Displaying items by tag: Literacy

Wednesday, 15 February 2023 13:49

Literacy Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand/ Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Learning Experience	Key Inquiry Questions	Learning Resources	Assessment
1	1	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 32-3	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learnersparticipate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 32-33	Listening Reading Asking questions
	3	Reading	Independent reading	By the end of the sub- strand, the learner should be able to: Identify the main idea in a passage Locate information from print sources Silently read a given passage.	Learners guess the meaning of unfamiliar words from context Learners find answers to questions through independent reading Learners are encouraged to utilize resources available in the library for independent Reading. Learners ask and answer questions from independent reading	What can you do to ensure that you understand what you read on your own?	Readers, newspapers, magazines, journals MTP English Literacy Activities Grade 3 pg. 32-33	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg. 34	Listening Reading Asking questions
	5	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg.34-35	Listening Reading Asking questions
2	1	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 36-37	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub-strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 36-37	Listening Reading Asking questions
	3	Reading	Independent reading	By the end of the sub- strand, the learner should be able to: Identify the main idea in a passage Locate information from print sources Silently read a given passage.	Learners guess the meaning of unfamiliar words from context Learners find answers to questions through independent reading Learners are encouraged to utilize resources available in the library for independent reading. Learners ask and answer questions from independent reading	What can you do to ensure that you understand what you read on your own?	Readers, newspapers, magazines, journals MTP English Literacy Activities Grade 3 pg. 36-37	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg. 38	Listening Reading Asking questions
	5	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
3	1	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read. Learners are encouraged to make connections between materials read and real life. Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Spelling Instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
4	1	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read. Learners are encouraged to make connections between materials read and real life. Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Spelling Instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
5	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed. Develop an interest in reading widely on varied subjects.	Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
6	1	Listening And Speaking	Talk about	By the end of the sub strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub-strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed. Develop an interest in reading widely on varied subjects.	Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts. Experiment with language choice in imaginative writing Compose simple texts in written and digital formats.	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts. Experiment with language choice in imaginative writing Compose simple texts in written and digital formats.	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
7	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media,in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read Learners are encouraged to make connections between materials read and real life Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing Compose simple texts in written and digital formats	Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) Learners participate in creative writing competitions at school and through various media (newspaper, children magazines)	How do we organize ideas to make a story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Compose simple texts in written and digital formats. Use connecting words appropriately and effectively in writing	Learners create and publish writing using digital tools, in pairs and groups Learners use connecting words to show creativity	How do we organize ideas to make a Story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
8	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read Learners are encouraged to make connections between materials read and real life Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Demonstrate a sense of ownership in the written work Compose simple texts in written and digital formats	Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) Learners participate in creative writing competitions at school and through various media (newspaper, children magazines)	How do we organize ideas to make a Story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Compose simple texts in written and digital formats. Use connecting words appropriately and effectively in writing Develop an interest in writing for pleasure	Learners create and publish writing using digital tools, in pairs and groups Learners use connecting words to show creativity	How do we organize ideas to make a Story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
9	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Build on one’s ideas in a conversation by linking them to those given by others. Develop an interest to read stories and texts	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class. Learners orally answer questions from a story read.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Handwriting	By the end of the sub- strand, the learner should be able to: Use capital letters correctly Use appropriate spacing between words Use legible and neat handwriting to communicate effectively	Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective Punctuation (capitalization, commas, and full stop).	What do we consider when writing a paragraph?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Listening And Speaking	Talk about	By the end of the sub-strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Build on one’s ideas in a conversation by linking them to those given by others. Develop an interest to read stories and texts	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class. Learners orally answer questions from a story read.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
10	1	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Writing	Handwriting	By the end of the sub- strand, the learner should be able to: Use capital letters correctly Use appropriate spacing between words Use legible and neat handwriting to communicate effectively	Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective Punctuation (capitalization, commas, and full stop).	What do we consider when writing a paragraph?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class. Learners orally answer questions from a story read. Learners share the message in a story with peers, parents, and others in the community	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text Locate information in a text. Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read.	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Handwriting	By the end of the sub- strand, the learner should be able to: Use capital letters correctly. Use appropriate spacing between words Use legible and neat handwriting to communicate effectively. appreciate the importance of linking words in paragraph development	Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think pair-share to discuss linking words	What do we consider when writing a paragraph?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
11	ASSESSMENT

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:44

Literacy Schemes - Grade 3 Schemes of Work Term 1 2023

WEEK	LESSON	STRANDS	SUB-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUIRY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REMARKS
1	1-5	OPENING OF SCHOOLS AND PREPARATION
2	1-5	LISTENING AND SPEAKING	Imitation	By the end of the sub-strand, the learner should be able to: use appropriate expressions and phrases in formal and non-formal conversations acquire varied sentence structures to express self appropriately respond appropriately to conversations with varied audiences appreciate the importance of mannerisms while engaging in conversations		Learners are guided to make inquiries on the: different forms of conversation with various people in their community (peers, elders) different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups . different setups (church, market, home etc) participate in panel discussions on issues related to self, home, and family drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication(greetings, permission, inquiries	Regalia charts	Observation Oral questions written questions
3	1-5		Story Telling	By the end of the sub-strand, the learner should be able to: use digital knowledge to create stories acquire and accurately use appropriate words and phrases from stories develop an interest in telling stories for pleasure demonstrate techniques of effective storytelling	What do stories teach us?	Learners listen to stories and model different techniques of story telling Learner could be guided in the use of various digital platforms and use the same platforms to create their stories Learner could be guided to use acquired vocabulary to retell stories in pairs, groups and whole class Learners to act them out (using props, correct tone, pitch, tempo and body language) in pairs and groups. Learner tell a story from memory	Regalia charts	Observation Oral questions written questions
4	1-5		Effective communication (sharing experiences)	By the end of the sub-strand, the learner should be able to: se compound and complex sentences to link thoughts listen and use talk to organize and clarify thoughts and ideas effectively communicate needs and feelings in a variety of ways listen to concerns and opinions of others and represent them in an appropriate forum demonstrate willingness to interact with others appreciate the importance of sharing one another’s feeling	How do we know that the person we are talking to has understood our message	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	Regalia charts	Observation Oral questions written questions
5	1-5		Talk about	By the end of the sub-strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events build on one’s ideas in a conversation by linking them to those given by others develop an interest to read stories	What do you like to talk about?	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss the rules that govern social interactions when talking. Learners orally answer questions from a story read Learners share the message in a story with peers, parents, and others in the community	Regalia charts	Observation Oral questions written questions
6	1-5		Presentation skills	By the end of the sub-strand, the learner should be able to: question the decisions made in their environment and ask critical questions engage in decision making in their environment. sequentially position their views using appropriate words e.g firstly, secondly, lastly demonstrate an interest in making decisions in their environment through contributions and valid suggestions	How do we choose between two things? How do we tell others what we have chosen?	Learners make decisions on a subject and share their decisions Learners share and justify their decisions on a given subject in pairs and groups Learners are given opportunities for decision-making(dilemma situations) and make constructive suggestions. learners to role play as a basis for initiating conversation on a topic	Regalia charts	Observation Oral questions written questions
7	1-5	READING	Independent reading	By the end of the sub-strand, the learner should be able to: identify the main idea in a passage locate information from print sources silently read a given passage read supplementary books with understanding develop an interest in reading for pleasure	What can you do to ensure that you understand what you read on your own	Learners guess the meaning of unfamiliar words from context Learners make and confirm predictions from texts read Learners find answers to questions through independent reading Learners are encouragaed to utilize resources available in the library for independent reading Learners ask and answer questions from independent reading	Regalia charts	Observation Oral questions written questions
8	1-5		Reading comprehension	By the end of the sub-strand, the learner should be able to: read with accuracy, fluency, and understanding read through texts to make personal judgments or opinions on the subjects of the text locate information in a text use acquired words to form sentences and read them accurately at an appropriate speed develop an interest in reading widely on varied subjects	Why is meaning important in reading?	Learners answer and generate questions from texts read Learners are encouraged to make connections between materials read and real life Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Regalia charts	Observation Oral questions written questions
9	1-5	WRITING	Sentence formation	By the end of the sub-strand, the learner should be able to: write a variety of compound and complex sentence structures correctly develop strategies for making and organizing notes use writing and other forms of representation to generate and organize ideas appreciate the importance of logic in writing	How do we construct sentences? Why do we	Learners observe as teacher explicitly models use of sentence punctuation Learners practice methods of taking notes and compare with one another, in pairs and groups Learners practice writing sentences using correct punctuation,individually, in pairs and groups Learners use an organizer to arrange sentences to form a paragraph, in pairs and groups Learners construct sentences and paragraphs using keywords Learners practice sequencing sentences to form paragraphs	Regalia charts	Observation Oral questions written questions
10	1-5		Spelling instruction	By the end of the sub-strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	What can you do to spell words correctly	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. learners use reinforcement activities to relate patterns to themes i.e.(sing the song avocado, papaya, banana x2 fruits are life) Learners engage in spelling game e.g. forming words from letter cut outs, scrabble, spelling relay Learners brainstorm on new words learned and practice spelling them in writing(punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read	Regalia charts	Observation Oral questions written questions
11			Handwriting	By the end of the sub-strand, the learner should be able to: use capital letters correctly use appropriate spacing between words use legible and neat handwriting to communicate effectively appreciate the importance of linking words in paragraph development	What do we consider when writing a paragraph?	Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas,and full stop). Learners are provided with reading material as triggers to writing Learners are guided through thinki - pair- share to discuss linking words	Regalia charts	Observation Oral questions written questions
12	1-5		Creative writing	By the end of the sub-strand, the learner should be able to: develop strategies for writing creative texts experiment with language choice in imaginative writing compose simple texts in written and digital formats engage in writing activity for a sustained period demonstrate a sense of ownership in created stories	Why is it important to use linking words when writing paragraphs? How do we organize ideas to make a story interesting?	Learners practice creative writing(drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publich writing using digital tools, in pairs and groups Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) Learners participate in creative writing competitions at school and	Regalia charts	Observation Oral questions written questions
13&14	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 1 2023

