Displaying items by tag: Grade 1

Thursday, 26 January 2023 09:27

Mathematics Schemes - Grade 1 Schemes of Work Term 3 2023

Week	Lesson	Strand		Sub-strand	Suggested outcomes	Key inquiry question(s)	Learning experiences	Learning resources	Assessment	Reflection
1	1	Measurement		Capacity (how much a container can hold)	By the end of the sub-strand the learners should be able to: measure how many count the number of small containers to fill big containers	How many of the small containers can fill the big container?	Learners demonstrate and talk about filling containers	Containers of different sizes Grade one book page 58 Number chart	The teacher to check the work of the learners
	2	Measurement		Capacity(how much a container can hold)	By the end of the sub-strand the learners should be able to: collect cans from the environment and measure their capacity	Which cans hold more or less?	Learners demonstrate filling and emptying small and large Containers using water, sand	Grade one book page 58 Containers of different sizes	The teacher to observe the containers
	3	Measurement		Time(daily routines)	By the end of the sub-strand the learners should be able to: observe the pictures	What can you see in picture 1 and 2?	Guide learners to observe and talk about the pictures	Grade one book page 59 Clock face pictures	The teacher to listen to the answers of the learners
	4	Measurement		Time(daily routines)	By the end of the sub-strand the learners should be able to: tell time in according to the pictures	What is the time in picture 1 and 2?	Guide the learners to talk about time	Grade one book page 59 Clock face	The teacher to observe the work of learners
	5	Measurement		Time(daily routines)	By the end of the topic the learners should be able to: identify at least 3 daily routine activities they do before going to school	What do we do when we wake up in the morning before you come to school?	A few learners identify and talk about morning routines activities in an appropriate manner	Clock face Grade one book page 59 pictures	The teacher to listen to learners
2	1	Measurement	Time(daily routines)		By the end of the sub-strand the learners should be able to: identify vocabulary related to time(today, yesterday, tomorrow)	How the things you do are different from what your mother and father does in the morning?	Guide learners to talk about activities related to time(today, tomorrow, yesterday)	Grade one book page 59 Clock face Picture cut outs	The teacher to observe the work of the learners
	2	Measurement	Time(daily routines)		By the end of the sub- strand the learners should be able to: demonstrate ability to manage time well when doing activities	What do you do when you arrive in school?	Learners sing songs on daily routines	Grade one book page 59 Clock face pictures	The teacher to observe the learners activities
	3	Measurement	Time(daily routines)		By the end of the sub-strand the learners should be able to: appreciate what everybody does on a daily activity	What does your mother do when you wake up?	In groups or pairs, learners arrange pictures with various daily routine activities in a logical order	Grade one book page 59 Picture charts	The teacher to observe the learners
	4	Measurement	Time(daily routines)		By the end of the lesson the learners should be able to: arrange pictures with various daily routine activities	What activities do you do when you wake up?	Individually the learners to arrange pictures of daily routine logically	Grade one book page 60 Picture cut out Clock face	The teacher to observe the learners
	5	Measurement	Time(daily routines)		By the end of the topic the learners should be able to: observe the pictures and color	What do you do when you wake up in the morning? What do you see in the pictures	Learners to sing songs about routines	Grade one book page 60 Picture cut outs Picture chart	The teacher to observe the work of the learners
3	1	Measurement	Time(daily routines)		By the end of the sub-strand the learners should be able to: observe the pictures and tell time	What activity do you see in the pictures?	Learners to identify and talk about the activities	Grade one book page 60 Picture cut outs Clock face	The teacher to observe the learners work
	2	Measurement	Time(daily routines)		By the end of the sub-strand the learners should be able to: observe and tell when certain activities take place	What do we do when we wake up? What activities do you do when you arrive in school?	Learners to watch a video on activities of the daily routine	Grade one book 60 Clock face Digital devices like DVDS Picture cut outs	The teacher to observe the work of learners
	3	Measurement	Money(Kenyan currency) Coins and notes		By the end of the sub-topic the learners should be able to: observe and talk about the pictures	What can you see from the pictures?	Guide learners to look and talk about the activities in the pictures	Grade one book page 61 Shop corner	The teacher to observe the work of the learners
	4	Measurement	Money (Kenyan Currency) Coins and notes		By the end of the sub-strand the learners should be able to: talk about different currencies that we use	What do we use money for?	Guide the learners to look and talk about different sample currencies	Grade one book page 61 Coins and notes	The teacher to observe the learners
	5	Measurement	Money (Kenyan currency) Coins and notes		By the end of the sub-strand the learners should be able to: identify different sample coins	What can you see on the coin? What do we use money for?	Guide the learners to look and talk about different sample coins	Grade one book page 62 Coins	The teacher to observe the learners
4	1	Measurement	Money(Kenyan Currency) Coins and notes		By the end of the sub-strand the learners should be able to: identify Kenyan currency from samples given	What can you see on the coins? What do we use money for?	A few learners identify Kenyan coins and notes	Grade one book page 62 Coins Shop Corner Tins	The teacher to observe the coins
	2	Measurement	Money(Kenya Currency) Coins and notes		By the end of the sub-strand the learners should be able to: buy items using Kenyan coins	What can you see on the coin?	In groups, pairs ,learners role play buying and selling from a shop corner	Grade one book page 62 Coins Shop Corner Tins	The teacher to observe the learners activities
	3	Measurement	Money(Kenyan Currency) Coins and notes		By the end of the sub- strand the learners should be able to: trace and shade the coins	What can you see on the coin? What do we use money for?	A few learners to identify the traced coins	Grade one book page 63 Tins Coins	The teacher to observe the coins
	4	Measurement	Money(Kenyan Currency) Coins and notes		By the end of the sub- strand the learners should be able to: match the coins that are the same	Which coins can you see? Which coins look the same?	Learners to match and pair Kenyan currency	Grade one book page 62 Coins Shop corner Tins	The teacher to observe the coins
	5	Measurement	Money(Kenyan Currency) Coins and notes		By the end of the sub-strand the learners should be able to: make a simple budget basing on(coins and notes)	Which coins can you see? What can you buy with the coin from the pictures?	Learners to role play buying and selling from the shop corner	Grade one book page 64 Coins Shop Corner Tins Boxes	The teacher to observe the learners
5	1	Measurement	Money (Kenyan Currency) Coins and notes		By the end of the sub-strand the learners should be able to: appreciate the use of Kenyan currency(coins and notes) in their daily life	What can you see on the note?	Learners to watch a video on role playing buying and selling	Grade one book page 65 Coins Shop corner Tins Boxes Digital devices	Teacher to observe the learners
	2	Measurement	Money (Kenyan Currency) Coins and notes		By the end of the sub-strand the learners should be able to: match notes that are the same	What can we do with extra money(balance)	Learners to match and pair Kenyan currency- coins and notes using ICT devices	Grade one book page 65 Coins Shop corner Digital devices like computers	Teacher to observe the learners
	3	Measurement	Area (surface of objects)		By the end of the sub-strand the learners should be able to: count and write the number of books that cover the surface	How many items can cover this surface?	learners in pairs count the items on the surface	Tables Books Hands Grade one book page 66	Teacher to observe the learners
	4	Measurement	Area (surface of objects)		By the end of the sub-strand the learners should be able to: identify surfaces of different objects in the environment	How many items can cover this surface?	learners are guided to observe and identify different surfaces of objects in the environment	Tables Books Hands Grade one book page 66	The teacher to observe the learners
	5	Measurement	Area(surface of objects)		By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using smaller objects?	What else can we use to cover these surfaces? How many small items can cover these surface?	Demonstrate covering surfaces using small objects from the environment	Tables Books Hands Grade one book page 67 Feet	The teacher to observe the learners

