letters, full stops, exclamation marks and question marks in writing.	When do we use capital letters? When do we use small letters?	Learners engage in group practice exercises write using capital and small letters correctly. Learners to write sentences given in their exercise books correctly while observing the punctuation marks.	Regalia, charts, posters on different punctuation marks. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 81	Oral questions, Portfolio, Observation
7	1	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more complex grade level vocabulary without letter sound correspondence in different formats. Appreciate reading simple, short narratives and informational texts in a variety of genres. Read words with the sound /sp/ accurately, correctly and fluently.	How can you read many words in a given text?	Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc. Learners play word ladder game by placing words on top of one another as they pronouncewords or listen to audio/visual recording of words without letter sound correspondence	Word slides, word wheels, regalia, charts, pictures/ photographs and models of blends, audio-visual recordings of consonant blends. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 85-86	Oral questions, Portfolio, Observation.
	2	Listening And Speaking. \ Positions And Directions	Language Structure And Functions. Prepositions (Beside Above, Over, Through, Below, Across, To, At)	By the end of the sub strand, the learner should be able to: Use simple prepositions accurately to describe the position, location and direction of things. Appreciate use of prepositions to describe the position and location of people, places and things. Use the correct prepositions to fill in the gaps in the sentences given.	Where are the school toilets? Where do you play?	Learners play language games containing prepositions Learners listen to a story, poem or conversation containing prepositions. Learners work in groups to demonstrate various positions involving the prepositions learnt.	Charts, pictures/ photographs, regalia, and audiovisual recordings of dialogues/ dramatization of scenarios with prepositions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 82-84	Oral questions, Portfolio, Observation.
	3	Writing	Spelling	By the end of the sub strand, the learner should be able to: Spell and write the words learnt in the vocabulary lesson correctly for effective communication. Write the words dictated by the teacher accurately and correctly. Write the word patterns sp correctly, legibly and neatly.	Why is it important to spell words correctly?	Learners listen and repeat words as modeled, name the letters that make a word and write the word legibly and correctly. Learners to copy the word patterns sp in their exercise books.	Regalia, charts, posters on neatly written words, jigsaw puzzles, pictorial and digital children’s dictionary. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 86	Oral questions, portfolio, observation
8	1	Reading Environment	Comprehension	By the end of the sub strand, the learner should be able to: Read the sound /sm/ correctly in preparation to reading. Identify the people/animals, where action takes place or the information in a text for comprehension. Answer simple direct and indirect questions based on a text they have read.	How can we tell where events have taken place?	In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. In pairs and groups, learners talk about where the action is taking place, who is involved, using clues from pictures and the text. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)	Regalia, charts, posters and audiovisual materials on direct and indirect questions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 90-91	Oral questions, Portfolio, Observation
	2	Listening And Speaking. Environment	Language Structure And Functions. A, An And The	By the end of the sub strand, the learner should be able to: use a, an correctly in conversations. Appreciate the use of articles in effective communication. Use a and an to complete sentences correctly.	What do you buy at the school/mark et?	Learners name objects in the school environment and attach appropriate articles to them Learners observe objects in a picture or the immediate environment and use correct articles to talk about them.	Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of articles. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 88-89	Oral questions, Portfolio, Observation.
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Appreciate the importance of writing correct meaningful words, phrases and sentences. Write words from a prompt to demonstrate mastery of vocabulary.	How do you write words starting with sm?	Learners rearrange words to make short phrases and sentences. Learners write meaningful sentences in pairs from simple substitution table. Learners respond to a prompt and write paragraph of 2 meaningful simple sentences on a visit to a park.	Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 91	Oral questions, Portfolio, Observation.
9	1	Listening And Speaking	Pronunciation And Vocabulary	By the end of the sub strand, the learner should be able to: Recognise the consonant blends dr, bl, fl, gl, in different spoken words. Recognise new words used in the theme to acquire a range of vocabulary and their meaning. Pronounce the vocabulary related to the theme correctly for effective communication.	What new words have you learnt? What are the meanings of the words you have learnt?	Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds.	Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 92-93	Oral questions, Portfolio, Observation.
	2	Listening And Speaking Environment	Language Structure And Functions A, An And The	By the end of the sub strand, the learner should be able to: Use a, an and the correctly in conversations, Identify and talk about things in the environment using articles correctly in longer conversations. Appreciate the use of articles in effective communication.	What do you buy at the market?	Learners engage in question and answer dialogues to talk about some objects/items in the neighborhood using the correct articles. Learners name objects in the school environment and attach appropriate articles to them. Learners fill the cloze word puzzle with the correct use of a, an or the in pairs.	Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of articles. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 93-94	Oral questions, Portfolio, Observation.
	3	Reading Environment	Word Reading	By the end of the sub strand, the learner should be able to: Read more complex grade level vocabulary without letter sound correspondence in different formats, Read a decodable text containing non-decodable words fluently. Enjoy reading grade level vocabulary in a variety of genre.	How do we pronounce the sounds /bl/ /fl/ /dr/ /gl/ /fr/ /cl/ /sp/?	Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc. Learners play word ladder game by placing words on top of one another as they pronounce words or listen to audio/visual recording of words without letter sound correspondence Learners to join scrambled words to make correct words in pairs.	Story books, poems, newspaper cutting on children’s stories. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 94-96	Oral questions, portfolio, observation
10	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Copy the pattern br dr fl and gl correctly, neatly and legibly in their exercise books. Recognise the correct form and meaning of the words to be used in filling in gaps, Appreciate the importance of writing correct meaningful words, phrases and sentences.	Why should we write legibly, correctly and correctly?	Learners to write the word patterns correctly. Learners fill in the gaps correctly. Learners write meaningful sentences and paragraphs with the guidance of the teacher by looking at the given picture.	Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 96	Oral questions, Portfolio, Observation.
	2	Listening And Speaking. Technology	Language Structure And Functions. Possessives Mine, Yours, Ours, Hers, His.	By the end of the sub strand, the learner should be able to: Use possessives correctly to show ownership. Enjoy asking and answering questions about technology using possessives.	Whose pen is this?	Learners role play ownership of items and objects. In pairs/ small groups, learners construct sentences using possessives based on the role play.	Pictures/ photographs, regalia, charts and computer devices with audio-visual recordings of dialogues/ dramatization depicting possessives. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 98-99	Oral questions, portfolio, observation
	3	Reading	Connected Text Reading And Fluency.	By the end of the sub strand, the learner should be able to: Read the sounds /fr/ /sp/ and /tr/ audibly and correctly. Observe basic punctuation marks as they read. Appreciate reading simple, short narratives and informational texts in a variety of genres.	How can you read many words in a given text?	Learners read while observing commas, full stops and question marks in pairs. Learners practice reading unfamiliar sentences containing decodable and non-decodable words from printed text, charts, tablets, mobile phone, laptops, computers or overhead projector.	Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 100-101	Oral questions, Portfolio, Observation.
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 2 Schemes of Work Term 2 2023

Tagged under

Thursday, 02 February 2023 13:55

English Schemes - Grade 2 Schemes of Work Term 1 2023

WEEK	LESSON	STRAND THEME	SUB STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUIRY QUESTIONS	LEARNER EXPERIENCE	LEARNING RESOURCES	ASSESSMENT METHODS	REFLECTION
1	1-2	SCHOOL	Language structure and function The verb “to be”	By the end of the sub strand the learner should be able to use past forms of The verb “to be” correctly to construct simple sentences about things in the past.	As you were coming to school how many did you see?	Learners to be describe their own and other constructed action using was and were	Flash cards Regalia	Written exercises
	3	SCHOOL	Language structure and function	By the end of the sub strand the learner should be able to use past forms of The verb “to be” in the sentences.	What are they doing?	In small groups learners describe how people using the past form of the verb “to be”	Models of verb using “was “and “were”	Written exercises Oral questions
2	1-3	SCHOOL	Language structure The verb “to be”	By the end of the sub strand the learner should be able to use past forms of The verb “to be” in their day to day conversations.	What are other things did you see?	Learners take part in role play and language games that allow them to take part in various actions	Dialogue	Written exercises Oral questions
3	1-3	Activities at home subject verb agreement “was” and “were”	Language structure The verb “to be”	By the end of the sub strand the learner should be able to correct use of subject in agreement sentences	What is Sarah holding? What are the girls holding	Learners to construct correct sentences based on pictures showing singular and plural subjects	Pictures	Oral questions
4	1-2	Activities at home subject verb agreement “was” and “were”	Language structure and function	The learner should be able to construct simple sentences about activities at home	What was she doing?	In small groups/ pairs learners to construct on demonstrated actions by one r more learners. Construct sentences using displayed regalia representing singular and plural	Regalia	Written exercises
4	3	Activities at home subject verb agreement “was” and “were”	Language structure and function	The learner should be able to construct correct sentences in conversation for effective communication	What were they holding?	The learner should be able to construct correct sentences with subject verb agreement in conversation for effective communication	Pictures Dialogue on subject verb agreement	Oral questions
5	1-2	Transport	Objective him, her, them and you, us, me	The learner should be able to use objective pronoun correctly to construct simple sentences about transport	What do you use to come to school?	Learners to work in pairs to construct sentences using objective pronouns	Pictures Dialogue	Oral questions
	3	Transport	Objective him, her, them and you, us, me	The learner should be able to pick out objective pronoun to improve oral communication	What does your mother use to go to the market?	Learners to construct sentences on the means of transport using locally available and the objective pronounce. This car belongs to Amina. This car belongs to her.	Regalia Pictures	Oral questions Written exercise
6	1-3	Transport	Objective him, her, them and you, us, me	The learner should be able to use objective pronoun for effective communication in a story, poem or conversation	What use to visit your aunt and uncle?	Learners to listen to a story, poem or conversation on communication	Story books Pictures	Oral questions
7	1-3	Time and months of the year	The verb to have Have Has Had	The learner should be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication	How many months does a year have?	Learners to work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have	chart	Oral questions
8	1-3	Time and months of the year	The verb to have Have Has Had	The learner should be able to recognize correct use of the verb in different contexts	How many fingers do you have?	Learners construct sentences on their body parts	Body parts	Oral questions
9	1-3	Time and months of the year	The verb to have Have Has Had	The learner should be use the verb to have for effective communication	Can you name some of the things you see at home?	Learners to construct sentences on the things they have at home and at school	Regalia	Oral questions Written exercises
	1-2	Shopping Things w buy	Plurals of irregular nouns (-ies, -ves)	The learner should be able to distinguish between singular and plural nouns including irregular nouns for clear communications	How do we change irregular nouns to plural?	Learners in groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns	Regalia	Oral questions Written exercises
10	3	Shopping Things w buy	Plurals of irregular nouns (-ies, -ves)	The learner should be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves)	What can you see in the picture?	Learners in groups to construct sentences about based on pictures of nouns that take the taught form	Pictures	Oral questions Written exercises
11	1-2	The garden	Present continuous tense	The learner should be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications	What are you doing?	Learners construct sentences from ongoing demonstrations Construct sentences based on pictures	Pictures	Oral questions Written exercises
	3-	The garden	Present continuous tense	The learner should be able to use Present continuous tense a given context	What is the teacher doing?	Learners compete in groups in changing verbs from Present continuous tense	Pictures	Oral questions Written exercises
12	1-3	The garden	Present continuous tense	The learner should be able to demonstrate by asking and answering questions using Present continuous tense	What are you doing?	Learners to take part in demonstrations , ask and answer questions using Present continuous tense	Pictures	Oral questions
13	1-2	Accidents	Past continuous tense	The learner should be able to describe actions using past continuous tense for effective communications	What was your parent doing when you got home?	Learners to construct sentences using past continuous tense	Pictures	Oral questions
	3	Accidents	Past continuous tense	The learner should be able to change verbs from present simple continuous to enhance communication past continuous tense about hygiene, simple injuries and first aid	What were you doing yesterday when it rained?	In groups Learners to take part in changing verbs from simple present to questions using past continuous tense past continuous tense	Flash cards	Oral questions Written exercises
14	1-3	Accidents	Past continuous tense	The learner should be able to respond to questions using	What was she doing?	Learners to respond to simple	Workbook	Oral questions Written

Published in Grade 2 Schemes of Work Term 1 2023

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Thursday, 26 January 2023 09:11

English Schemes - Grade 1 Schemes of Work Term 3 2023

Week	Lesson	Strand/Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking Living Together	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 /i/ /ea/ 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 following words tin, pin.	Learners pronounce the sounds /i/ /ea/ 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. 94-95	Oral questions, portfolio, observation
	2	Listening and Speaking Living Together	Language Structures and Functions Use of possessives; Her, their, his, its.	By the end of the sub-strand, the learner should be able to: Use possessives to talk about social cohesion in various contexts. Recognise possessives in oral communication. Appreciate the use of possessiveness to show ownership in speech.	Whose shoe is it?	Learners role play ownership of items/objects. In groups, learners use phrases to illustrate ownership. Learners identify objects in the classroom and attach appropriate possessives to them.	Regalia, charts, pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on Possessives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 95	Oral questions, portfolio, observation
	3	Reading Living Together	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /s/ /z/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency.	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. 96	Oral questions, portfolio, observation
2	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the letter patterns s, z, e, a, h, y, k correctly and neatly in their exercise books.	How do you write the letters: s, z, e, a, h, y, k	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. 93&97	Oral questions, portfolio, observation
	2	Listening and Speaking Technology (Mobile Phone)	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 /oo/ /ea/ 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 book, spoon.	Learners pronounce the sounds /i/ /ea/ 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. 98-99	Oral questions, portfolio, observation
	3	Listening and Speaking Technology (Mobile Phone	Language Structures and Functions WH questions What, Who.	By the end of the sub strand, the learner should be able to: Ask questions about technology phone using ‘what’ and ‘who’ Appreciate the use of what, who and where to seek information.	What is the name of your friend? Where is their home?	Learners role play activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use songs/short poems to practice the use of the questions with who, what and where.	Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 99	Oral questions, portfolio, observation
3	1	Reading Technology (Mobile Phone	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency.	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. 100	Oral questions, portfolio, observation
	2	Listening and Speaking Technology (Mobile Phone)	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 /m/ /n//ng/ 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: Monkey, Nut	Learners pronounce the sounds /m/ /n/ /ng/ 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. 102-103	Oral questions, portfolio, observation
	3	Listening and Speaking Technology (Mobile Phone	Language Structures and Functions WH questions Where?	By the end of the sub-strand, the learner should be able to: Ask questions about technology phone using ‘where’ use what, who and where to denote person, object, and place. Appreciate the use of what, who and where to seek information.	What is the name of your friend? Where is their home?	Learners role play activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use simple questions and dialogues Repeat sentence structures containing WH Questions from a story, poem or conversation they have listened to.	Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 103	Oral questions, portfolio, observation
4	1	Reading Technology (Mobile Phone)	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /m/ /n/ /ng/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Read about thirty (30) words accurately per minute for fluency.	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. 104	Oral questions, portfolio, observation
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. Write questions with their answers correctly.	How do you write a question?	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. 101&105	Oral questions, portfolio, observation
	3	Listening and Speaking Numbers and Our Classroom	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 /th/ /q/ 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 sounds? /th/ /q/	Learners pronounce the sounds /q/ /th/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. 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.106-107	Oral questions, portfolio, observation
5	1	Listening and Speaking Numbers and Our Classroom	Language Structures and functions Describing words (color, number values in tens, cardinal numbers from 19)	By the end of the sub strand, the learner should be able to: Use describing words to talk about cardinal numbers, shapes and colors. Appreciate the use of color, size and number to describe nouns.	What things do you see outside the classroom? What color are they?	Learners group objects according to their size big/ small, color- red, orange, yellow and numbers. Learners describe objects in the classroom using size, color and numbers. Learners color pictures of various objects. Learners identify things in the environment that have different colors.	Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 107	Oral questions, portfolio, observation
	2	Reading Numbers and Our Classroom	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /q/ /th/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	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. 108	Oral questions, portfolio, observation
	3	Listening and Speaking Numbers and Our Classroom	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 /bl/ /fl/fr/ /gr/ /dr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	Which words can we get from the following sounds? /bl/ /gr/ /dr/	Learners pronounce the sounds /bl/ /gr/ /dr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. 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. 110-111	Oral questions, portfolio, observation
6	1	Listening and Speaking Numbers and Our Classroom	Language Structures and functions Describing words size & shape	By the end of the sub strand, the learner should be able to: Use describing words to talk about cardinal numbers, shapes and colors. Describe the shapes, sizes of objects in the classroom using adjectives. Appreciate the use of color, size and number to describe nouns.	What things do you see outside the classroom? What color are they?	Learners construct sentences in pairs about the size of different objects. Learners describe objects in the classroom using size, color and numbers. Learners color pictures of various objects. Repeat sentence structures containing describing words from a story, poem or conversation they have listened to.	Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 111	Oral questions, portfolio, observation
	2	Reading Numbers and Our Classroom	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /bl/ fr/ /fl/ /gr/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	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. 112	Oral questions, portfolio, observation
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. Copy the letter patterns Q, q, th, bl, fl, fr, gr, correctly neatly and legibly.	Which words contain the letter patterns bl, fr, gr?	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. 109&113	Oral questions, portfolio, observation
7	1	Listening and Speaking Do Not Waste	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 /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	Which words can we get from the following sounds? /gl/ /fl/ /pl/ /cl/ gr/ /dr/ /tr/	Learners pronounce the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. 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. 114-115	Oral questions, portfolio, observation
	2	Listening and Speaking Do Not Waste	Language structures and functions	By the end of the sub strand, the learner should be able to: Use imperatives for receiving and giving instructions/commands against wastage. Respond to specific instructions for effective oral communication. Appreciate the use of imperatives.	What does the Police officer say when arresting a criminal?	Learners listen to a short dialogue containing imperatives Learners respond to simple imperatives 3. Learners practice the use of familiar imperatives in role play (parent-child)	Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 115	Oral questions, portfolio, observation
	3	Reading Do Not Waste	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /cl/pl/ /fl/ /gr/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	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. 116	Oral questions, portfolio, observation
8	1	Listening and Speaking Do Not Waste	Language structures and functions	By the end of the sub strand, the learner should be able to: Use imperatives for receiving and giving instructions/commands against wastage. Respond to specific instructions for effective oral communication. Recognise imperatives in day today communication.	What does the Police officer say when arresting a criminal?	Learners listen to a short dialogue containing imperatives Learners respond to simple imperatives Learners practice the use of familiar imperatives in role play (parent-child)	Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 118-119	Oral questions, portfolio, observation
	2	Reading Do Not Waste	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /Pp/ /Bb/ /Tt/ /Kk/ /Qq/ Gg/ /Ff/ Vv/ /Ss/ /Jj/ /Mm/ /Nn/ Ll/ /Rr/ Ww/ /Yy/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	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. 120	Oral questions, portfolio, observation
	3	WRITING	Guided Writing Do Not Waste	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly.	Which words contain the letter patterns bl, fr, gr?	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. 117&121	Oral questions, portfolio, observation
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Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:08

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
	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
	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

Published in Grade 1 Schemes of Work Term 2 2023

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Thursday, 26 January 2023 09:04

English - Grade 1 Schemes of Work Term 1 2023

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Week	Lesson	Strand/ Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking Welcome & Greetings	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Study the picture given and talk about his/her first day at school. Discriminate the sounds /a/ /m/ in different spoken words for comprehension. Recognise new words used in the themes to acquire a range of vocabulary and their meaning,	How do you say these words? Man, Make, All, Apple.	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, 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. 2-3	Oral questions, portfolio, observation
	2	Listening and Speaking Welcome & Greetings	Language structures and Functions	By the end of the sub strand, the learner should be able to: Use the various realizations of the verb ‘to be’ to introduce oneself or others, to talk about objects and to show politeness in day to day communication. Recognize the present tense forms of the verb ‘to be’ in sentences.	Who are you? Who is she? Who is he?	Learners introduce themselves politely and ask others their names using the verb ‘to be’, after teacher models. – I am Mota, My name is Mota, Who are you? What is your name? Learners describe themselves using short sentences with the verb ‘to be’ I am a boy, I am a Girl. Learners describe people using the verb ‘to be’ (for example (Mary is a girl)	Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 3-4	Oral questions, portfolio, observation
	3	Reading Welcome & Greetings	Phonics	By the end of the sub strand, the learner should be able to: Match familiar letter shapes m, a, M, A, to letter sounds /m/ & /a/ for reading preparedness in English. Match unfamiliar letters to shapes to letter sounds for reading preparedness in English including diagrams.	Can you match letters of the alphabet and their sounds?	Learners recognise letters of the alphabet as the teacher models. Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. Learners sing rhyming songs and recite rhymes related to phonics /m/ & /a/	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 4-5	Oral questions, portfolio, observation
2	1	Listening and Speaking Welcome & Greetings	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /t/ & /e/ 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? Table, Egg, Tall, End.	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, 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. 6-7	Oral questions, portfolio, observation
	2	Listening and Speaking Welcome & Greetings	Language structures and Functions	By the end of the sub strand, the learner should be able to: Recognize the present tense forms of the verb ‘to be’ in sentences. Appreciate the various forms of the verb ‘to be’ in their day to day communication. Use correct greetings for various ties of the day.	What is this? How do we greet people in the morning/afternoon/ evening?	In pairs or groups, learners talk about people and things around them –This is a chair, door. Learners are guided by the teacher to take part in a language game that allows each one of them to greet others, welcome others, introduce themselves and ask the class members their names. In pairs, learners are guided to engage in question and answer dialogues using the verb ‘to be’ as an interrogative.	Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 7-8	Oral questions, portfolio, observation
	3	Reading Welcome & Greetings	Word Reading	By the end of the sub strand, the learner should be able to: Match familiar letter shapes t, e, T, E, to letter sounds /t/ & /e/ for reading preparedness in English. Read short words with letter -sound correspondence in preparation for phrasal reading.	Can you match letters of the alphabet and their sounds?	Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading Learners sing songs and recite rhymes related to phonics /t/ & /e/ Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 8-9	Oral questions, portfolio, observation
3	1	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Follow the dotted pattern as correctly. Follow the line pattern correctly.	How do you take care of your exercise books?	Learners practise correct sitting posture when writing. Learners draw and label objects. Learners join dots to complete patterns/letters.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 5&9	Oral questions, portfolio, observation
	2	Listening and Speaking School	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /s/, /l/, /i/ in different spoken words for comprehension. Pronounce the words with the sounds 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? Sun, Spoon, Ink,	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, 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. 10-11	Oral questions, portfolio, observation

	3	Listening and Speaking School	Language structures and Functions Subject-verb agreement (am)	By the end of the sub strand, the learner should be able to: Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication. Appreciate the importance of subject verb agreement for fluency.	What is Sarah doing?	Learners construct appropriate sentences on pictures showing singular and plural subjects. Learners are guided to construct sentences about actions demonstrated by one or many learners.	Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 11-12	Oral questions, portfolio, observation
4	1	Reading School	Word Reading	By the end of the sub strand, the learner should be able to: Match familiar letter shapes s, l, i, S, L, I to letter sounds /s/ /l/ /i/ for reading preparedness in English. b) Read short words with letter -sound correspondence in preparation for phrasal reading. Read grade level vocabulary orally, from print and digital formats for enjoyment.	What are some of the words that you can read?	Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading Learners sing songs and recite rhymes related to phonics /s/ /l/ /i/ Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 12	Oral questions, portfolio, observation
	2	Listening and Speaking School	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /t/, /a/, /l/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Use new words in relevant contexts in oral communication,	How do you say these words? Table, apple, leaf,	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, 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. 14-15	Oral questions, portfolio, observation
	3	Listening and Speaking School	Language structures and Functions Subject-verb agreement (is)	By the end of the sub strand, the learner should be able to: Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication. Recognise correct use of subject-verb agreement in statements and questions. Appreciate the importance of subject verb agreement for fluency.	What is Sarah doing? What are Sarah and Sam doing?	Learners construct appropriate sentences on pictures showing singular and plural subjects. Learners engage in simple question and answer dialogues about available realia representing singular and plural object Learners construct sentences using items with singular and plural subjects at home.	Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 15-16	Oral questions, portfolio, observation