Tagged under

Wednesday, 15 February 2023 07:55

Literacy Schemes - Grade 2 Schemes of Work Term 3 2023

Week	Lesson	Strand/Theme		Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	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.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-109	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	2	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.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-110	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	3	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 111-112	Matching pictures with events, question/answer
	4	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 112-113	Question/answer, filling in blanks
	5	Writing		Handwriting	By the end of the sub strand, the learner should be able to: Use conventional spacing between words Use basic punctuation appropriately.	Why should I write Well?	Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed	Books, pencils, crayons, word puzzles, story books KLB Visionary English Activities Grade 2 pg. 114-115	teacher to provide a written text modelling good handwriting for the learners to copy in their book
2	1	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.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	2	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.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 110	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	3	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 111	Matching pictures with events, question/answer
	4	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 110-114	Question/answer, filling in blanks
	5	Writing		Handwriting	By the end of the sub strand, the learner should be able to: Use conventional spacing between words Use basic punctuation appropriately.	Why should I write well?	Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed	Books, pencils, crayons, word puzzles, story books KLB Visionary English Activities Grade 2 pg.114-115	teacher to provide a written text modelling good handwriting for the learners to copy in their book
3	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	Who do we talk to?	Learners role play or dramatize a conversation involving issues relating to the theme my home Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg. 116-117	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Relate various community activities in order in which they occur Use appropriate tonal variation, articulation and stress to express self-confidently.		Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher) Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.118	matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summaries texts read by identifying main ideas. Determine the meaning of unknown words in context	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.118	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.119-120	Learners write a story based on a given picture story.
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.121-122	Learners write a story based on a given picture story.
4	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	Who do we talk to?	Learners role play or dramatize a conversation involving issues relating to the theme my home Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.116-117	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Relate various community activities in order in which they occur Use appropriate tonal variation, articulation and stress to express self-confidently.	What does a good presenter do?	Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher) Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.118	matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summaries texts read by identifying main ideas. Determine the meaning of unknown words in context	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 118	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.119-120	Learners write a story based on a given picture story.
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.121	Learners write a story based on a given picture story.
5	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.	Who do we talk to?	Learner’s role play or dramatize a conversation involving issues relating to the theme my home. Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.122	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Use appropriate tonal variation, articulation and stress to express self confidently Recall ideas on the themes in a logical manner.	What does a good presenter do?	Learners are encouraged to participate in speaking competitions Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals) Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher)	audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.123-124	Matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summarize texts read by identifying main ideas Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.125-126	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and Pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.127	Learners write a story based on a given picture story
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.128	Learners write a story based on a given picture story
6	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.	Who do we talk to?	Learner’s role play or dramatize a conversation involving issues relating to the theme my home. Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.122	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Use appropriate tonal variation, articulation and stress to express self confidently Recall ideas on the themes in a logical manner.	What does a good presenter do?	Learners are encouraged to participate in speaking competitions Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals) Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher)	audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.123-124	Matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summarize texts read by identifying main ideas Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.125	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.127	Learners write a story based on a given picture story
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative Writing. Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.128	Learners write a story based on a given picture story
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 participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups Learners associate the keywords displayed with those in the conversation listened to.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.129-130	Question and answer, role play, dramatization.
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur.	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions. Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 131-132	Matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read. Summarize texts read by identifying main ideas. Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Question/answer, filling in blanks KLB Visionary English Activities Grade 2 pg.133-134	Readers, newspapers, magazines, journals
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.135-136	Learners write a story based on a given picture story
	5	Writing	Creative writing		By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.137	Learners write a story based on a given picture story
8	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 participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups Learners associate the keywords displayed with those in the conversation listened to.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.129-130	Question and answer, role play, dramatization.
	2	Speaking	Presentation skills		By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur.	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions. Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.131-132	Matching pictures with events, question/answer
	3	Reading	Answering comprehension questions		By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read. Summarize texts read by identifying main ideas. Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Question/answer, filling in blanks KLB Visionary English Activities Grade 2 pg.133	Readers, newspapers, magazines, journals
	4	Writing	Creative writing		By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.135-136	Learners write a story based on a given picture story
	5	Writing	Creative writing		By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.137	Learners write a story based on a given picture story
9	ASSESMENT