6	1	Measurement	Area(surface of objects)	By the end of the sub-strand the learners should be able to: appreciate different surfaces in the environment	Which surface is smaller or bigger? What else can we use to cover these surfaces?	In groups learners compare different surfaces in the environment	Tables Books Hands Grade one book page 66 and 67 Feet	The teacher to observe the learners
	2	Measurement	Area(surface of objects)	By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using bigger objects	What else can we use to cover these surfaces?	demonstrate covering surfaces using big objects in the environment	Tables Books Hands Grade one book page 66 and 67 Feet	The teacher to observe the learners
	3	Measurement	Area(surface of objects)	By the end of the sub-strand the learners should be able to: identify surfaces of 3 objects in the environment	How many objects can be used to cover the surface? Which surface is smaller or bigger?	Learners cover surfaces of different sizes	Tables Books Hands Grade one book page 66 and 67 Feet	The teacher to observe the learners
	4	Measurement	Area(surface of objects)	By the end of the sub-strand the learners should be able to: differentiate Big and small surface by coloring	Which is the small/big surface?	Learners to shade or color surfaces of different objects	Tables Books Hands Grade one book page 66 and 67	The teacher to observe the learners
	5	Measurement	Area(surface of objects)	By the end of the sub-strand the learners should be able to: learn different surfaces using ICT devices	Which is the small/big surface? How many objects can be used to cover the surface?	Guide learners on using the devices	Tables Books Hands Grade one book page 66 and 67 Digital devices like DVDs	The teacher to observe the learners
7	1	Measurement	Area(surface of objects)	By the end of the sub- strand the learners should be able to: group 3 different surfaces according to size	How many objects can be used to cover the surface?	Learners demonstrate surfaces according to sizes(big ,small)	Tables Books Hands Grade one book page 66 and 67	the teacher to observe the learners
	2	Measurement	Area(surface of objects)	By the end of the sub- strand the learners should be able to: identify and shade big surfaces	How many objects can be used to cover the surface?	Learners to shade or color surface using the ICT devices	Tables Books Hands Grade one book page 66 and 67	the teacher to observe the learners
	3	Measurement	Area(surface of objects)	By the end of the sub-strand the learners should be able to: work out different questions on measurement	Which objects are heavy or light?	Learners discuss in groups compare different mass of objects	Grade one book page 54 and 55 Pictures stones Sand water chairs	The teacher to observe the learners
	4	Measurement	Time(daily routine)	By the end of the sub- strand the learners should be able to: answer different questions on time	What do you do when you wake up before you come to school?	Learners role play activities depending on time	Grade one book page 59 and 60 Past papers	The teacher to observe the learners
	5.	Numbers	Sorting and grouping objects according to shape	By the end of the sub- strand the learners should be able to: sort different objects by shape	Which shapes can you see? How many shapes can you see?	Learners to name the shapes in the pictures	Grade one book page 7	The teacher to observe the learners
8	ASSESSMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:13

Music Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to: identify melodic sounds from the environment for aural discrimination	Which animals in the environment make melodic sounds	Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds	Regalia charts	Observation Oral questions
2		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition	Which animals in the environment make melodic sounds	Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane	Regalia charts	Observation Oral questions
3		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to: identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition	What is the difference between these sounds	Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane	Regalia charts	Observation Oral questions
4		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to: create simple melodic variations in familiar tunes as a basis for composition and for enjoyment	What is the difference between these sounds	Learners are guided in groups and individually to sing familiar tunes, introducing melodic variations	Regalia charts	Observation Oral questions
5		LISTENING AND RESPONDIN G	Elements of Music	By the end of the lesson the learner should be able to: listen and identify sounds in the local environment for aural discrimination	When you listen to the music, how does it make you feel?	Learners take a nature walk and are guided in listening and identifying sounds in the environment	Regalia charts	Observation Oral questions
6		LISTENING AND RESPONDIN G	Elements of Music	By the end of the lesson the learner should be able to: respond imaginatively to sounds in the environment through movement or imitation for enjoyment	When you listen to the music, how does it make you feel?	Learners listen and respond to sounds in the environment through; movement, vocalization, imitation and discussions	Regalia charts	Observation Oral questions
7		LISTENING AND RESPONDING	Elements of Music	By the end of the lesson the learner should be able to: identify the character of musical pieces for emotional expression	When you listen to the music, how does it make you feel?	Learners are guided in identifying and describing the character of selected pieces of music as either sad or happy	Regalia charts	Observation Oral questions
8		LISTENING AND RESPONDING	Elements of Music	By the end of the lesson the learner should be able to: imitate rhythmic and melodic patterns of music to enhance listening skills,	When you listen to the music, how does it make you feel?	describe the elements of music used using music terminology: loud/ soft (dynamics), fast/ slow (Tempo), high/ low (Pitch), long /short	Regalia charts	Observation Oral questions
9&10		ASSESSMENT		ASSESSMENT	ASSESSMENT	ASSESSMENT	ASSESSMENT	ASSESSMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:13