5	1	Reading School	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read short words with letters /a/ /m/ /s/ sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What are some of the words that you can read?	Join sounds to read short words with letter sound correspondence, in pairs then individually . Sound out words with letter sound correspondence (phonically regular) for reading Learners sing songs and recite rhymes related to phonics /a/ /m/ /s/ Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 16-17	Oral questions, portfolio, observation
	2	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form letters correctly in terms of shape and size for effective communication, Draw and colour the flag. Write from left to right to communicate effectively.	How do you write these letters? m, a, t, e, s, l, i How do you sit when writing?	Learners draw and label objects. Learners practice writing letters and words from left to right. Learners join dots to complete patterns/letters. Leaners copy the words given in their exercise books.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 13&17	Oral questions, portfolio, observation
	3	Listening and Speaking Family	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /p/ /f/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Pot, Fan, Fish, Fry	Learners pronounce the sounds 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 practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, 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. 18-19	Oral questions, portfolio, observation
6	1	Listening and Speaking Family	Language structures and functions Personal pronouns; I, you	By the end of the sub strand, the learner should be able to: a) Use personal pronouns in relation to gender, number and objects appropriately in dialogues. b) Appreciate the use of personal pronouns in effective communication.	Who cooks for you? Who plays with you at home?	Learners are guided to take part in a demonstration in relation to gender, number and objects. Learners construct sentences using personal pronouns individually, in pairs or in small groups Learners use pronouns in simple sentence constructions where appropriate Learners discuss people and things in their home and school using personal pronouns.	Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on personal pronouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 19-20	Oral questions, portfolio, observation
	2	Reading Family	Word Reading	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 short words without letter sound correspondence using word attack skills in preparation for phrasal reading, Read grade level vocabulary orally, from print and digital formats for enjoyment.	What are some of the words that you can read? What are some of the words you Cannot read?	Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading Learners recognize and read aloud familiar words in groups, pairs and individually. Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of words that have been learnt. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 20-21	Oral questions, portfolio, observation
	3	Listening and Speaking Family	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /h/ /n/ /o/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Hen, Nail, Orange.	Learners pronounce the sounds /h/ /n/ /o/ 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 practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, 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. 22-23	Oral questions, portfolio, observation
7	1	Listening and Speaking Family	Language structures and functions Personal pronouns; He, She, They, It.	By the end of the sub strand, the learner should be able to: Use the personal pronouns ‘He’ ‘She’ ‘They’ ‘It’ in relation to gender, number and objects appropriately in dialogues. Pick out personal pronouns in oral conversations about members of the family, Appreciate the use of personal pronouns in effective communication.	Who buys you books? Who tells you stories?	Learners are guided to take part in a demonstration in relation to gender, number and objects. Learners construct sentences using personal pronouns individually, in pairs or in small groups Learners use pronouns in simple sentence constructions where appropriate Learners discuss people and things in their home and school using personal pronouns.	Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on personal pronouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 23	Oral questions, portfolio, observation
	2	Reading Family	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What do you do when you cannot read some words in a sentence?	In groups, learners practice reading aloud while observing punctuation as modelled by the teacher and independently. In pairs, learners practice reading decodable and nondecodable words in isolation. In small groups, learners practice reading unfamiliar Sentences containing decodable and nondecodable words.	Realia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 24-25	Oral questions, portfolio, observation
	3	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form the letter p correctly in terms of shape and size for effective communication, Draw letter patterns correctly for neat handwriting. Write the words given correctly from left to right to communicate effectively.	1. How do you write this letter? ‘P’	Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/letters.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 19&25	Oral questions, portfolio, observation
8	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /u/ /b/ /r/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Hen, Nail, Orange.	Learners pronounce the sounds /u/ /b/ /r/ 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 practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, 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. 26-27	Oral questions, portfolio, observation
	2	Listening and Speaking Home	Language structures and functions Singular/plural (addition of ‘s’ only)	By the end of the sub strand, the learner should be able to: Use singular and plural forms of nouns to talk about objects at home. Appreciate the importance of using singular and plural nouns for effective oral communication.	How many (e.g. hands, legs, bags, pencils) do you have?	Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified. In pairs and groups, learners group items in their school and home in columns of one and many.	Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 27	Oral questions, portfolio, observation
	3	Reading Home	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, audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 28	Oral questions, portfolio, observation
9	1	Listening and Speaking Home	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /b/ /p/ /h/ /n/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Nest, Bag, Hen	Learners pronounce the sounds /b/ /p/ /h/ /n/ 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 practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, 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. 30-31	Oral questions, portfolio, observation
	2	Listening and Speaking Home	Language structures and functions Singular/plural (addition of ‘s’ only	By the end of the sub strand, the learner should be able to: Use singular and plural forms of nouns to talk about objects at home. Ask questions about numbers using “how many?” Distinguish between singular and plural nouns correctly to demonstrate an understanding of the concept of number. Appreciate the importance of using singular and plural nouns for effective oral communication.	How many, arms etc. are big/small, long/short, round/rectangle are there?	Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified. In pairs and groups, learners group items in their school and home in columns of one and many.	Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 31	Oral questions, portfolio, observation
	3	Reading Home	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 nondecodable 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 nondecodable 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, audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 32	Oral questions, portfolio, observation
10	1	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form the letter ‘u’ ‘b’ ‘B’ correctly in terms of shape and size for effective communication, Draw letter patterns correctly for neat handwriting. Write from left to right to communicate effectively.	How do you write these letters? ‘b’ ‘B’ ‘u’	Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/letters.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 29&33	Oral questions, portfolio, observation
	2	Listening and Speaking Time	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /c/ /g/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Nest, Bag, Hen	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 practise matching simple short words with pictures and objects. Learners interact with audio material to listen to the correct pronunciation of the vocabulary, where applicable.	Plasticine or clay models of objects, realia, 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. 34-35	Oral questions, portfolio, observation
	3	Listening and Speaking Time	Language structures and functions Present Simple tense	By the end of the sub strand, the learner should be able to: Use present simple tense forms to talk about the time of the day (morning, mid-day, evening) Apply simple present tense to sequence routine or daily activities in oral communication. Appreciate the use of language to talk about routine activities.	What do you do every day before you come to school?	Learners respond to questions based on daily routines Learners tell each other their daily routines in pairs/small groups Learners should report what they do when they go home Respond to simple questions demonstrating the use of using simple present tense and routine activities.	Charts, pictures/ photographs on routine activities, computer devices that have audiovisual recordings of dialogues with sentence structures on present simple tense New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 35	Oral questions, portfolio, observation

Published in Grade 1 Schemes of Work Term 1 2023

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Wednesday, 04 January 2023 08:49

English - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
ENGLISH
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

TIME ALLOCATION

No	Subject	Number of Lessons Per Week (40 minutes per lesson)
1	English	5
2	Kiswahili/KSL	4
3	Mathematics	5
4	Integrated Science	4
5	Health Education	2
6	Pre-Technical and Pre-Career Education	5
7	Social Studies	3
8	Religious Education (CRE/IRE/HRE)	2
9	Business Studies	3
10	Agriculture	3
11	Life Skills Education	1
12	Physical Education and Sports	2
13	Optional Subject	3
14	Optional Subject	3
	Total	45

NATIONAL GOALS OF EDUCATION
Education in Kenya should:

Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
1. Social Needs
  Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
2. Economic Needs
  Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.
3. Technological and Industrial Needs
  Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.
Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.
Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.
Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.
Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:

Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
Communicate effectively, verbally and non-verbally, in diverse contexts.
Demonstrate social skills, spiritual and moral values for peaceful co-existence.
Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
Practice relevant hygiene, sanitation and nutrition skills to promote health.
Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
Manage pertinent and contemporary issues in society effectively.
Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT

The Constitution of Kenya 2010 accords English the status of one of the official languages. According to the Language in Education Policy of 1976, English is the language of instruction from Grade Four onwards, including colleges and universities. In addition, English is a language of communication at both local and international levels. Mastery of English enhances access to academic, social, and professional opportunities. The English subject at the junior secondary school level will expose learners to both knowledge and use of the English language, and literary appreciation. It will build on the competencies acquired at the upper primary school level in Listening, Speaking, Reading, Writing, and Grammar in Use.

By the end of Junior Secondary level, learners will be expected to be proficient in the English language for further learning and training, and their day-to-day interactions. Learners will be provided with appropriate varied experiences in

listening, speaking, reading, writing, and Grammar in Use to develop linguistic and communicative competence. They will also be expected to interact with print and non-print language and literary material both in and outside the classroom.

The English subject will lay a firm foundation for the learners' efficient and effective use of the English language, as a communication tool and the medium of instruction at Senior Secondary School. In addition, it will be a stepping stone for further study of English, Literature in English, and other pathways.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary level, the learner should be able to:

listen and respond appropriately to relevant information in a variety of contexts,
read a wide variety of texts fluently, accurately, and interpretively for lifelong learning,
develop critical thinking skills for life,
read and analyze literary material and relate them to real life experiences,
develop a lifelong interest in reading on a wide range of subjects,
use grammatical forms to communicate appropriately in different settings,
write texts legibly, creatively, and cohesively to empower them for life
apply digital literacy skills to enhance proficiency in English,
appreciate the role of English as a medium for creativity and talent development.

THEME 1.0: PERSONAL RESPONSIBILITY
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.1 Listening and Speaking	1.1.1 Conversational Skills: Polite Language (2 lessons)	By the end of the sub strand, the learner should be able to: identify polite expressions used in the introduction of self and others, use polite expressions in the introduction of self and others in different speaking contexts, model respectful behaviour during introductions.	The learner is guided to: make a list of necessary details about people that one needs to know for effective introduction, brainstorm on different types of introduction, list polite expressions that can be used during the introduction, match polite expressions to corresponding types of introduction, discuss reasons for using polite language in introductions, use games such as catch the ball, in small groups, for the introduction of others, role play different contexts of self-introduction with peers, review an audio or video recording on formal and informal introductions.	What considerations should one make when introducing other people? How would you introduce your parents or guardians to your teachers? Why is it important to be polite while introducing yourself or others?
Core Competencies Communication is developed as the learner listens critically and speaks clearly and effectively during role play.
Pertinent and Contemporary Issues (PCIs) Peace education is enhanced as the learner role-plays different contexts of self-introduction. Effective communication is enhanced as the learner uses polite language during introductions.
Values Respect is developed as learners brainstorm on different types of introduction.
Link to other subjects: Indigenous Languages and Kiswahili have politeness infused in their content.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify polite expressions used in the introduction of self and others.	Identifies a wide range of polite expressions used in the introduction of self and others	Identifies polite expressions used in the introduction of self and others	Identifies some polite expressions used in the introduction of self and others	Finds it difficult to identify polite expressions used in the introduction of self and others
Ability to use polite expressions in the introduction of self and others in different speaking contexts.	Uses polite expressions in the introduction of self and others in different speaking contexts with ease	Uses polite expressions in the introduction of self and others in different speaking contexts	Uses some polite expressions in the introduction of self and others in some speaking contexts	Uses some polite expressions in the introduction of self and others in different speaking contexts with difficulty

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.2 Reading	1.2.1 Extensive Reading: Independent Reading (2 lessons)	By the end of the sub strand, the learner should be able to: identify a variety of texts for independent reading read selected materials for information and enjoyment appreciate the value of independent reading in lifelong learning.	The learner is guided to: think-pair-share on the factors to consider when selecting reading material, select appropriate reading materials related to personal responsibility set and share reading goals for the session, read selected print and non- print materials independently, observe good reading habits, keep a portfolio or a journal of their experiences during the reading session, conduct peer review of the portfolios and journals kept.	What do you consider while selecting reading materials? How can you ensure that you benefit from a reading session?
Core Competencies Critical Thinking and Problem Solving: developed as learner searches, collects, processes, and uses information from selected texts.
Pertinent and Contemporary Issues (PCIs) Effective Communication: enhanced as learner shares his or her experiences during the think-pair-share activity.
Values Respect is enhanced as learners avoid distracting others by observing good reading habits. Responsibility is enhanced as the learner is guided in selecting material that they consider appropriate for self and as they track personal progress.
Link to other subjects: Languages such as Kiswahili, Indigenous Languages among others have the concept of independent reading.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to select a variety of texts for independent reading.	Excellently identifies a variety of texts for independent reading.	Identifies a variety of texts for independent reading.	Identifies some texts for independent reading with assistance.	Makes an attempt to identify some texts for independent reading with assistance.
Ability to read selected materials for information and enjoyment	Easily reads the selected materials and records experiences from the reading sessions for tracking progress.	Reads the selected materials and records experiences from the reading sessions for tracking progress.	Reads some of the selected materials and partially records experiences from the reading sessions for tracking progress.	Reads the selected material and records experiences from the reading sessions for tracking progress with difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.3 Grammar In use	1.3.1 Word Classes: Nouns (2 lessons)	By the end of the sub- strand, the learner should be able to: identify the different types of nouns from a print or digital text, use different types of nouns in sentences, appreciate the role of correct grammar in written and spoken communication.	The learner is guided to: read a print or non-print text in pairs identify common, proper, concrete, and abstract nouns, search online for examples of the common, proper, concrete, and abstract nouns, and compile a list of the nouns in groups, listen to a poem or a story and categorize the nouns used, mention examples of common, proper, concrete and abstract nouns in the classroom and school, construct sentences using common, proper, concrete and abstract nouns, complete substitution tables with the different types of nouns in pairs engage in language games such as scrabble, puzzles, code words and guessing games, write and display stories, songs or poems featuring the different types of nouns	Why is it important to identify items by name? Why is knowledge on use of capital letters useful?
Core Competencies to be developed: Learning to Learn: enhanced as the learner is motivated to learn continuously and work collaboratively while engaging in language games such as scrabble, puzzles, codewords and guessing games on nouns.
Pertinent and Contemporary Issues (PCIs) Digital Citizenship and Cyber well ness: enhanced as the learner interacts with digital devices.
Values Harmony: fostered as learners work in groups. Patriotism: is promoted as learners identify with their locality as they talk about people, places and institutions in their community
Link to other subjects: Kiswahili and other language subjects address the correct usage of the different types of nouns

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify nouns from a print or digital text.	Identifies all nouns from a print or digital text with varied examples.	Identifies most nouns from a print or digital text	Identifies some nouns from a print or digital text.	Identifies some nouns from a print or digital text with assistance.
Ability to use nouns in sentences.	Uses all nouns in sentences creatively.	Uses most nouns in sentences.	Uses most nouns in sentences.	Uses some nouns in sentences with assistance.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.4 Reading	1.4.1 Intensive Reading: Trickster Narratives (1 lesson)	By the end of the sub strand, the learner should be able to: identify the main events in trickster narratives analyze the characters in narratives appreciate the importance of trickster narratives in the inculcation of values.	The learner is guided to: engage in pre-reading activities such as previewing the title of the narrative, using the picture clues and brainstorming recount the events in the trickster narrative and highlight the trick in the narrative discuss the various character traits displayed by the characters, brainstorm on the moral lessons of the narrative retell a trickster narrative in small groups relate characters and events in the trickster narrative to real life situations explore and share with group members how personal responsibility can be derived from the narrative’s moral lessons	What is a trickster narrative? What can we learn from narratives? Which characters are common in the trickster narratives that you know?
Core Competencies to be developed Creativity and imagination: enhanced as the learner strives to understand tasks that allow forming mental images, for example retelling a trickster narrative in small groups.
Pertinent and Contemporary Issues (PCIs) Creative thinking is enhanced as the learner retells trickster narratives.
Values: Integrity is enhanced as learner relates the moral in the trickster narrative to real life situations.
Link to other subjects: Social Studies focuses on moral lessons.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify the main events in the story.	Identifies the main events in the story with ease.	Identifies the main events in the story	Identifies some of the events in the story.	Identifies the main events in the story vaguely.
Ability to analyse the characters in the narrative.	Comprehensively analyses various characters in the narrative.	Analyses various characters in the narrative.	Analyses some of the characters in the narrative.	Analyses some of the characters in the narrative with assistance

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.5. Writing	1.5.1 Handwriting: Legibility and Neatness (1 lesson)	By the end of the sub strand, the learner should be able to: describe features of legible and neat handwriting for efficient writing write texts legibly and neatly acknowledgel the importance of writing neatly and legibly.	The learner is guided to: listen to an audio clip on the importance of developing legible and neat handwriting\ study written samples of legible and neat handwriting featuring all letters of the alphabet and short texts discuss the features of legible and neat handwriting including shaping letters, joining and spacing letters and words practise handwriting games such as blind writing, speed writing, and letter stations suggest ways of correcting bad handwriting habits such as joining letters and words inappropriately copy given texts on the theme of personal responsibility on charts and display for peer evaluation and correction write short paragraphs legibly and neatly and share with peers for peer review	Why should we learn to write legibly and clearly? What kind of misunderstanding could arise as a result of bad handwriting? How can you make your handwriting presentable?
Core Competencies to be developed: Learning to Learn: developed as the learner collaborates with peers to write clearly and spell words correctly
Pertinent and Contemporary Issues (PCIs) Effective Communication developed as the learner improves the ability to pass on written messages clearly
Values: Respect is achieved as learners provide feedback respectfully and positively. Social justice is enhanced as learners review each other’s written work.
Link to other subjects: Language subjects; legible and neat handwriting is an essential skill for these subjects

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to describe features of legible and neat handwriting for efficient writing.	Describes features of legible and neat handwriting for efficient writing with examples.	Describes all the features of legible and neat handwriting for efficient writing.	Describes some features of legible and neat handwriting for efficient writing	Describes some features of legible and neat handwriting for efficient writing with support
Ability to write texts legibly and neatly.	Writes texts legibly and neatly with a lot of creativity.	Writes texts legibly and neatly.	Attempts to write texts legibly and neatly	Struggles to write texts legibly and neatly.

THEME 2.0: SCIENCE AND HEALTH EDUCATION
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.1 Listening and Speaking	2.1.1 Oral Presentations: Oral Narratives (1 lessons)	By the end of the sub strand, the learner should be able to: outline the oral narrative performance techniques for effective delivery, use oral narrative techniques during the performance, appreciate the importance of performance techniques in the successful delivery of oral material.	The learner is guided to: watch live or recorded oral performance of narratives as a class, search online or offline for information on performance techniques, in pairs, and make presentations to peers, discuss the oral performance techniques in groups, perform oral narratives in groups while peers watch, record, and then give feedback, compose oral narratives in groups and suggest the most suitable ways of performing them.	What do you enjoy during a story telling session? How can you become a good storyteller?
Core Competencies to be developed: Creativity and Imagination is developed as learner undertakes tasks such as creating and retelling narratives which require remembering scenarios
Pertinent and Contemporary Issues (PCIs) Environmental conservation is enhanced as learner performs narratives on the need to take care of the environment.
Values: Patriotism is achieved as learners compose and perform narratives on national values.
Link to other subjects: Performing Arts as performance techniques are utilized in showcasing presentations.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to outline the oral narratives performance techniques for effective delivery.	Outlines all the oral narratives performance techniques for effective delivery	Outlines most of the oral narratives performance techniques for effective delivery	Outlines some of the oral narratives performance techniques for effective delivery	Outlines few oral narratives performance techniques for effective delivery with difficulty
Ability to use oral narrative techniques during their performance	Uses all oral narrative techniques during their performance with a lot of creativity	Uses most oral narrative techniques during their performance	Uses some oral narrative techniques during their performance	Uses few oral narrative techniques during their performance if assisted by others

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.2 Reading	2.2.1 Intensive reading: Simple poems (2 lessons)	By the end of the sub strand, the learner should be able to: distinguish between poems and other literary genres recite a variety of simple poems for enjoyment collaborate in poetry recitation for enjoyment and learning.	The learner is guided to: listen and respond to live or recorded poetry recitation discuss, in groups, what makes reading simple poems interesting pick out poems from a variety of texts and read them out aloud recite poems that address science and health issues such as HIV and AIDS in groups provide feedback to peers and seek help where necessary	How are poems different from stories? Why would you use a poem instead of a story to pass a message? What makes poems interesting?
Core Competencies to be developed: Self-efficacy is enhanced as learners present ideas with confidence as learners recite poems.
Pertinent and Contemporary Issues (PCIs) Health education is promoted as learners recite poems that address science and health issues such as HIV and AIDS.
Values: Peace is enhanced as learners work in teams during the poetry recitation. Social justice is developed as learners recite poems that promote fairness in society.
Link to other subjects: Performing Arts as recitation skills are handled in this learning area.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to distinguish between poems and other literary genres.	Aptly distinguishes between poems and other literary genres.	Distinguishes between poems and other literary genres.	Partially distinguishes between poems and other literary genres.	Struggles to distinguish between poems and other literary genres.
Ability to recite a variety of simple poems for enjoyment.	Recites a variety of simple poems for enjoyment with a lot of creativity.	Recites a variety of simple poems for enjoyment.	Recites some simple poems for enjoyment with a few slips.	Recites simple poems for enjoyment with prompts with a lot of difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.2 Grammar in Use	2.3.1 Word Classes: Nouns (2 lessons)	By the end of the sub strand, the learner should be able to: identify count, non-count, singular, and plural nouns from a variety of texts, use count, non- count, singular, and plural nouns in sentences, Appreciate the importance of the correct use of nouns in communication.	The learner is guided to: search for examples of the count, non-count, singular, and plural nouns from the internet and post them on the classroom wall, listen to an audio text on the theme of science and health education, and pick out the target nouns, pick out count, non-count, singular, and plural nouns from newspapers and magazine articles, identify objects in the classroom and categorise them as count or non-count nouns, in pairs, change singular nouns to plural and vice versa, construct sentences using the specified types of nouns orally and in writing, complete crossword puzzles with the target nouns in small groups, create posters and poems using the learnt nouns, and post them on the classroom wall or share them using digital learning platforms.	Why are some things impossible to count? How can you group things that cannot be counted? Why should you specify the number of things you require to accomplish a task?
Core Competencies to be developed: Collaboration is achieved as learners create posters and poems, and share them on the classroom wall or through digital learning platforms. This enhances teamwork among the learners.
Pertinent and Contemporary Issues (PCIs) Effective communication is achieved as the learner uses nouns in varied texts correctly. Health Education is promoted as the learner listens to an audio text on health issues.
Values: Unity is enhanced as learners work together to identify the different types of nouns in the classroom. Respect is achieved as learners take turns as they work in groups to create poems and posters.
Link to other subjects: Kiswahili, German, Arabic focus on count and non-count nouns as well as singular and plural nouns. Health Education addresses health issues such as HIV and AIDS

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify count, non-count, singular, and plural nouns from a variety of texts.	Identifies count, non- count, singular, and plural nouns from a variety of texts extensively	Identifies count, non- count, singular, and plural nouns from a variety of texts.	Identifies count, non- count, singular, and plural nouns from a variety of texts sometimes.	Identifies count, non- count, singular, and plural nouns from texts with difficulty.
Ability to use count, non-count nouns, singular and plural nouns in sentences.	Uses count, non- count, singular, and plural nouns in sentences all the time	Uses most count, non- count nouns, singular and plural nouns in sentences.	Uses some count, non- count nouns, singular and plural nouns in sentences.	Finds it difficult to use count, non-count, singular, and plural nouns in sentences.
Ability to create posters and poems then share them in the class	Creatively makes posters and poems and shares them with classmates.	Makes posters and poems and shares them with classmates.	Attempts to make posters and poems and share them with classmates.	Needs support to make posters and poems and share- them with classmates.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.4 Reading	2.4.1 Intensive Reading: Class Reader (2 lessons)	By the end of the sub strand, the learner should be able to: explain the different parts that aid in previewing a book describe the author and the setting of the text in terms of time and place underscore the value of reading for lifelong learning.	The learner is guided to: study the cover page, read the blurb and highlight the outstanding features, in groups, discuss the title of the class reader research online for more information about the author and the location where the story is taking place make oral presentations to the class on their findings from the research identify words, images and details that describe the setting in terms of place and time design a graphic organizer such as a mind map and tree map to identify the setting create, share and give feedback using summary charts such as what I know - where I learned it - what I want to know - what I Learned (K-W-W-L) chart, to visualize what has been learned, make short notes on the setting and the author.	What would you consider when designing the cover of a book? Why should we not judge a book by its cover? Why do we read storybooks?
Core Competencies to be developed: Learning to Learn is enhanced as learners build on their learning experiences through analysis of the setting and research on the author. Critical thinking is developed as learners explore the links between different events through tasks like creating graphic organisers that cultivate high-order thinking skills. Problem-solving is archived as learner conducts research online to obtain more information about the author and the setting of the story.
Pertinent and Contemporary Issues (PCIs) Creative thinking is developed as learner creates charts to summarize what they have learned.
Values: Unity is enhanced as the learner develops skills for working in harmony with others while participating in group and pair work.
Link to other subjects: All languages encourage reading of class readers.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to explain the different parts that aid in previewing a book.	Explains the different parts that aid in previewing a book clearly and with examples.	Explains all the different parts that aid in previewing a book.	Explains some of the parts that aid in previewing a book	Barely attempts to explain the parts that aid in previewing a book.
Ability to describe the author and the setting of the text in terms of time and place based on personal research.	Describes the author and setting of the text in terms of time and place extensively based on personal research and in detail.	Describes the author and setting of the text in terms of time and place based on personal research.	Describes the author and setting of the text in terms of time and place based on personal research partially.	Describes the author and setting of the text in terms of time and place with the assistance of peers.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.5 Writing	2.5.1 Mechanics of Writing: Punctuation Marks (2 lessons)	By the end of the sub strand, the learner should be able to: recognise the full stop, exclamation mark, and question mark, in texts use the full stop, exclamation mark, and question mark in sentences acknowledge the importance of punctuating sentences accurately.	The learner is guided to: read print or non-print text and identify the full stop, exclamation mark, and question mark in groups punctuate a text using the target punctuation marks, in pairs write a short story or dialogue on the theme of science and health education using the full stop exclamation mark, and question mark, where necessary engage in online or offline punctuation games in groups draw and display posters or charts with punctuated sentences for peer review and revision role play well-punctuated dialogues and record themselves discuss, in groups, the effectiveness of punctuation marks in expressing meaning.	Which punctuation marks do you use in writing? Why is it important to punctuate a text?
Core Competencies to be developed: Digital literacy is developed as learners use digital devices as they play online games and record dialogues. Self-efficacy is achieved as learners pay attention to detail while role playing and recording dialogues.
Pertinent and Contemporary Issues (PCIs) Effective communication is exhibited through well-punctuated texts. Social skills are enhanced as learners discuss the effectiveness of punctuation marks in expressing meaning.
Values: Unity is achieved as learners give each other feedback on charts and posters featuring the use of punctuation marks.
Link to other subjects: Kiswahili emphasizes on the acquisition of proper punctuation skills.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to recognize the full stop, exclamation mark and question mark in texts.	Recognizes the full stop, exclamation mark and a question mark in varied texts.	Recognizes the full stop, exclamation mark, and question mark in texts	Sometimes recognizes the full stop, exclamation mark, and question mark in texts.	Has difficulty recognizing the full stop, exclamation mark, and question mark in texts.
Ability to use the full stop, exclamation mark, and question mark, in sentences.	Uses the full stop, exclamation mark, and question mark, in a wide range of sentences.	Uses the full stop, exclamation mark, and question mark, in sentences.	Uses the full stop, exclamation mark, and question mark, in sentences with some errors.	Uses the full stop, exclamation mark, and question mark, in sentences but makes many errors