Published in Grade 2 Schemes of Work Term 3 2023

Tagged under

Thursday, 02 February 2023 14:00

Literacy Schemes - Grade 2 Schemes of Work Term 2 2023

Week	Lesson	Strand / Theme	Sub Strand/Sub Theme	Specific Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening	Phonological Awareness	By the end of the sub strand, the learner should be able to: Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words. Add or substitute individual sounds in simple, one-syllable words to make new words. Recognize and sound the commonly used letter sounds and syllables Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.	How do we say these sounds? /ch/ /ng/	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) Learners observe the displayed letters as they listen to the sounds. Learners participate in language games e.g. guess- the word game, change- a name game as they manipulate phonemes.	Sound recordings, a collection of riddles and tongue twisters, resource persons MTP English Activities Grade 2 pg. 59	Oral questions
	2	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: Recognize and say multiple letter-sounds to make syllables and words Blend and segment syllables correctly to form words. Use appropriate words to make short, meaningful sentences Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and sentences(blending and segmenting drills) individually, in pairs and groups, Learners play auditory discrimination games to enable them to listen to different sounds Learners give words that rhyme Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 60-61	Form words and sentences
	3	Reading	Group Reading	By the end of the sub strand, the learner should be able to: Read texts collectively with accuracy, fluency, and comprehension. Develop peer learning skills of self-assessment Improve confidence through peer support in group reading.	What is the importance of reading in groups?	Learners find answers to questions from texts read using think- pair-share. Learners are divided into reading teams to facilitate peer learning and support Learners retell story, events read in pairs and small groups.	Readers, newspapers, journals MTP English Activities Grade 2 pg.62	Peer Assessment, question/answer, retelling a story read
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: write an increasing number of words and spell them correctly Use phonic knowledge to spell and write familiar and unfamiliar words	Why is it important to spell words correctly?	Learners write newly learned words on a word tree Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg. 63-64	learners participate in spelling challenge, dictation
	5	Writing	Spelling instruction	By the end of the sub-strand, the learner should be able to: write an increasing number of words and spell them correctly Use phonic knowledge to spell and write familiar and unfamiliar words	Why is it important to spell words correctly?	Learners write newly learned words on a word tree Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg. 65-66	learners participate in spelling challenge, dictation
2	1	Listening	Phonological Awareness	By the end of the sub strand, the learner should be able to: Orally pronounce, blend syllables in spoken words and onset- rimes of single syllable words. Add or substitute individual sounds in simple, one-syllable words to make new words. Recognize and sound the commonly used letter sounds and syllables Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.	How do we say these sounds? /ch/ /ck/	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) Learners observe the displayed letters as they listen to the sounds. Learners participate in language games e.g. guess- the word game, change- a name game as they manipulate phonemes.	Sound recordings, a collection of riddles and tongue twisters, resource persons MTP English Activities Grade 2 pg. 59	Oral questions
	2	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: Recognize and say multiple letter-sounds to make syllables and words Blend and segment syllables correctly to form words. Use appropriate words to make short, meaningful sentences Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and sentences (blending and segmenting drills) individually, in pairs and groups, Learners play auditory discrimination games to enable them to listen to different sounds Learners give words that rhyme Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 60-61	Form words and sentences
	3	Reading	Group Reading	By the end of the sub strand, the learner should be able to: Read texts collectively with accuracy, fluency, and comprehension. Develop peer learning skills of self-assessment Improve confidence through peer support in group reading.	What is the importance of reading in groups?	Learners find answers to questions from texts read using think- pair-share. Learners are divided into reading teams to facilitate peer learning and support Learners retell story, events read in pairs and small groups.	Readers, newspapers, journals MTP English Activities Grade 2 pg.62	Peer Assessment, question/answer, retelling a story read
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: Spell words with short and long vowel sounds and consonant clusters. Use phonic knowledge to spell and write familiar and unfamiliar words	Why is it important to spell words correctly?	Learners write newly learned words on a word tree Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg. 63-64	learners participate in spelling challenge, dictation
	5	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: Spell words with short and long vowel sounds and consonant clusters. Use phonic knowledge to spell and write familiar and unfamiliar words	Why is it important to spell words correctly?	Learners write newly learned words on a word tree Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg. 65-66	learners participate in spelling challenge, dictation
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	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 videorecorder stories, resource person MTP English Activities Grade 2 pg.66	retelling stories, question and answer
	2	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: Recognize and say multiple letter-sounds to make syllables and words Blend and segment syllables correctly to form words. Use appropriate words to make short, meaningful sentences Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups, Learners play auditory discrimination games to enable them to listen to different sounds Learners give words that rhyme Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 67	Form words and sentences
	3	Reading	Group Reading	By the end of the sub strand, the learner should be able to: Read texts collectively with accuracy, fluency, and comprehension. Develop peer learning skills of self-assessment Improve confidence through peer support in group reading.	What is the importance of reading in groups?	Learners find answers to questions from texts read using think- pair-share. Learners are divided into reading teams to facilitate peer learning and support Learners retell story, events read in pairs and small groups.	Readers, newspapers, journals MTP English Activities Grade 2 pg. 69-70	Peer Assessment, question/answer, retelling a story read
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: Use phonic knowledge to spell and write familiar and unfamiliar words. Use simple editing strategies to correct spelling in simple sentences. Appreciate the importance of correct spelling in writing.	Why is it important to spell words correctly?	Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling) Learners practice spelling sight words Learners participate in spelling challenge contest, individually, in pairs and groups.	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg.71-72	learners participate in spelling challenge, dictation
	5	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: Use phonic knowledge to spell and write familiar and unfamiliar words. Use simple editing strategies to correct spelling in simple sentences. Appreciate the importance of correct spelling in writing.	Why is it important to spell words correctly?	Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling) Learners practice spelling sight words Learners participate in spelling challenge contest, individually, in pairs and groups.	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg. 73	learners participate in spelling challenge, dictation
4	1	Listening	Story Telling	By the end of the sub strand, the learner should be able to: listen attentively and confidently respond to 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 videorecorder stories, resource person MTP English Activities Grade 2 pg. 66	retelling stories, question and answer
	2	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: Recognize and say multiple letter-sounds to make syllables and words Blend and segment syllables correctly to form words. Use appropriate words to make short, meaningful sentences Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups, Learners play auditory discrimination games to enable them to listen to different sounds Learners give words that rhyme Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 67-68	Form words and sentences
	3	Reading	Group Reading	By the end of the sub strand, the learner should be able to: Read texts collectively with accuracy, fluency, and comprehension. Develop peer learning skills of self-assessment Improve confidence through peer support in group reading.	What is the importance of reading in groups?	Learners find answers to questions from texts read using think- pair-share. Learners are divided into reading teams to facilitate peer learning and support Learners retell story, events read in pairs and small groups.	Readers, newspapers, journals MTP English Activities Grade 2 pg. 69-70	Peer Assessment, question/answer, retelling a story read
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: Use phonic knowledge to spell and write familiar and unfamiliar words. Use simple editing strategies to correct spelling in simple sentences. Appreciate the importance of correct spelling in writing.	Why is it important to spell words correctly?	Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling) Learners practice spelling sight words Learners participate in spelling challenge contest, individually, in pairs and groups.	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg.71-72	learners participate in spelling challenge, dictation
	5	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: Use phonic knowledge to spell and write familiar and unfamiliar words. Use simple editing strategies to correct spelling in simple sentences. Appreciate the importance of correct spelling in writing.	Why is it important to spell words correctly?	Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling) Learners practice spelling sight words Learners participate in spelling challenge contest, individually, in pairs and groups.	Flash cards, word trees, writing materials, stencil MTP English Activities Grade 2 pg.73-74	learners participate in spelling challenge, dictation
5	1	Listening	Story Telling	By the end of the sub strand, the learner should be able to: Listen attentively and confidently respond to stories. Appreciate their culture and values as taught through oral stories Empathize with familiar people in stories Develop their creative and imaginative power as they create mental images of the oral stories.	When are stories told?	Learners record their stories and listen to them Learners respond to oral questions related to the story learned or orally recreate a story Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups.	Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person MTP English Activities Grade 2 pg. 74	Retelling stories, question and answer
	2	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups. Learners play auditory discrimination games to enable them to listen to different sounds. Learners give words that rhyme.	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 75-76	Form words and sentences
	3	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: a) Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups. Learners play auditory discrimination games to enable them to listen to different sounds. Learners give words that rhyme.	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 75-76	Form words and sentences