Movement Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1	1	Swimming	Basic swimming skills	By the end of the lessons, the learner should be able to: name the organ used to see in water while swimming for body awareness	Discuss why it important to open the eyes hen swimming	Learners could be shown video clips of other learners swimming	Regalia charts	Observation Oral questions
	2		Basic swimming skills	By the end of the lessons, the learner should be able to: watch a video clip of people playing games in water for digital literacy	Discuss why it important to open the eyes hen swimming	Learners could be shown video clips of other learners swimming	Regalia charts	Observation Oral questions
	3		Basic swimming skills	By the end of the lessons, the learner should be able to: acquire the ability to see in water for safety, personal and general space awareness	Discuss why it important to open the eyes hen swimming	Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water	Regalia charts	Observation Oral questions
	4		Basic swimming skills	By the end of the lessons, the learner should be able to: establish relationships while seeing in water for critical thinking and problem solving	Discuss why it important to open the eyes hen swimming	Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water	Regalia charts	Observation Oral questions
	5		Basic swimming skills	By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination	Discuss why it important to open the eyes hen swimming	Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water	Regalia charts	Observation Oral questions
2	1		Mushroom float	By the end of the lessons, the learner should be able to: watch a video clip of people floating in water for digital literacy	Name things that may float in water?	Learner to watch video clips of people floating on water using the mushroom float	Regalia charts	Observation Oral questions
	2		Mushroom float	By the end of the lessons, the learner should be able to: acquire the ability to float in water using the mushroom float technique for survival and water safety	Name things that may float in water?	Practiced floating on water using the mushroom float.	Regalia charts	Observation Oral questions
	3		Mushroom float	By the end of the lessons, the learner should be able to: demonstrate the ability to float in water using the mushroom float technique for survival	Name things that may float in water?	hold onto side of the pool hands shoulder width apart at the shallow end ii. Step back and straightening the arms and lock the elbows	Regalia charts	Observation Oral questions
	4		Mushroom float	By the end of the lessons, the learner should be able to: establish relationships while floating in water for critical thinking and problem solving	Name things that may float in water?	float with the face fully immersed in water with eyes open, Slowly Lift the head and bring the body to a standing position	Regalia charts	Observation Oral questions
3	5		Mushroom float	By the end of the lessons, the learner should be able to: appreciate floating in water for self-esteem and survival	Name things that may float in water?	Learner to cooperate with others and play simple water games while using the mushroom float technique	Regalia charts	Observation Oral questions
	1-2		Mushroom float	By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination	Why it is important to know how to float in water	Learner to cooperate with others and play simple water games while using the mushroom float technique	Regalia charts	Observation Oral questions
5	3-4		Mushroom float	By the end of the lessons, the learner should be able to: play simple water games for creativity, enjoyment and peaceful coexistence	Why it is important to know how to float in water	Learner to cooperate with others and play simple water games while using the mushroom float technique	Regalia charts	Observation Oral questions
	5			By the end of the lessons, the learner should be able to: observe rules when playing simple games for own and others safety.	Why it is important to know how to float in water	Learners to observe pool safety	Regalia charts	Observation Oral questions
4	1-2		Sculling water	By the end of the lessons, the learner should be able to: explore the different ways of sculling water	name any floating technique you know	Learners to watch a video clip of other learners sculling water (standing position)	Regalia charts	Observation Oral questions
	3-4		Sculling water	By the end of the lessons, the learner should be able to: watch video clips of people sculling in water for digital literacy	name any floating technique you know	Learners to watch a video clip of other learners sculling water (standing position)	Regalia charts	Observation Oral questions
	5		Sculling water	By the end of the lessons, the learner should be able to: acquire the ability to scull in water for survival and water safety,	name any floating technique you know	Learners practice sculling in water by: at the shallow end of the pool the learner to extend the arms directly out in front,	Regalia charts	Observation Oral questions
5	1-2		Sculling water	By the end of the lessons, the learner should be able to: demonstrate the ability to scull water for self- confidence	Why is it important to scull water?	the learner’s feet stand on the pool floor and the body in a sitting arm	Regalia charts	Observation Oral questions
	3-4		Sculling water	By the end of the lessons, the learner should be able to: establish relationships while sculling water for critical thinking and problem solving	Why is it important to scull water?	Learners cooperates with others to play simple games while sculling water	Regalia charts	Observation Oral questions
	5		Sculling water	By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination	Why is it important to scull water?	Learners to observe safety while playing water games	Regalia charts	Observation Oral questions
6	1	Gymnastics	Static balances: Single leg balance	By the end of the lessons, the learner should be able to: name the parts of the body that are used in Single leg balance for body awareness	Name some body balances you know	Learners to name the parts of the body in use when performing the Single leg balance	Regalia charts	Observation Oral questions
	2		Static balances: Single leg balance	By the end of the lessons, the learner should be able to: watch video clips on ballet dance for digital literacy	Name some body balances you know	Learners to watch video clips of gymnastic displays	Regalia charts	Observation Oral questions
	3		Static balances: Single leg balance	By the end of the lessons, the learner should be able to: perform the single leg balance for coordination, balance, strength and space awareness	Name some body balances you know	Learners to be guided on how to perform Single leg balance	Regalia charts	Observation Oral questions
	4		Static balances: Single leg balance	By the end of the lessons, the learner should be able to: practice performing the single leg balance for coordination, balance, and strength	Name some body balances you know	Learners to practice the Single leg balance	Regalia charts	Observation Oral questions
	5		Static balances: Single leg balance	By the end of the lessons, the learner should be able to: observe rules for own and others safety.	Name some body balances you know	Observe rules while performing the Single leg balance for own and others safety	Regalia charts	Observation Oral questions
7	1	Gymnastics	T-balance	By the end of the lessons, the learner should be able to name the parts of the body in use during T- balance performance for body awareness	Name the body parts used in T- balance	Learners to name the parts of the body in use when performing the in T-balance	Regalia charts	Observation Oral questions
	2	Gymnastics	T-balance	By the end of the lessons, the learner should be able to watch video clips of T- balance for digital literacy	Name the body parts used in T- balance	Learners to watch video clips of other learners performing the T-balance	Regalia charts	Observation Oral questions
	3	Gymnastics	T-balance	By the end of the lessons, the learner should be able to perform the T-balance for strength, coordination, balance, and space awareness,	Name the body parts used in T- balance	Learners to practice the T-balance individually and with others.	Regalia charts	Observation Oral questions
	4	Gymnastics	T-balance	By the end of the lessons, the learner should be able to practice performing the T-balance for coordination, balance and strength	Name the body parts used in T- balance	Learners to play games	Regalia charts	Observation Oral questions
	5	Gymnastics	T-balance	By the end of the lessons, the learner should be able to appreciate performing the T-balance for self- esteem,	Name the body parts used in T- balance	Learners to practice the T-balance individually and with others	Regalia charts	Observation Oral questions
8	1	Gymnastics	Star balance	By the end of the lessons, the learner should be able to name the parts of the body that are in use during the performance of star balance for body awareness	Name the body parts used in Star balance?	Learners to answer questions on the parts of the body in use when performing the Star balance	Regalia charts	Observation Oral questions
	2	Gymnastics	Star balance	By the end of the lessons, the learner should be able to watch video clips of star balance for digital literacy	Name the body parts used in Star balance?	Learners to watch the video clips of other learners performing the Star balance	Regalia charts	Observation Oral questions
	3	Gymnastics	Star balance	By the end of the lessons, the learner should be able to perform the star balance for coordination, balance, strength and space awareness	Name the body parts used in Star balance?	Learners to practice the Star balance individually and with others	Regalia charts	Observation Oral questions
	4	Gymnastics	Star balance	By the end of the lessons, the learner should be able to practice performing the star balance for coordination, balance, and strength	Name the body parts used in Star balance?	Learners to collaborate with others and participate in activities using the star balance	Regalia charts	Observation Oral questions
	5	Gymnastics	Star balance	By the end of the lessons, the learner should be able to observe rules while performing balances for own and others safety.	Name the body parts used in Star balance?	Observe rules when performing the star balance activities for own and others safety.	Regalia charts	Observation Oral questions
9&10		ASSESSEMENT	ASSESSEMENT	ASSESSEMENT	ASSESSEMENT	ASSESSEMENT	ASSESSEMENT	ASSESSEMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:13