THEME 3.0: HYGIENE
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.1 Listening and Speaking	3.1.1 Listening for Information and the main idea (2 lessons)	By the end of the sub strand, the learner should be able to: identify the main idea from varied descriptive texts Pick out specific information from varied descriptive texts acknowledge the importance of listening skills in communication.	The learner is guided to: listen to audio recordings on hygiene and identify the main idea Listen for specific information from the audio recording and take notes search online and offline for expressions that signal the main ideas such as; - this talk is about... - I will talk about..., watch a video describing a process, a person, or an object and pick out specific information listen to peers read descriptive texts, and note the main ideas, in turns.	Why is it important to get the main points from an oral text? What can you do to ensure you capture the main ideas from a speaker?
Core Competencies to be developed: Communication is enhanced as learners listen keenly and respond to oral texts. Digital literacy is achieved as learners use digital devices to search online for expressions that signal the main idea and specific information.
Pertinent and Contemporary Issues (PCIs) Health education - personal hygiene as learners listen and respond to oral texts on hygiene.
Values: Respect is enhanced as learners listen to peers read descriptive texts and note the main ideas, in turns.
Link to other subjects: Kiswahili and other language subjects address the listening for the main idea and specific information.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify the main idea from varied descriptive texts	Identifies the main ideas from a range of varied descriptive texts	Identifies all the main ideas from varied descriptive texts	Identifies some main ideas from varied descriptive texts	Barely attempts to identify main ideas from varied descriptive texts
Ability to pick out specific information from varied descriptive texts	Picks out specific information from varied descriptive texts meticulously	Picks out specific information from varied descriptive texts	Picks out specific information from varied descriptive texts with some inaccuracy	Picks out specific information from varied descriptive texts with difficulty

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.2 Reading	3.2.1. Reading for information and Meaning (1 lesson)	By the end of the sub strand, the learner should be able to: distinguish between reading for information and reading for meaning, pick out information from varied texts, infer the meaning of words and phrases from context, use new words and phrases in sentences, appreciate the importance of reading for information and meaning.	The learner is guided to: distinguish between reading for information and reading for meaning, scan through a text in pairs and identify text features (such as title, subtitles), read texts on issues such as hygiene, safety, and security and organise the information by making notes, Infer and share, in groups, the meaning of words from context, construct sentences using new words and phases, in groups, fill in crossword puzzles using new words learned.	Why do we read texts? How would you tell the meaning of a word in a passage?
Core Competencies to be developed: Collaboration is promoted as learners infer and share the meaning of new words in groups.
Pertinent and Contemporary Issues (PCIs) Health and Safety: As learners read texts on issues such as hygiene, safety, and security and organise the information by
Values: Respect is enhanced as learners respect each other’s ideas as they work in groups.
Link to other subjects: Kiswahili, German, French, Arabic, Chinese and Indigenous Languages all emphasise reading for information and reading for meaning as skills to be acquired.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to pick out information from varied texts.	Picks out all information from varied texts.	Picks out most information from varied texts.	Picks out information from some texts.	Rarely picks out information from texts.
Ability to infer the meaning of words and phrases from context.	Infers meaning of words and phrases from context with consistent precision	Infers meaning of words and phrases from context-	Infers meaning of words and phrases from context with some errors.	Infers meaning of words and phrases from context with difficulty.
Ability to use new words and phrases in sentences.	Uses new words and phrases in sentences correctly and brilliantly	Uses new words and phrases in sentences correctly.	Uses some new words and phrases in sentences correctly.	Uses new words and phrases in sentences with difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.3 Grammar In Use	3.3.1 Word classes: Verbs and tense (2 lessons)	By the end of the sub strand, the learner should be able to: identify regular and irregular verbs in sentences use regular and irregular verbs in sentences construct sentences using the past, present and future tense appreciate the correct use of verbs and tense for effective communication.	The learner is guided to: search online and offline for information on verbs and their tenses listen to texts read by the teacher on verbs and their tenses identify and group verbs with similar endings from passages on the theme of hygiene identify the tenses of the verbs in sentences construct sentences using verbs in the correct tenses participate in a language game on tenses engage in conversations in pairs using verbs in various tenses, review their peers’ use of tense in spoken sentences	How did you spend the last holiday? Which misunderstanding can arise when people use wrong tense?
Core Competencies to be developed: Communication and collaboration are developed as learners engage in conversations in pairs using verbs in various tenses.
Pertinent and Contemporary Issues (PCIs) Effective communication is enhanced as learners construct sentences in correct verbs and tenses.
Values: Respect is inculcated as learners review peers’ use of tenses.
Link to other subjects: Kiswahili and Indigenous Languages also address correct usage of verbs and tense.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify regular and irregular verbs in sentences	Identifies all regular and irregular verbs in sentences explicitly	Identifies all regular and irregular verbs in sentences	Identifies some regular and irregular verbs in sentences	On some occasions identifies regular and irregular verbs in sentences with assistance
Ability to use regular and irregular verbs in sentences	Ability to use regular and irregular verbs in sentences	Uses regular and irregular verbs in varied sentences	Uses regular and irregular verbs in some sentences	Seldom uses regular and irregular verbs in sentences

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.4. Reading	3.4.1 Intensive Reading: Poetry (2 lessons)	By the end of the sub strand, the learner should be able to: explain the structure of poems analyze the structure of varied simple poems read short poems addressing varied societal issues appreciate the poem’s structure in communicating a message.	The learner is guided to: source online or offline for different poems and note the titles and the poets while observing integrity and cyber safety, brainstorm on the parts of a poem, in pairs, read short poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19, analyze how poems are broken into stanzas and stanzas into lines, study varied poems and present their different structures in graphic organizers in groups compare the structures of different poems, relate the poem’s structure to the poem’s message.	Why do people write poems? What makes a poem interesting? How can one tell a text is a poem?
Core Competencies to be developed: Digital literacy is achieved as learners use digital devices to search sources online for different poems and note the titles and the poets, while observing integrity and cyber safety.
Pertinent and Contemporary Issues (PCIs) Health Education is promoted as learners tackle poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19 Cyber Safety - as learners source online or offline for poems while observing cyber safety
Values: Integrity is achieved as learners’ source online or offline for poems while observing integrity
Link to other subjects: Kiswahili and Performing Arts tackle the structure of varied poems.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to explain the structure of poems.	Explains in detail the structure of poems.	Explain the structure of poems.	Explains the structure of poems sketchily.	Barely attempts to explain the structure of poems.
Ability to analyze the structure of varied simple poems.	Analyses the structure of varied simple poems with illustrations.	Analyses the structure of varied simple poems.	Roughly analyses the structure of simple poems.	Analyses the structure of simple poems with assistance.
Ability to read short poems addressing varied societal issues.	Read short poems addressing varied societal issues enthusiastically.	Reads short poems addressing varied societal issues.	Reads some short poems addressing varied societal issues.	Reads short poems addressing varied societal issues with difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.5 Writing	3.5.1 Writing Narrative Paragraphs (1 lessons)	By the end of the sub strand, the learner should be able to: identify the parts of a narrative paragraph compose a narrative paragraph with the appropriate structure acknowledge the significance of paragraphing in written communication.	The learner is guided to: identify parts of a well- written paragraph specifically, an introduction, necessary details, and a conclusion, read samples of narrative paragraphs provided by the teacher and discuss the flow of ideas, write a paragraph using a digital device about issues such as hygiene, safety, and security, present the paragraphs in class for peer review.	What are the parts of a paragraph? Why do we write paragraphs?
Core Competencies to be developed: Communication is enhanced as learners compose a narrative paragraph and review each other’s work. Creativity and imagination are developed as learners create narrative paragraphs.
Pertinent and Contemporary Issues (PCIs) Social cohesion is enhanced as learners present the paragraphs in class for peer review.
Values: Respect is promoted as learners give feedback on the narrative paragraphs they have reviewed.
Link to other subjects: Computer Science covers interacting with technology through the use of digital devices.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify parts of a narrative paragraph.	Promptly identifies parts of a narrative paragraph.	Identifies parts of a narrative paragraph.	Sometimes identifies parts of a narrative paragraph.	Identifies parts of a narrative paragraph with help from others.
Ability to compose a narrative paragraph with the appropriate structure.	Composes a narrative paragraph with the appropriate structure artistically.	Composes a narrative paragraph with the appropriate structure.	Composes a narrative paragraph with the appropriate structures sometimes.	Composes a narrative paragraph with the appropriate structure with assistance from the teacher.

THEME 4.0: LEADERSHIP
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.1 Listening and Speaking	4.1.1 Listening Comprehension: Selective Listening (2 lessons)	By the end of the sub strand, the learner should be able to: distinguish between specific and general information from a listening text select specific information from a listening text listen and respond to texts on leadership emphasise the value of listening skills in communication.	The learner is guided to: listen to an audio text and decide whether the information presented is specific or general search online for audio recordings on leadership and attentively listen to text for specific information Listen to a role play and respond to questions listen to a passage on leadership (good governance) and answer questions posed by the speaker.	Why is it important to get the main points from an oral text? What can you do to ensure you capture the relevant information from a speaker?
Core Competencies to be developed: Communication is developed as learners critically listen to oral texts and select information.
Pertinent and Contemporary Issues (PCIs) Good governance is enhanced as learners listen to texts on leadership. Effective communication is achieved as learners listen and respond to audio texts.
Values: Integrity is promoted as learners listen to texts on good governance. Social justice is enhanced as they listen to oral texts on good leadership qualities.
Link to other subjects: Kiswahili and other Language subjects - focus on selective listening as a skill.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to distinguish- between specific and general information from a listening text.	Distinguishes between specific and general information from a listening text remarkably.	Distinguishes between specific and general information from a listening text.	Sometimes distinguishes between specific and general information from a listening text.	Distinguishes between specific and general information from a listening text with prompts.
Ability to select specific information from a listening text.	Selects specific information from a listening text distinctly.	Selects specific information from a listening text.	Selects some specific information from a listening text.	Finds it difficult to select specific information from a listening text with difficulty.
Ability to listen and respond to texts on leadership	Timely listens and responds to texts on leadership accurately.	Listens and responds to most texts on leadership	Listens and responds to some texts on leadership accurately	Listens and responds to texts on leadership accurately with assistance

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.2. Reading	4.2.1 Intensive Reading (2 lessons)	By the end of the sub strand, the learner should be able to: discuss the identified reading strategies select main ideas and details from a variety of written texts acknowledge the importance of reading for main ideas and details as a comprehension skill.	The learner is guided to: search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details, read and underline the main ideas and details in texts on issues such as gender roles in leadership, and review each other’s work, share ideas on how they can use the selected reading strategies, in groups, fill in substitution tables with specific details from texts, in pairs, complete a mind map with a focus on the main idea and details.	What can one do to understand a text better? Why should one read for main ideas? How can you improve your reading?
Core Competencies to be developed: Learning to learn is developed as learners share what they have learned while completing a mind map with a focus on the main idea and details. Digital literacy is enhanced as learners manipulate digital devices while searching online and watching appropriate video clips on the selected reading strategies.
Pertinent and Contemporary Issues (PCIs) Gender roles in leadership enhanced as learners read and underline the main ideas and details in texts on issues such as gender roles in leadership.
Values: Unity is achieved as learners work together to complete the mind map.
Link to other subjects: All subjects emphasise reading for the main idea and specific details.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to discuss the identified reading strategies.	Confidently discusses the identified reading strategies with ease.	Discusses the identified reading strategies.	Discusses the identified reading strategies hesitantly.	Discusses the identified reading strategies with some difficulty.
Ability to select main ideas and details from a variety of written texts.	Selects the main ideas and details from a variety of written texts promptly.	Selects the main ideas and details from a variety of written texts.	Selects a few of the main ideas and details from a variety of written texts	Attempts to select the main ideas and details from a variety of written texts.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.3 Grammar	4.3.1 Word Classes: Verbs and Tense (2 lessons)	By the end of the sub strand, the learner should be able to: identify verbs in the simple present and simple past tense in a text write sentences using the simple present tense, write sentences using the simple past tense advocate appropriate use of tense in communication.	The learner is guided to: underline verbs in simple present and simple past tense in a text reflect on the formation of simple present and simple past tense form of verbs construct and share sentences on a variety of issues including leadership, using verbs in the appropriate tense type the constructed sentences using a digital device search online or offline for verbs used in simple present and simple past tense from a variety of texts complete sentences using the correct tense of the given verbs create and display charts showing words in their simple present and past tense play language games using	Why is it necessary to indicate when an activity takes place? What makes correct use of tense difficult for some people?
Core Competencies to be developed: Self efficacy is developed as learners build on their learning experiences while constructing grammatically correct sentences and using them in oral communication.
Pertinent and Contemporary Issues (PCIs) Effective communication is enhanced as learners use the appropriate tense to discuss leadership. Good governance is enhanced as learners construct sentences on leadership.
Values: Integrity is enhanced as learners construct sentences on leadership practices.
Link to other subjects: All languages as they use the knowledge of tenses.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify verbs in the simple present and simple past tense in a text.	Identifies all the verbs in the simple present and simple past tense in a range of texts.	Identifies all the verbs in the simple present and simple past tense in texts.	Identifies some of the verbs in the simple present and simple past tense in a text.	Rarely identifies verbs in the simple present and simple past tense in a text.
Ability to write. sentences using simple present tense.	Writes sentences using the simple present tense correctly and imaginatively	Writes sentences using the simple present tense correctly	Writes sentences using the simple present tense with minimal errors	Writes sentences using the simple present tense with assistance
Ability to write sentences using the simple past.	Writes sentences using the simple past correctly and enthusiastically.	Writes sentences using the simple past correctly.	Writes sentences using the simple past with some errors sometimes.	Rarely writes sentences using the simple past correctly.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.4 Reading	4.4.1 Intensive Reading: Class Readers (2 lessons)	By the end of the sub strand the learner should be able to: a) identify the main characters in a class reader, b) explain how the characters make the story flow, c) make predictions based on the title and the sections read, d) appreciate the role of characters in the class reader.	The learner is guided to: read a section of a class reader and identify the main characters, discuss predictions made from the title and the sections read, participate in a reader’s theatre and read portions of the class reader, outline the things done by each character studied in the section, discuss in pairs how the characters make the story flow, write a summary about how the main characters make the story flow.	How can you tell a main character in a story? Why are some stories usually more interesting than others? What should you consider when selecting a story book to read?
Core Competencies to be developed: Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.
Pertinent and Contemporary Issues (PCIs) Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.
Values: Responsibility is enhanced as learners write a summary based on the main character.
Link to other subjects: Kiswahili deals with the skills of prediction and discussion of characters in texts.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify the main characters in the class reader.	Identifies the main characters in the class reader with precision.	Identifies the main characters in the class reader.	Identifies some of the main characters in the class reader.	Identifies some of the main characters in the class reader with assistance.
Ability to explain how the characters make the story flow.	Exceptionally explains how the characters make the story flow with clear illustrations.	Explains how the characters make the story flow.	Explains how the characters make the story flow, with prompting.	Has difficulty explaining how the characters make the story flow even with the assistance of peers.
Ability to make predictions based on the title and the portion the sections read.	Makes accurate predictions based on the title and the sections read innovatively.	Makes accurate predictions based on the title and the sections read.	Partially makes accurate predictions based on the title and the sections they have read.	Struggles to make accurate predictions based on the title and the section read.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.5 Writing	4.5.1 Paragraphing: Using examples and incidents (2 lessons)	By the end of the sub strand, the learner should be able to: outline examples and incidents to include in a paragraph, create a well- developed paragraph using examples and incidents, appreciate the importance of well- written paragraphs in writing.	The learner is guided to: share ideas on examples and incidents that can be included in a paragraph, develop a paragraph on leadership, in groups, using the ideas generated in their earlier discussion, present their paragraphs in class for peer review, use mind maps to generate examples and incidents for sample paragraphs, compose a paragraph based on suggested examples and incidents.	How can you organize your ideas logically? Why should we write coherently?
Core Competencies to be developed: Creativity and Imagination are enhanced as the learner creates a paragraph. This will help them to make connections between similar and related phenomena.
Pertinent and Contemporary Issues (PCIs) Diversity is developed as the learner collaborates with others to create a paragraph on leadership.
Values: Love- care and compassion for others are enhanced as learners present their paragraphs in class for peer review.
Link to other subjects: All language subjects as the learner organizes ideas in writing paragraphs.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to outline examples and incidents to include in a paragraph.	Confidently outlines examples and incidents to include in a paragraph.	Outlines examples and incidents to include in a paragraph.	Outlines some examples and incidents to include in a paragraph.	Attempts to outline examples and incidents to include in a paragraph.
Ability to create a well-developed paragraph using examples and incidents.	Creates a well- developed paragraph using all the examples and incidents appropriately.	Creates a well- developed paragraph using most of the examples and incidents appropriately.	Creates a well- developed paragraph using some of the examples and incidents.	Creates a well- developed paragraph using some of the examples and incidents with assistance from peers.

THEME 5.0: FAMILY
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
5.1 Listening and Speaking	5.1.1 Pronunciation: Sounds and Word Stress (2 lessons)	By the end of the sub strand the learner should be able to: identify the consonant and vowel sounds in words articulate consonants and vowel sound for oral fluency distinguish the meaning of, words on the basis of stress advocate the role of correct pronunciation in communication.	The learner is guided to: pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text, practice saying the short /i/ and the long /i:/ sounds in pairs, watch and listen to an audio- visual recording featuring selected consonants and vowel sounds, make a recording featuring learned sounds, practice saying words with the sounds/p/ as in pin ; /b/ as in bean, /k/ as in kin ; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly, distinguish the meaning of words based on stress, for example, project (verb) project (noun), play language games to distinguish word meaning on basis of stress, practice pronouncing minimal pairs containing the target sounds.	Why it is important to articulate sounds correctly? How can we improve our pronunciation?
Core Competencies to be developed: Digital Literacy as learners selects digital technology relevant to the tasks while watching and listening to audio visual recordings. Communication as learners speak clearly and effectively while articulating the sounds correctly. Collaboration is developed as the learner participates actively when making recordings of the target sounds in groups.
Pertinent and Contemporary Issues (PCIs) Self-esteem is developed as the learner practises pronunciation of sounds in groups. Social cohesion is enhanced as the learner makes sentences on family relationships.
Values: Unity: learners work together to record sounds and words
Link to other subjects: Kiswahili and other language subjects require correct articulation of sounds.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify consonant and vowel sounds in words.	Always identifies the consonant and vowel sounds in words correctly.	Identifies the consonant and vowel sounds in words correctly.	Sometimes identifies the consonant and vowel sounds in words correctly.	Struggles to identify consonant and vowel sounds in words.
Ability to articulate consonants and vowel sounds for oral fluency.	Articulates all the target consonant and vowel sounds correctly.	Articulates most of the target consonant and vowel sounds correctly.	Articulates some of the target consonant and vowel sounds correctly.	Articulates some of the target consonant and vowel sounds with some difficulty.
Ability to distinguish the meaning and the word classes of words with varying stress.	Distinguishes the meaning and word class of all the words by varying stress accurately.	Distinguishes the meaning and word class of most the words by varying stress accurately.	Distinguishes the meaning and word class of some the words by varying stress.	Distinguishes the meaning and word class of some the words by varying stress with assistance from peers.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
5.2 Reading	5.2.1 Study Skills: Synonyms and Antonyms (2 lessons	By the end of the sub strand, the learner should be able to: identify synonyms and antonyms of words from written texts spell synonyms and antonyms correctly for written fluency. use synonyms and antonyms in sentences appreciate the importance of correct use of words in communication.	The learner is guided to: use reference materials such as the encyclopedia and the dictionary to locate synonyms and antonyms, check the meaning and pronunciation of synonyms and antonyms from the dictionary search for synonyms and antonyms from print and digital texts create a crossword puzzle using synonyms and antonyms and share it online use synonyms and antonyms in sentences match words with their antonyms from a list of words, practice pronouncing synonyms and antonyms in pairs design and display a chart with antonyms and synonyms of words correctly spelled.	Why do we use antonyms and synonyms? Why is it important to spell words correctly?
Core Competencies to be developed: Digital Literacy: learner interacts with digital devices and uses them to access the online encyclopedia and dictionary Learning to learn: enhanced as learners work independently when looking up the words in the dictionary and encyclopedia.
Pertinent and Contemporary Issues (PCIs) Social cohesion is enhanced as learners construct sentences on varied issues such as family set- up using synonyms and antonyms of words.
Values: Patriotism is enhanced as learners gain a sense of belonging to the family.
Link to other subjects: Links to Kiswahili and other language subjects also have antonyms and synonyms.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify synonyms and antonyms of words from written texts.	Identifies synonyms and antonyms from written texts meticulously.	Identifies synonyms and antonyms from written texts.	Identifies some synonyms and antonyms from written texts with assistance.	Struggles to identify synonyms and antonyms of words from written texts.
Ability to spell synonyms and antonyms correctly.	Promptly spells all synonyms and antonyms correctly.	Spells of the synonyms and antonyms correctly.	Spells some of the synonyms and antonyms correctly.	Spells some of the synonyms and antonyms correctly with the assistance of peers.
Ability to use synonyms and antonyms in sentences.	Creatively uses synonyms and antonyms correctly in sentences.	Uses synonyms and antonyms correctly in sentences.	Uses some synonyms and antonyms correctly in sentences.	Needs assistance to use synonyms and antonyms in sentences.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
5.3. Grammar in Use	5.3.1. Word Classes: Comparative and Superlative Adjectives (2 lessons)	By the end of the sub strand the learner should be able to: identify comparative and superlative adjectives in texts, use comparative and superlative adjectives in communication, acknowledge the value of comparative and superlative forms of adjectives in communication.	The learner is guided to: identify comparative and superlative adjectives, from texts in pairs search online or offline for examples of comparative and superlative adjectives construct sentences using comparative and superlative adjectives play language games featuring adjectives use a substitution table to complete sentences featuring comparative and superlative adjectives use flashcards to categorize comparative and superlative adjectives compare various items within the environment using comparative and superlative adjectives. in groups.	How do we compare different people, places, and things? Why are comparisons important in life?
Core Competencies to be developed: Learning to learn developed as the learner organises their learning and searches online or offline for examples of comparative and superlative adjectives. Self-efficacy is enhanced as the learner uses flash cards to categorise adjectives into comparatives and superlatives successfully.
Pertinent and Contemporary Issues (PCIs) Self-awareness is enhanced as the learner identifies comparative and superlative adjectives, from texts on family relationships.
Values: Love is nurtured as the learner uses adjectives in the comparative and superlative form to express family relations.
Link to other subjects: Language subjects also focus on comparative and superlative adjectives