	4	Reading	Silent reading	By the end of the sub strand, the learner should be able to: Read texts and passages silently Read silently showing sustained focus for longer periods (15-20 minutes)	When do we read silently?	Learners are assisted in developing silent reading skills for efficient Reading (through guiding questions, timing reading) Learners discuss questions after silent reading in pairs and groups	Readers, magazines, newspapers, journals, story books, class readers MTP English Activities Grade 2 pg. 77-78	Question/answer, filling gaps
	5	Writing	Handwriting	By the end of the sub strand, the learner should be able to: use conventional spacing between words use basic punctuation appropriately	Why should I write well?	Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.79	teacher to provide a written text modelling good handwriting for the learners to copy in their book
6	1	Listening	Story Telling	By the end of the sub strand, the learner should be able to: Listen attentively and confidently respond to stories. Appreciate their culture and values as taught through oral stories Empathize with familiar people in stories Develop their creative and imaginative power as they create mental images of the oral stories.	When are stories told?	Learners record their stories and listen to them Learners respond to oral questions related to the story learned or orally recreate a story Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups.	Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person MTP English Activities Grade 2 pg.74	Retelling stories, question and answer
	2	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: a) Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups. Learners play auditory discrimination games to enable them to listen to different sounds. Learners give words that rhyme.	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 75-76	Form words and sentences
	3	Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to: Appreciate the role of blending and segmenting in forming sentences	What are some of the sounds we hear?	Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups. Learners play auditory discrimination games to enable them to listen to different sounds. Learners give words that rhyme.	Audio and Audiovisual aids, Storybooks, Charts, Pictures MTP English Activities Grade 2 pg. 77	Form words and sentences
	3	Reading	Silent reading	By the end of the sub strand, the learner should be able to: Read texts and passages silently Read silently showing sustained focus for longer periods (15-20 minutes)	When do we read silently?	Learners are assisted in developing silent reading skills for efficient Reading (through guiding questions, timing reading) Learners discuss questions after silent reading in pairs and groups	Readers, magazines, newspapers, journals, story books, class readers MTP English Activities Grade 2 pg.78	Question/answer, filling gaps
	4	Writing	Handwriting	By the end of the sub strand, the learner should be able to: use conventional spacing between words use basic punctuation appropriately	Why should I write well?	Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.79	teacher to provide a written text modelling good handwriting for the learners to copy in their book
7	1	Listening	Story Telling	By the end of the sub strand, the learner should be able to: Appreciate their culture and values as taught through oral stories Empathies with familiar people in 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 Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups	Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person MTP English Activities Grade 2 pg.80	Retelling stories, question and answer
	2	Speaking	Talk about	By the end of the sub strand, the learner should be able to: Confidently talk about characters and events in a story or text	How can we talk to others in a proper way?	Learners discuss characters and events in a thematic story (prediction of events, seeking clarification by asking questions) Learners role play greeting people of different status showing appropriate emotions (My family, my community)	Audio and Audio visual aids, Resource persons MTP English Activities Grade 2 pg.81	Panel discussion on an issue affecting the Community e.g jigger infestation, malaria
	3	Reading	Silent reading	By the end of the sub strand, the learner should be able to: Predict the meaning of unfamiliar words Answer comprehension questions from texts read	When do we read silently?	Learners answer comprehension questions from texts read Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read) Learners could be shown a picture spark that tells the same story (a wedding ceremony)	Readers, magazines, newspapers, journals, story books, class readers MTP English Activities Grade 2 pg.82-83	Question/answer, filling gaps
	4	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Join letters to form meaningful words Use capitalization appropriately	Why should I write well?	Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.84	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
	5	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Join letters to form meaningful words Use capitalization appropriately	Why should I write well?	Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.84	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
8	1	Listening	Story Telling	By the end of the sub strand, the learner should be able to: Appreciate their culture and values as taught through oral stories Empathies with familiar people in 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 Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups	Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person MTP English Activities Grade 2 pg. 80	Retelling stories, question and answer
	2	Speaking	Talk about	By the end of the sub strand, the learner should be able to: Confidently talk about characters and events in a story or text	How can we talk to others in a proper way?	Learners discuss characters and events in a thematic story (prediction of events, seeking clarification by asking questions) Learners role play greeting people of different status showing appropriate emotions (My family, my community)	Audio and Audio visual aids, Resource persons MTP English Activities Grade 2 pg. 81	Panel discussion on an issue affecting the Community e.g. jigger infestation, malaria
	3	Reading	Silent reading	By the end of the sub strand, the learner should be able to: Predict the meaning of unfamiliar words Answer comprehension questions from texts read	When do we read silently?	Learners answer comprehension questions from texts read Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read) Learners could be shown a picture spark that tells the same story (a wedding ceremony)	Readers, magazines, newspapers, journals, story books, class readers MTP English Activities Grade 2 pg.82-83	Question/answer, filling gaps
	4	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Join letters to form meaningful words Use capitalization appropriately	Why should I write well?	Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg. 84	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
	5	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Join letters to form meaningful words Use capitalization appropriately	Why should I write well?	Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg. 84	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
9	1	Listening	Story Telling	By the end of the sub strand, the learner should be able to: listen attentively and confidently respond to stories develop an interest in listening to oral stories develop their creative and imaginative power as they create mental images of the oral 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 role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups	Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person MTP English Activities Grade 2 pg. 86-87	retelling stories, question and answer
	2	Speaking	Talk about	By the end of the sub strand, the learner should be able to: Confidently talk about characters and events in a story or text. Demonstrate interest to address familiar people using appropriate verbal and nonverbal expressions.	How can we talk to others in a proper way?	Learners are prompted to retell stories (creativity, turn-taking, vocabulary practice) Learners recreate stories using different media individually, in pairs and groups.	Audio and Audio-visual aids, Resource persons MTP English Activities Grade 2 pg.87	Panel discussion on an issue affecting the Community e.g. jigger infestation, malaria
	3	Reading	Silent reading	By the end of the sub strand, the learner should be able to: Predict the meaning of unfamiliar words Answer comprehension questions from texts read. Develop an interest in reading texts for enjoyment.	When do we read silently?	Learners discuss questions after silent reading in pairs and groups Learners answer comprehension questions from texts read Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read.	Readers, magazines, newspapers, journals, story books, class readers MTP English Activities Grade 2 pg.88-89	Question/answer, filling gaps
	4	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Use capitalization appropriately Appreciate the importance of clear and legible handwriting	Why should I write well?	Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.90	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
	5	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Use capitalization appropriately Appreciate the importance of clear and legible handwriting	Why should I write well?	Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.91	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
10	1	Listening	Story Telling	By the end of the sub strand, the learner should be able to: listen attentively and confidently respond to stories develop an interest in listening to oral stories develop their creative and imaginative power as they create mental images of the oral 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 role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups	Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person MTP English Activities Grade 2 pg. 86	retelling stories, question and answer
	2	Speaking	Talk about	By the end of the sub strand, the learner should be able to: Confidently talk about characters and events in a story or text. Demonstrate interest to address familiar people using appropriate verbal and nonverbal expressions.	How can we talk to others in a proper way?	Learners are prompted to retell stories (creativity, turn-taking, vocabulary practice) Learners recreate stories using different media individually, in pairs and groups.	Audio and Audio-visual aids, Resource persons MTP English Activities Grade 2 pg. 87	Panel discussion on an issue affecting the Community e.g. jigger infestation, malaria
	3	Reading	Silent reading	By the end of the sub strand, the learner should be able to: Predict the meaning of unfamiliar words Answer comprehension questions from texts read. Develop an interest in reading texts for enjoyment.	When do we read silently?	Learners discuss questions after silent reading in pairs and groups Learners answer comprehension questions from texts read Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read.	Readers, magazines, newspapers, journals, story books, class readers MTP English Activities Grade 2 pg. 88	Question/answer, filling gaps
	4	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Use capitalization appropriately Appreciate the importance of clear and legible handwriting	Why should I write well?	Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.90	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
	5	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Use capitalization appropriately Appreciate the importance of clear and legible handwriting	Why should I write well?	Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed.	Books, pencils, crayons, word puzzles, story books MTP English Activities Grade 2 pg.91	Teacher to provide a written text modelling good handwriting for the learners to copy in their book.
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 2 Schemes of Work Term 2 2023