Kiswahili Schemes - Grade 1 Schemes of Work Term 3 2023

WIKI	KIPINDI	MADA	MADA NDOGO	MATOKEO MAALUM YANAYOTOKEA	MASWALI DADISI	MAPENDEKEZO YA SHUGLI ZA UFUNZAJI	KAZI YA ZIADA	NYEZO	MAONI
1	Kwanza	Kusoma:	Hadithi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati uliotumiwa katika hadithi ili kuimarisha mawasilian	Je, ni nini maana ya usafi gani?	Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi.	Mwalimu asikize sentensi za wanafunzi wanapotunga.	Wanafunzi Uk 91 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Pili	Kusoma:	hadithi	Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu zinazohusu usafi wa mwili katika kujenga stadi ya kusoma	Je, ni matayarisho yapi unayofanya kabla ya kuja shuleni?	Mwanafunzi asome hadithi baada ya mwalimu, kisha pamoja na mwalimu na baadaye akiwa peke yake au wawili wawili	Fanya zoezi la kwanza ukurasa 93	Tarakilishi Uk 92-93 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Tatu	Kusoma:	hadithi	Kufikia mwisho wa mada mwanafunzi aweze kusoma hadithi zinazohusu usafi wa mwili katika kujenga stadi ya kusoma	Unafikiri ni nini kitakachotokea katika hadithi hii?	Mwanafunzi aeleze maana na matumizi ya msamiati uliotumika kwenye hadithi	Mwalimu asahihishe zoezi la mwanafunzi.	Wanafunzi Uk 93 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
2	Kwanza	Sarufi:	Matumizi ya huyu na hawa	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya huyu na hawa katika mawasiliano kusoma sentensi zinazojumuisha huyu na hawa ili kuimarisha mawasiliano	Je, unajua ni kwa nini tunatumia huyu na hawa	Mwanafunzi atunge sentensi zenye matumizi ya huyu na hawa k.m. Huyu anakata kucha - Hawa wanakata kucha; Huyu anachana nywele - Hawa wanachana nywele. Mwanafunzi aandike sentensi zinazojumuisha matumizi ya huyu na hawa	Mwalimu asikize wanafunzi wakisoma.	Tarakilishi Uk94 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Pili	Sarufi:	Matumizi ya huyu na hawa	Kufikia mwisho wa mada mwanafunzi aweze kuandika sentensi kwa kutumia huyu na hawa katika kuimarisha stadi ya kuandika kuthamini utunzi wa sentensi sanifu katika mawasiliano.	Je, utatumia neno lipi kuonyesha kwamba mtu ni mmoja? Watu wakiwa wengi unaonyesha vipi?	Mwanafunzi aweza kujaza mapengo kwenye tarakilishi kupitia mchezo wa kuburura na kutia kapuni.	Mwalimu asikize majibu wa mwanafunzi kuhusu maswali aliyowapa.	Uk 95-96 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 Wanafuzi
	Tatu	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada, mwanafunzi aweze: kutamka sauti nne za herufi moja katika kuimarisha stadi ya kuzungumza	Ni sauti zipi unazoweza kutamka?	Mwanafunzi atambue sauti lengwa /s/, /b/, /y/ na /z/ katika maneno. Mwanafunzi asikilize mwalimu akitamka sauti lengwa, kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili na kama darasa.	Mwalimu asikize sauti ambazo mwanafunzi anaweza tamka.	Wanafunzi Uk97-98 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 Wanafunzi
3	Kwanza	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kutambua sauti za herufi moja zilizofunzwa katika maneno katika kuimarisha stadi ya kuzungumza	Unajua kusoma herufi na maneno yapi?	Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi	Mwalimu asikilize mwanafunzi akisoma.	Wanafunzi Uk 98 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Pili	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kusoma	Unajua kusoma herufi na maneno yapi?	Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa. Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.	Mwalimu atazame mwanafunzi akisoma silabi katika uk 99 kisha utunge maneno.	Wanafunzi Uk 98-99 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Tatu	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kusoma herufi za sauti moja katika kuimarisha stadi ya kusoma	Unajua kusoma herufi na maneno yapi?	Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa. Mwanafunzi aweza kufinyanga maumbo ya herufi inayowakilisha sauti iliyofunzwa.	Mwalimu aanaglie mwanafunzi akifanya zoezi.	Wanafunzi Uk99-100 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
4	Kwanza	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kuimarisha stadi ya kusoma	Unajua kuandika herufi na maneno yapi?	Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni.	Mwalimu atazame mwanafunzi akiandika maneno.	Wanafunzi Uk 101 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Pili	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kusoma vifungu vilivyo na maneno yaliyo na sauti lengwa katika kuimarisha stadi ya kusoma	Unajua kuandika herufi na maneno yapi?	Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu katika sehemu ndogo ndogo ili kuyasoma kwa urahisi.	Mwalimu aangalie mwanafunzi anapoandika herufi anazojua.	Tarakilishi Uk 102 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Tatu	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kuandika maumbo ya herufi yanayowakilisha sauti lengwa	Unajua kuandika herufi na maneno yapi?	Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni	Mwalimu atazame maumbo ambayo mwanafunzi anachora.	Wanafunzi Uk103 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
5	Kwanza	Vyakula vya kiasilia	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kuchangamkia kutumia maneno yanayojumuisha sauti lengwa katika mawasiliano ya kila siku.	Unajua kuandika herufi na maneno yapi?	Wanafunzi wasome hadithi zilizo na maneno yanayobeba sauti lengwa kama darasa au wawili wawili	Mwalimu atazame kazi ambayo mwanafunzi anachora.	Wanafunzi Uk103 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Pili	Msamiati	Msamiati	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vya kiasili ili kuimarisha lishe bora kusoma majina ya vyakula mbalimbali ili kuimarisha stadi ya kusoma	Unapenda waweza kutaja chakula kipi?	Mwanafunzi atambue vyakula mbalimbali vya kiasili kwa kutumia vyakula halisi, picha na michoro kama vile mihogo, viazi, mahindi, maharagwe, mboga na matunda. Mwanafunzi atumie msamiati aliyofunzwa kutunga sentensi.	Mwalimu asahihishe sentensi ambazo mwanafunzi anaandika.	Wanafunzi Uk 104 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	tatu	Msamiati	Msamiati	Kufikia mwisho wa mada mwanafunzi aweze kuandika majina ya vyakula katika kuimarisha stadi ya Kuandika kutumia majina ya vyakula katika sentensi sahihi	Vyakula vipi hukuzwa shambani?	Mwanafunzi aweza kupewa kadi za majina ya vyakula vya kiasili asome kwa sauti. Wanafunzi waweza kuambatanisha majina ya vyakula halisi au michoro na majina yavyo.	Mwalimu asikize baadhi ya chakula vinazokuzwa shambani.	Wanafunzi Uk 105-106 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
6	kwanza	Kusikiliza na Kuzungu mza	Masimulizi	Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza masimulizi kuhusu vyakula vya kiasili katika kuimarisha stadi ya kusikiliza	Kwa nini tunakula chakula?	Mwanafunzi asimulie hadithi kuhusu vyakula vya kiasili. Wanafunzi wajadiliane kuhusu umuhimu wa vyakula vya kiasili. Wanafunzi wasimuliane visa kuhusu vyakula vya kiasili.wanafunzi	Mwalimu asikilize mwanafunzi akieleza umuhimu wa chakula.	Tarakilishi Uk 107 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Pili	Kusikiliza na Kuzungu mza	Masimulizi	Kufikia mwisho wa mada mwanafunzi aweze kufahamu masimulizi aliyosikiliza katika kuimarisha stadi ya kusikiliza kufurahia vyakula vya kiasili katika maisha ya kila siku.	Je, umuhimu wa vyakula vya kiasili ni upi?	Mwanafunzi aweza kuhusishwa katika kuimba nyimbo na kukariri mashairi kuhusu vyakula vya kiasili. Mwanafunzi aweza kusikiliza nyimbo na mashairi yaliyorekodiwa kwenye vifaa vya kiteknolojia kuhusu vyakula vya kiasili.	Mwalimu atazame mwanafunzi akifanya zoezi.	Tarakilishi Uk107-108 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	tatu	Kusoma:	Hadithi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati uliotumiwa katika hadithi aliyosoma au kusomewa ili kuimarisha mawasiliano	Je, unaona nini katika picha?	Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenywae hadithi.wanafunzi	Mwalimu asikize mwanafunzi akisimulia kis a chochote.	Wanafunzi Uk 110 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
7	Kwanza	Kusoma:	Hadithi	Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu kuhusu vyakula vya kiasili ili kuimarisha stadi ya kusoma	Unadhani ni nini kitakachotokea katika hadithi	Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wawili wawili au katika vikundi.	Mwalimu asikize mwanafunzi akisoma hadithi.	Wanafunzi Uk 110-111 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	Pili	kusoma	Hadithi	Kufikia mwisho wa mada mwanafunzi aweze kufurahia vyakula vya kiasili maishani.	Unakumbuka hadithi gani uliyoisoma?	Mwanafunzi asikilize hadithi ya mwalimu au hadithi iliyorekodiwa kuhusu vyakula vya kiasili.	Mwalimu asahihishe kazi ya mwanafunzi.	Tarakilishi Uk112 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
	tatu	Sarufi	Matumizi na –angu na –etu	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya –angu na – etu katika mawasiliano kutumia –angu na – etu katika sentensi ili kuimarisha mawasiliano	Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu?	Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. Mwanafunzi aandike sentensi zenye kuhusisha-angu na –etu.	Mwalimu asikilize mwanafunzi akitunga sentensi.	Wanafunzi Uk 113 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
8	Kwanza	Sarufi	Matumizi na – angu na –etu	Kufikia mwisho wa mada mwanafunzi aweze kufurahia kutumia –angu na –etu katika mawasiliano.	Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu?	Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. Mwanafunzi aandike sentensi zenye kuhusisha -angu na –etu.	Mwalimu asikilize mwanafunzi akitumia angu na etu katika kutunga sentensi.	Tarakilishi 114-15 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1
9	marudio