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify and categorise comparative and superlative forms of adjectives.	Identifies and categorises all comparative and superlative adjectives in a text.	Identifies all comparative and superlative adjectives in a text.	Identifies some comparative and superlative adjectives in a text.	Identifies comparative and superlative adjectives in a text with assistance
Ability to use comparative and superlative forms of adjectives.	Uses comparative and superlative adjectives with great clarity.	Uses comparative and superlative adjectives.	Uses some comparative and superlative adjectives.	Uses comparative and superlative adjectives with some difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
5.4. Reading	5.4.1 Intensive Reading: Oral Narratives (2 lessons	By the end of the sub strand, the learner should be able to: identify heroic characters in legends explain the moral lessons in legends discuss why legends are important in various, communities relate the characters in the legends to real life.	The learner is guided to: predict the actions of characters in legends read a heroic narrative- (legends) aloud in turns identify the characters in legends, discuss heroic acts in the legend, in groups relate legends to their actions, identify and discuss the moral lessons learned from legends reflect on the impact of their actions in the society discuss in groups, how he or she can collect narratives from the community use a mind map to show how the moral lessons in the narrative can be of benefit to the community research and identify the community needs to be addressed through the functional reading of legend narratives develop, in groups, legend narratives.	Why are heroes celebrated? Why are some people are considered heroic? What heroic acts have been done in your school or community? What challenges might one face when collecting narratives from the community?
Core Competencies to be developed: Citizenship is enhanced as learners use communication and interpersonal skills to build strong and supportive ties and cultural identity and developing a sense of belonging through reading and reflecting on the oral narratives. Critical thinking and problem-solving are developed as learners prepare and study instructions on how collecting narratives can be conducted in the community before the project begins.
Pertinent and Contemporary Issues (PCIs) Creative thinking is inculcated as the learners analyze the heroic actions of the characters in the oral narratives.
Values: Patriotism is enhanced as learners reflect on the impact of their own actions in the society.
Link to other subjects: Indigenous languages also have oral narratives and thus learning experiences can be shared.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify heroic characters in legends.	Identifies heroic characters in the oral narratives with descriptions.	Identifies heroic characters in the oral narratives.	Identifies some heroic characters in the oral narratives.	Identifies heroic characters in the oral narratives with assistance.
Ability to relate the characters in the legends to real life.	Relates all the characters in the legends to real life precisely.	Relates most of the characters in the legends to real life.	Relates some of the characters in the legends to real life.	Vaguely relates some of the characters in the legends to real life.
Ability to explain the moral lessons in legends.	Explains the moral lessons in legends with examples.	Explains the moral lessons in legends.	Explains some of the moral lessons in legends.	Explains some of the moral lessons in legends with assistance from peers.
Ability to discuss why legends are important in various communities.	Discusses why legends are important in various communities with confidence.	Discusses why legends are important in various communities.	Discusses why legends are important in various communities with some difficulty.	Discusses why legends are important in various communities with a lot of difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
5.5. Writing	5.5.1 Functional Writing: Friendly Letters (2 lessons	By the end of the sub strand, the learner should be able to: identify the parts of a friendly letter compose a friendly letter using the correct format Appreciate the role of friendly letters in communication.	The learners are guided to: read sample friendly letters identify and underline parts of a friendly letter in pairs create a friendly letter individually exchange the friendly letter with a peer for feedback incorporate the feedback obtained from a peer type the friendly letter on a digital device or display the letter on a chart display friendly letters for other learners to give feedback.	Why do we write friendly letters? When do we write friendly letters?
Core Competencies to be developed: Digital literacy is enhanced as the learner interacts with a digital device and uses it to type a friendly letter. Learning to learn is developed as the learner practices communicating constructively through friendly letters.
Pertinent and Contemporary Issues (PCIs) Creativity and imagination is enhanced as learners write friendly letters.
Values: Respect is developed as learners address their friends and family members respectfully in the letters.
Link to other subjects: Kiswahili emphasizes writing friendly letters as one of the skills to be acquired.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify the parts of a friendly letter.	Accurately identifies all the parts of a friendly letter.	Identifies all the parts of a friendly letter.	Identifies some parts of a friendly letter.	Struggles to identify the parts of a friendly letter.
Ability to compose a friendly letter using the correct format on a digital device.	Composes a clear and precise friendly letter using the correct format artistically.	Composes a friendly letter using the correct format.	Composes a friendly letter using the correct format with assistance	Composes a friendly letter but fails to use the correct format.

THEME 6.0: DRUG AND SUBSTANCE ABUSE
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
6.1 Listening and Speaking	6.1.1 Conversational Skills: (2 lessons)	By the end of the sub strand, the learner should be able to: identify verbal and non- verbal forms of polite interruptions, apply turn-taking skills in different speaking contexts, use verbal and non- verbal cues to interrupt a conversation politely, acknowledge the importance of politeness in communication.	The learner is guided to: watch a live or recorded dialogue depicting turn taking skills and interrupting politely, practice in pairs interrupting someone politely, practice turn taking in a conversation with peers, watch short videos of conversations or television programes and identify instances of turn taking and polite interruptions, listen to a radio talk show and pick out polite words and expressions, write examples of polite words and expressions on sticky notes or flash cards and paste them on the wall or class noticeboard, make posters showing polite expressions as well as ways of interrupting someone politely, make posters on turn taking skills and polite interruptions and display them, role play a dialogue on the effects of drug and substance abuse in pairs, recite a conversational (choral) verse, make an audio or video recording and share it on WhatsApp, email or social media.	How can you interrupt a conversation politely? Why should people speak one at a time in a conversation? How can you ensure that you do not dominate a conversation?
Core Competencies to be developed: Communication is enhanced as learners take turns in real life conversations and role play. This enhances effective speaking. Collaboration is developed as learners contribute to group decision making during the role play.
Pertinent and Contemporary Issues (PCIs) Alcohol and substance abuse as learners are sensitized on the negative effects of drug and substance abuse through role play.
Values: Peace: Turn taking and polite interruptions in conversations ensure harmony Respect: By practicing the skills of turn taking and interrupting politely, learners learn to respect the opinion and space of others.
Link to other subjects: Kiswahili addresses the skills of turn taking and interrupting politely

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify verbal and non- verbal forms of polite interruptions.	Consistently identifies turn-taking skills and polite interruptions in conversations.	Identifies turn-taking skills and polite interruptions in conversations.	Sometimes identifies turn-taking skills and polite interruptions in conversations.	Identifies turn-taking skills and polite interruptions in conversations with the assistance of peers.
Ability to apply turn- taking skills in different speaking contexts.	Applies turn-taking skills and polite interruptions in conversations at all times	Applies turn-taking skills and polite interruptions in conversations.	Sometimes applies some turn-taking skills and polite interruptions in conversations.	Attempts to apply some turn-taking skills and polite interruptions in conversations with the assistance of peers.
Ability to use verbal and non-verbal cues to interrupt a conversation politely.	Uses verbal. and non- verbal cues to interrupt a conversation politely in a captivating manner	Uses verbal and non- verbal cues to interrupt a conversation politely.	Uses some of the selected verbal and non-verbal cues to interrupt a conversation politely.	Uses some verbal and non-verbal cues to interrupt a conversation politely with assistance.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
6.2 Reading	6.2.1 Reading: Fluency (2 lessons	By the end of the sub strand, the learner should be able to: identify instances of expressive reading from a reading or digital text, read a text at the right speed, accurately and with expression, appreciate the importance of reading fluency in communication.	The learner is guided to: view a variety of video clips featuring well-read scripts related to the theme watch news clips from a favourite television programme/presenter and comment on the presenter’s speed, accuracy and expression, brainstorm on ways of reading effectively reflect on the qualities of a good reader read a text such as a poem, a narrative or dialogue with: with appropriate expressions with accuracy right speed, listen to a text read by a peer and provide feedback engage in a readers’ theatre in groups and read a poem, narrative or dialogue read a choral verse in pairs or small groups, time himself or herself while reading an excerpt of a text participate in activities that enhance reading fluently such as reader’s theatre, paired reading, echo reading, repeated reading and choral reading.	Why is it important to read fluently? How does the appropriate use of verbal and non- verbal cues enhance reading fluency?
Core Competencies to be developed: Learning to learn is developed as the learner builds on own learning experiences by listening and modelling fluent reading. Self-efficacy is developed as learners document- success criteria while timing themselves as they read excerpts in pairs Communication and collaboration – enhanced as the learner speaks clearly and effectively when reciting a choral verse.
Pertinent and Contemporary Issues (PCIs) Critical thinking is enhanced as the learner views a video and comments on whether a speaker reads accurately, at the right speed and with expressions.
Values: Responsibility is enhanced as learners read texts on drug and substance abuse prevention. Respect is achieved as learners listen to their peers reading.
Link to other subjects: Performing arts: fluent reading is essential in drama and poem recitations. All languages emphasise fluent reading.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify instances of expressive reading read text or audio book with ease.	Identifies all instances of expressive reading from a read text or audio book interestingly.	Identifies all instances of expressive reading from a read text or audio book.	Identifies some instances of expressive reading from a read text or audio book.	Identifies some instances of expressive reading from a read text or audio book with assistance.
Ability to read a text at the right speed, accurately and with expression.	Exuberantly, reads a text at the right speed, accurately and with expression.	Reads a text at the right speed, accurately and with expression.	Reads a text at the right speed, with some hesitations and mispronounces some sounds and words.	Reads a text at the right speed, with many hesitations and mispronounces most sounds and words.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
6.3 Grammar In Use	6.3.1 Word Classes: Adverbs (2 lessons)	By the end of the sub strand, the learner should be able to: identify adverbs of time, place and manner in texts use adverbs of time, place and manner in different contexts acknowledge the value of adverbs of manner, time and place in communication.	The learner is guided to: read a print or non-print text on drug and substance abuse in pairs identify the adverbs of time, place and manner used in the text categorise adverbs of time, place and manner from word lists or flash cards construct sentences using adverbs of time, place and manner use adverbs of time, place and manner in a role play, hot seating or simulation and make a video recording in groups share a story or dialogue featuring adverbs of time, place and manner.	Why is it important to describe where, when and how something happens? Which words do we use to describe different actions?
Core Competencies to be developed: Critical thinking and problem solving – using logical reasoning as learners think of different ways to describe manner, time and place Learning to learn - organising own learning as learners identify and use different types of adverbs
Pertinent and Contemporary Issues (PCIs) Drug and Substance Abuse: learners read different print and non- print texts on drug and substance abuse and learn the negative effects of the same.
Values: Responsibility: learners record videos and describe the events with peers, they act responsibly
Link to other subjects: Kiswahili and Indigenous Languages have adverbs as a word class Physical Education and Sports, Agriculture and Home Science since learners describe processes using adverbs of manner

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify adverbs of time, place and manner in texts.	Identifies adverbs of time, place and manner in texts impeccably	Identifies adverbs of time, place and manner in texts.	Identifies some adverbs of time, place and manner in texts.	Identifies some adverbs of time, place and manner in texts with assistance.
Ability to use adverbs of time, place and manner in different contexts.	Eagerly uses adverbs of time, place and manner in sentences correctly.	Uses adverbs of time, place and manner in sentences correctly.	Uses some adverbs of time, place and manner in sentences correctly.	Uses some adverbs of time, place and manner in sentences with assistance from peers.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
6.4 Reading	6.4.1Intensive Reading: Oral literature Songs (2 lessons)	By the end of the sub strand, the learner should be able to: identify repeated words and phrases in lullabies, use appropriate techniques when performing lullabies, pick out key messages communicated in lullabies, appreciate the importance of lullabies in real life.	The learner is guided to: listen to audio recordings of lullabies view videos of lullabies and identify instances of repetition, perform a lullaby and make a recording, pick out key messages communicated in lullabies, share ideas on the key messages that are addressed in lullabies, discuss in groups the functions of lullabies, collaborate to compose songs, sing and record lullabies from their immediate environment, create lullabies in groups and perform them in class, identify characters in different lullabies.	What is the difference between a lullaby and other songs? How are songs similar to poems? What similarities exist in lullabies across communities?
Core Competencies to be developed: Creativity and Imagination is developed as learners discuss different functions of lullabies; they develop their sense of imagination. Critical Thinking is enhanced as learner researches information about lullabies.
Pertinent and Contemporary Issues (PCIs) Peace Education is enhanced as learners collaborate in singing and recording lullabies from their immediate environment.
Values: Social justice is achieved as learners collaborate- in singing and recording lullabies from their immediate environment.
Link to other subjects: Performing Arts: singing lullabies involves performance.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify repeated words and phrases in lullabies.	Enthusiastically identifies all the repeated words and phrases in lullabies.	Identifies all the repeated words and phrases in lullabies.	Identifies some of the repeated words and phrases in lullabies.	Identifies some of the repeated words and phrases in lullabies with assistance.
Ability to use appropriate techniques when performing lullabies.	Passionately uses appropriate techniques when performing lullabies.	uses appropriate techniques when performing lullabies.	Uses some appropriate techniques when performing lullabies.	Uses some appropriate techniques when performing lullabies with guidance.
Ability to pick out key messages communicated in lullabies.	Aptly picks out all the key messages communicated in lullabies.	Picks out all of the key messages communicated in lullabies.	Picks out some of the key messages communicated in lullabies.	Tries to pick out key messages communicated in lullabies.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
6.5 Writing	6.5.1 Mechanics of Writing: commonly misspelt words (2 lessons)	By the end of the sub strand, the learner should be able to: recognise commonly misspelt words in texts, use commonly misspelt words correctly in written texts, value the relationship between accurate spelling and effective written communication.	The learner is guided to: mention words that are difficult to spell correctly, search for commonly misspelt words from textbooks and online sources, in pairs, discuss in groups ways of correcting commonly misspelt words, Correct texts with wrong spellings of irregular plural nouns for example knife –knives; ox-oxen; fox-foxes; child-children; thief- thieves; lady – ladies; monkey –monkeys, and –ing verbs formed from verbs with final –e for example love – loving, dine – dining, explain to peers the effects of correct spelling on written communication engage in spelling games such as crossword puzzles, write a story or dialogue on contemporary issues, for example, keeping my neighborhood safe, using the commonly misspelt words and share it with peers for feedback	What makes some words difficult to spell? How can we improve our spelling?
Core Competencies to be developed: Communication is enhanced as learners write clearly and spell words correctly. Collaboration is developed as learners contribute to group decision making in spelling games.
Pertinent and Contemporary Issues (PCIs) Peace Education is enhanced as learners engage in discussions and games.
Values: Peace is enhanced as learners engage in spelling games
Link to other subjects: Performing arts – correct spelling is required in scripting texts for performance Visual arts – graphics need to be written in correct spelling

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to recognize commonly misspelt words in texts.	Promptly recognizes all commonly misspelt words in texts.	Recognizes most commonly misspelt words in texts.	Recognizes some commonly misspelt words in texts.	Recognizes commonly misspelt words in texts with assistance.
Ability to use commonly misspelt words correctly in written texts	Carefully and clearly uses commonly misspelt irregular words in a written text	Uses commonly misspelt words in written texts	Uses some commonly misspelt words in written texts	Has difficulty using commonly misspelt words in written texts

THEME 7.0: NATURAL RESOURCES – FORESTS
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
7.1Listening and Speaking	7.1.2 Listening Comprehension: Listening for Details (2 lessons)	By the end of the sub strand, the learner should be able to: identify clues that signal details from a listening text, take detailed notes on a listening text, acknowledge the importance of listening for details.	The learner is guided to: search online or offline for signposts that introduce details in an oral text, listen and identify words that introduce different types of details that indicate: addition such as first, also, moreover; emphasis such as important note, especially, particularly; comparison such as. like, similarly, just as contrast such as but, however, on the other hand; illustration such as for example, for instance, such as, cause-and-effect such as because, therefore, so that, discuss kinds of details one should look out for from a text. The details could include: numbers, figures, points, facts, examples, people, places, behavior and opinions, listen and note the clues signaling details from a peer, listen to a live or recorded oral presentation on a pertinent and contemporary issue such as natural resources, for example, forests, and take specific details, role play, in turns, oral presentations in pairs as the partner takes notes, compare the notes in groups, then revise and display them for review.	How can you tell the key information from a listening text? What factors interfere with one’s ability to listen well? How can you tell that people are listening attentively?
Core Competencies to be developed: Self-efficacy is developed as learners listen for detail thus making them confident in note-taking skills. Communication and collaboration are enhanced as learners role-play and make oral presentations. This enhances the learner’s ability to listen keenly.
Pertinent and Contemporary Issues (PCIs) Environmental and social issues as learners listen to texts on natural resources.
Values: Patriotism is enhanced as learners listen to texts on natural resources thereby making them develop a sense of belonging.
Link to other subjects: Social studies provide the context where the listening texts on Natural resources and forests can be obtained from. German, French, Chinese, and Arabic require note taking as part of the listening skill.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Identifying clues that signal details from a listening text.	Identifies all the clues that signal details from a listening text.	Identifies clues that signal details from a listening text.	Identifies some clues that signal details from a listening text.	Struggles to identify some clues that signal details from a text.
Taking notes of details from a listening text.	Takes detailed notes of all the details from a listening text.	Takes notes of details from a listening text.	Takes notes of some from a listening text.	Takes notes of some details from the text with assistance.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
7.2 Reading	7.2.1Intensive Reading: Visuals (2 lessons)	By the end of the sub strand, the learner should be able to identify types of information conveyed by visuals for comprehension, interpret visuals for information, appreciate the importance of visual, interpretation skills in different texts.	The learner is guided to: list common visuals like road signs, photographs, billboards, search online and offline for different types of information visuals convey such as stories, messages, feelings or emotions, relationships, mood, discuss class/school/ community/ national needs or issues that can be addressed by visuals, answer comprehension questions on the visuals, apply comprehension strategies such as prediction, making connections, inferences, questioning, and visualizing in interpreting visuals, create stories or songs from visuals, discuss visuals of national importance like the national flag, the Kenyan currency, discuss the importance of developing visual interpretation skills for a full understanding of messages, use digital devices to create simple visuals through photographing, drawing and making realia on natural resources.	How does observation of real items help us understand what we are being taught? What is the importance of pictures and photographs that accompany written texts?
Core Competencies to be developed: Digital literacy is enhanced as learners search for different types of information conveyed through visuals. Citizenship as learners discuss national symbols such as the national flag and currency enhances patriotism.
Pertinent and Contemporary Issues (PCIs) Environmental conservation is enhanced as learners create visuals on natural resources
Values: Patriotism is enhanced as learners discuss visuals like the national flag and visuals on the Kenyan currency. Integrity is enhanced through discussions on the evils of corruption
Link to other subjects: Visual arts deals with creating and interpreting visuals. Computer sciences – In computer science, computers are used to create and display visuals. Humanities, Mathematics, and sciences use visuals like maps, graphs, and charts.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify types of information conveyed by visuals for comprehension.	Immaculately identifies types of information conveyed by visuals for comprehension.	Identifies types of information conveyed by visuals for comprehension.	Identifies some types of information conveyed by visuals for comprehension.	Identifies some types of information conveyed by visuals for comprehension with support.
Ability to interpret visuals for information.	Interprets visuals for information with exceptional insight.	Interprets visuals for information.	Interprets some visuals for information.	Interprets some visuals for information with support.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
7.3 Grammar in Use	7.3.1 Word Classes: Personal and possessive pronouns. (2 lessons)	By the end of the sub strand, the learner should be able to: distinguish between personal and possessive pronouns in sentences, use personal and possessive pronouns in sentences appropriately, appreciate the value of proper use of pronouns.	The learner is guided to: pick out personal and possessive pronouns from print and nonprint texts on natural resources in pairs, use personal pronouns to refer to people in a class, construct sentences using personal pronouns, in groups, write a paragraph using possessive pronouns, construct sentences using personal pronouns from substitution and completion tables, draw a chart with singular/plural, subjective, and objective personal pronouns and display them for peer review.	What is the difference between personal and possessive pronouns? How can you avoid unnecessary repetition in sentences? Why should we avoid unnecessary repetition?
Core Competencies to be developed: Communication is enhanced by the correct use of pronouns
Pertinent and Contemporary Issues (PCIs) Social cohesion is enhanced as learners use personal pronouns to refer to people in the class.
Values: Respect is enhanced as learners use pronouns to construct sentences to refer to others in the class.
Link to other subjects: Computer Science: Digital skills are enhanced as learners refer to print and non-print materials to search for personal pronouns French, German, Chinese and Arabic cover pronouns in grammar.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to distinguish between personal and possessive pronouns in texts.	Distinguishes between personal and possessive pronouns in texts avidly.	Distinguishes between personal and possessive pronouns.	Distinguishes between some personal and possessive pronouns in texts.	Distinguishes between some personal and possessive pronouns in texts with assistance.
Ability to use personal and possessive pronouns in sentences.	Uses all personal and possessive pronouns excellently.	Uses personal and possessive pronouns in sentences.	Uses some personal and possessive pronouns in sentences.	Attempts to use personal and possessive pronouns in sentences.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
7.4 Reading	7.4.1Intensive Reading: Characters in class readers. (2 lessons)	By the end of the sub strand, the learner should be able to: identify minor characters in a class reader, Discuss the relationships between different minor characters in the class reader, appreciate the place of minor characters in the class reader.	The learner is guided to: read and identify minor characters in a class reader, search online and offline for words and phrases used to describe relationships between characters, discuss how the characters relate with each other, in groups, hot seat different minor characters to bring out their relationships, in groups, link characters reactions to the relationships they are in.	How can you tell the difference between a main and a minor character in a story? How would you describe the behavior of your classmates?
Core Competencies to be developed: Critical thinking: linking the relationships between characters in the class reader enhances the learner’s ability to link various issues Collaboration: hot seating different minor characters to bring out their relationships.
Pertinent and Contemporary Issues (PCIs) Citizenship is enhanced as learners discuss the character traits and relationships of some of the characters in the text read.
Values: Social justice is developed as learners discuss in groups the relationships between characters.
Link to other subjects: Performing Arts uses hot seating for the actors to internalize their roles.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify and discuss the role of the minor characters in a class reader.	Identifies and discuss the role of the minor characters in a class reader.	Identifies and discusses the role of the minor characters in a class reader.	Fairly Identifies and discusses some of the roles of the minor characters in a class reader.	Identifies and discusses the role of the minor characters in the text with difficulty.
Ability to discuss the relationships between different minor characters in the class reader.	Discusses the relationships between the different minor characters in the class reader with ease.	Discusses the relationships between different minor characters in the class reader.	Discusses the relationships between some different minor characters in the class reader.	Discusses the relationships between few different minor characters in the class reader with a lot of difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
7.5 Writing	7.5.1 Composition Writing: Writing Process (2 lessons)	By the end of the sub strand, the learner should be able to: outline the steps in the writing process, Write a narrative composition following the writing process, acknowledge the role of writing fluency in communication.	The learner is guided to: watch a video of learners going through the writing process, read samples of well-written texts and highlight features that make them outstanding, discuss the writing process giving details of what each entails on a mind map, suggest the most suitable topics on issues like natural resources or saving forests for practising the writing process, practise, in groups, the writing process, for example by: prewriting: drafting: editing: revising publishing, write a narrative composition following the writing process and share using a digital device for peer review. review the effectiveness of the writing process in writing compositions.	What should you consider before you begin writing a composition? What contributes to a well written composition?
Core Competencies to be developed: Digital Literacy is developed as learners share the compositions using a digital device for peer review Creativity and imagination is developed as learners mind -map on the idea to be written in the narrative composition using the writing process
Pertinent and Contemporary Issues (PCIs) Environmental Conservation is addressed by the narrative compositions on natural resources.
Values: Responsibility is enhanced as learners practise writing on natural resources, they learn how to conserve the environment.
Link to other subjects: All languages: Kiswahili, German, Arabic and French - Composition writing is a component of writing in all languages. Agriculture involves reading and writing about management of natural resources like soil and forests.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to outline the steps in the writing process.	Precisely outlines the steps in the writing process.	Outlines the steps in the writing process.	Outlines some steps in the writing process.	Outlines few steps in the writing process.
Ability to write a narrative composition following the writing process.	Write a narrative composition following the writing process in a focused and clear manner	Composes a narrative composition following the writing process.	Composes a fairly written narrative composition following the writing process.	Composes a fairly written narrative composition following the writing process with assistance.

