Displaying items by tag: English Activities

Tuesday, 15 November 2022 12:27

Grade 5 English Activities - Grade 5 Schemes of Work Term 3 2023

wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	LEISUR E TIME ACTIVI TIES : Gramm ar in use	Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentence from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill the blank spaces using conjunctions in sentences or paragraphs. Create a display of charts of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2		Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentence from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of Sentences containing conjunctions, in small groups. Construct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Make sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of Sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	Writing	Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or things in text in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. a descriptive composition individually. Proof read their Compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
2	1		Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or thing in a text Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Proof read their peers composition Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or thing in a text Make Sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	SPORTS - APPREC IATING TALEN TS	Listening and speaking: Listening fluency (Short speeches or dialogues of about 130 words)	By the end of the sub strand, the learner should be able to: Listen to oral presentations Construct sentences orally using words related to the theme. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Listen to oral presentation of (dialogues or poems on topical issues) containing words with the sound /aɪ/ Practice saying selected tongue twisters in pairs. Make three-minute speech based on the theme in groups. Recite poems based on the theme.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4		Sound /aɪ/ as in my, mind, ride, wide	By the end of the sub strand, the learner should be able to: Select words containing the target sound in sentences. Listen for words with the sound /aɪ/ from an audio text. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Listen to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/ Identify words with the sound /aɪ/ from texts. Make a three minute speech based on the theme in groups. Recite poems based on the theme.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
3	1		Non-verbal cues	By the end of the sub strand, the learner should be able to: Select words containing the target sound in sentences. Construct sentences orally using words related to the theme. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Practice saying selected tongue twisters in pairs. Make three-minute speech based on the theme in groups. Recite poems based on the theme. Interpret non-verbal cues correctly.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Intensive Reading Reading with Technology	By the end of the sub strand, the learner should be able to: Relate ideas in the text to personal experiences. Creates mental images from the events, characters or places in a text. Judge the appropriateness of digital texts on the basis word choice, theme and interest.	Why is it important to relate what you read with your experiences? What digital resources can you use in your reading? Why are digital materials more interesting to read than print ones?	Learner is guided to: Infer the meaning of words from context. Make Connections between their experiences and events in the reading text. Create pictures, mimes, videos or crossword puzzles in small groups. search and read texts from the internet in pairs and groups, online. Answer questions in pairs. or role play the stories they have read online. Dramatize stories they have read online. Print the visuals obtained from online sources and share or display in a gallery.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Intensive Reading Reading with Technology	By the end of the sub strand, the learner should be able to: Creates mental images from the events, characters or places in a text. Answer factual and inferential questions correctly. Judge the appropriateness of digital texts on the basis word choice, theme and interest.	Why is it important to relate what you read with your experiences? What digital resources can you use in your reading? Why are digital materials more interesting to read than print ones?	Learner is guided to: Infer the meaning of words from context. Make Connections between their experiences and events in the reading text. Create pictures, mimes, videos or crossword puzzles in small groups. search and read texts from the internet in pairs and groups, online. Answer questions in pairs. or role play the stories they have read online. Dramatize stories they have read online. Print the visuals obtained from online sources and share or display in a gallery.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4	Gramm ar in use	Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Mention the words used to ask questions - how, what, when, why, who Use the Wh- words and How to ask questions. Use digital devices to practice constructing questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
4	1		Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Mention he words used to ask questions - how, what, when, why, who Use e the Wh- words and How to ask questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
	2		Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Construct questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony? How much more sugar was bought? Use else, much … to complete sentences digital devices to practice constructing questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