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:13

Literacy 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	READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners are assisted in reading and predicting the meaning of new words Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency.	Charts KLB Visionary English Literacy Activities Grade 1 pg. 177-179	Read short words and phrases
		2	READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners are assisted in reading and predicting the meaning of new words Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency.	Charts KLB Visionary English Literacy Activities Grade 1 pg. 180-182	Read short words and phrases
	3		WRITING	Spelling instruction	By the end of the sub-strand, the learner should be able to: Apply the knowledge of blending and segmenting to write words. Use proper letter formation with correct spacing to write words correctly Develop an interest in spelling and writing new words.	Why is it Important to spell words correctly?	Learners make new words by playing spelling games (spelling bee, flash cards) in pairs and groups Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence) Learners are guided to use various forms of media to spell and write words. Learners write dictated words correctly.	Picture cards, computer, flash cards, containing words, pencils, stencils, reading charts KLB Visionary English Literacy Activities Grade 1 pg.183	Dictation, spelling competition
	4		WRITING	Spelling instruction	By the end of the sub-strand, the learner should be able to: Apply the knowledge of blending and segmenting to write words. Use proper letter formation with correct spacing to write words correctly Develop an interest in spelling and writing new words.	Why is it Important to spell words correctly?	Learners make new words by playing spelling games (spelling bee, flash cards) in pairs and groups Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence) Learners are guided to use various forms of media to spell and write words. Learners write dictated words correctly.	Picture cards, computer, flash cards, containing words, pencils, stencils, reading charts KLB Visionary English Literacy Activities Grade 1 pg.184	Dictation, spelling competition
	5		LISTENING	Story Telling	By the end of the sub-strand, the learner should be able to: Listen attentively and confidently respond to stories Use a variety of thematic vocabulary Develop an interest in listening to oral stories.	What do stories teach us?	Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories Learners respond to oral questions related to the story learned or orally recreate a story	Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person KLB Visionary English Literacy Activities Grade 1 pg.185	Retelling stories, question and answer
2	1		SPEAKING	Talk About	By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment.	Who/what do you like?	Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups.	Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.186	Oral presentations, question/answer
	2		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners should be exposed to a variety of reading materials to practice reading for fluency. Learners participate in reading games (lucky dip, fishing game), in pairs and groups. Learners mimic words and phrases to produce right intonation.	Charts KLB Visionary English Literacy Activities Grade 1 pg.187-189	read short words and phrases
	3		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners should be exposed to a variety of reading materials to practice reading for fluency. Learners participate in reading games (lucky dip, fishing game), in pairs and groups. Learners mimic words and phrases to produce right intonation.	Charts KLB Visionary English Literacy Activities Grade 1 pg.190-192	read short words and phrases
	4		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words.	Why do we write?	Learners create stories from pictures provided (picture spark) Learners are guided to write key words in the story	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons. KLB Visionary English Literacy Activities Grade 1 pg.193	Learners organize pictures in sequence to tell a story and write words to caption the pictures
	5		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story. Apply knowledge of writing conventions to aid meaning and presentation.	What do we write?	Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and Meaning.	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons. KLB Visionary English Literacy Activities Grade 1 pg.193	Learners organize pictures in sequence to tell a story and write words to caption the pictures
3	1		LISTENING	Story Telling	By the end of the sub-strand, the learner should be able to: Listen attentively and confidently respond to stories. Use a variety of thematic vocabulary. Empathize with familiar people in stories.	Who tells us Stories?	Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories. Learners respond to oral questions related to the story learned or orally recreate a story.	Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person KLB Visionary English Literacy Activities Grade 1 pg.194	Retelling stories, question and answer
	2		SPEAKING	Talk About	By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects	Who/what do you like?	Interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups.	Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.195	Oral presentations, question/answer
	3		SPEAKING	Talk About	By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment. Express personal emotions, feelings, and opinions about people, places, and objects.	Why do you like him/her/it?	Learners observe the teacher modelling effective speaking skills Learners record their speech and listen as teacher observes	Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.196	Oral presentations, question/answer
	4		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences	Why is it important to read?	Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation.	Charts KLB Visionary English Literacy Activities Grade 1 pg.197-198	read short words and phrases
	5		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences	Why is it important to read?	Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation.	Charts KLB Visionary English Literacy Activities Grade 1 pg.199-200	read short words and phrases
4	1		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Apply knowledge of writing organizer to write a coherent story.	What do we write?	Learners are guided to write key words in the story. Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.201	Learners organize pictures in sequence to tell a story and write words to caption the pictures
	2		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Learn from oral and reading activities to enrich their written words. Apply knowledge of writing conventions to aid meaning and presentation.	Why do we write?	Learners create stories from pictures provided (picture spark) Learners are guided to write key words in the story. Learners are guided to construct simple sentences for fluency and meaning	Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.202	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons
	3		LISTENING	Effective Communication	By the end of the sub-strand, the learner should be able to: Acquire a variety of vocabulary to talk about own and others’ experiences. Show appreciation of others’ feelings as they share their experiences	What makes us happy?	Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners are guided to ask and respond to questions to clarify information on experiences.	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills) KLB Visionary English Literacy Activities Grade 1 pg.203	audio-recording devices, learners
	4		SPEAKING	Talk About	By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment.	Why do you like him/her/it?	Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,	Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.204	Oral presentations, question/answer
	5		SPEAKING	Talk About	By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects	Who/what do you like?	Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,	Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.205	Oral presentations, question/answer
5	1		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners are assisted in reading and predicting the meaning of new words Learners rearrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency	Charts KLB Visionary English Literacy Activities Grade 1 pg.206	Read short words and phrases
	2		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners are assisted in reading and predicting the meaning of new words Learners rearrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency	Charts KLB Visionary English Literacy Activities Grade 1 pg.207	Read short words and phrases
	3		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Apply knowledge of writing organizer to write a coherent story. Apply knowledge of writing conventions to aid meaning and presentation.	What do we write?	Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.208	Learners organize pictures in sequence to tell a story and write words to caption the pictures
	4		LISTENING	Effective Communication	By the end of the sub-strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences Show appreciation of others’ feelings as they share their experiences.	How do we respond when someone is sad?	Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners listen to songs and poems related to feelings	audio-recording devices, learners KLB Visionary English Literacy Activities Grade 1 pg.209	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills
	5		LISTENING	Effective Communication	By the end of the sub-strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences Use non-verbal cues in oral communication to express feelings and experiences.	How do we respond when someone is sad?	Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners listen to songs and poems related to feelings	audio-recording devices, learners KLB Visionary English Literacy Activities Grade 1 pg.209	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills
6	1		SPEAKING	Talk About	By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects	Who/what do you like?	Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,	Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.210	Oral presentations, question/answer
	2		SPEAKING	Talk About	By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment.	Why do you like him/her/it?	Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,	Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.211	Oral presentations, question/answer
	3		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation.	Charts KLB Visionary English Literacy Activities Grade 1 pg.212	Read short words and phrases
	4		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Plan and organize ideas Learn from oral and reading activities to enrich their written words.	Why do we write?	Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning.	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.213	Learners organize pictures in sequence to tell a story and write words to caption the pictures
	5		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story Apply knowledge of writing conventions to aid meaning and presentation	Why do we write?	Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning.	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.214	Learners organize pictures in sequence to tell a story and write words to caption the pictures
7	1		LISTENING	Conversation	By the end of the sub-strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations.	What do we talk about?	Learners associate the keywords displayed with those in the conversation listened to? Learners record audios of conversations and listen to them. Learners watch videos of different conversations.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Literacy Activities Grade 1 pg.215-216	Question and answer, role play, dramatization
	2		LISTENING	Conversation	By the end of the sub-strand, the learner should be able to: Recognize and use vocabulary related to the themes myself, my family, my school, and my home Appreciate taking turns while engaged in collaborative conversations.	What do we talk about?	Learners associate the keywords displayed with those in the conversation listened to? Learners record audios of conversations and listen to them. Learners watch videos of different conversations.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Literacy Activities Grade 1 pg.217	Question and answer, role play, dramatization
	3		SPEAKING	Presentation skills	By the end of the sub-strand, the learner should be able to: Use a variety of vocabulary to express self appropriately. Use appropriate tonal variation, articulation and stress to express self confidently Appreciate the use of transition words to sequence events.	What does a good presenter do?	Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups. Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then) Learners sing songs, rhymes and recite poems related to routine activities	Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events KLB Visionary English Literacy Activities Grade 1 pg.218	Narration (check use of signal words), question/answer
	4		SPEAKING	Presentation skills	By the end of the sub-strand, the learner should be able to: Use a variety of vocabulary to express self appropriately. Use appropriate tonal variation, articulation and stress to express self confidently Appreciate the use of transition words to sequence events.	What does a good presenter do?	Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups. Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then) Learners sing songs, rhymes and recite poems related to routine activities	Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events KLB Visionary English Literacy Activities Grade 1 pg.219-220	Narration (check use of signal words), question/answer
	5		READING	Reading comprehension	By the end of the sub-strand, the learner should be able to: Read simple texts fluently and with understanding Read aloud short texts and stories accurately	Why is it important to understand what you read?	Learners are exposed to a variety of texts for reading Learners are guided to read sentences aloud for meaning Learners ask and answer simple questions related to materials read	Reading materials, flashcards, library, readers KLB Visionary English Literacy Activities Grade 1 pg.221	Listening, Question/Answer
8	1		READING	Reading comprehension	By the end of the sub-strand, the learner should be able to: Read at an appropriate speed for enjoyment. Develop an interest in reading short stories with comprehension.	Why is it important to understand what you read?	Learners are prompted to predict meaning from pictures Learners use learned vocabulary to construct simple sentences Learners identify and name characters from pictures	Reading materials, flashcards, library, readers KLB Visionary English Literacy Activities Grade 1 pg.221	Listening, Question/Answer
	2		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story Apply knowledge of writing conventions to aid meaning and presentation.	What do we write?	Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.222	Learners organize pictures in sequence to tell a story and write words to caption the pictures
	3		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. Apply knowledge of writing organizer to write a coherent story.	Why do we write?	Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning.	Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.222	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons
	4		WRITING	Creative Writing	By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. Apply knowledge of writing organizer to write a coherent story.	Why do we write?	Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning.	Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.222	Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons
	5		READING	Reading phrases and sentences	By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences.	Why is it important to read?	Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation.	Charts KLB Visionary English Literacy Activities Grade 1 pg.212	Read short words and phrases
	ASSESMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:12

Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 3 2023

Week	Lesson	Strand	Sub-strand	Specific Learning Outcome		Key Inquiry Question		Learning Experiences	Learning Resources	Assessment	Reflection
1	1	Safety education	Common accidents at home - Drowning	By the end of the sub-strand, the learner should be able to: Describe drowning. Mention causes of drowning at home. Identify ways of preventing drowning at home.		What causes drowning at home? How can we prevent drowning at home?		Learners are guided to identify drowning at home. Learners are guided to state the causes of drowning at home such as swimming alone. Learners to tell stories of their experiences of drowning at home Learners to identify ways of preventing drowning at home such as swimming under supervision. Learner to view pictures and video clips on causes of drowning at the home and share them in class.	Pictures of children drowning and their causes such as swimming alone. Pictures and video clips on drowning and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. and 77	Ask learners oral questions on drowning.
	2		Common accidents at home - Electric shock	By the end of the sub-strand, the learner should be able to: Describe an electric shock. Mention causes of electric shock at home. Identify ways of preventing electric shocks at home.		What causes electric shock at home? How can we prevent electric shock at home?		Learners are guided to describe an electric shock. Learners are guided to state the causes of electric shock at home such as naked electricity sockets, touching naked wires and inserting metal objects into the sockets. Learners to tell stories of their experiences of electricity sockets at home Learners identify ways of preventing electricity sockets at home keeping naked flame and water out of reach Learners to view pictures and video clips on causes of electric shocks at the home and share them in class.	Naked wires Naked sockets Pictures of Children inserting metals into the sockets Pictures and video clips on electric shocks and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 71&74	Ask learners oral questions on electric shocks.
2	1		Common accidents at home - Choking	By the end of the sub-strand, the learner should be able to: Describe choking. Mention causes of choking at home. Identify ways of preventing choking at home.	What causes choking at home? How can we prevent choking at home?		Learners are guided to identify choking at home from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of choking at home such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Learners to tell stories of their experiences of choking at home Learners to identify ways of preventing choking at home like chewing food completely before swallowing, swallowing small pieces of food and not to speak or laugh while swallowing food. Learners to view pictures and video clips on causes of choking at the home and share them in class.		Pictures of children who have been choked and their causes such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Pictures and video clips on choking and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 68&71	Ask learners oral questions on choking.
	2		Common accidents at home - Suffocation	By the end of the sub-strand, the learner should be able to: Describe suffocation. Mention causes of suffocation at home. Identify ways of preventing suffocation at home.	What causes suffocation at home? How can we prevent suffocation at home?		Learners are guided to identify suffocation from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of suffocation at home such as placing paper bags over their heads. Learners to tell stories of their experiences of suffocation at home Learners identify ways of preventing suffocation at home such as proper disposal of paper bags. Learners to view pictures and video clips on causes of suffocation at the home and share them in class.		Pictures of children with paper bags over their heads. Pictures and video clips on suffocation and how to prevent them.	Ask learners oral questions on suffocation.
3	1		Importance of preventing accidents at home	By the end of the sub-strand, the learner should be able to: State common accidents that occur at home Mention causes of accidents at home, Appreciate the importance of preventing accidents at home.	What are some of the accidents at home? What causes accidents at home? How can we prevent accidents at home?		Learners are guided to identify accidents at home like falls, cuts, drowning, suffocation, choking electrocution, burns. Learners are guided to state the causes of accidents at home such as sharp edges, slippery floors, vegetable/fruit peelings, broken glass, uncovered pits, rough floors, poorly arranged furniture, electricity sockets and the naked flame Learners identify ways of preventing accidents at home (wiping spills, arranging furniture properly, disposing off waste appropriately, covering open pits, proper handling of tools like knives and forks)		Pictures of common accidents at home. Video clips on how to prevent common accidents that occur at home. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 67-79	Ask learners oral questions on common accidents that occur at home
	2	Safety education	Dangerous chemicals at home	By the end of the sub-strand, the learner should be able to: Name some dangerous chemicals found at home and where they are used.	Which are some of the dangerous chemicals used at home?		Guide learners to identify dangerous chemicals used at home (detergents and cleaning agents, kerosene, pesticides, insecticides) In groups, learners to mention dangerous chemicals found in their homes		Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80	Ask learners oral questions on dangerous chemicals found in their homes
4	1		Dangers chemicals cause at home	By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home,	What are some of dangers caused by these household chemical s?		Guide learners to mention the dangers caused by chemicals used at home.		Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80	Ask learners oral questions on dangers of chemicals found in their homes
	2		Dangers chemicals cause at home	By the end of the sub-strand, the learner should be able to: Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.	Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemical s?		Let learners listen to stories or watch a video on dangers caused by dangerous chemicals used at home.		Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 83	Ask learners oral questions on dangers chemicals of found in their homes
5	1		Dangers chemicals cause at home	By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home, Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.	Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemicals? Which dangerous chemicals found at home can you draw?		Learners can draw and color some of the dangerous chemicals at home using pencils, colors, crayons and computing devices		Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Pencils Crayons/Colors Drawing books Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80-83	Ask learners oral questions on dangers of chemicals found in their homes
	2	Simple first aid	What is first aid?	By the end of the sub-strand, the learner should be able to: Know what first aid is Define first aid	Which accident has ever happened to you? What was done to you after the accident? Why did they do first aid to you?		Guide learners in telling stories on when an accident happened to them and what was done to them after the accident. Guide learners to read pictures on first aid.		First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 85	Ask learners oral questions to what first aid is.
6	1		Why do we do first aid?	By the end of the sub-strand, the learner should be able to: State reasons for carrying out First Aid to an injured person.	Why do we do First Aid on an injured person?		Let learners listen to a story on First Aid and answer questions asked. Guide learners to mention reasons for carrying out First Aid on an injured person.		First aid kit Charts on First Aid Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 86	Ask learners oral questions on why we do first aid.
	2		The first aid kit	By the end of the sub-strand, the learner should be able to: Identify a First Aid kit. Draw and color a First Aid kit.	What is a First Aid kit?		Let learners observe a first aid kit. Guide learners in telling where they saw the item (First Aid kit) Learners to mention where they do see the First Aid kit Guide learners to draw a First Aid kit and color it.		First aid kit A chart/picture with a First Aid kit Pencils Drawing books Colors/crayons Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 87
7	1		Things found in the First Aid kit (Bandage, Scissors and Gloves)	By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit contents.	Which contents are found in the First Aid kit? How are the contents used?		Guide learners to identify contents of a First Aid kit (Bandage, Scissors and Gloves) and how they are used. Learners to draw and color First Aid kit contents (Bandage, Scissors and Gloves.		First Aid kit Bandage Scissors Gloves Pencils Drawing books Crayons/Colors Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88	Ask learners oral questions on First Aid kit contents and how they ae used.
	2		Things found in the First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)	By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit	Which contents are found in the First Aid kit? How are the contents used?		Guide learners to identify contents of a First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)) and how they are used. Learners to draw and color First Aid kit contents (Cotton wool, Tweezer and Safety pins)		First Aid kit Bandage Scissors Gloves Cotton wool Tweezer Safety pins Pencils Drawing books Crayons/Colors First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88-89	Ask learners oral questions on First Aid kit contents and how they ae used.
8	1		First aid for cuts	By the end of the sub-strand, the learner should be able to: Practice simple First Aid for minor cuts	What First Aid is done for cuts?		In groups, guide learners to share experiences on what was done to them when they had a cut. Show learners video clips, pictures, charts on First Aid for cuts. Guide learners to role play on simple First Aid for cuts.		First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for cuts Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90	Observe learners as they role play on dressing a cut
	2		First aid for wounds	By the end of the sub-strand, the learner should be able to: Practice simple First Aid for wounds	What First Aid is done for wounds?		In groups, guide learners to share experiences on what was done to them when they had wounds. Show learners video clips, pictures, charts on First Aid for wounds. Guide learners to role play on simple First Aid for wounds.		First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for wounds Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90	Observe learners as they role play on dressing a wound