THEME 8.0: TRAVEL
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
8.1 Listening and Speaking	8.1.1Listening Comprehension: Explanatory Narratives (1 lesson)	By the end of the sub strand, the learner should be able to: identify the characters and moral lessons in explanatory narratives, sequence the events in explanatory narratives, explain the moral lessons in an explanatory narrative acknowledge the importance of listening comprehension in communication	The learner is guided to: listen to a recording of an explanatory narrative from a digital device and retell the story search online and offline for information on explanatory narratives dramatise dialogues in the explanatory narratives role play the story telling session identify the moral lessons and relate them to real life situations discuss behaviour of the characters in the explanatory narratives, in pairs create an explanatory narrative- and share it through WhatsApp, social media among others	How can you tell a lesson that you can learn from a narrative? Why do people tell narratives? What are the functions of oral narratives?
Core Competencies to be developed: Digital Literacy is developed as learners manipulate digital devices and use them to create stories and share them with others Communication and collaboration -speaking clearly and effectively as learners dramatize narratives and discuss moral lessons.
Pertinent and Contemporary Issues (PCIs) Digital citizenship is enhanced as learners gain a sense of identity and belonging by listening and responding to explanatory narratives derived from various communities.
Values: Patriotism is promoted as learners listen and respond to explanatory narratives and moral lessons and relating them to their real life, thereby becoming better citizens.
Link to other subjects: Social studies also emphasizes the application of moral lessons. Performing arts also employs role-playing narratives in performances.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the characters and moral lessons in explanatory narratives.	Distinctively identifies the characters and moral lessons in explanatory narratives.	Identifies most of the characters and moral lessons in explanatory narratives.	Identifies some of the characters and moral lessons in explanatory narratives.	Identifies the characters and moral lessons in explanatory narratives with guidance from peers.
Ability to sequence the events in explanatory narratives.	Sequences the events in explanatory narratives impeccably	Sequences all the events in explanatory narratives.	Sequences of the events in explanatory narratives on some occasions.	Makes some attempt to sequence some of the events in explanatory narratives but with difficulty.
Ability to explain the moral lessons in an explanatory narrative.	Explains the moral lessons in an explanatory narrative with appropriate and adequate examples.	Explains the moral lessons in an explanatory narrative.	Explains some moral lessons in explanatory narrative.	Explains the moral lessons in an explanatory narrative with assistance.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
8.2 Reading	8.2.1 Intensive Reading (2 lessons)	By the end of the sub strand, the learner should be able to: distinguish main ideas from supporting details from poems, use contextual clues to infer the meaning of words and phrases in a text, make connections between events in a poem and real life, summarize events in a poem answer direct and inferential questions from poems, acknowledge the role of reading comprehension in lifelong learning.	The learner is guided to: search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation, visualize events, people, and places in poems, predict events in poems, utilize digital devices to check the meanings of words, infer meanings of vocabulary based on contextual clues, answer direct and inferential questions in pairs, summarize main issues from poems create word puzzles with learned vocabulary and share them online, relate the issues in a set poem to real life.	How can you identify the subject in a poem? How are poems similar to songs?
Core Competencies to be developed: Digital Literacy is enhanced as learner creates a word puzzle and shares it online using digital devices. Critical thinking and problem-solving are developed as learners interpret and evaluate issues highlighted in poems and relate them to real life.
Pertinent and Contemporary Issues (PCIs) Peace is enhanced as learners work in groups to evaluate issues highlighted in poems.
Values: Respect is enhanced as learners respect each other’s opinions as they work together.
Link to other subjects: Social Studies and Business Studies require reading for interpretation and evaluation.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to distinguish main ideas from supporting details in poems	Confidently distinguishes main ideas from supporting details in poems	Distinguishes main ideas from supporting details in poems	Distinguishes some main ideas from supporting details in poems	Distinguishes some main ideas from supporting details in poems with assistance
Ability to use contextual clues to infer the meaning of words and phrases in a text	Elaborately uses contextual clues to infer the meaning of words and phrases in a text	Uses contextual clues to infer the meaning of words and phrases in a text	Uses contextual clues to infer the meaning of some words and phrases in a text	Uses contextual clues to infer the meaning of few words and phrases in a text
Ability to make connections between events in a poem and real life.	Make connections between events in a poem and real life insightfully	Make connections between events in a poem and real life	Makes some connections between events in a poem and real life	Makes some connections between events in a poem and real life but with some difficulty.
Ability to summarize events in a poem.	Summarizes events in a poem elaborately	Summarizes events in a poem	Summarizes some events in a poem	Summarizes few events in a poem
Ability to answer direct and inferential questions from poems.	Zealously answers direct and inferential questions from poems	Answers most direct and inferential questions from poems	Answers some direct and inferential questions from poems	Answers direct and inferential questions from poems with assistance

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
8.3 Grammar in Use	8.3.1 Word Classes: Simple Prepositions (2 lessons)	By the end of the sub strand, the learner should be able to: identify different types of prepositions, use prepositions in sentences, attest to the importance of well- formed sentences in communication.	The learner is guided to: identify and underline simple prepositions (agent, instrument, and direction) in texts, search online and offline for examples of simple prepositions, read texts and identity simple prepositions, complete sentences using a substitution table, match simple prepositions with the word they collocate with, Watch video clips and identify simple propositions, construct sentences using prepositions, in groups, create a crossword puzzle featuring simple prepositions and the words or phrases they collocate with, share the puzzles online, on posters, charts, or through WhatsApp.	What is the function of prepositions in sentences? How do we show the relationship between words? How can you ensure all your sentences are correctly written?
Core Competencies to be developed: Digital Literacy developed as learners manipulate digital devices and use them to create word puzzles and share them with others Communication and Collaboration are enhanced as learners speak clearly and effectively during dramatization of narratives and discussion of moral lessons.
Pertinent and Contemporary Issues (PCIs) Social cohesion is enhanced as learners work in groups and cohesively as they give each other feedback.
Values: Unity is enhanced as learners work together to construct sentences using prepositions.
Link to other subjects: Languages like French, German, Arabic, and Kiswahili have prepositions as an area of study

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify different types of prepositions.	Keenly identifies different types of prepositions.	Identifies different types of prepositions.	Identifies some types of prepositions.	Struggles to identify types of prepositions.
Ability to use prepositions in sentences.	Remarkably uses the prepositions in sentences correctly.	Uses prepositions in sentences correctly.	Uses some prepositions in sentences correctly.	Uses prepositions in sentences with the help of peers.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
8.4 Reading	8.4.1 Intensive Reading: Poetry (2 lessons)	By the end of the sub strand the learner should be able to: identify the human characters in a set of poems use adjectives to describe the traits of human characters in a set of poems appreciate the importance of human characters in poetry.	The learner is guided to: read a given poem and identify the human characters search online and offline for adjectives that can be used to describe characters discuss what each character does or says in each poem role play a given poem to bring out the characters’ actions take video clips of the role play and share them as they discuss their performances paste sticky notes containing character traits identified relate the human characters in the poem with real life lessons.	How do we identify characters in a given poem? Why are human characters important in poetry? How can you identify the lessons learned from poems?
Core Competencies to be developed: Communication and collaboration are enhanced as learners contribute to group decision-making by participating actively in the discussion on what each character does or says in each poem. Learning to learn is developed as learners build on their own learning experiences while relating the human characters in the poem with real life situations.
Pertinent and Contemporary Issues (PCIs) Social cohesion is enhanced as learners relate human characters to real life.
Values: Peace: learners bond as they work in groups Love: learners relate human characters to real life, they grow to love each other
Link to other subjects: Peace: learners bond as they work in groups Love: learners relate human characters to real life, they grow to love each other

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the human characters in a set of poems.	Promptly identifies the human characters involved in a set of poems.	Identifies the human characters involved in a set of poems.	Identifies some of the human characters involved in a set of poems.	Identifies the human characters involved in a set of poems with difficulty
Ability to use appropriate adjectives to describe the traits of human characters in a set of poems.	Stunningly uses appropriate adjectives to describe the traits of human characters in a set of poems.	Uses appropriate adjectives to describe the traits of human characters in a set of poems.	Uses some appropriate adjectives to describe the traits of human characters in a set of poems with prompting	Uses appropriate adjectives to describe the traits of human characters in a set of poems with difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
8.5 Writing	8.5.1Composition Writing: Self-Assessment (2 lessons)	By the end of the sub strand the learner should be able to: identify steps involved in the assessment of narrative compositions, write narrative compositions and assess the introduction, body, and conclusion, appreciate the importance of assessment in improving narrative composition writing.	The learner is guided to: search online and offline for information on the aspects of self-assessment when writing a narrative composition, practice assessing own narrative composition, watch a video or listen to a recording on how to peer assess a composition, plan, organize, and write a composition, on travel, and share it with peers for review, identify and correct spelling, punctuation, and grammatical errors using a given checklist.	Why is it important to assess writing? How can one improve their composition writing skills?
Core Competencies to be developed: Collaboration is enhanced as learners participate actively in the writing activity when working in pairs, sharing and assessing each other’s narrative composition. Learning to learn is achieved as learners organize their learning while writing and assessing his or her narrative composition before sharing with peers for assessment.
Pertinent and Contemporary Issues (PCIs) Peer education is enhanced as learners assess each others compositions.
Values: Integrity is achieved as learners learn to be honest and truthful while assessing their own and others compositions.
Link to other subjects: French, German, Chinese and Arabic involve narrative composition writing

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify introduction, body, and conclusion of a narrative composition.	Identifies the introduction, body, and conclusion of a narrative impressively and with examples.	Identifies the introduction, body, and conclusion of a narrative.	Identifies the introduction, body, and conclusion of a narrative occasionally	Identifies the introduction, body, and conclusion of a narrative with help from others.
Ability to assess narrative compositions using a given checklist.	Exceptionally and with detailed comments assesses the narrative compositions using the check-list given.	Assesses narrative compositions using the check-list given.	Assesses narrative compositions using the check-list with assistance	Struggles to assess narrative compositions with the check-list given.

THEME 9.0: HEROES AND HEROINES - KENYA
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
9.1 Listening and Speaking	9.1.1 Pronunciation: Consonant and Vowel Sounds (2 Lessons)	By the end of the sub strand, the learner should be able to: articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words articulate correctly vowel sounds /ʊ/ and /uː/ in words, pronounce words correctly using stress, distinguish the meaning of words based on stress, acknowledge the importance of correct pronunciation in oral communication.	The learner is guided to: listen to audio clips and watch video clips with the sounds /t/, /d/, /l/, /r, /, /ʊ/ and /uː/ in words articulate the following consonants and vowel sounds in groups: /t/ as in toll /d/as in doll /l/ as in liver /r/ as in river /ʊ/ as in pull, bull; /uː/ as in pool, book, watch an oral presentation and pick out words with the target sounds, practice pronouncing words with the target consonant and vowel sounds, in pairs, sort words based on pronunciation of the target, consonant and vowel sounds recite poems or sing songs on national heroes with the target sounds, say tongue twisters with the target consonant and vowel sounds, listen to audio featuring a variety of words and classify them in their word classes according to the stressed syllables, engage in pronunciation drills on stress for distinguishing word class, underline stressed syllables in words discuss the importance of correct pronunciation and use of stress in conveying meaning reflect on the target consonant and vowel sounds and identify those they struggle with for further practice.	Why should you pronounce words correctly? Why do people find it difficult to pronounce some words? In what ways can one improve own pronunciation?
Core Competencies to be developed: Digital literacy is enhanced as learners listen to audio clips and watch videos on pronunciation Learning to learn is emphasized as learners build on their own experiences by reflecting on the target consonant and vowel sounds and identify those they struggle with for further practice.
Pertinent and Contemporary Issues (PCIs) Patriotism and Good Governance are enhanced as learners sing songs and recite poems on national heroes/ heroines.
Values: Patriotism is enhanced through poems on nationalism Unity is enhanced in the songs on nationalism
Link to other subjects: All language subjects focus on pronunciation as a basic skill. Performing Arts emphasises clear enunciation in performances.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words.	Excellently articulates correctly the consonant sounds /t/, /d/, /l/, /r/ in words	Articulates correctly the consonant sounds/t/, /d/, /l/, /r/ in words.	Articulates correctly some of the consonant sounds/t/, /d/, /l/, /r/ in words.	Articulates correctly few of the consonant sounds/t/, /d/, /l/, /r/ in words.
Ability to articulate correctly vowel sounds /ʊ/ and /uː/ in words	Passionately articulates correctly vowel sounds /ʊ/ and /uː/ in words, with ease	Articulates correctly some of the consonant sounds/t/, /d/, /l/, /r/ in words.	Sometimes articulates correctly vowel sounds /ʊ/ and /uː/ in words with assistance	Attempts to articulate correctly vowel sounds /ʊ/ and /uː/ in words even with the assistance of others
Ability to pronounce words correctly using stress	Conspicuously pronounces words correctly while using stress.	Pronounces words correctly using stress	Occasionally pronounces words using stress correctly.	Has difficulty pronouncing words using stress correctly.
Ability to give the meaning of words based on stress.	Impressively gives the meaning of words based on stress with examples	Gives the meaning of words based on stress	Gives the meaning of some words based on stress	Gives the meaning of words based on stress with assistance

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
9.2 Reading	9.2.1 Extensive Reading: Grade appropriate fiction materials (2 lessons)	By the end of the sub strand, the learner should be able to: select a variety of fictional texts for extensive reading read fictional texts for information and enjoyment, appreciate the importance of fiction in life.	The learner is guided to: identify fictional material to read by looking at the cover page, blurb, and title read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text list down new words and phrases encountered re-tell the story in their own words dramatise a section of the text and record themselves relate the ideas expressed in fiction to real life read fiction materials for enjoyment.	Why is it important to read fictional materials? How can a reading culture be developed? What should you consider when selecting fictional texts for reading?
Core Competencies to be developed: Learning to learn as learners select fictional texts for reading
Pertinent and Contemporary Issues (PCIs) Citizenship as they are exposed to individual and cultural differences through extensive reading
Values: Patriotism: Reading on national heroes and heroines inculcates patriotism.
Link to other subjects: Language subjects like Indigenous Languages, French, Arabic, and Chinese have fiction as a genre.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify and select a variety of fictional texts for extensive reading.	Identifies and selects a variety of fictional texts for extensive reading immaculately.	Identifies and selects a variety of fictional texts for extensive reading.	Identifies and selects a variety some of fictional texts for extensive reading with assistance.	Identifies and selects a few fictional texts for extensive reading even with prompting.
Ability to read and explain imaginary ideas in a fictional text.	Reads and explains incredibly imaginary ideas in a given fictional text.	Reads and explains imaginary ideas in a given fictional text	Reads and explains some imaginary ideas in a given fictional text	Reads and explains imaginary ideas in a given fictional text with assistance

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
9.3 Grammar In Use	9.3.1 Word Classes: Conjunctions and, but, or (2 lessons)	By the end of the sub strand, the learner should be able to: identify the conjunctions and, but and or in sentences, use and, but and or in sentences accurately, appreciate the importance of proper use of conjunctions in written and spoken contexts.	The learner is guided to: search, in pairs, online and offline for the use of the conjunctions and, but and or in texts, identify the conjunctions and, but and or from different texts, construct sentences using the conjunctions and, but and or, in groups fill in substitution and completion tables using the conjunctions and, but and or create and share a story or dialogue on heroes in Kenya, using the conjunctions and, but and or discuss the importance of proper use of conjunctions in sentences.	How do the words and, but and or help in conversation? Why is it important to communicate clearly? which words would you use to replace and but and or in a conversation? How can you tell that joining words have been used well?
Core Competencies to be developed: Self-efficacy is developed as learners pay attention to details and use the conjunctions in different circumstances. Learning to learn is achieved as learners to share what they have learnt as they create and share stories or songs in heroes and heroines in Kenya.
Pertinent and Contemporary Issues (PCIs) Patriotism is enhanced as learners create and share stories on local heroes
Values: Patriotism: National heroes and heroines are focused on in the story. Peace: Learners acquire skills of working in harmony as they work in pairs and groups.
Link to other subjects: Languages like French, German, Arabic, and Chinese address the correct usage of conjunctions.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the conjunctions and, but and or in sentences.	Consistently identifies the conjunctions and, but and or in sentences correctly.	Identifies the conjunctions and, but and or in sentences.	Sometimes identifies the conjunctions and, but and or in sentences.	Attempts to identify the conjunctions and, but and or in sentences.
Ability to use the conjunctions and, but and or in sentences accurately.	Sometimes identifies the conjunctions and, but and or in sentences.	Impressively uses the conjunctions and, but and or in sentences accurately.	Uses the conjunctions and, but and or in sentences accurately.	Uses the conjunctions and, but and or in sentences with limitations.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
9.4 Reading	9.4.1 Intensive reading: Class Reader (2 lessons)	By the end of the sub strand the learner should be able to: explain the sequence of events in a class reader, make short notes on the sequence of events in a class reader, appreciate reading works of art for information and enjoyment.	The learner is guided to: read sections of a class reader and explain the sequence of events, dramatize parts of the class reader for clarity, outline the actions of each character studied in the section, discuss, in pairs, how the characters make the story flow, use a sequence chart to show the order of events in the class reader, make short notes on the sequence of events in the story, relate the events in the story to real life, discuss possible solutions to the problems portrayed in the class reader.	What marks the climax of a story? How does a writer make a piece of writing interesting? Which captivating story books or TV programmes have you come across and what made them interesting?
Core Competencies to be developed: Communication is developed as learners write fluently and present organized work as the learner makes notes on the sequence of events in the class reader. Collaboration is enhanced as learners participate actively in dramatizing parts of the class reader for conceptualization. Critical thinking and problem solving are developed as learners create different options by discussing possible solutions to the problems portrayed in the class reader.
Pertinent and Contemporary Issues (PCIs) Ethical relationships is enhanced as learners relate issues to real life alludes to relationships in society.
Values: Respect: dramatizing parts of the class reader enhance respect among learners
Link to other subjects: Performing arts: dramatization is a component of this learning area.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to explain the sequence of events in a class reader.	Avidly explains the sequence of events in a section of a class reader.	Explains the sequence of events in a section of a class reader.	Fairly explains the sequence of events in a section of a class reader.	Finds it difficult to explain the sequence of events in a section of a class reader.
Ability to make short notes on the sequence of events in a class reader.	Makes clear, concise short notes on the sequence of events in a section of the class reader.	Makes short notes on the sequence of events in a section of the class reader.	Makes fairly clear short notes on the sequence of events in a section of the class reader.	Has difficulty in making short notes on the sequence of events in a section of the class reader.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
9.5 Writing	9.5.1 Creative writing: Narrative compositions (1 lesson)	By the end of the sub strand, the learner should be able to: identify features of narrative composition in creative writing, create well-written narrative compositions on a variety of topics, Appreciate the importance of writing in day-to-day life.	The learner is guided to: Search for features of a well- written narrative from print and non-print sources. (200-240 words) such features include a narrow and clearly defined focus (title) a strong introduction character descriptions dialogue setting description interesting details a logical sequence purposeful and precise word choice varied sentence structure and a strong conclusion, read well-written samples of narrative compositions noting the most outstanding parts, plan a narrative composition, in groups, and tell it as a chain story, write a narrative composition on issues like historical and current heroes and share it with peers for discussion and revision, create displays of narrative writing skills learned and publish them in the classroom.	How can you make your composition writing better? Which things make a composition memorable What are the characteristics of a good narrative composition?
Core Competencies to be developed: Creativity and imagination are enhanced as learners look at problems in a new way and undertake the task of narrative writing and sharing. Self-efficacy is attained as learners pay attention to detail, plan a narrative composition, and tell a chain story.
Pertinent and Contemporary Issues (PCIs) Citizenship is enhanced as learners create narratives on historical and current heroes and heroines which portrays love for the nation
Values: Social justice: research and writing stories of heroes and heroines exposes learners to issues like colonialization thus enabling them to learn from the experiences of the heroes and heroines.
Link to other subjects: French, Arabic, German and Chinese require narrative writing as a basic skill. Performing Arts: Composing plays, poems, and narratives for performance require creative writing skills.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to Identify features of narrative composition in creative writing.	Distinctly identifies all features of narrative composition in creative writing.	Identifies features of narrative composition in creative writing.	Identifies features some of narrative composition in creative writing.	Needs assistance to identify features of narrative composition in creative writing.
Ability to create well written narrative compositions on a variety of topics.	Creates uniquely well written narrative compositions on a variety of topics.	Creates well written narrative compositions on a variety of topics.	Creates fairly well written narrative compositions on a variety of topics.	Creates written narrative compositions on a variety of topics with support from peers.

THEME 10.0: MUSIC
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
10.1 Listening and Speaking	10.1.1 Oral Presentations: Delivering Speeches (2 lessons)	By the end of the sub strand, the learner should be able to: identify occasions where speeches are presented, apply the features of oral presentations for effective communication, appreciate the importance of good oral presentation skills when delivering a speech.	The learner is guided to: Think, pair, and share on occasions where speeches are presented, Search online or offline for features of oral presentation and make short notes, listen to recorded grade- appropriate speeches and share their opinions on them, in pairs, brainstorm, in groups, on the importance of body language in delivering a speech, rehearse a speech and present it to each other, in groups, write short speeches on the importance of music and present it to peers, record the speeches being presented and discuss the presentations.	What is the purpose of speeches in society? What circumstances make one to read a pre-written speech? How can one deliver a speech effectively?
Core Competencies to be developed: Digital Literacy is improved as learners use digital devices to record speeches as learners present them. Self-efficacy is enhanced as learners give attention to details while rehearsing speeches and presenting them to each other, in groups.
Pertinent and Contemporary Issues (PCIs) Social cohesion: writing a short speech on the importance of music relates to social cohesion.
Values: Responsibility: importance of music to learners promotes responsibility among learners. Respect: discussion on presentations requires that learners respect each other’s work.
Link to other subjects: Performing Arts also focuses on oral presentations including delivering a speech that involves both verbal and non- verbal aspects.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to Identify occasions where speeches are presented.	Prominently identifies many occasions where speeches are presented.	Identifying occasions where speeches are presented.	Identifying some occasions where speeches are presented.	Finds it difficult to identify occasions where speeches are presented.
Ability to apply the features of oral presentations in speeches for effective communication.	Immensely and effectively applies the features of oral presentations in speeches for effective communication	Applies the features of oral presentations in speeches for effective communication.	Applies some of the features of oral presentations in speeches for effective communication.	Rarely applies the features of oral presentations in speeches for effective communication.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
10.2 Reading	10.2.1 Study Skills: Note Making (2 lessons)	By the end of the sub strand, the learner should be able to: identify the main and supporting points in texts make notes from varieties of written texts, relate note making to effective reading.	The learner is guided to: conduct an online and offline search on the format of note- making- (heading, subheading, main points, supporting point, keywords) discuss, in groups, the importance of note making in reading, read texts on varied issues including music and select the key points pick the keywords from reading texts fill in the key points in a note making a template draw a mind map to show the relationship between topic, main idea, and supporting ideas, in groups read print or non-print texts and make notes from them.	How can effective reading be done? How can key points be identified in a text? What is the importance of note-making?
Core Competencies to be developed: Digital literacy is enhanced as learners search online for information on note-making. Learning to learn as learners organize own learning and makes notes after reading varied texts.
Pertinent and Contemporary Issues (PCIs) Career guidance: reading and making notes on types of music exposes the learner to the music career
Values: Unity: drawing a mind map in groups enhances unity among learners
Link to other subjects: Integrated Science, CRE, IRE and HRE- require the skill of note making for effective study