Tagged under

Thursday, 02 February 2023 13:57

Literacy Schemes - Grade 2 Schemes of Work Term 1 2023

WEEK

LESSON

STRAND THEME

SUB-SRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTION

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSEMENT METHOD

LISTENING

Listen to instructions and questions

By the end of the sub strand the learner should be able to listen attentively to simple sequenced instruction and use appropriate nonverbal communication

Who gives instruction?

Learners attentively series of instruction and interpret effectively

Store

Songs

Oral questions

SPEAKING

Responding to questions and instructions

Learner should be able to question and instruction on varied themes and use verbal and non-verbal cues to respond

How do you respond to questions when asked to do something?

Learners to role play giving and responding to instruction

Skits

Singing games

Oral questions

Observation

3-4

READING

Pair reading

Learner should be able assess self on reading speed and fluency

What is a good speed reading?

Learners to read aloud to teach each other in pairs

Pictures

Oral questions

WRITING

Word and sentence formation

Learner should be able to use familiar words and phrase to write simple sentences

How do we form a sentence?

Learners to be guided on how to build simple sentences structure through

identification of key words

Book

Pencils

Oral questions

Written exercise

LISTEN

Listening to instructions and questions

By the end of the lesson the learner should be able to demonstrate an understanding of set of instructions through appropriate responses

Who asks us questions?

Learners role play talking and listening to different audiences

Audio

Oral questions

2-3

SPEAKING

Responding to questions and instructions

Learners to ask questions to seek clarity on instruction

Why do we give instructions/

Learners play involving responding to instruction and answering questions

Songs

Oral questions

READING

Paired reading

Learners to make prediction before and during reading and ask questions to confirm extended of understanding of materials

What do you think will happen in the story

Learners to ask each other about what they have read

Newspaper

Readers

Magazines

Oral questions

WRITING

Words and sentence formation

Learners to identify and write upper and lower case letters in words and sentences correctly

What are upper and lower case letters?

Learners to be guided on how to write upper and lower letter

Sentences

strips

Written exercise

LISTENING

Word and sentence formation

By the end of the lesson the learner should be able to identify number of syllable in words

How do we form words?

Learners to practice individual sounds as they rhyme and recite poems

Rhyme poem

Oral questions

SPEAKING

Phonological awareness

Learner to be able to recognize an say multiple letter sounds to make syllable and words

What are some of the sounds we hear?

Learners to sound sight words representing multiple sounds in pairs of group

Storybooks pictures

Oral questions

READING

Group reading

Learner should be able to read text collectively with accuracy ,fluency and comprehension

What is the importance of reading in a group?

Learners reading are supported through guiding question e.g. who, what.

Readers

Newspapers

journal

Oral question

4-5

WRITING

Word an sentences formation

Learners should be able to use correct noun and verb form in making sentences

How do we form sentences?

Learners re- organize jumbled words to form logical sentences(paragraph)

Flash cards

Books

Pencils

Written exercise

LISTENNG

Word and sentence formation

By the end of the lesson the learner should be able to recognize words with similar sounds

How do we form words?

Learners to play rhyming and blending games to recognize words with similar sounds

Manila chart

Sentence strip

Oral questions

2-3

SPEAKING

Phonological awareness

Lerner should be able to blend and segment syllables to form words e.g. the cat ran home

Which syllable can blend and segment

Learners to blend syllable to form words and sentences

Blending cards Sentence strips

Oral questions

READING

Group reading

Learner should be able to develop peer learning skills of self-assessment

What is the importance of group reading

Learners to be guided on peer learning and support

Newspaper

Journals

Retelling stories

WRITING

Word sentence formation

Learner should be able to use correct noun and verb in making sentences

How do we form words?

Learners are guided to identify nouns and verb in sentences

Sentence strips

Flash card

Writing sentences

1-2

LISTENING

Word and sentence formation

By the end of the lesson be able to combine syllable to form words

How do we form words

Learners imitate teacher in pronouncing various words(diagraph, consonant cluster)

Manila chart Sentence strip

Segmenting drills

SPEAKING

Phonological awareness

Learner should be able to use appropriate words to make meaningful sentences

How do we make meaningful words?

Learners to be guided short meaningful sentences by using syllable

Chart

Pictures

Oral questions

READING

Group reading

Learner should be able to improve confidence through peer support in group reading

How can we build up confidence through peer support group reading?

Lerner’s are divided into reading teams to facilitate peer learning and support

Readers

Journals

Oral questions

WRITING

Spelling instructions

Learners should be able to write an increasing number of words and spelling them correctly

Why is it important to spell words correctly

Learners to write newly learned on a word tree

Flash card

Word tree

Written exercise

LISTEN

Word and sentence formation

By the end of the lesson the learner should be able to combine words to make simple sentences

How do we form sentences?

Learners to be guided on how to combine words to make simple sentences

Sentence strip

Oral questions

2-3

SPEAKING

Phonological awareness

The learner should be able to give words that rhyme

Which words rhyme

Learner give words that rhyme

Sentence strip

Oral questions

READING

Silent reading

The learner should be able to read text passage silently and answer questions correctly

When do we read silently

Learners are assisted in developing silent reading skills for efficient reading

Sentence strip

Oral questions

WRITING

Spelling instruction

Lerner should be able to spell words with short and long vowels and consonants cluster

Why do we spell words correctly?

learners to be guided on the use of spelling strategies including knowledge of letters

Word tree

Flashcard

Written exercises

LISTENING

Word an sentence formation

By the end of the lesson the learner should be able to combine words to make simple sentences

How do we combine words to form sentences?

Learners to combine words to make simple sentences

Oral questions

SPEAKING

Talk about

The learner should be able to confidently talk about character’s and events in the story

How can we talk to others in a proper ay?

Learners discuss character and events in a thematic story

Resource person

Oral questions

3-4

READING

Silent reading

Learner should be able to predict the meaning of the unfamiliar words from the passage

How do we get meaning of the new passage?

Learners to identify new words from the passage and try to discuss their meaning in groups

Journal

Magazines

Oral questions

WRITING

Spelling instruction

Learners should be able to use an write familiar and unfamiliar words

What is phonic knowledge?