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:12

Environmental Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	Strand/Theme	Sub-strand/Subtheme	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: identify types of waste in the classroom;	What types of waste are found in the classroom?	Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).	Our lives today grade 1 page 116-118	Oral question on type of waste in the classroom
	2	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: in groups of two, take a walk in the school compound and identify types of waste in the classroom;	What types of waste are found in the classroom?	Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).	Our lives today grade 1 page 119	observing on type of waste in the school compound
	3	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: safely sort out waste in the in the classroom for appropriate disposal;	How could we dispose of classroom waste responsibly	Learners could be guided to record types of waste (by writing or drawing	Our lives today grade 1 page 120	observing on type of waste in the school compound
	4	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;	How could we dispose of classroom waste responsibly	Learners cold safely sort out waste from the classroom.	Our lives today grade 1 page 121	observing on type of waste in the school compound
	5	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;	How could we dispose of classroom waste responsibly	Learners cold safely sort out waste from the classroom.	Our lives today grade 1 page 121	observing on type of waste in the school compound
2	1	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: appreciate a clean classroom environment for good health	How could we dispose of classroom waste responsibly	Learners could be guided to develop a schedule for cleaning the classroom	Our lives today grade 1 page 122	observing on type of waste in the school compound
	2	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: Safety in handling waste in the home.	What types of waste are found in the classroom?	Learners could identify types of waste found in the home.	Our lives today grade 1 page 122	Oral question on how safe the school is
	3	Care for the environment	Safety in Handling waste in the home.	By the end of the sub-strand, the learner should be able to: Identifying waste that are found at home	What types of waste are found in the classroom?	Learners could identify types of waste found in the home..	Our lives today grade 1 page 124	Oral question on Identifying waste that are found at home
	4	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: In group I categories and Identifying waste that are found at home	What types of waste are found in the classroom?	Learners could identify types of waste found in the home.	Our lives today grade 1 page 124	Oral question on Identifying waste that are found at home Observing waste found at home
	5	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: Discussing how to handle waste safely	How do we handle waste safely	Learners could watch video clips on safe managing of wastes.	Our lives today grade 1 page 126	Observing waste found at home
3	1	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: sort out waste in the for safe and effective disposal	How could we safely dispose of waste at home?	Learners could be guided to identify safe ways of managing wastes in the home.	Our lives today grade 1 page 127	Oral question on safety in handling waste in the home
	2	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: In group of two sort out waste in the for safe and effective disposal	How could we safely dispose of waste at home?	Learners could be guided to identify safe ways of managing wastes in the home.	Our lives today grade 1 page 127	Oral question on safety in handling waste in the home
	3	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at home	How is water wasted at home and school?	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways in which water is wasted at home and at school
	4	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at school;	How is water wasted at home and school?	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways in which water is wasted at home and at school
	5	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home.	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
4	1	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at school.	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
	2	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
	3	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways of using water sparingly to reduce wastage	How could we reduce water wastage at home and school?	Learners could explore various ways in which water is used sparingly.	Our lives today grade 1 page 132-133	Oral question on ways of saving water
	4	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: use water sparingly at home	How could we reduce water wastage at home and school?	In groups, learners could be guided to demonstrate the different practices of careful use of water.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
	5	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: use water sparingly at school.	How could we reduce water wastage at home and school?	In groups, learners could be guided to demonstrate the different practices of careful use of water.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
5	1	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identifying way of utilizing water well in the community	How could we reduce water wastage at home and school?	Learners could be guided to identify common practices that lead to wastage of water at home and school.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
	2	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: demonstrate willingness to use water sparingly	How could we reduce water wastage at home and school?	Learners could be organized to participate in school water day to share experiences on careful use of water.	Our lives today grade 1 page 132-133 water containers, video clips on using water, photographs, local environment.	Observing how to use water sparingly at home and school
	3	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: State sources of light at home i.e. sun, lamb, candle, torch and moon	How could we save light energy at home and school?	Learners could be guided to discuss ways of saving light energy in the home and school.	Our lives today grade 1 page 136	Oral question on types of sources of light
	4	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: State sources of light at school i.e. sun, lamb, candle, torch and moon	How could we save light energy at home and school?	Learners could be guided to discuss ways of saving light energy in the home and school.	Our lives today grade 1 page 136	Oral question on types of sources of light
	5	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at home	How could we save light energy at home	Learners could be guided to discuss ways of saving light energy	Our lives today grade 1 page 136-	Oral question on types of sources of light
6	1	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at school	How could we save light energy at school?	Learners could be guided to discuss ways of saving light energy	Our lives today grade 1 page 136-	Oral question on types of sources of light
	2	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at home	How could we save light energy at school?	Learners could be guided to formulate rules on conserving light energy at home and school	Our lives today grade 1 page 137	Oral question on types of sources of light
	3	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at school	How could we save light energy at school?	Learners could be guided to formulate rules on conserving light energy at home and school	Our lives today grade 1 page 137	Oral question on types of sources of light
	4	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: use light energy sparingly and responsibly at home and school to conserve Energy.	How could we save light energy at school?	Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school	Our lives today grade 1 page 138-139	Oral question on types of sources of light
	5	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to Making poster on saving energy	How could we save light energy at school?	Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school	Our lives today grade 1 page 138-139	Observing the poster and message made by the pupils on saving energy.
7&8	Revision
9	ASSESSMENT TEST

Published in Grade 1 Schemes of Work Term 3 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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Thursday, 26 January 2023 09:11