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the main and supporting points in a given text.	Speedily identifies all the main and supporting points in a given text.	Identifies most of the main and supporting points in a given text.	Identifies some of the main and supporting points in a given text.	Identifies some of the main and supporting points in a given text with some assistance
Ability to make notes from varieties of written texts.	Makes amazingly clear notes from varieties of written texts.	Makes notes from varieties of written texts.	Makes some notes from varieties of written texts.	Attempts to make notes from varieties of written texts.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
10.3Grammar in Use	10.3.1 Word Classes: Determiners (2 lessons)	By the end of the sub strand, the learner should be able to: identify articles and possessives in texts, use articles and possessives in sentences, acknowledge the importance of articles and possessives for effective communication.	The learner is guided to: identify articles and possessives from a text, underline articles a, an, the and possessives my, our, your, his, her, their used in print and non-print texts, read out examples of possessives from flashcards, in pairs, correct errors in sentences that contain articles, engage in language games using articles, in groups, practice matching articles with nouns, in pairs, construct sentences using possessives compose a song on children’s rights using relevant articles and possessives and video record the performances.	What would happen if a conversation lacked determiners? How do we indicate that something belongs to somebody?
Core Competencies to be developed: Self-efficacy is improved as learners pay attention to details and correct errors in sentences. Communication and collaboration are enhanced as learners use articles and possessives to communicate clearly and effectively.
Pertinent and Contemporary Issues (PCIs) Child rights - composing a song on rights of children enlightens learners on their welfare
Values: Respect - correct use of articles and possessives makes learners use correct titles while addressing people
Link to other subjects: French, German, Chinese, and Arabic have determiners as an area of study.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify articles and possessives in texts.	Identifies articles and possessives in texts outstandingly.	Identifies articles and possessives in texts.	Identifies some articles and possessives in texts.	Attempts to identify articles and possessives in texts.
Ability to use articles and possessives in varied sentences.	Uses articles and possessives in varied sentences phenomenally.	Uses articles and possessives in sentences.	Uses articles and possessives in some sentences.	Uses articles and possessives in sentences with the teacher’s assistance.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
10.4 Reading	10.4.1 Intensive Reading: (2 lessons)	By the end of the sub strand, the learner should be able to: identify characters in monster narratives, explain traits of characters in given monster narratives, relate monster narratives to real life situations, appreciate the importance of monster narratives in life.	The learner is guided to: describe a monster/ ogre, search online and offline for features of monster narratives, narrate monster narratives from their immediate environment to their peers, in groups, discuss what monsters/ogres represent discuss how monster narratives relate to real life, explain health education lessons they learn from monster narratives, dramatize a monster narrative and record the performance, discuss the traits of the characters involved in a monster narrative, in pairs, brainstorm on the reading strategies suitable for sharing experiences with community members, interact actively with resource persons to pick out the relevant reading strategies, seek support from resources persons on how to relate monster narratives to real life, collect, analyse and compile them into an anthology of narratives from the community, in groups, conduct a reader’s theatre, in groups, describe the procedure used in collecting the narratives.	What kind of characters are commonly used in monster narratives? What is the relevance of oral narratives in modern society? What should one consider when collecting narratives among people of varied socio- cultural backgrounds?
Core Competencies to be developed: Critical thinking and problem solving are embedded as learners discuss the lessons learned and the relevance of monster narratives in real life. Critical thinking and problem solving are enhanced as learners reason logically in choosing the reading strategies that would best aid in sharing experiences with community members.
Pertinent and Contemporary Issues (PCIs) HIV and AIDS: relevance of monster narratives in real life touches on some issues of health.
Values: Responsibility: since monsters represent evil in society, learners learn to act responsibly.
Link to other subjects: Indigenous languages: monster narratives are part of oral literature which is a key component of indigenous languages.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify characters in monster narratives.	Readily identifies characters in monster narratives.	Identifies characters in monster narratives.	Identifies some characters in monster narratives.	Identifies few characters in monster narratives.
Ability to relate monster narratives to real life situations.	Fervently relates monster narratives to real life situations.	Relates monster narratives to real life situations.	Relates monster narratives to real life situations laboriously.	Relates monster narratives to real life situations with support from others.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
10.5 Writing	10.5.1 Functional Writing: Packing and Shopping lists (2 lessons)	By the end of the sub strand, the learner should be able to: identify ways of grouping items in packing and shopping lists, write a packing list for a specified event, prepare a shopping list for use in a given context, recognize the importance of preparing a shopping and packing list in their everyday lives.	The Learner is guided to: search online and offline for samples of packing and shopping lists, discuss, in groups, the parts of a shopping list, create and fill a packing list template, discuss, in groups, different ways of grouping items in packing and shopping list, give in pairs, the prices of different items in the shopping list to match a given budget.	What should one consider when grouping items in a packing list? Why should a shopping list be prepared? What is the importance of a packing list?
Core Competencies to be developed: Critical thinking is enhanced as learners categorize the various items included in a shopping and packing list in order of importance. Learning to learn is enhanced as learners prepare a shopping list and a packing list which builds learners' capacity.
Pertinent and Contemporary Issues (PCIs) Financial Literacy is enhanced as learners prepare a realistic budget for the shopping list and categorize items.
Values: Integrity – as learners come up with shopping lists that adhere to given budgets Social responsibility – mastery of writing of shopping and packing list would ensure public projects are completed within stated budgets.
Link to other subjects: Business Studies - preparing a shopping list involves budgeting which is a component of Business Studies

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify ways of grouping items in packing and shopping lists.	Exceptionally identifies ways of grouping items in packing and shopping lists	Identifies ways of grouping items in packing and shopping lists.	Identifies some ways of grouping items in packing and shopping lists.	Makes an attempt to identify the ways of grouping items in packing and shopping lists
Ability to write a packing list for a specified event	Uniquely writes a detailed packing list for a specified event	Writes a packing list for a specified event	Roughly writes a packing list for a specified event.	Writes a packing list for a specified event with difficulty
Ability to prepare a shopping list for use in a given context	Prepares a strikingly detailed shopping list for use in a given context	Prepares a shopping list for use in a given context	Prepares a shopping list for use in a given context with a lot of effort	Prepares a shopping list for use in a given context with a lot of difficulty

THEME 11.0: PROFESSIONS
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
11.1 Listening and Speaking	11.1.1 Interviews (1 lesson)	By the end of the sub strand, the learner should be able to: identify reasons for sitting an interview, articulate points clearly and confidently during an oral interview, respond confidently to questions during an interview, Seek clarification during an oral presentation, appreciate the importance of interviews in getting school placement and scholarships.	The learner is guided to: listen to and review an audio clip on school placement and scholarship interviews discuss in groups reasons for sitting for a placement and scholarship interview, search online and watch video clips on school placement and scholarship interview role play in small groups the school placement and scholarship interview, record and share them via mobile phones and other social media channels conduct mock interviews in pairs or small groups, record the interviews on digital devices share the videos with friends and peers on social media platforms, blogs among others.	Why are interviews important? Why should one articulate point clearly and confidently during an interview? How can one seek clarification during an interview? What are the ways in which you can prepare for an interview?
Core Competencies to be developed: Communication and collaboration are enhanced as learners discuss in groups reasons for sitting for a placement and scholarship interview. Digital Literacy is enhanced as learners search online and watch video clips on school placement and scholarship interviews. self-efficacy is enhanced as learners organize and lead the open forum where the functional reading is conducted.
Pertinent and Contemporary Issues (PCIs) Peace Education is developed through discussion in groups and working in pairs.
Values: Social responsibility is achieved through role play and discussion. Respect is enhanced as the learners collaborate in groups.
Link to other subjects: Listening to respond is an integral component in the study of Kiswahili, French, German and Indigenous languages

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to state reasons for sitting for school placement and scholarship interviews.	Sharply states reasons for sitting for school placement and scholarship interviews.	States reasons for sitting for school placement and scholarship interviews.	States some reasons for sitting for school placement and scholarship interviews.	With support from others states some reasons for sitting for school placement and scholarship interviews.
Ability to articulate points clearly during an oral interview.	Eagerly articulates points clearly and confidently during an oral interview,	Articulates points clearly during an oral interview,	Articulates some points clearly during an oral interview,	Articulates some points clearly during an oral interview with the assistance of peers
Ability to respond to questions during an interview.	Responds passionately to questions during an interview	Responds to questions during an interview	Responds passionately to some questions during an interview	Responds to some questions during an interview with the assistance of peers.
Ability to seek clarification during an oral presentation,	Impressively seeks clarification on all issues during an oral presentation.	Seeks clarification on all issues during an oral presentation.	Seeks clarification on some issues during an oral presentation.	Seeks clarification on some issues during an oral presentation but with a lot of difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
11.2 Reading	11.2.1 Extensive Reading: Non-Fiction materials (2 Lessons)	By the end of the sub strand, the learner should be able to: identify print or electronic non-fiction materials that are interesting to read, read a variety of grade appropriate non-fiction materials independently for lifelong learning, recommend to peers suitable non- fiction materials to read for information, acknowledge the importance of reading for enjoyment and general understanding.	The learner is guided to: search for digital and print non-fiction materials, read a variety of non–fiction materials, infer the meaning of the new words and phrases used in non- fiction materials, skim through the non-fiction material for the main idea, scan the non-fiction material to obtain specific information, prepare a reading log of the reading activities of the non- fiction texts.	What kind of stories contribute to behavior change? Why should we read non- fiction materials?
Core Competencies to be developed: Self-efficacy is strengthened as learners read a variety of non-fiction material to inculcate a reading culture. Learning to learn is instilled as learners search for digital and print non-fiction materials using electronic gadgets.
Pertinent and Contemporary Issues (PCIs) Life skills especially self awareness is developed through the learner’s own choice of the non-fiction materials to interact with.
Values: Responsibility is honed as learners make informed choices by recommending to peers suitable non- fiction materials to read.
Link to other subjects: Extensive reading is a skill required by learners as they research across the subjects.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify print and electronic materials that are interesting to read.	Prompt in identifying reading materials of interest.	Identifies reading materials of interest.	Identifies some reading materials of interest.	Identifies reading materials of interest with the assistance.
Ability to infer the meaning of new words and phrases used in the non-fiction materials.	Infers the meaning of all the new words and phrases used in the non-fiction material effectively using all context clues.	Infers the meaning of the new words and phrases used in the non-fiction material.	Infers the meaning of a few new words and phrases used in the non-fiction material.	Infers the meaning of the new words and phrases used in the non-fiction material with the support of others.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
11.3 Grammar in Use	11.3.1 Word Classes 11.3.2 Adjective Formed from Nouns 11.3.3. Adjectives Formed from Verbs (2 Lessons)	By the end of the sub strand, the learner should be able to: recognize adjectives from a text construct simple sentences using the adjectives formed appreciate the value of proper use of adjectives.	The learner is guided to: search for online tutorials on adjectives and examples of adjectives formed from nouns and verbs, listen to a poem or passage from the teacher and pick out adjectives formed from nouns and verbs, read a given passage and in pairs identify adjectives formed from nouns and verbs, form adjectives using nouns and verbs construct simple sentences using the adjectives formed in pairs, in groups engage in language games such as scramble, puzzle code words and guessing games.	How are adjectives formed? Why should we use adjectives correctly?
Core Competencies to be developed: Communication and collaboration is developed as learners work in pairs and groups to interact with others and share ideas. Digital literacy is enhanced as learners search and watch online tutorials on adjectives to develop their interest in the theme.
Pertinent and Contemporary Issues (PCIs) Citizenship is inculcated as learners engage in the formation of adjectives and construction of sentences in pairs and groups.
Values: Love is instilled through collaboration in pairs and groups
Link to other subjects: Adjectives are learnt in Kiswahili, German, French and indigenous languages

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to recognize adjectives from a text	Aptly recognizes the adjectives in a passage	Recognizes adjectives in a passage	Recognizes some adjectives in a passage	Recognizes few adjectives in a passage with the support of the teacher and peers
Ability to Construct simple sentences using the adjectives formed	Impeccably constructs many simple sentences using adjectives formed	Constructs simple sentences using the adjectives formed	Constructs some simple sentences using the adjectives formed	Constructs few some simple sentences using the adjectives formed with assistance

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
11.4 Reading	11..4.1 Intensive reading: 11.4. 2 Dilemma Narratives (2 lessons)	By the end of the sub strand, the learner should be able to: describe the characters in a given dilemma narrative, recognize a closing formula as a feature of dilemma narratives, relate the lessons learnt in the dilemma narrative to real life experiences, appreciate the lessons learnt from the dilemma narrative for literary appreciation.	The learner is guided to: read the dilemma narrative in a given text and describe the characters, identify a closing formula as a feature of dilemma narratives, in groups discuss what makes dilemma narratives interesting, dramatize parts of the dilemma narrative in small groups, draw a chart showing the sequence of events in the dilemma narrative, search online and watch an adaptation of a dilemma narrative, relate the lessons learnt from the dilemma narrative to real life experiences in groups.	What is the importance of dilemma narratives in the society? What are the qualities of a good narrator? How can narratives contribute to decision making?
Core Competencies to be developed: Creativity and imagination is engrained as learners relate the lessons learnt to real life experiences and give them the ability to recreate the environment.
Pertinent and Contemporary Issues (PCIs) Life skills is enhanced as learners describe and relate the characters to real life situations in groups.
Values: Respect is enhanced as learners carry out the group discussions.
Link to other subjects: Performing Arts and Kiswahili emphasize creativity through narratives.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to describe the characters in the Dilemma Narrative	Elaborately describe the character in dilemma narratives	Describes the characters in dilemma narratives	Describes some characters in dilemma narratives	Describes characters in dilemma narratives with the help of peers
Ability to relate the lessons learnt in the dilemma narrative to real life experiences.	Graphically relates the lessons learnt in the dilemma narrative to real life experiences.	Relates the lessons learnt in the dilemma narrative to real life experiences.	Relates, with some effort, the lessons learnt in the dilemma narrative to real life experiences.	Relates the lessons learnt in the dilemma narrative to real life experiences with assistance from the teacher and peers.
Ability to recognize a closing formula as a feature of dilemma narratives.	Instantly recognizes a closing formula as a feature of dilemma narratives.	Recognizes a closing formula as a feature of dilemma narratives.	Recognizes a closing formula as a feature of dilemma narratives with some difficulties.	Recognizes a closing formula as a feature of dilemma narratives with the help of the peers.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
11.5 Writing	11.5.1 Spelling antonyms, synonyms and numbers (2 Lessons)	By the end of the sub strand, the learner should be able to: recognize antonyms, synonyms and numbers in words from a selected text, use antonyms, synonyms and numbers in words correctly in writing, appreciate the usage of antonyms, synonyms and numbers in words in effective writing.	The learner is guided to: read a text with antonyms, synonyms and numbers in words from print and non-print sources, identify the antonyms, synonyms and numbers in words from a selected text listen to a dictation of a text with antonyms and synonys and write them down, Search for antonyms and synonyms from books in groups, newspapers and the internet and compile a list, write a list of antonyms and synonyms and in pairs exchange for assessment.	Why is it important to tell the synonyms and antonyms of words? Which words with similar meanings do you know? Why is it important to write numbers in words?
Core Competencies to be developed: Digital literacy is developed as learners search for more antonyms and synonyms from books, newspapers and the internet to boost their ability to use digital devices. Communication and collaboration is enhanced as learners generate a list of antonyms and synonyms in groups as they interact with peers and share ideas.
Pertinent and Contemporary Issues (PCIs) Effective communication is improved as learners use antonyms, synonyms and figures in words correctly in writing.
Values: Unity is cultivated as learners search for more examples of antonyms and synonyms in groups.
Link to other subjects: Antonyms, synonyms and writing of numbers in words are taught in Kiswahili, Sciences, Mathematics and other languages

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to recognize antonyms, synonyms and figures in words from a selected text	Recognizes the antonyms, synonyms and numbers in words from a selected text with ease	Recognizes antonyms, synonyms and numbers in words from a selected text	Recognizes a few antonyms, synonyms and numbers in words from a selected text	Recognizes antonyms, synonyms and numbers in words from a selected text with the guidance of the teacher and peers
Ability to use antonyms, synonyms and numbers in words correctly	Correctly uses antonyms, synonyms and numbers in words effortlessly	Uses antonyms, synonyms and numbers in words correctly	Strains when using antonyms, synonyms and numbers in words correctly	Uses antonyms, synonyms and numbers in words but with the guidance of the teacher

THEME 12.0: TRADITIONAL FASHION
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
12.1 Listening and Speaking	12.1.1 Listening to Respond: Views/ Opinions (2 Lessons)	By the end of the sub strand, the learner should be able to: list ways of expressing views/opinions in different contexts, use different expressions that indicate own views/opinions in a given text, acknowledge the value of one’s views/opinions as a lifelong skill in communication.	The learner is guided to: search online and offline for the different ways of expressing views/opinions, listen to an oral narrative and identify the different ways used to express opinions/views, in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views, explain their feelings towards issues raised in the trickster narrative, write on a chart, the words they have used to describe their feelings.	How are opinions expressed? Why is it important to express one’s opinion? How can expressing opinion/views affect relationships?
Core Competencies to be developed: Learning to learn is achieved as learners discuss various views/opinions. Digital literacy is enhanced as learners interact using technology when searching online and listening to an oral narrative from digital gadgets.
Pertinent and Contemporary Issues (PCIs) Effective communication is enriched as learners explore and express their views/opinions in different subjects.
Values: Respect is enhanced as learners express opinions during group activities. Unity is inculcated as learners engage in group work.
Link to other subjects: Views or opinions are important in subjects like Religious Education, Life Skills Education and Music

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to list ways of expressing views/opinions in different contexts.	Lists very many ways of expressing views/opinions in different contexts.	Lists ways of expressing views/opinions in different contexts.	Lists some ways of expressing views/opinions in different contexts.	Can barely list ways of expressing views/opinions in different contexts.
Ability to use different expressions that indicate own views in a given text.	Uniquely uses different expressions that indicate own views in a given text with ease.	Uses different expressions that indicate own views in a given text.	Uses different expressions that indicate own views in a given text on some occasions.	Uses different expressions that indicate own views in a given text with difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
12.2 Reading	12.2.1 Intensive Reading- Comprehension (2 Lessons)	By the end of the sub strand, the learner should be able to: identify main ideas in a text, use contextual clues to infer the meaning of words in a text, describe characters, ideas or events in a text, summarise information from a short text, appreciate the importance of reading comprehension in lifelong learning.	The learner is guided to: download and share texts with mental images from the texts and draw conclusions, read a passage individually, and identify key words in the passage, infer the meaning of words using contextual clues, choose descriptive parts of the passage on traditional fashion and share the vivid images created in their mind, in groups, role play the characters and events in the text, use contextual clues to decipher the meaning of words, answer questions based on the passage give an appropriate title to a story or passage.	Why should we recreate characters, places and events in our minds? How can we tell the meaning of words and phrases in a text?
Core Competencies to be developed: Critical thinking is enhanced as learners visualize characters, events and places. Imagination is developed as learners gain new perspectives as they use contextual clues to infer meanings of words.
Pertinent and Contemporary Issues (PCIs) Self-awareness is instilled as learners visualize pictures of ideas or events in a text.
Values: Responsibility is reinforced as learners help each other to role-play characters, events and answer questions.
Link to other subjects: Making inferences and visualizing are important skills in Mathematics, Sciences and Performing Arts

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify main ideas in a text.	Discernibly identifies ideas in a text.	Identifies main ideas in a text.	Identifies main ideas in a text intermittently.	Identifies main ideas in a text with assistance.
Ability to use contextual clues to infer the meaning of words in a text.	Uses contextual clues to infer the meaning of very many words in a text with ease.	Uses contextual clues to infer the meaning of words in a text.	Uses contextual clues to infer the meaning of a few words in a text.	Uses contextual clues to infer the meaning of words in a text.
Ability to describe characters, events and places in the text.	Describes characters, events and places in the text graphically.	Describes characters, events and places in the text.	Describes a few characters, events and places in the text.	Finds it difficult to describe characters, events and places in the text.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
12.3 Grammar in Use	12.3.1 Phrasal Verbs (2 Lesson)	By the end of the sub strand, the learner should be able to: identify phrasal verbs formed from put, come and give in a given text, use given phrasal verbs correctly in sentence construction, acknowledge the role of phrasal verbs in communication.	The learner is guided to: read a text and identify the phrasal verbs formed from put, come and give present, in groups, search online and use charts for meanings of the phrasal verbs they have identified, fill in blanks in a text using the most appropriate phrasal verb, search on the internet for more examples of phrasal verbs, construct sentences using the phrasal verbs in pairs.	How are phrasal verbs formed? What meanings are expressed through phrasal verbs? Why should we use Phrasal Verbs correctly?
Core Competencies to be developed: Communication and collaboration are strengthened when learners speak clearly as they interact to enhance their knowledge of phrasal verbs. Self-efficacy is developed as learners identify and state what they find difficult to do and why.
Pertinent and Contemporary Issues (PCIs) Effective communication is improved when learners refine their ability to communicate by using phrasal verbs correctly.
Values: Cohesion is achieved as learners work in groups to foster unity.
Link to other subjects: Phrasal Verbs are learnt in all Languages.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify Phrasal Verbs formed from put, come and give in a given text.	Identifies very many Phrasal Verbs formed from put, come and give in a given text.	Identifies many Phrasal Verbs formed from put, come and give in a given text.	Identifies some Phrasal Verbs formed from put, come and give in a given text.	Identifies Phrasal Verbs formed from put, come and give in a given text with help from others.
Ability to use given phrasal verbs in sentence construction correctly.	Uses the given phrasal verbs correctly in sentence construction and with precision.	Uses the given phrasal verbs correctly in sentence construction.	Uses some of the given phrasal verbs correctly in sentence construction.	Uses the given phrasal verbs correctly in sentence construction with difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
12.4 Reading	12.4.1 Class Reader: Main Ideas (2 Lessons)	By the end of the sub strand, the learner should be able to: identify the main ideas in the section read in the text, discuss the lessons learnt from the text relate the lessons learnt to real life experiences appreciate the role of literature in fostering critical thinking.	The learner is guided to: read a section of the text aloud in turns and dramatize the events discuss the main ideas in the sections read in the text in groups relate the lessons learnt from the section read to real life experiences in groups draw a chart showing the sequence of the main events in the section read search online and watch an adapted dramatization of the section read.	Why do people read story books? What is the importance of reading a short story?
Core Competencies to be developed: Self-Efficacy is strengthened since learners’ self-awareness is improved as they acquire literary analysis skills. Creativity and Imagination is developed as learners undertake group discussions and role-play to enhance creativity Critical thinking and problem solving is developed as learners relate the lessons learnt from the section read to real life experiences.
Pertinent and Contemporary Issues (PCIs) Self awareness is enhanced as learners relate the story to real life experiences. Social cohesion is cultivated as learners work in groups thus creating a sense of oneness.
Values: Peaceful coexistence is nurtured as learners discuss in groups. Love is reinforced as learners work in groups.
Link to other subjects: Reading and analysis of class readers is done in all Language subjects and Performing Arts.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the main ideas in the sections read in the text	Aptly identifies main ideas in the sections read in the text	Identifies main ideas in the sections read in the text	Identifies some of the main ideas in the sections read in the text	Occasionally identifies some of the ideas in the sections read in the text
Ability to discuss the lessons learnt from the text	Discusses in details the lessons learnt from the text	Discusses the lessons learnt from the text	Discusses some lessons learnt from the text	Struggles to discuss the lessons learnt from the text
Ability to relate the lessons learnt to real life experiences	Relates, with detailed illustrations, all the lessons learnt to real life experiences	Relates the lessons learnt to real life experiences	Partially relates the lessons learnt to real life experiences	Relates the lessons learnt to real life experiences with difficulty

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
12.5 Writing	12.5.1 The writing Process: Dialogues (2 Lessons)	By the end of the sub strand, the learner should be able to: outline the format of a dialogue apply the writing process in writing a dialogue acknowledge the importance of the writing process in acquiring good writing skills.	The learner is guided to: search online and offline for an example of a dialogue dramatize the identified dialogue in groups, discuss the format of the dialogue they have identified Individually fill in missing words in a set dialogue on traditional fashion In pairs, discuss the correctness of the words they have used individually, create a rough draft of a short dialogue using the format they have identified in groups, edit each other’s dialogue to check for repetition, clarity, grammar, spelling and punctuation in pairs revise the dialogue individually, publish the final product for assessment by sharing the samples of well written dialogue with others in class.	What is the difference between a dialogue and a narrative composition? What should we consider before writing a dialogue?
Core Competencies to be developed: Communication and collaboration is developed when learners write clearly and in an organized manner as they work together to acquire skills on good writing for effective communication.
Pertinent and Contemporary Issues (PCIs) Effective communication is enhanced as learners communicate effectively through writing.
Values: Responsibilty is instilled as learners learn how to dress decently and respectfully. Unity is achieved as learners work together to generate ideas for writing tasks.
Link to other subjects: Social Studies, Religious Education and Home Science emphasize appropriate modes of dressing in different contexts.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to outline the format of a dialogue	Outlines the format of a dialogue with stunning clarity	Outlines the format of a dialogue	Outlines the format of a dialogue with assistance	Outlines the format of a dialogue with difficulty
Ability to apply the writing process in writing a dialogue	Applies the writing process in writing a dialogue with pleasant zeal	Applies the writing process in writing a dialogue	Applies the writing process in writing a dialogue with the help of peers	Has difficulty applying the writing process in writing a dialogue.