Learners to identify spelling errors in own writing to provide correct spelling

Flash cards

Word trees

Oral questions

Written exercise

LISTENIG

Story telling

By the end of the lesson the learner should be able to develop vocabulary through listening to stories

Why do tell stories?

Learners to develop vocabulary from the stories

Newspaper

Magazines

Oral questions

SPEAKING

Talk about

The learner should be able to relate characters and event in a story to real life

How can we talk to others in a proper way?

Learners role play greeting people of different status

Magazines

Journals

Oral questions

SPEAKING

Presentation skills

The learner should be able to relate various on order in which they occur

What does a good presenter do?

Learners practice making connections using transition words (relating on cultural events)

Pictures of various events

Oral questions

READEING

Presentation skills

The learner should be able to join text read by identifying main ideas

What was the main idea in the story?

Learners are guided to summarize text by retelling the main ideas

Journal

Filling in blacks

4-5

WRITING

Handwriting

The learner should be able to join to form meaningful words

Why should we write well

`the learner to be guided on how to join letters to form meaning words

Storybooks

Written exercise

LISTENING

Effective communication

By the end of the lesson the learner should be able to listen audio or audio visual stories and answer questions

Why do we need to communicate well

Learners to listen to audio or audio visual stories on varied theme

Visual and audio materials

Oral questions

SPEAKING

Group reading

Learner should be able to use appropriate tonal variation articulation and stress to express self confidently

What does a good presenter do?

Learners should be able to identify good and poor presentation skills

Pictures

Question/ answer

READING

Group reading

Learners should be able to read text collectively with accuracy fluency and comprehension

What is the importance of reading in groups

learners to be guided on how to read as a group and answer questions from the text

Readers journals

Written exercise

4-5

WRITING

Handwriting

Learners be able to use capitalization appropriately

When do we use capital letters

Learners to be guided when to use capital letters

Readers Journals

Written exercise

Listening

Effective communication

By the end of the lesson the learner should be able to listen and pick out vocabulary from materials listened to

How do we communicate well?

Learners listen and pick out vocabulary listened to

Pictures

Assessment

SPEAKING

Responding to questions and instructions

Learners should be able to use display word chart and pictures with instruction to trigger for discussion

Why do we give instructions

Word chart

Oral questions

3-4

READING

Paired reading

The learner should be able to assess self on reading speed and fluency

What is good speed for reading?

Learners read aloud to each other to assess self on reading speed an fluency

Readers

Oral questions

Writing

Handwriting

The learner should be able to write dictated sentences well paying attention to the spacing

Why is it important to write well?

Learners write dictated sentences well paying attention to the spacing

Sentence strips

Oral questions

Published in Grade 2 Schemes of Work Term 1 2023

Tagged under

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

Tagged under

Thursday, 26 January 2023 09:09

Literacy Schemes - Grade 1 Schemes of Work Term 2 2023

Week

Lesson

Strand/ Theme

Sub Strand/Sub Theme

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning resources

Assessment

Remarks

WRITING

Syllable, Word, and Sentence Formation

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

Write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences.

How are words formed?

Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks)

Learners practice word formation by participating in word games

Learners be guided to make sentences using basic sight words

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg. 90

Build word family

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.9192

Oral questions

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.9394

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.95

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.96

Matching oral sounds with pictures

READING

Phonemic Awareness

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

Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

What sounds do we hear?

Learners sound and read words to practice left-eye movement(left –right orientation)

Learners identify words that begin with similar sounds (letter –sound recognition)

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.97

Learners read sounds, syllables and words paying attention to pronunciation.

READING

Phonemic Awareness

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

Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

What sounds do we hear?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners identify words that begin with similar sounds (letter –sound recognition)

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.98

Learners read sounds, syllables and words paying attention to pronunciation.

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible and writing to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills ( how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.99-100

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.101-102

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.103-104

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

How do we say to the sounds?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

KLB Visionary English Literacy Activities Grade 1 pg.105

Matching oral sounds with pictures

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

How do we make these sounds?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.106-107

Learners read sounds, syllables and words paying attention to pronunciation.

READING

Phonemic Awareness

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

Isolate sounds in a word

Segment words that start with similar sounds

How do we make these sounds?

Learners identify words that begin with similar sounds (letter –sound recognition.

Learners segment words that begin with similar sounds

Learners read sounds, syllables and words paying attention to pronunciation.

KLB Visionary English Literacy Activities Grade 1 pg.108-109

Word charts, sounds from the environment

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills ( how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.110

Copy standard letters, words, and sentences in their best Handwriting

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.111

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.112-113

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.114-115

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.116

Matching oral sounds with pictures

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

How do we make these sounds?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.117-118

Learners read sounds, syllables and words paying attention to Pronunciation.

READING

Phonemic Awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds.

How do we make these sounds?

Learners identify words that begin with similar sounds (letter –sound recognition.

Learners segment words that begin with similar sounds

Learners read sounds, syllables and words paying attention to pronunciation.

KLB Visionary English Literacy Activities Grade 1 pg.119-120

Word charts,

sounds from the environment

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly

Handwrite letters, numbers, and symbols.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners practice sorting and grouping of letters based on specific features (ticks, tails, and hoops)

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.121

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words

and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource

persons

KLB Visionary English Literacy Activities Grade 1 pg.122-123

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.124

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds.

Blend given letter sounds to make syllables and syllables to form words.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

KLB Visionary English Literacy Activities Grade 1 pg.125-126

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words.

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.127

Matching oral sounds with pictures

READING

Phonic Development

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

Develop knowledge of letter sound recognition

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

Check pronunciation and speed as learners read sounds, syllables, and words

KLB Visionary English Literacy Activities Grade 1 pg.128

Charts, letter cards, syllable box

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Check pronunciation and speed as learners read sounds, syllables, and words

KLB Visionary English Literacy Activities Grade 1 pg.129

Charts, letter cards, syllable box

WRITING

Handwriting

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

Develop speed and ease of handwriting

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners practice sorting and grouping of letters based on specific features (ticks, tails, and hoops)

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.130-131

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

What produces the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons.

KLB Visionary English Literacy Activities Grade 1 pg.132

Oral questions

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.133

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

Segment syllables to letter sounds and words to syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.134-135

Matching oral sounds with pictures

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.136

Check pronunciation and speed as learners read sounds, Syllables, and words

READING

Phonic Development

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

Relate syllables to their sounds

Appreciate the use of syllables to form words.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.137

Check pronunciation and speed as learners read sounds, Syllables, and words

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.138

Copy standard letters, words, and sentences in their best Handwriting

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.139

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.140

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.141

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.142

Matching oral sounds with pictures

READING

Phonic

Development

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

Develop knowledge of letter-sound recognition

Build phonemes into syllables

Read and sound syllables

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

Learners build letters into syllables

Charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.143-144

Check pronunciation and speed as learners read sounds, Syllables, and words

READING

Phonic Development

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

Read and sound syllables.

Relate syllables to their sounds.

Appreciate the use of syllables to form words

How do we make words?

Learners participate in reading games (bingo games, syllabic map), in pairs and groups

Learners practice reading words containing consonant clusters 3. Learners mimic word and sentences to produce the right intonation

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.145

Check pronunciation and speed as learners read sounds, Syllables, and words

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.146

Copy standard letters, words, and sentences in their best Handwriting

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Handwrite letters, numbers, and symbols

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.147

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.148-149

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.150

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Segment syllables to letter sounds and words to syllables

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.151

Matching oral sounds with pictures

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

Appreciate the use of syllables to form words.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.152

Check pronunciation and speed as learners read sounds, Syllables, and words

READING

Phonic Development

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

Relate syllables to their sounds.