CRE Schemes - Grade 1 Schemes of Work Term 3 2023

week	lesson	strand	Sub strand	Specific learning objectives	Key inquiry question	Learning experience	Learning resources	Assessment	Remarks
1	1	Christian values	honesty	By the end of the sub strand the learners should be able to: State the reason for telling the truth and apply it their daily lives Explain the reason being always honest Identify the lessons learned from a story Given by the teacher about honesty	Why should we tell the truth? Why is it good to tell the truth?	Learners to read in groups proverbs 12:17-19 Learners to tell the reason why they should tell the truth Learners to observe the pictures of a person telling the truth and should state the reason for being honest Learners to discuss and identify the lessons learned from telling the truth	Pictures Bible Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking learners questions
1	2	Christian values	honesty	By the end of the sub strand the learners should be able to: Recognize the Importance of being honest and apply it in their daily life Understand the reason why God want them to tell the truth always	Why should you be honest?	Learners to read proverbs Learners to recite the verse I n the Bible Learners to observe the pictures and tell the de reason for saying the truth Learners to sing a song about honesty	Bible Pictures Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Observe learners as they recite the verse Asking learners questions
1	3	Christian values	Honesty	By the end of the sub strand the learners should be able to: Demonstrate responsibilities by completing their homework Describe honesty by not copying their pupils work	Why is it wrong to copying other learning work?	Learners in pairs to list negative results of copying other pupils work Learners to observe picture and the tell the pupils who are copying other learners work Learners to roleplay oh how pupils each other’s work and tell how it is wrong	Pictures Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy L. Wachira Jesse Watiki Dennis Rutere Goretti Atogoh page 64-68	Observe learners as they role play Asking questions
2	1	Christian values	Honesty	By the end of the sub strand learners should be able to: Demonstrate honesty by taking lost and found items to their teacher Avoid taking other people’s items without permission to do for peaceful co-existence with others	Why is it wrong to take other peoples’ items?	Learners to read the verse in the Bible proverbs 12:17-19 Learners to observe the picture of taking back lost and found items to the teacher and role play it Learners to sing a song about honesty and not taking other people’s items	Picture Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking questions
2	2	Christian values	Honesty	By the end of the sub strand learners to: Demonstrate responsibility by completing homework in time Demonstrate punctuality at school and at home to be responsible	Why do we have to complete homework in time?	Learners to state the reason why they should complete their homework in time Learners to observe the picture of a pupil who complete work given on time and be punctual in school	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking question
2	3	Christian values	Honesty	By the end of the sub strand the learners should be able to: Identify what happen when one lies and should apply it in their daily life Understand the importance of being honest and how they should embrace in their daily experience	What happens when one lies?	Learners to identify what happens when one does tell the truth and state the consequences they should face Learners to observe the picture of individual being punished for not telling the truth Learners to state the importance of being honest Learners to recite the verse	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh	Observe learners as the recite the verse
3	1	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Understand and identify the reason why they should thank their parents as a way of expressing gratitude Mention ways of expressing gratitude to their parents	Why should we thank our parents	Learners to read Thessalonian 5:18 Learners to state the reason why they should be thankful to their parents Learners to observe pictures of a child giving thanks to their parents and to demonstrate in class the how they should thank their parents Sing a song of thanksgiving in class	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
3	2	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Identify the importance of being thankful as God want them to say thank you Describe ways of being thankful to God for always being with them	Why should we thank God?	Learners to read Thessalonian 5:18 Learners to state the importance of saying thank you as God wants them to say thank you Learners to observe pictures of people praying to God to say thank you Learners to read in the charts a prayer of thanks to God for everything they have	Pictures Charts Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 68-73	Asking learners question
3	3	Christian values	Thankfulness	By the end of the sub strand the learners should be able to: Identify when to say thank you to their parents State the reason why they should thank their parents	When should we thank our parents?	Learners to state when to thank their parents Learners to observe the pictures of children thanking their parents and state the reason why they should thank their parents To read the poem in the chart and compose their own poem to say thank you to their parents	Pictures charts Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Observe the learners as they recite and compose their own parents
4	1	Christian values	Thankfulness	By the end of the sub strand the learners should be able to: Identify the reason they should thank their parents to promote good parental child relationship Recognize that parents appreciate when their children thank you to them	How do we thank our parents	Learners to read the verse 1 Thessalonian 5:18 Learners observe the picture and state ways they should be thanking their parents Learners to role play on how to thank their parents Learners to sing a song of thanksgiving to their parents	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
4	2	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Appreciate other people’s kindness by saying thank you Thank God for their family, friend’s teachers and appreciate them all	Why do we have to say thank you?	Learners in pairs to list reason they should say thank you Learners to role play the situation that say thank you gestures Learners to exchange gift in pairs and practice being thankful to each other Leaners to recite Thessalonian 5:18	Bible Charts Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Observe learners as the recite and memorize the verse
4	3	Christian values	Thankfulness	By the end of the sub strand learners should be able to: State the importance of being thankful and how they should appreciate in their day to day life State the ways they should show gratitude to their friends when they do something good to them	Why do we have to say thank you	Learners to state the importance of being thankful and how they should embrace it in their day to day life Learners to state how they should appreciate others by showing gratitude when they receive a good deed from their friend Sind a song about showing gratitude	Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
5	1	The church	The church as the house of God	By the end of the sub strand the learner should be able to: Identify that the church is the house of God understand the reason we go to church tell when we go to church	Why do we go to church?	Learners to read psalms100: 4 Learners in pairs to state the reason why we go to the church Learners to draw and color the church	Bible Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
5	2	The church	The church as the house of God	By the end of the sub strand learners should be able to: Describe what happens in church State why should we respect the church	What happens in church?	Learners to read psalms 100:4 Learners to describe what happens in church Learners to role pray what happens in church Learners to state the reason they should respect the church	Bible Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
5	3	The church	The church as the house of God	By the end of the sun strand the learner should be able to: Describe how they should behave in church State the reason why people sing and pray in church	How should we behave in church?	Learners to observe pictures on how people should behave in church Learners to demonstrate on how they should behave in church Learners to draw a church and how people behave in church	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Observe learners as they draw a church
6	1	The church	The church as the house of God	By the end of the sub strand the learner should be able to: State why people in church serve God Tell how actively and regularly participate in church	Why do we serve God?	Learners to state the reason why people in church serve God Learners to demonstrate how they serve God in church Learners to tell how actively they participate in church activities Learners to sing a song they sing in church	Pictures audio visual material Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
6	2	The church	The church as the house of God	By the end of the sub strand the learners should be able to: Recognize the church as a place of worship Learners to state how they respect the church as place of worship and a house of God	Why do we respect the church?	Learners to understand that church is a place we worship God Learners to watch the video of a church and what people do at church to show respect and be able to respect the church a place of worshipping God Learners to sing a song on how we should respect the church	Audio visual material Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions t
6	3	The church	The church as the house of God	By the end of the sub strand the learner should be able to: Acquire a sense of responsibility by serving God in church Desire to growth in faith by attending Sunday school	Why do we respect God?	Learners to acquire as sense of responsibility by stating how they serve God Learner’s to observe a picture of learners in a Sunday school and desire to attend Sunday school Learning to sing a song about the church as the house of God	Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions and observing them as they sing
7	1	The church	The church as the house of prayer	By the end of the sub strand learners should be able to: Understand the reason why people pray Identify place where people often offers prayers	Why do we pray?	Learners to state why people pray and how they should embrace it in their day to day life Learners to observe the picture of people and state the reason why they pray Learners to identify the place where they always offer their prayers	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking learners questions
7	2	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to: Write a prayer to thank God for everything God has done to them Say simple prayer thank God for his provision	Why do we thank God for his provision?	Learners to write a payer to thank God for everything given to them Learners to read a verse in Mathew 21:13 Learners to arrange letters using numbers by using flash cards Learners to say a simple prater to thank God for his provision	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners they arrange the letter using numbers on the flashcards
7	3	The church	The church as the house of prayer	By the end of the sub strand learners should be able to: Identify that when we pray we talk to God Appreciate prayer as it a way we communicate to God	How do we communicate to God?	Learners to state ways of talking to God Learners to compose simple prayers Learners to read prayers in charts Learners to sing a prayer song	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners as they sing a prayer song
8	1	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to : Recite four lines of the lord’s prayer as a way of communicating with God Desire to pray regularly to develop a relationship with God	How frequently do you pray to God?	Learners to read Mathew 6:9-10 Learners to read the lord’s prayer in the chart Learners sing a song on the lord’s prayer	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners sing a song on the lord’s prayer
8	2	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to: Show respect to God during prayer by adopting different postures of prayer State the importance of prayer and apply it in our daily life	How can you show respect to God during prayer	Learners to read the lord’s prayer from the chart displayed in class Learners to role play ways of showing respect to God during prayers Learners to sing a song on the lord’s prayer	Charts Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy L. wachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking learners questions
8	3	The church	The church as the house of prayer	By the end of the sub strand the learners should be able to: Appreciate and respect the church as the house of prayer Appreciate God for all the provision by offering prayers	What is prayer	Learners to state how they appreciate and respect the church as the house of prayer Learners to observe the picture of how the church should be respected Learners to demonstrate how they should appreciate God for all the provision by offering a prayer of thanks	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking questions and observing learners as they demonstrate
9	ASSESSMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:11

Art and Craft Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1	1	Sculpture	Toys	By the end of the of the lesson the learner should be able identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	What toys have you seen in class’ Inquiry Corner	Guide the learners, as a group, to Inquiry Corner to identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Toys	By the end of the of the lesson the learner should be able to observe toys in the physical and/or ICT environment to help in making toys	What toys have you seen in class’ Inquiry Corner	Guide the learners, to observe toys, locally available materials and tools for making toys in the physical and/or ICT environment	Regalia charts	Observation Oral questions
2	1		Toys	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make toys	What materials and tools do we have for making simple toys?	Individually, learners make simple toys using available materials and tools	Regalia charts	Observation Oral questions
	2		Toys	By the end of the lesson the learner should be able to Make simple toys using locally available materials and tools, for playing.	What materials and tools do we have for making simple toys?	In a group, learners display, talk about and appreciate their own and others’ work	Regalia charts	Observation Oral questions
3	1		Kites	By the end of the of the lesson the learner should be able to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	What is a kite?	\Guide the learners, as a group, to Inquiry Corner to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to observe kites in the physical and/or ICT environment to help in making kites	What is a kite?	Guide the learners, to observe kites, locally available materials and tools for making kites in the physical and/or ICT environment	Regalia charts	Observation Oral questions
4	1		Kites	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make kites	Have you ever seen a kite	Individually, learners make simple kites using available materials and tools	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to Make simple kites using locally available materials and tools, for playing	Have you ever seen a kite	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
5	1	Weaving	Plain Paper Weave	By the end of the lesson the learner should be able to identify samples of plain weaves of varied materials and colors at Inquiry Corner for motivation.	What is weaving?	Guide the learners, as a group, to Inquiry Corner to identify samples of plain weaves of varied materials and colors for motivation	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to identify locally available material and tools for making plain weaves at Inquiry Corner for motivation.	What is weaving?	Guide the learners, to observe samples of plain weaves from varied materials and colors in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
6	1	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make plain paper weaves in two colors	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to make simple paper table mats using plain weave in two colors from locally available materials and tools	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
7	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to identify items modelled using pinch method, materials and tools at Inquiry Corner for motivation	What items in Inquiry Corner are modelled using pinch method	Learners are guided, as a group, to Inquiry Corner to identify items modelled using pinch method, materials and tools for motivation.	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation.	What items in Inquiry Corner are modelled using pinch method	Learners are guided, to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
8	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to model simple objects using pinch method for self-expression	What materials and tools are used for modelling	Individually, learners model simple objects using pinch method for self-expression	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to display, talk about and 8appreciate own and others’ work	What materials and tools are used for modelling	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
9&10	ASSESSEMENT

Published in Grade 1 Schemes of Work Term 3 2023

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