THEME 13.0: LAND TRAVEL
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
13.1 Listening Speaking	13.1.1 Listening Comprehension: Extensive Listening (2 lessons)	By the end of the sub strand, the learner should be able to: identify the key issues raised in songs addressing land travel, listen attentively to songs on land travel, use vocabulary identified from songs on land travel correctly, Acknowledge the importance of extensive listening in communication.	The learner is guided to: listen to songs on local and international land travel from audio recordings, respond to comprehension questions on key issues raised in the song, pick out key issues raised from a song sung by the teacher or resource person on land travel, share ideas on the key issues addressed in the songs they have listened to using wall charts, identify vocabulary used in songs on land travel and infer their meaning from context, construct sentences orally using the vocabulary learnt, sing choral songs on land travel.	How can we tell the main message in a song? How can we draw meanings from the words used in a song? How are songs made interesting?
Core Competencies to be developed: Digital Literacy is enhanced when learners manipulate digital tools as they listen to songs from audio recordings and respond to them. Learning to Learn is cultivated as learners build on their own knowledge.
Pertinent and Contemporary Issues (PCIs) Effective communication is strengthened as learners acquire the skills of listening attentively and critically.
Values: Patriotism is reinforced as learners listen to information on local land travel.
Link to other subjects: All subjects require listening skills

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the key issues raised in songs addressing land travel.	Identifies the key issues raised in songs addressing land travel strikingly.	Identifies the key issues raised in songs addressing land travel.	Identifies some key issues raised in songs addressing land travel.	Makes an attempt to identify key issues raised in songs addressing land travel.
Ability to respond to comprehension questions from songs on land travel.	Responds to comprehension questions from songs on land travel with conviction.	Responds to comprehension questions from songs on land travel.	Responds to some comprehension questions on songs on land travel.	Has difficulty in responding to comprehension questions from songs on land travel.
Ability to use vocabulary identified from songs correctly.	Keenly and correctly uses vocabulary identified from songs.	Uses vocabulary identified from songs correctly.	Uses some vocabulary identified from songs correctly.	Barely uses vocabulary identified from songs correctly.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
13.2 Reading	13.2.1 Intensive Reading: Comprehension Strategies (2 lessons)	By the end of the sub strand, the learner should be able to: identify key ideas from a passage, summarize key ideas from a passage, create mental images from the events in a passage, deduce the meaning of words from context, respond to factual and inferential questions, correctly from the passage acknowledge the importance of comprehension strategies in effective reading.	The learner is guided to: read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources, discuss opinions formed about the characters or ideas presented in the passage, infer the meaning of words based on how they have been used in the passage complete oral and written exercises using the vocabulary learnt, answer factual and inferential questions from the passages, both orally and in writing Summarize key ideas presented in the passages by paraphrasing,	How do you get the meaning of a words from a passage? What is the importance of reading a passage? What makes people write passages?
Core Competencies to be developed: Critical thinking is cultivated when learners demonstrate that they can follow simple instructions to complete tasks. Problem solving is cultivated as learners find required information when discussing opinions formed about the characters or ideas presented in the passage.
Pertinent and Contemporary Issues (PCIs) Safety and Security is reinforced as learners read and respond to texts on safe and secure land travel.
Values: Love is cultivated as learners acquire information on land travel and retell sections of the passage in pairs or groups.
Link to other subjects: Physical and Health Education also addresses issues of safety.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify and summarize key ideas from a passage	Identifies and summarizes key ideas from a passage appealingly and with a lot of clarity	Identifies and summarizes most key ideas from a passage	Identifies and summarizes some key ideas from a passage	Identifies and summarizes few key ideas from a passage
Ability to deduce meaning of words from context.	Evidently deduces meaning of words from context	Deduces meaning of words from context	Deduces meaning of some words from context	Struggles to deduce meaning of words from context

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
13.3 Grammar in Use	13.3.1 Sentences: Simple Sentences (2 lessons)	By the end of the sub strand, the learner should be able to: identify simple sentences from varied texts, construct simple sentences on a variety of issues, advocate the importance of using a variety of sentences in communication.	The learner is guided to: listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts, read a print or non-print text on land travel in groups and identify the simple sentences, tell a chain story featuring simple sentences in groups, complete a substitution table featuring simple sentences, complete a mind map to practice construction of simple sentences, write a short dialogue using simple sentences and share it with peers on- line and off-line.	What is the role of sentences in a text? What constitutes a simple sentence? How do you determine what to include in a sentence?
Core Competencies to be developed: Communication and collaboration are improved as learners speak clearly and effectively by making points in a logical order.
Pertinent and Contemporary Issues (PCIs) Environmental Education is achieved as learners discuss tourism attraction sites.
Values: Responsibility is enhanced as learners write a short dialogue using simple sentences and shares it with peers on-line
Link to other subjects: Land Travel is taught in Social Studies

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify simple sentences from varied texts	Identifies simple sentences from varied texts promptly	Identifies all simple sentences from varied texts	Identifies some simple sentences from varied texts	Finds it difficult to identify simple sentences from varied texts
Ability to construct simple sentences on a variety of issues	Constructs a range of simple sentences on a variety of issues	Constructs simple sentences on a variety of issues correctly	Constructs some simple sentences on a variety of issues correctly	Needs support to construct simple sentences on a variety of issues

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
13.4 Reading	13.4.1 Oral Literature: Praise Songs (2 lessons)	By the end of the sub strand, the learner should be able to: identify the purpose and occasions for which praise songs are performed, discuss the relationship between the singer and the person being praised in praise songs, perform praise songs sang in their immediate environment collaborate with peers in performing the praise songs, appreciate the purpose of praise songs in communication.	The learner is guided to: listen to praise songs from audio visual sources or from a resource person, identify and discuss the purpose of the praise songs they have listened to, share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to, identify a praise song sang in their immediate environment in groups, present praise songs in groups to the class and share experiences, discuss the character traits of the singer(s) as brought out in the praise song(s).	Why do we sing? What kind of people are praised in songs? How do songs portray people’s character? What are the qualities of a good singer?
Core Competencies to be developed: Self-efficacy is strengthened as learners share experiences as they discuss what they found difficult in praise songs. Creativity and imagination are enhanced as learners gain new perspectives on how to perform praise songs.
Pertinent and Contemporary Issues (PCIs) Life skills are inculcated as learners identify and perform praise songs sang in their immediate environment.
Values: Respect is enhanced as learners perform praise songs in groups and respect each other’s roles.
Link to other subjects: Performing arts: songs are one of the genres performed in this subject. Indigenous Languages: songs are part and parcel of indigenous knowledge.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the purpose and occasion for praise songs in different contexts	Exuberantly identifies the purpose and occasion for praise songs in different contexts	Identifies the purpose and occasion for praise songs in different contexts	Identifies the purpose and occasion for praise songs in different contexts with some effort	Identifies the purpose and occasion for praise songs in different contexts with assistance
Ability to discuss the relationship between the singer and the person being praised in praise songs	Discusses the relationship between the singer and the person being praised in praise songs earnestly	Discusses the relationship between the singer and the person being praised in praise songs	Discusses some aspects of the relationship between the singer and the person being praised in praise songs.	Discusses aspects of the relationship between the singer and the person being praised in praise songs with support
Ability to Perform praise songs sang in their immediate environment	Performs praise songs sang in their immediate environment excitedly and confidently.	Performs praise songs sang in their immediate environment	Makes some effort to Performs praise songs sang in their immediate environment.	Attempts to perform praise songs sang in their immediate environment even with assistance.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
13.5 Writing	13.5.1 Creative Writing: Narrative Composition (2 lessons)	By the end of the sub strand, the learner should be able to: explain the meaning of specified idioms in context, create well written narrative compositions using the specified idioms, appreciate the role of idioms in creative writing.	The learner is guided to: brainstorm on the reason creative writers use idiomatic expressions in writing, explain situations that call for the use of the following idiomatic expressions: biting off more than you can chew own up to something having a lot on your plate call it a day piece of cake hold your tongue confirm the meaning of the idiomatic expressions from print and on-line dictionaries, practise using the idiomatic expressions in sentences, plan a narrative composition in groups, incorporating the specified idiomatic expressions, on the theme of land travel, write a narrative composition individually Peer review each other’s work and revise as per the suggestions given.	What makes a story memorable? What is the importance of using idioms in communication?
Core Competencies to be developed: Problem Solving is boosted when learners seek advice to help solve the problem as peers review each other’s work and revise as per the suggestions given Digital Literacy is enhanced when learners use digital devices to effectively accomplish own tasks by confirming the meaning of the idiomatic expressions from on-line dictionaries. Creativity and imagination are developed as learners undertake to watch how people do things and write about it.
Pertinent and Contemporary Issues (PCIs) Effective communication is enriched when learners engage in the creative writing process.
Values: Integrity is enhanced as learners discuss and use the idiomatic expressions in writing.
Link to other subjects: Narrative writing is a skill in all languages. Performing Arts – Composing plays, poems and narratives for performance require creative writing skills.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to explain the meaning of idiomatic expressions in context.	Explains the meaning of all idiomatic expressions in context and with ease.	Explains the meaning of most idiomatic expressions in context	Explains the meaning of some idiomatic expressions in context	Explains the meaning of a few idiomatic expressions in context with assistance
Ability to create well written narrative compositions using the specified idiomatic expressions.	Exceptionally creates well written narrative compositions using the specified idiomatic expressions.	Creates well written narrative compositions using the specified idiomatic expressions.	Creates well written narrative compositions using the specified idiomatic expressions with assistance.	Struggles to create narrative compositions using the specified idiomatic expressions even with assistance.

THEME 14.0: SPORTS - OUTDOOR GAMES
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
14.1 Listening	14.1.1Pronunciation: Consonant Sounds and Intonation (2 lessons)	By the end of the sub strand, the learner should be able to: identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text, pronounce words with the sounds /v/,/f/, /n/ and /ŋ/ in sentences, use correct intonation for yes/no and wh- questions in varied contexts, appreciate the importance of correct pronunciation and intonation in a conversation.	The learner is guided to: search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment, watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /ŋ/ as in being, listen to and model native speaker clips with the target sounds in words, practice, in groups, the pronunciation of words with the target and record themselves, share the clips for peer review, listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used, practice articulation of Yes/No and WH- questions with the appropriate intonation in dialogues, write, dramatize and record a dialogue using words with the target sounds as well as Yes/ No and WH- questions and share with peers for review.	Why should people pronounce words correctly? How can one learn to pronounce words correctly? What kind of questions require Yes or No as an answer?
Core Competencies to be developed: Digital literacy is enhanced as learners use digital tools to record themselves and share dramatized dialogues. Self-efficacy is developed as learners document their successes when writing and dramatizing the conversations.
Pertinent and Contemporary Issues (PCIs) Health Education – Body fitness is enhanced as learners listen to dramatized conversations on outdoor games.
Values: Peace is achieved as learners discuss proper pronunciation and accommodate those who cannot pronounce well due to mother tongue or other influences. Respect is enhanced as learners learn to ask and answer yes/no and which questions politely.
Link to other subjects: Kiswahili, French, German, Indigenous Languages and Arabic require skills in pronunciation and questioning Physical Health Education to which the theme on outdoor sports is related

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text	Identifies very many of words with the sounds /v/, /f/, /n/ and /ŋ/ from a text	Identifies words with the sounds /v/, /f/, /n/ and /ŋ/ from a text	Identifies some of the words with the sounds /v/, /f/, /n/ and /ŋ/ from a text	Identifies some of the words with the sounds /v/, /f/, /n/ and /ŋ/ from a text with difficulty
Ability to pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences	Impressively pronounces words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences correctly	Pronounces words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences correctly	Sometimes Pronounces words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences correctly	Attempts to pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences
Using correct intonation for Yes/No and WH- questions in varied contexts	Prominently uses correct intonation for Yes/No and WH- questions in varied contexts	Uses correct intonation for Yes/No and WH- questions in varied contexts	Uses correct intonation for Yes/No and WH- questions in some contexts	Finds it difficult to use correct intonation for Yes/No and WH- questions

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
14.2 Reading	14.2.1 Study Skills: Summarizing (2 Lessons)	By the end of the sub strand, the learner should be able to: identify the main ideas in texts, write a summary of ideas from varied texts, appreciate the importance of summarizing information in a given context.	The learner is guided to: brainstorm on the steps to follow when writing a summary of a text, in pairs, read a print or non-print text on varied issues including outdoor games and underline the main ideas, make notes from the underlined sentences and use them to make a rough draft, use the rough draft to make a fair copy, share the summaries through charts for peer review, check and make corrections on the written summarized pieces in groups, discuss in pairs the purpose of making summaries.	How do we identify main ideas from a text? Why is it important to summarize information? What factors should one consider when summarizing an event? In which activities or jobs can summarizing be useful?
Core Competencies to be developed: Learning to learn Developed as learners summarize excerpts as well as make presentations for peer review.
Pertinent and Contemporary Issues (PCIs) Life Skills Education is enhanced as learners make decisions when selecting which content to pick or leave out in summary writing.
Values: Responsibility is enhanced as learners underline main ideas in the text that they are assigned.
Link to other subjects: Social Studies, Religious Education and Agriculture – summary as a skill is essential as learners are exposed to huge chunks of content which might require summarizing from time to time.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the main ideas in texts	Distinctly identifies the main ideas in texts	Identifies the main ideas in texts	Identifies some of the main ideas in texts tiresomely	Identifies some of the main ideas in texts with assistance
Ability to write a summary of ideas from varied texts	Convincingly writes a summary of ideas from varied texts	Writes a summary of ideas from varied texts	Writes a summary of ideas from varied texts laboriously	With difficulty writes a summary of ideas from varied texts

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
14.3 Grammar in Use	14.3.1 Sentences: Subject-Verb Agreement (2 Lessons)	By the end of the sub strand, the learner should be able to: identify the subject and the verb in sentences, construct sentences ensuring subject-verb agreement, affirm the importance of subject-verb agreement in sentences.	The learner is guided to: read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person read sentences and label subject-verb agreement in them, make sentences based on outdoor sports in which the rule of subject verb agreement has been applied, share the sentences in charts for peer review.	What is a subject in a sentence? Which rule should we follow when constructing a sentence? What is the difference between the first, second and the third persons?
Core Competencies to be developed: Self-efficacy is developed as learners ensure subject-verb agreement when constructing sentences.
Pertinent and Contemporary Issues (PCIs) Life Skills Education - Problem solving is achieved as learners come up with sentences in which subject-verb agreement have been correctly used. This helps sort out communication hitches.
Values: Integrity is enhanced as learners openly share ideas of agreement.
Link to other subjects: All language subjects embrace subject verb agreement Sports and Physical Education - Learners make sentences based on the theme of outdoor sports and games.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to Identify subjects and verbs in sentences	Sharply and promptly identifies subjects and verbs in sentences	Identifies subjects and verbs in sentences	Identifies subjects and verbs in sentences in some instances	Struggles to identify subjects and verbs in sentences
Ability to construct sentences ensuring subject-verb agreement	Imaginatively constructs sentences ensuring subject-verb agreement	Constructs sentences ensuring subject- verb agreement	Sometimes constructs sentences ensuring subject- verb agreement	Constructs sentences with subject-verb agreement with help from others

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
14.4 Reading	14.4.1Class reader: Features of style (2 Lessons)	By the end of the sub strand, the learner should be able to: identify instances of dialogue, similes and metaphors in the text, use the styles of dialogue, similes and metaphors in guided contexts, appreciate the importance of style in a work of art.	The learner is guided to: search online and offline for examples of dialogue, similes and metaphors in stories and them with the rest of the class, in pairs, read the class reader and identify with illustrations instances of dialogue, similes and metaphors in the text, and display their work on the class notice boards, in groups, role play selected dialogues from the class reader and record themselves for video sharing and review, make sentences using the similes and metaphors identified from the text, discuss instances in real life where dialogues, similes and metaphors can be used.	Which stylistic features have you come across in different texts? How can we convey a message more effectively? Why do we use similes and metaphors?
Core Competencies to be developed: Self-efficacy is developed as learners hold a discussion on instances in real life where dialogues, similes and metaphors can be used, thereby enhancing their literary skills. Learning to learn is achieved as learners record and share videos.
Pertinent and Contemporary Issues (PCIs) Critical thinking is achieved as learners relate the features of styles to real life.
Values: Respect is enhanced as learners help each other during role play of selected dialogues.
Link to other subjects: All languages – study of class readers involves scrutiny of stylistic devices

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify and illustrate instances of dialogue, similes and metaphors in the text	Conspicuously and keenly identifies and illustrates instances of dialogue, similes and metaphors in the text	Identifies and illustrates instances of dialogue, similes and metaphors in the text	Identifies and illustrates instances of dialogue, similes and metaphors in the text sometimes	Identifies and illustrates instances of dialogue, similes and metaphors in the text with difficulty
Ability to use dialogue, similes and metaphors in guided contexts	Elaborately uses dialogue, similes and metaphors in guided contexts	Uses dialogue, similes and metaphors in guided contexts	Sparingly uses dialogue, similes and metaphors in guided contexts	Needs assistance to use dialogue, similes and metaphors in guided contexts

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
14.5 Writing	14.5.1 Creative Writing: Descriptive Writing (200 – 240 words) (2 Lessons)	By the end of the sub strand, the learner should be able to: identify features of a person a thing or a place that can be described, write a descriptive composition on a given subject, underscore the importance of creative writing in communication.	The learner is guided to: in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay, search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters, explain the difference between descriptive writing and other forms of writing, in groups, they read samples of descriptive essays and classify the features that are described and the expressions used in a graphic organizer for sharing, create a descriptive composition of between 200 to 240 words on an interesting topic like outdoor sports and display it in a gallery for peer review and revision.	How can you describe your best friend? How can you describe some things in your school? What do you consider when describing something?
Core Competencies to be developed: Creativity and Imagination are developed as learners write clearly and creatively when writing the descriptive composition. Collaboration is promoted as learners engage in peer review of each other’s work thus improving quality.
Pertinent and Contemporary Issues (PCIs) Creative thinking is enhanced as learners compose descriptive texts.
Values: Unity is enhanced as learners engage each other to view videos or pictures of people, things or places,
Link to other subjects: Performing arts: A sense of creativity is required in scripting texts for performance, All languages: Writing is key to mastery of any language.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify features of a person, a thing or a place	Exhaustively identifies features of a person, a thing or a place	Identifies features of a person a thing or a place	Partially Identifies features of a person a thing or a place	Identifies features of a person a thing or a place with difficulty
Ability to write a descriptive composition on a given subject	writes a vivid or detailed descriptive composition on a given subject	writes a descriptive composition on a given subject	With some effort writes a descriptive composition on a given subject	Needs assistance to write a descriptive composition on a given subject

THEME 15.0: TOURIST ATTRACTION SITES - KENYA
Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
15.1 Listening and Speaking	15.1.1 Oral Reports: Events within the Classroom (2 lessons)	By the end of the sub strand, the learner should be able to: outline the organization of an oral report of events within the classroom, present an oral report on events that occur within the classroom, enjoy delivering and listening to oral reports in various contexts.	The learner is guided to: brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion, search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver), role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals, use flash cards to prepare speaking notes for the reports, simulate in groups an oral report preparation and delivery procedure and video or audio record themselves, watch or listen to the recorded reports and evaluate them in terms of strengths and weaknesses, prepare and present actual oral reports in groups, write the reports on charts and share with peers.	Which activities can you report about that happen in the classroom? What makes a good oral report? How can you make an oral report presentation interesting?
Core Competencies to be developed: Digital Literacy is developed as learners practice their digital knowledge by searching online for report preparation and presentation skills. Critical thinking and problem solving is enhanced as learners make objective observation when evaluating strengths and weaknesses of their peers’ oral reports.
Pertinent and Contemporary Issues (PCIs) Effective communication is strengthened as learners use verbal and non-verbal reporting skills.
Values: Patriotism is enhanced as learners address class issues in their reports.
Link to other subjects: All language subjects emphasize oral skills Computer Science, Agriculture, Home Science and Integrated Science require reporting skills for projects

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to outline the organization of an oral report of events.	Impressively outlines the organization of an oral report of events.	Outlines the organization of an oral report of events.	Outlines some aspects of the organization of an oral report of events.	Has limitations in outlining the organization of an oral report of events.
Ability to present oral reports on events that occur within the classroom.	Pleasantly presents oral reports on various events that occur within the classroom.	Presents oral reports on events that occur within the classroom.	Fairly presents oral reports on some events that occur within the classroom.	Presents oral reports on a few events that occur within the classroom with support.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
15.2 Reading	15.2.1 Reading Fluency (2 lessons)	By the end of the sub strand, the learner should be able to: recognize the use of fluency strategies in the reading process, apply fluency strategies while reading, hail the role of reading fluency in communication.	The learner is guided to: watch and listen to videos or students reading fluently and discuss what makes them good readers, search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning and ignoring unknown words and share with peers, in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies, practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya, assess peers’ reading on the basis of the aspects of fluency – accuracy, speed, reading, record sample readers in class and save the recordings in a digital device, discuss the importance of reading fluently.	Why is it important to read fluently? What makes one a good reader? How can you improve your reading fluency?
Core Competencies to be developed: Self-efficacy is achieved as learners gain confidence in reading by applying fluency strategies. Citizenship is developed as learners promote national responsibility by reading about tourist attraction sites in Kenya.
Pertinent and Contemporary Issues (PCIs) Effective Communication is enhanced as learners develop competence in fluency as a reading skill. Environmental Education and Animal Safety are achieved as learners read about tourist attraction sites in Kenya.
Values: Unity is achieved as learners work in pairs to watch or listen to sample reading clips and simulate models.
Link to other subjects: All language subjects encourage reading fluency.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to recognize the use of fluency strategies in the reading process.	Promptly recognizes the use of fluency strategies in the reading process.	Recognizes the use of fluency strategies in the reading process	Recognizes the use of fluency strategies in the reading process with some effort.	Recognizes the use of fluency strategies in the reading process with support.
Ability to apply fluency strategies while reading	With noticeable precision applies fluency strategies while reading	Applies fluency strategies while reading	Applies some fluency strategies while reading	Applies fluency strategies while reading with assistance from others

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
15.3 Gramma in Use	15.3.1 Affirmative and Negative Sentences (2 lessons)	By the end of the sub strand, the learner should be able to: differentiate between affirmative and negative sentences in spoken and written contexts, construct affirmative and negative sentences in varied contexts, acknowledge the expressive role of sentences in effective communication.	The learner is guided to: search online and offline for the differences between affirmative and negative sentences and share them with peers, role play a dialogue with affirmative and negative sentences and record themselves, watch/listen to a conversation on issues like tourist sites in Kenya and pick out in groups the affirmative and negative sentences, sort jumbled up sentences into affirmative and negative sentences construct affirmative and negative sentences, share sentences made in the form of charts for peer review, write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences.	When do we use affirmative statements? When do we use negative statements? Why is it important to use the right sentence when saying something?
Core Competencies to be developed: Citizenship: using critical inquiry as learners make affirmative and negative sentences on the tourist attraction sites in Kenya Digital literacy is developed as learners search online and offline for the differences between affirmative and negative sentences and share them with peers.
Pertinent and Contemporary Issues (PCIs) Citizenship Education is enhanced through texts on tourism sites in Kenya. Creative Thinking is enhanced as learners create dialogue and stories using declarative sentences. Friendship Formation is developed as the learners ask and answer questions and state facts with their peers
Values: Unity is enhanced as learners share sentences made in the form of charts for peer review Patriotism is enhanced as learners read texts on tourist attraction sites.
Link to other subjects: All language subjects feature affirmative and negative sentences

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to differentiate between affirmative and negative sentences in spoken and written contexts	Differentiate between affirmative and negative sentences in spoken and written contexts outstandingly.	Differentiate between affirmative and negative sentences in spoken and written contexts.	Somehow differentiate between affirmative and negative sentences in spoken and written contexts.	Has difficulty telling differentiate between affirmative and negative sentences in spoken and written contexts
Ability to construct affirmative and negative sentences in varied contexts.	Acutely constructs a range of affirmative and negative sentences in varied contexts.	Constructs the affirmative and negative sentences in varied contexts.	Constructs some affirmative and negative sentences correctly in varied contexts.	Constructs affirmative and negative sentences with support.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
15.4 Reading	15.4.1 Poetry (2 lessons)	By the end of the sub strand, the learner should be able to: identify the subject matter of a poem analyze ideas in the poem reiterate the role of poetry in passing information.	The learner is guided to: recite poems for enjoyment and in pairs outline the subject matter, search online and offline for ways of determining ideas in a poem such as studying the title, the persona, the events and the choice of words, discuss how the use of repetition and other styles can help bring out the ideas in the poem, in groups, pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organizers for review, dramatize a poem displaying ideas generated from it using placards and record their performances.	Why would you use a poem instead of a story to pass information? What makes a poem interesting to read? What kind of ideas can one convey using a poem?
Core Competencies to be developed: Problem Solving: finding extra information as learners search online and offline for ways of determining ideas in a poem Critical thinking: following simple instructions as learners dramatize a poem displaying ideas generated from it using placards and record their performances
Pertinent and Contemporary Issues (PCIs) Life Skills Education: decision making enhanced as learners evaluate which ideas a poem conveys.
Values: Peace: enhanced as learners share their findings and provide positive feedback.
Link to other subjects: Kiswahili, Indigenous Languages and Performing Arts emphasise recitation and performance of poems.