Develop knowledge of letter-sound recognition

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.153

Check pronunciation and speed as learners read sounds, Syllables, and words

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Handwrite letters, numbers, and symbols

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills

(beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.154-155

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

What produces the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons.

KLB Visionary English Literacy Activities Grade 1 pg.156

Oral questions

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognize and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.157

Oral questions

END TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

Tagged under

Thursday, 26 January 2023 09:05

Literacy Schemes - Grade 1 Schemes of Work Term 1 2023

Week	Lesson	Strand/ Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Learning Experience	Key Inquiry Question(S)	Learning Resources	Assessment	Remarks
1	1	Listening	Listen to instructions and questions	By the end of the sub-strand, the learner should be able to: listen attentively to a variety of simple instructions and questions	Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded)	Who gives us instructions?	Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg. 1	Oral questions
	2	Listening	Listen to instructions and questions	By the end of the sub-strand, the learner should be able to: Respond appropriately and confidently to a variety of simple instructions and questions	Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded)	Who gives us instructions?	Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.2	Oral questions
	3	Speaking	Imitation	By the end of the sub-strand, the learner should be able to: acquire a range of vocabulary for communication in different contexts	The learners are guided to brainstorm on who, how, when and why people communicate	Who do you usually speak to?	Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.3	Oral questions
	4	Speaking	Imitation	By the end of the sub-strand, the learner should be able to: Use appropriate words in giving and responding to instructions and questions	The learners are guided to brainstorm on who, how, when and why people communicate Learners listen to and practice conversations in different contexts	1) Who do you usually speak to?	Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.4	Oral questions
	5	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: practice left-right eye movement with accuracy isolate sounds in a word	Learners sound and read words to practice left-eye movement (left – right orientation) Learners identify words that begin with similar sounds (letter –sound recognition)	What sounds do we hear?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.5-6	Learners read sounds, syllables and words paying attention to pronunciation.
2	1	Writing	Letter Sounds and letter names Phonics	By the end of the sub-strand, the learner should be able to: Write upper and lower-case letters correctly differentiate letters with visual similarities (bdp) (w, vym) (k)	Learners say and write letter names correctly (unique to the indigenous languages) Learners sound diagraphs and words with consonant clusters (ng, dh etc.) Learners identify and write upper and lowercase letters (upper and lower case recognition)	How are words formed?	Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.7	Build word families e.g. three letter words with sound /a/
	2	Listening	Listen to instructions and questions	By the end of the sub-strand, the learner should be able to: Use appropriate courtesy words and phrases in giving and responding to instructions and questions	Learner practice giving and responding to instructions and questions individually, in pairs and groups	Who gives us instructions?	Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.8	oral questions
	3	Listening	Listen to instructions and questions	By the end of the sub-strand, the learner should be able to: Apply the vocabulary learnt to give instructions and ask questions.	Learners role-play and dramatize giving and responding to instructions and questions (Class rules and regulations)	Who gives us instructions?	Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.9	oral questions
	4	Speaking	Imitation	By the end of the sub-strand, the learner should be able to: respond confidently to communication in different contexts	Learners listen to and practice conversations in different contexts Learners simulate communication at home (with parent/guardian, sister, brother), in pairs, small groups and whole class.	When do you speak to them?	Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.9	Oral questions
	5	Speaking	Imitation	By the end of the sub-strand, the learner should be able to: Exhibit appropriate mannerisms during conversation in different contexts	Learners listen to and practice conversations in different contexts Learners simulate communication at home (with parent/guardian, sister, and brother) in pairs, small groups and whole class.	When do you speak to them?	Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.9	Oral questions
3	1	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds.	Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds	How do we make sounds?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.10	Learners read sounds, syllables and Words paying attention to pronunciation.
	2	Writing	Letter Sounds and letter names Phonics	By the end of the sub-strand, the learner should be able to: Sound digraphs and consonant clusters. Handwrite letters, numbers, and symbols.	Learners practice writing letters in their books individually, in pairs and groups	How are words formed?	Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.11	Build word families e.g. three letter words with sound /a/
	3	Writing	Letter Sounds and letter names Phonics	By the end of the sub-strand, the learner should be able to: Sound digraphs and consonant clusters. Handwrite letters, numbers, and symbols.	Learners practice writing letters in their books individually, in pairs and groups	How are words formed?	Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.12	Build word families e.g. three letter words with sound /a/
	4	Listening	Listen to instructions and questions	By the end of the sub-strand, the learner should be able to: Respond appropriately and confidently to a variety of simple instructions and questions Use appropriate courtesy words and phrases in giving and responding to instructions and questions	Learners role-play and dramatize giving and responding to instructions and questions(Class rules and regulations) Learners model turn taking	Who gives us instructions?	Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.13-14	Oral questions
	5	Listening	Listen to instructions and questions	By the end of the sub-strand, the learner should be able to: Apply the vocabulary learnt to give instructions and ask questions Appreciate the importance of giving and responding to instructions and questions appropriately.	Learners role-play and dramatize giving and responding to instructions and Questions (Class rules and regulations) Learners model turn taking	Who gives us instructions?	Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.15	Oral questions
4	1	Speaking	Responding to instructions and questions	By the end of the sub-strand, the learner should be able to: respond confidently to simple oral questions and instructions from different media	Learners practice asking and answering questions in pairs or groups. Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)	What do you do when you want something?	Audiovisual tapes, resource persons – community leaders KLB Visionary English Literacy Activities Grade 1 pg.16	Oral questions, role play
	2	Speaking	Responding to instructions and questions.	By the end of the sub-strand, the learner should be able to: Use appropriate words in giving and responding to instructions and questions.	Learners practice asking and answering questions in pairs or groups. Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)	What do you do when you want something?	Audiovisual tapes, resource persons – community leaders KLB Visionary English Literacy Activities Grade 1 pg.17	Oral questions, role play
	3	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Practice left-right eye movement with accuracy. Isolate sounds in a word.	Learners sound and read words to practice left-eye movement (left – right orientation) Learners identify words that begin with similar sounds (letter – sound recognition) Learners are guided to isolate sounds in a word.	What sounds do we hear?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.18	Learners read sounds, syllables and words paying attention to pronunciation.
	4	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds Recognize all the letters of the alphabet in the language of the catchment area	Learners segment words that begin with similar sounds Learners recognize and read all the letters of the alphabet in the language of the catchment area(visual discrimination)	What sounds do we hear?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.19	Learners read sounds, syllables and words paying attention to pronunciation.
	5	Writing	Letter sounds and letter names Phonics	By the end of the sub-strand, the learner should be able to: Develop an interest in writing using uppercase and letter names correctly. Handwrite letters, numbers, and symbols.	Learners practice writing letters in their books individually, in pairs and groups Learners are guided to use a variety of resources and strategies to shape, color, model letters	How are words formed?	Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.20	Build word families e.g. three letter words with sound /a/
5	1	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words	Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups.	What are some of the sounds we hear?	sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.21-22	oral questions
	2	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Segment syllables in spoken words and onset rimes of single-syllable words	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)	What are some of the sounds we hear?	sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.23-24	oral questions
	3	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds blend given letter sounds to make syllables and syllables to form words	Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups Learners say and point to pictures with sight words	What are some of the sounds we hear?	KLB Visionary English Literacy Activities Grade 1 pg.25	Matching oral sounds with pictures
	4	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Isolate sounds in a word. Segment words that start with similar sounds.	Learners identify words that begin with similar sounds (letter – sound recognition) Learners are guided to isolate sounds in a word	What sounds do we hear?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.27-28	Learners read sounds, syllables and words paying attention to pronunciation.