	3	Writing	Commonly Misspelt Words Homophones Homonyms	By the end of the sub strand the learner should be able to: Spell selected words correctly for effective communication. Use homophones and homonyms in sentences correctly Advocate the use of correct spelling of words among peers.	Why do we write words correctly? Which words do you find difficult to write? How do we learn to spell words?	The learner should be guided to: Discuss in groups words they find difficult to spell. Make a presentation on correct spelling homophones and homonyms Write a word from a dictation by the teacher or from an audio- visual recording. Play a spelling games in pairs; for example, scramble or scrabble. Use jigsaw zle to form words correctly in groups. Make words from jumple up letters.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	4		Commonly Misspelt Words Homophones Homonyms	By the end of the sub strand the learner should be able to: Spell selected words correctly for effective communication. Use homophones and homonyms in sentences correctly Advocate the use of correct spelling of words among peers.	Why do we write words correctly? Which words do you find difficult to write? How do we learn to spell words?	The learner should be guided to: Discuss in groups words they find difficult to spell. Make a presentation on correct spelling homophones and homonyms Write words from a dictation by the teacher or from an audio- visual recording. Play spelling games in pairs; for example, scramble or scrabble. Use jigsaw puzzle to form words correctly in groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
5	1	ENVIRO NMENTA POLLUT IONL	Listening and speaking: peaking Fluency (content from other learning) Making a Speech)	By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Construct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Make short specches using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Sounds /f/ as purify; as in; and /v/ as in vapour preserve,	By the end of the sub strand, the learner should be able to: Pronounce words with selected sounds accurately for effective communication. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Construct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Make short speeches using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	3		Sounds /f/ as purify; as in; and /v/ as in vapour preserve,	By the end of the sub strand, the learner should be able to: Pronounce words with selected sounds accurately for effective communication. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Contruct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4	Reading	Intensive Reading: Poems, Songs and Tongue Twisters	By the end of the sub strand the learner should be able to: Creates mental images from events, characters and places in a text Answer factual and inferential questions correctly for comprehension. Relate events and characters in the reading text to personal experiences.	What can you learn from poems and songs? Which poems and songs do you know? How do you tell the meaning of unfamiliar words while reading?	Learner is guided to: Watch a video on environmental pollution and answer questions. Read a poem or song and role play the events, experiences or characters in the text. Answer factual and inferential questions on the poem and song they read.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
6	1		Intensive Reading: Poems, Songs and Tongue Twisters	By the end of the sub strand the learner should be able to: Infer information and meaning of words from context. Answer factual and inferential questions correctly for comprehension. Relate events and characters in the reading text to personal experiences.	What can you learn from poems and songs? Which poems and songs do you know? How do you tell the meaning of unfamiliar words while reading?	Learner is guided to: Watch video on environmental pollution and answer questions. Read a poem or song and role play the events, experiences or characters in the text. Answer factual and inferential questions on the poem and song they read.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	2	Gramm ar In use	Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify abd underline nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify and underline line nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4		Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify and underline nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in Singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
7	1	Writing	Functional Writing Personal Diary Journal (3 days)	By the end of the sub strand, the learner should be able to: Identify the key components of a diary/journal. Create a journal/diary to convey desired information in the right format. Collaborate with peers to create personal journals and diaries on varied topics.	Why should we plan our activities in advance? What is the most Memorable experience in your life?	Learner is guided to: View a sample diary sample journal/and identify the components. Make journal/diary entries on pairs or small groups. Create a diary in pairs	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Functional Writing Personal Diary Journal (3 days)	By the end of the sub strand, the learner should be able to: Identify the key components of a diary/journal. Create a journal/diary to convey desired information in the right format. Collaborate with peers to create personal journals and diaries on varied topics.	Why should we plan our activities in advance? What is the most Memorable experience in your life?	Learners are guided to create a three days journal. And take a gallery walk. Give feedback to the of each group. Search for more examples of diaries or journals on the internet, textbooks or the library. Create diary or journal individually.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	MONEY - SAVING S AND BANKIN G	Listening and speaking:Intensive Listening (Dialogue containing similes)	By the end of the sub strand, the learner should be able to: Use similes and vocabulary related to the theme correctly in sentences Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Identify similes from an oral text Use similes and words in sentences in small groups. Identify similes from an oral text audio visual text. groups. Discuss the dialogue in pairs. entences using the new words individually. Dramatize the dialogue in small groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4		Sounds : /m/ as in money; /n/ as in notes, /ŋ/ as in shilling	By the end of the sub strand, the learner should be able to: Select words and phrases with the target sounds, digraphs and consonant clusters from a text. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Say words containing the sound sounds /m/ /n/ /ŋ/ in small groups. Listen to dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters in pairs. Identify words featuring the target sounds.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