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify the subject matter of a poem	Identifies the subject matter of a poem with clear and elaborate illustrations	Identifies the subject matter of a poem with clear illustrations	Identifies the subject matter of a poem with few illustrations are not clear	Struggles to identify the subject matter of a poem
Ability to analyze ideas in ta poem	Analyses ideas in a poem critically and thoughtfully	Analyses ideas in a poem	Analyses some ideas in a poem	Analyses ideas in a poem with difficulty.

Strand	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
15.5 Writing	15.5.1 Functional Writing: Notices and Posters (2 lessons)	By the end of the sub strand, the learner should be able to: outline the format of presenting notices and posters design notices and posters on current issues acknowledge the role of notices and posters in disseminating information.	The learner is guided to: collect posters and notices online or offline tourist attraction sites in Kenya and display them in class brainstorm on the format for presenting of notices and posters in groups study samples of a notice and a poster presented in class and label features of format differentiate between a poster and a notice in writing discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya design a notice and a poster on the selected issue using the model format and display for peer review keep the revised notice and poster in their portfolio.	What kind of messages do posters convey? Why are notices important in the community How can one make a poster or a notice attractive?
Core Competencies to be developed: Learning to Learn: Organizing own learning as learners design a notice and a poster on the selected issue using the model format Citizenship: Exploring cultural awareness and heritage as learners collect posters and notices on tourist attraction sites in Kenya
Pertinent and Contemporary Issues (PCIs) Effective Communication is achieved as learners design different notices and posters on selected issues. Problem Solving is enhanced as learners identify community needs to be addressed by posters. Patriotism is enhanced as learners design different notices and posters on local tourist sites.
Values: Patriotism is enhanced as learners design posters on tourist attraction sites and community issues. Responsibility is enhanced as learners organize their learning in designing notices and posters.
Link to other subjects: Performing Arts: designing notices and posters is a useful skill in performing arts. Social studies: the knowledge of tourist attraction sites in Kenya is relevant

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to outline the format of presenting notices and posters	Impressively outlines the format of presenting notices and posters	Outlines the format of presenting notices and posters	Roughly outlines the format of presenting notices and posters	Needs assistance to outline the format of presenting notices and posters
Ability to design notices and posters on current issues	Eagerly and innovatively designs notices and posters on current issues	Designs notices and posters on current issues	Designs notices and posters on current issues with some effort	Has difficulty designing notices and posters on current issues

COMMUNITY SERVICE LEARNING (CSL) PROJECT

The CSL project is based on the four language skills: listening, speaking, reading and writing as well as grammar. During the CSL project, the learner will collect oral narratives from the community with the aim of preserving his or her cultural heritage as embodied in the oral literature of various communities.

Strands relating to CSL project	Sub strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
Listening and Speaking Grammar Writing	Oral Narratives (9 Lessons)	By the end of the sub strand the learner should be able to: identify strategies of collecting different types of narratives conduct offline and online research on the narratives that exist in various communities, Devise strategies of preserving oral narratives in his or her community, collect narratives from the community for information, prepare an anthology based on the narratives, publish the anthology on different platforms, apply various lessons learnt from the narratives to real life situations, collaborate with peers to devise strategies of preserving oral literature from the community.	Learner is guided to: identify community members who can share different types of narratives with them, research in pairs or groups the narratives from various communities, search various types of narratives in print and digital texts, use cameras, video recorders, mobile phones or pen and paper to record narratives, share with peers the narratives collected and lessons learnt, write the narratives down in readiness for printing, discuss in groups the lessons learnt from the narratives, discuss ways of preserving the narratives, prepare an anthology of oral narratives publish the anthology in print and digital format, archive copies for example in libraries preservation and heritage share the anthology in the school magazine, blogs, social media platforms, email, mobile phone among others.	Why is it important to preserve our heritage? In which ways can people preserve their heritage? How can preservation of heritage by different communities be of economic value to a country?
Key Component of CSL developed: Collecting Narratives The learners will explain the importance of preserving oral narratives as a heritage. The learners will apply lessons learnt from narratives to real life situations. Learners will suggest strategies of preserving heritage such as the oral narratives Learners will have improved relationships with the community as the collect the narratives.
Core Competencies to be developed: Learning to learn: Learners collect the narratives and discuss lessons learnt. Self-efficacy: Learners develop the skill of self-awareness and organizational skills as they discuss the challenges they have with time management. Digital Literacy; Learners collect oral narratives using digital devices
Values: Responsibility: Learners take charge of their own learning as they collect the narratives Respect: They will respect members of the society and be courteous as they collect the narratives
Pertinent Contemporary Issues (PCIs): Citizenship: Learners have improved relationship with peers and community members as they work together.
Link to other subjects: Music, theatre arts, all languages

Assessment Rubric
Indicators	Exceeds Expectations	Meets expectations	Approaches expectations	Below expectations
Ability to research and identify different types of narratives,	Promptly researches and identifies different types of narratives in the community,	Researches and identifies different types of narratives in the community,	Researches and identifies few types of narratives in the community,	Finds it difficult to research and identify different types of narratives in the community,
Ability to devise strategies of preserving the oral narratives in his or her community,	Devises a variety of strategies of preserving the oral narratives in his or her community	Devises strategies of preserving the oral narratives in his or her community	Devises some strategies of preserving the oral narratives in his or her community	Devises some strategies of preserving the oral narratives in his or her community with assistance
Ability to collect narratives from the community and compile an anthology	Collects varied and relevant narratives from the community and compiles an anthology	Collects relevant narratives from the community and compiles an anthology	Collects relevant narratives from the community and compiles an anthology	Collects some relevant narratives from the community and compiles an anthology with assistance.
Ability to prepare and publish the anthology on different platforms	Prepares and publishes an anthology on the school notice board, blogs and other social media platforms and invites feedback from peers	Prepares and publishes an anthology on different platforms	Prepares and publishes an anthology on the school notice board	Prepares and publishes an anthology on the school notice board with guidance from peers

APPENDIX 1: SUGGESTED ASSESSMENT METHODS

Listening and Speaking	Reading	Grammar in use	Writing skills
Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions Oral presentations Public speaking Peer assessment Self-assessment and standardized listening assessments	Reading aloud Dictation Oral interviews Question and answer Learner summaries of what they read Learner journals Learner portfolios Peer assessment Self-assessment and standardized reading assessments Keeping a record of books read	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue-completion, information gap Role play Simulation Matching tasks Substitution tables Word games Puzzles	Learner journals Peer assessment Self-assessment Portfolio dictation Standardized writing assessment

APPENDIX 2: SUGGESTED LERNING RESOURCES

Non-digital	Digital
Dictionaries Posters Models Workbooks Manilla papers Word trees Storybooks Poetry books Pictures and photographs Newspapers Magazines Junior Encyclopaedia Journals Course books Diorama Flash cards Word wheels Word puzzles Code words Charts and realia	Digital course books Games Songs Digital story books Pictures and photographs Journals Electronic and digital devices Electronic or online dictionaries Flash cards Charts Video clips Audio-visual resources Other web resources

APPENDIX 3: SUGGESTED NON-FORMAL ACTIVITIES

Listening and Speaking	Reading	Grammar in Use	Writing Skills
Participation in poetry recitations during music and drama festivals Interclass or club debating contests Improve vocabulary, speech and values through Christian union, Catholic Action, Muslim, Hindu associations Come up with speeches and deliver them during prize giving days, school assembly, extravaganzas among others to enhance fluency. Participate in music festivals to hone communication and listening skills	Reading news during assemblies and other school functions Virtual tours using Google maps and establishing the direction of various locations using Google maps Collecting different forms of oral literature from their community for a school magazine. Showcasing short plays, conversational poems or choral verses within or without the school Participating in Journalism Club Activities to improve reading	Essay writing competitions on different topics Hot seating sessions to enhance their language competence Language symposiums to sharpen their language capacity Word based sports or games for example crossword puzzles or scrabble Shadowing language users Language drills Announcement posters and and advertising of school activities as a practice	Essay writing competitions Writing clubs, journalism clubs, and compiling articles for the school magazine to nurture writing talent. Interclass or school Spelling contests Letter writing drills Mentorship in writing Report writing based on activities such as school sports and games

Published in Grade 7 Curriculum Designs

Tagged under

Wednesday, 23 November 2022 12:09

English - Class 8 Schemes of Work Term 1 2023

NEW PRIMARY ENGLISH SCHEME OF WORK CLASS 8 2023
REFERENCE BOOKS:

New Primary English Pupils Book
Keynote Pupils Book

*WEEK*	*LESSON*	*TOPIC*	*OBJECTIVES*	*TEACHING/LEARNING ACTIVITIES*	*LEARNING RESOURCES*	*REFERENCES*	REMARKS
1
2	1	Reading	By the end of the lesson the learner should be able to: Read the passage Living with Kiboi Accurately and Fluently Answer the comprehension Questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg. 2-3
	3	Language pattern	By the end of the lesson the learner should be able to: Clauses introduced by who e.g. The Surgeon who operated on me is a kind woman. Clauses introduced by whose e.g. The officer whose computer crashed lost many documents Verbs followed by to + infinitive e.g. The children want to play they need to visit the doctor quickly Verbs + object + infinitive	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.4 KEYNOTE PUPILS BOOK 8 Pg 4-5
	4	Oral Work	By the end of the lesson the learner should be able to: to construct correct sentences using the new words i.e. obedience, morality, values, forgive, honest, respect, self-control	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.4-5 KEYNOTE PUPILS BOOK 8 Pg 7-8
	5	Grammar	By the end of the lesson the learner should be able to: Using ing forms as subjects Example: The dog entered my bedroom and barked	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.4-5 KEYNOTE PUPILS BOOK 8 Pg 9
	6	Writing	By the end of the lesson the learner should be able to: Use the correct question tags I.e. her father is a mechanic, isn’t he? They were not coming to stay, were they? Write correct sentences using present progressive questions i.e. What are you writing , I am writing a letter to my aunt	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.5 KEYNOTE PUPILS BOOK 8 Pg 13-14
	6	Writing	By the end of the lesson the learner should be able to: write composition	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.7 KEYNOTE PUPILS BOOK 8 Pg 14
	7	Library	By the end of the lesson the learner should be able to: Read a story Fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 15

WEEK	LESSON	TOPIC/subtopic	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
3 3	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘a humble beginning Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 17-19
	3	Language pattern	By the end of the lesson the learner should be able to: Present simple tense describing - general truths e.g. The Sun rise in the east. Present simple tense for habitual actions e.g. Tuwei wakes up late every Sunday The sun rises in the east Present continuous tense for future arrangements e.g. I am visiting my grandfather next week. I am sitting for the examination at the end of the year	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.11-12 KEYNOTE PUPILS BOOK 8 Pg 21-29
	4	Vocabulary	By the end of the lesson the learner should be able to: construct correct sentences using the new words given i.e. curriculum vitae, certificates, applications, jobs, invitations, qualifications, interviews, applications, referees and career	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.12 KEYNOTE PUPILS BOOK 8 Pg 16
	5	Grammar	By the end of the lesson the learner should be able to: Write correct sentences in Present continuous tense i. e a am visiting him next week. My brother are training to be bakers Present simple tense. i.e he wakes up early every day A shopkeeper sells things in a shop Use of determiners e.g. this, that, these, those	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.13 KEYNOTE PUPILS BOOK 8 Pg 27
	6	Writing	By the end of the lesson the learner should be able to: Rearranging sentences to retell a story	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.14 KEYNOTE PUPILS BOOK 8 Pg 29
	7	Library	By the end of the lesson the learner should be able to: Read fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 31

WEEK	LESSON	TOPIC/subtopic	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES
3 4	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘a humble beginning Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 17-19
	3	Language pattern	By the end of the lesson the learner should be able to: Present simple tense describing - general truths e.g. The Sun rise in the east. Present simple tense for habitual actions e.g. Tuwei wakes up late every Sunday The sun rises in the east Present continuous tense for future arrangements e.g. I am visiting my grandfather next week. I am sitting for the examination at the end of the year	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.11-12 KEYNOTE PUPILS BOOK 8 Pg 21-29
	4	Vocabulary	By the end of the lesson the learner should be able to: construct correct sentences using the new words given i.e. curriculum vitae, certificates, applications, jobs, invitations, qualifications, interviews, applications, referees and career	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.12 KEYNOTE PUPILS BOOK 8 Pg 16
	5	Grammar	By the end of the lesson the learner should be able to: Write correct sentences in Present continuous tense i. e a am visiting him next week. My brother are training to be bakers Present simple tense. i.e he wakes up early every day A shopkeeper sells things in a shop Use of determiners e.g. this, that, these, those	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.13 KEYNOTE PUPILS BOOK 8 Pg 27
	6	Writing	By the end of the lesson the learner should be able to: Rearranging sentences to retell a story	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.14 KEYNOTE PUPILS BOOK 8 Pg 29
	7	Library	By the end of the lesson the learner should be able to: Read fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 31

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
5	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘don’s story Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 33-35
	2	Language pattern	By the end of the lesson the learner should be able to: Past perfect tense e.g. We had repaired our car before we sold it Present continuous tense e.g Her car is always breaking down	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.19-20 KEYNOTE PUPILS BOOK 8 Pg 36-39
	3	Language pattern	By the end of the lesson the learner should be able to: to construct correct sentences using the pattern phrasal verbs that take object Phrasal verbs with get e.g. She gets up at six o’clock Present simple tense e.g. I work at the airport.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.19-20 KEYNOTE PUPILS BOOK 8 Pg 36-39
	4	Oral Work	By the end of the lesson the learner should be able to: Complete the puzzle	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.20 KEYNOTE PUPILS BOOK 8 Pg 40
	5	Grammar	By the end of the lesson the learner should be able to: write correct Past perfect tense Past continuous tense Modal verbs i.e. I can ride a bicycle Gogo will travel to Kakuma	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.21 KEYNOTE PUPILS BOOK 8 Pg 40-41
	6	Writing	By the end of the lesson the learner should be able to: to write an imaginative composition	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.21 KEYNOTE PUPILS BOOK 8 Pg 44-45
	7	Library	By the end of the lesson the learner should be able to: Read a fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 22-23

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
6	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘tomorrow’s master tailor Accurately and Fluently Answer the comprehension Questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 47-49
	3	Oral Work	By the end of the lesson the learner should be able to: Determiners with singular nouns e.g. Mutemi is a boy Determiners with plural nouns e.g. A lot of children are able to assert themselves today Present simple tense for general truths e.g. The moon shines at night Teacher teach pupils in schools	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.26 KEYNOTE PUPILS BOOK 8 Pg 51-5
	4	Oral Work	By the end of the lesson the learner should be able to: pronounce and construct correct sentences using the new words i.e. challenge, intelligent, self-control, confidence, decision –making, problem solving, communication, assertiveness etc.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.27 KEYNOTE PUPILS BOOK 8 Pg 46
	5	Grammar	By the end of the lesson the learner should be able to: Adverbs of degree i.e. the cupboard is very big The infinitive with/without to i.e. it is important to acquire life skills it is quite noisy in the morning order of adjectives	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.28 KEYNOTE PUPILS BOOK 8 Pg 53-55
	6	Writing	By the end of the lesson the learner should be able to: write composition	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.28 KEYNOTE PUPILS BOOK 8 Pg 56
	7	Library	By the end of the lesson the learner should be able to: Read a fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 57

WEEK

LESSON

TOPIC

OBJECTIVES

TEACHING/LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

Reading

By the end of the lesson the learner should be able to:

Read the comprehension Passage ‘Huduma in hospital
Accurately and Fluently
Answer the comprehension questions

Pronouncing words
Asking questions
Describing events
Reading

Poster
Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 59-61

Language pattern

By the end of the lesson the learner should be able to:

to construct correct sentences using the pattern
Determiners in the affirmative interrogative and negative
Past simple tense to narrate past events and state imaginary events e.g. If Makena knew the way, she could go home
Past continuous tense for actions in progress at a specific time e.g. I was writing a story last night
Past continuous tense for extended actions in the past e.g. The pupils were rehearsing their play last week

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34

KEYNOTE PUPILS BOOK 8 Pg 63-67

Oral Work

By the end of the lesson the learner should be able to:

pronounce and construct sentence using new wrods i.e. gloves, plantation, overcoats, violates, leisure, exploited, harmful.

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34-35

KEYNOTE PUPILS BOOK 8 Pg58

Grammar

By the end of the lesson the learner should be able to:

write correct sentences using colons
The passives Countable and uncountable nouns i.e a or an use of colon(;) these:

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.36-37

KEYNOTE PUPILS BOOK 8 Pg 72

Writing

By the end of the lesson the learner should be able to:

write a formal letter

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.37

KEYNOTE PUPILS BOOK 8 Pg 74

Library

By the end of the lesson the learner should be able to:

Read a fun spot for comprehension and for enjoyment

Pronouncing words
Asking questions
Describing events

Poster
Pictures from the book

Teachers Guide

Story Book

KEYNOTE PUPILS BOOK 8 Pg 37

Reading

By the end of the lesson the learner should be able to:

Read the comprehension Passage ‘Huduma in hospital
Accurately and Fluently
Answer the comprehension questions

Pronouncing words
Asking questions
Describing events
Reading

Poster
Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 59-61

Language pattern

By the end of the lesson the learner should be able to:

to construct correct sentences using the pattern
Determiners in the affirmative interrogative and negative
Past simple tense to narrate past events and state imaginary events e.g. If Makena knew the way, she could go home
Past continuous tense for actions in progress at a specific time e.g. I was writing a story last night
Past continuous tense for extended actions in the past e.g. The pupils were rehearsing their play last week

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34

KEYNOTE PUPILS BOOK 8 Pg 63-67

Oral Work

By the end of the lesson the learner should be able to:

pronounce and construct sentence using new rods i.e. gloves, plantation, overcoats, violates, leisure, exploited, harmful.

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34-35

KEYNOTE PUPILS BOOK 8 Pg58

Grammar

By the end of the lesson the learner should be able to:

write correct sentences using colons
The passives
Countable and uncountable nouns i.e a or an use of colon(;) these:

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.36-37

KEYNOTE PUPILS BOOK 8 Pg 72

Writing

By the end of the lesson the learner should be able to:

write a formal letter

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.37

KEYNOTE PUPILS BOOK 8 Pg 74

Library

By the end of the lesson the learner should be able to:

Read a fun spot for comprehension and for enjoyment

Pronouncing words
Asking questions
Describing events

Poster
Pictures from the book

Teachers Guide

Story Book

KEYNOTE PUPILS BOOK 8 Pg 37

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS

9	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension Passage ‘in the king’s garden Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 77-80
	2	Language pattern	By the end of the lesson the learner should be able to: Writing normal speech	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 80
	3	Oral Work	By the end of the lesson the learner should be able to: Construct correct sentences using the pattern Past continuous tense for actions in progress at a specific time e.g. At two o’clock they were discussing security. Verbs followed by present participle e.g. The tourists enjoy watching the sun set Use of brackets at punctuation marks e.g. Did you see my travel documents (passport and visa)?	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.38 KEYNOTE PUPILS BOOK 8 Pg 81
	4	Oral Work	By the end of the lesson the learner should be able to: pronounce construct correct sentences using the new words border, export, region, visa, trade, duty, cooperation, immigration etc.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.38-39 KEYNOTE PUPILS BOOK 8 Pg 81
	5	Writing	By the end of the lesson the learner should be able to us Speech marks Hyphens Punctuation	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.39 KEYNOTE PUPILS BOOK 8 Pg 82
	6	Writing	By the end of the lesson the learner should be able to: Write a Speech	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.39 KEYNOTE PUPILS BOOK 8 Pg 82
	7	Library	By the end of the lesson the learner should be able to: Read a fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 82

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
10	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘united we stand Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 83-85
	2	Language pattern	By the end of the lesson the learner should be able to: to construct correct sentences using the pattern Verb + noun/pronoun + infinitive e.g The cashier asked me to count the money again	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.44-45 KEYNOTE PUPILS BOOK 8 Pg 83-85
	3	Language pattern	By the end of the lesson the learner should be able to: Use of determiners with uncountable nouns e.g. Yesterday I sold plenty of flour	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.44-45 KEYNOTE PUPILS BOOK 8 Pg 83-85
	4	Oral Work	By the end of the lesson the learner should be able to: Complete poem	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.46-47 KEYNOTE PUPILS BOOK 8 Pg 82-83
	5	Language pattern	By the end of the lesson the learner should be able to: write correct sentences using Past perfect continuous tense i.e. I had been sitting alone in the living room for two hours when the door flew open Present simple tense. i.e. I buy foodstuffs at the market	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.47-48 KEYNOTE PUPILS BOOK 8 Pg 87
	6	Writing	By the end of the lesson the learner should be able to: write report	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.49 KEYNOTE PUPILS BOOK 8 Pg 91
	7	Library	By the end of the lesson the learner should be able to: Read a story book for comprehension and for enjoyment	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 92

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
11	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘the alarm clocks Accurately and Fluently	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 94-95
	2	Oral Work	By the end of the lesson the learner should be able to: construct correct sentences using the pattern Present perfect continuous tense e.g. I have been travelling for six hours Clauses introduced by who e.g. I met the lady who trades in electronic goods	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.56-57 KEYNOTE PUPILS BOOK 8 Pg 95
	3	Oral Work	By the end of the lesson the learner should be able to: Present simple tense e.g. I buy foodstuffs from the market	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.56-57 KEYNOTE PUPILS BOOK 8 Pg 95
	4	Oral Work	By the end of the lesson the learner should be able to: correct sentences using the new words given i.e. exhibition, payment, customers, profits, demand, to bargain, trader, cheap etc.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.58-59 KEYNOTE PUPILS BOOK 8 Pg 93
	5	Grammar	By the end of the lesson the learner should be able to: write correct sentence using The dash Regular and irregular verbs. The hyphen	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.61 KEYNOTE PUPILS BOOK 8 Pg 103
	6	Writing	By the end of the lesson the learner should be able to: Filling forms	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.62 KEYNOTE PUPILS BOOK 8 Pg 108
	7	Library	By the end of the lesson the learner should be able to: Answer the comprehension passage questions correctly	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	New Primary English Pupils Book 8 pg.55-56 KEYNOTE PUPILS BOOK 8 Pg 109

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
12	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘wanza and the calabashes Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 110-111
	2	Oral Work	By the end of the lesson the learner should be able to: pronounce and construct correct sentences using new words i.e event, venue, flag, medal, javelin, shot-put etc	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.67 KEYNOTE PUPILS BOOK 8 Pg 110
	3	Oral Work	By the end of the lesson the learner should be able to: to construct correct sentences using the patterns Appropriate determiners with uncountable nouns e.g. Each minute spent watching the steeplechase race was thrilling Past simple passive e.g. The plumber repaired the tank Use of “as well as” construction as a connector meaning “also” e.g. I play football as well as hockey Verb + -ing as a nominal e.g. Working very hard has helped me improve my grade	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.67 KEYNOTE PUPILS BOOK 8 Pg 114
	4	Language pattern	By the end of the lesson the learner should be able to Verb + -ing as a nominal e.g. Working very hard has helped me improve my grade	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.68 KEYNOTE PUPILS BOOK 8 Pg 114
	5	Grammar	By the end of the lesson the learner should be able to: write correct sentences using -the dash i.e. yes- I like fresh French beans no- I think the price is a bit above what I expected the use of present simple tense nurses cares for the sick in hospital	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.68 KEYNOTE PUPILS BOOK 8 Pg 115
	6	Writing	By the end of the lesson the learner should be able to: write a composition	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.69 KEYNOTE PUPILS BOOK 8 Pg 117
	7	Library	By the end of the lesson the learner should be able to: Read a story book for comprehension and for enjoyment	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 117

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES
13	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘international competitions Fluently and Accurately Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 119-120
	2	Oral Work	By the end of the lesson the learner should be able to: fill the puzzle and write down the meaning of words	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.91 KEYNOTE PUPILS BOOK 8 Pg 119
	3,4	Oral Work	By the end of the lesson the learner should be able to: When/After/As soon as e.g. As remember/decide/hear soon as we left home, it started raining Determiners a, an, the e.g. We waited for an hour for the office to open Comparative and superlative adjectives e.g. longer and longest.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 121-123
	5	Grammar	By the end of the lesson the learner should be able to: Use of comparatives and superlatives adjectives and use of order of adjectives	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 124-125
	6	Writing	By the end of the lesson the learner should be able to: write correct sentences using the correct order of adjectives determiners with countable nouns i.e. a few plants have grown	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 126
	6	Writing	By the end of the lesson the learner should be able to: write a composition an athletics competition	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 126
	7	Library	By the end of the lesson the learner should be able to: read - the story in ‘fun spot’ for comprehension and enjoyment a story book for comprehension and for enjoyment	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 126
14	END OF TERM 1 EXAM

Published in Class 8 Schemes of Work Term 1 2023

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