8	1		Digraphs: sn as in sneeze, sl as in sling	By the end of the sub strand, the learner should be able to: Select words and phrases with the target sounds, digraphs and consonant clusters from a text. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Identify similes from an oral text Use similes and words in sentences in small groups. Identify similes from an audio visual audio visual text. List similes in small groups. Discuss new words found in the dialogue in pairs. Construct sentences using the new words individually. Dramatize the dialogue in small groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Extensive Reading Variety of Texts such as (texts of about 1001 - 1250)	By the end of the sub strand, the learner should be able to: Select suitable reading materials from a variety of texts. Read a variety of materials independently for information and pleasure. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.	Why do you read? How do you obtain specific information from a text? What materials do you enjoy reading?	Learner is guided to: Select appropriate print and non-print reading materials; newspapers, magazines, class readers or poems. Preview reading material to determine suitability. Scan through a text for specific details. Skim through a material to obtain the main idea. Scan through newspapers, magazines among others to find specific information. Skim through a material in small groups. Independently. Promote extensive reading among peers and the greater community.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Newspapers, magazines, class readers and poems	By the end of the sub strand, the learner should be able to: Read a variety of materials independently for information and pleasure. Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.	Why do you read? How do you obtain specific information from a text? What materials do you enjoy reading?	Learner is guided to: colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language look for specific information from a reading material in pairs. read in groups. Make an entry of what they have read in their creative writing diary. Visit library to read online and offline materials	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4	Gramm ar in use	Word Classes Prepositions Time such as: in, on, at Place such as :in, on, at Direction such as : into, towards, to, through	By the end of the sub strand, the learner should be able to: Identify prepositions of time, place and direction in sentences. Use prepositions of time, place and direction appropriately for effective communication. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.	Which words show direction and time? Why is it important to show time and direction?	Learner is guided to: Underline prepositions of time, place and direction in sample sentences: time such as in, on, at) place such as :in, on, at direction such as : into, towards, to, through Play preposition games and songs online/offline. Construct sentences using prepositions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
9	1		Word Classes Prepositions Places such as: in, on, at :in, on, at as : into, towards, to, through	By the end of the sub strand, the learner should be able to: Identify prepositions of time, place and direction in sentences. Use prepositions of time, place and direction appropriately for effective communication. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.	Which words show direction and time? Why is it important to show time and direction?	Use prepositions to perfom classroom task Watch videos and online material on prepositions and in pairs/groups. Create a display charts containing preposition of time and direction. Create crossword puzzles using prepositions. Solve code words and crossword puzzles involving prepositions. Search for prepositions online, from newspapers magazines among others	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2	Writing	Spelling Homophones; Words with double consonants	By the end of the sub strand the learner should be able to: Identify homophones, words with double consonants and words with double vowels correctly. Spell homophones, words with double consonants and words with double vowels correctly. Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or provided documents.	Why should we write words correctly? Which words have the same pronunciation but different spelling?	Learner is guided to: Identify homophones, words with double consonants and words with double vowels from a text. words read by the teacher or from audio recording for example: waist/waste Collect or dropped Write down from a dictation correctly	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3		Words with double vowels	By the end of the sub strand the learner should be able to: Uses homophones, words with double consonants and words with double vowels in sentences correctly. Recommend to peers ways of enhancing their spelling skills for clarity of communication. Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or provided documents.	Why should we write words correctly? Which words have the same pronunciation but different spelling?	Learner is guided to: Use jigsaw puzzle to form words correctly in groups. Form sentences from the words they have spelt. Search for homophones, words with double consonants and words with double vowels from the internet.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals peer assessment Self- assessment learner e) Portfolio dictation f)Standardized writing tests
	4
10	REVISION/ ASSESMENT

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under