	5	Writing	Letter sounds and letter names Phonics	By the end of the sub-strand, the learner should be able to: Write upper and lower case letters correctly. Handwrite letters, numbers, and symbols.	Learners are guided to develop writing competence (left to right orientation, proper sitting posture, and shaping) Learners practice writing letters in their books individually, in pairs and groups Learners are guided to use a variety of resources and strategies to shape, color, and model letters.	How are words formed?	Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.30	Build word families e.g. three letter words with sound /a/
6	1	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words Segment syllables in spoken words and onset rimes of single-syllable words	Learners listen to letter sounds and the syllables formed from them(depends on each language) Learners observe the displayed letters as they listen to the sounds	How do we say those sounds?	sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.31-32	Oral questions
	2	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. Segment syllables in spoken words and onset rimes of single-syllable words	Learners listen to letter sounds and the syllables formed from them (depends on each language) Learners observe the displayed letters as they listen to the sounds	How do we say those sounds?	sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.33	Oral questions
	3	Speaking	Responding to instructions and questions	By the end of the sub-strand, the learner should be able to: Respond confidently to simple oral questions and instructions from different media. Appreciate the importance of responding appropriately when taking instructions and answering questions.	Learners take and respond to instructions and questions (Myself, my family, my home, my school, my community) Learners sing songs that are action based (giving instructions), individually, in pairs and groups.	What do you do when you want something?	Audiovisual tapes, resource persons – community leaders KLB Visionary English Literacy Activities Grade 1 pg.34	Oral questions, role play
	4	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Isolate sounds in a word. Segment words that start with similar sounds	Learners identify words that begin with similar sounds(letter – sound recognition) Learners are guided to isolate sounds in a word.	What sounds do we hear?	Word charts, sounds from the environment. KLB Visionary English Literacy Activities Grade 1 pg.37	Learners read sounds, syllables and words paying attention to pronunciation.
	5	Writing	Syllable, word, and sentence formation	By the end of the sub-strand, the learner should be able to: Segment words into syllables. Form words from syllables.	Learners are guided to choose consonants and vowel blends e.g. - - ock, b-y – to complete a word Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home)		Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.38	Build word family
7	1	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Segment syllables in spoken words and onset rimes of single-syllable words.	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)	What are some of the sounds we hear?	Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.39	oral questions
	2	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)	What are some of the sounds we hear?	Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.40-41	oral questions
	3	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds.	Learners practice reading aloud Letters representing sounds (auditory awareness), individually, in pairs and groups	What are some of the sounds we hear?	KLB Visionary English Literacy Activities Grade 1 pg.42-43	Matching oral sounds with pictures
	4	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Blend given letter sounds to make syllables and syllables to form words.	Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.	What are some of the sounds we hear?	KLB Visionary English Literacy Activities Grade 1 pg.44-45 .	Matching oral sounds with pictures
	5	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds. Recognize all the letters of the alphabet in the language of the catchment area.	Learners sound and read words to practice left-eye movement(left – right orientation) Learners identify words that begin with similar sounds(letter – sound recognition)	What sounds do we hear?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.47	Learners read sounds, syllables and words paying attention to pronunciation.
8	1	Writing	Syllable, word, and sentence formation	By the end of the sub-strand, the learner should be able to: Write commonly used syllables, words, and sentences. Develop an interest in forming words and simple sentences.	Learners should form words by blending syllables individually, in pairs and groups(blend, segment, fill in blanks) Learners practice word formation by participating in word games. Learners be guided to make sentences using basic sight words.	How are words formed?	Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.48-49	Build word family
	2	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. Recognise and sound the commonly used letter sounds and syllables.	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)	What produces the sounds we hear?	Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.50-51	oral questions
	3	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds Blend given letter sounds to make syllables and syllables to form words	Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.	How do we say to the sounds?	KLB Visionary English Literacy Activities Grade 1 pg.55	Matching oral sounds with pictures
	4	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Isolate sounds in a word Segment words that start with similar sounds.	Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination)	How do we make these sounds?	Learners read sounds, syllables and words paying attention to pronunciation. KLB Visionary English Literacy Activities Grade 1 pg.56-58	Word charts, sounds from the environment
	5	Writing	Syllable, word, and sentence formation	By the end of the sub-strand, the learner should be able to: Write commonly used syllables, words, and sentences. Form words from syllables.	Learners should form words by blending syllables individually, in pairs and groups(blend, segment, fill in blanks) Learners practice word formation by participating in word games	How are words formed?	Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.59-60	Build word family
9	1	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Segment syllables in spoken words and onset rimes of single-syllable words. Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.	Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups Learners listen to letter sounds and the syllables formed from them (depends on each language)	What are some of the sounds we hear?	Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.63-64	Oral questions
	2	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds Blend given letter sounds to make syllables and syllables to form words	Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.	How do we say to the sounds?	KLB Visionary English Literacy Activities Grade 1 pg.65	Matching oral sounds with pictures
	3	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Segment syllables to letter sounds and words to syllables Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables	Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.	How do we say to the sounds?	KLB Visionary English Literacy Activities Grade 1 pg.66-67	Matching oral sounds with pictures
	4	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Isolate sounds in a word Segment words that start with similar sounds. Recognize all the letters of the alphabet in the language of the catchment area.	Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination)	What sounds do we hear?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.68-69	Learners read sounds, syllables and words paying attention to pronunciation.
	5	Writing	Syllable, word, and sentence formation	By the end of the sub-strand, the learner should be able to: Segment words into syllables Form words from syllables.	Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks) Learners practice word formation by participating in word games	How are words formed?	Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.70	Build word family
10	1	Writing	Syllable, word, and sentence formation	By the end of the sub-strand, the learner should be able to: write commonly used syllables, words, and sentences Develop an interest in forming words and simple sentences	Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks) Learners practice word formation by participating in word games	How are words formed?	Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.71-72	Build word family
	2	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. Recognise and sound the commonly used letter sounds and syllables.	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)	How do we say these sounds?	Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.75	Oral questions
	3	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds Blend given letter sounds to make syllables and syllables to form words	Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups	What are some of the sounds we hear?	KLB Visionary English Literacy Activities Grade 1 pg.76	Matching oral sounds with pictures
	4	Speaking	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Blend given letter sounds to make syllables and syllables to form words Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.	Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups	What are some of the sounds we hear?	KLB Visionary English Literacy Activities Grade 1 pg.77	Matching oral sounds with pictures
	5	Reading	Phonemic awareness	By the end of the sub-strand, the learner should be able to: Practice left-right eye movement with accuracy. Isolate sounds in a word.	Learners sound and read words to practice left-eye movement (left – right orientation) Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds.	How do we make these sounds?	Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.78	Learners read sounds, syllables and words paying attention to pronunciation.
	4	Writing	Syllable, word, and sentence formation	By the end of the sub-strand, the learner should be able to: write commonly used syllables, words, and sentences Develop an interest in forming words and simple sentences	Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks) Learners practice word formation by participating in word games	How are words formed?	Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.81-82	Build word family
	5	Listening	Phonological Awareness	By the end of the sub-strand, the learner should be able to: Recognize and sound the commonly used letter sounds and syllables Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.	Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)	What produces the sounds we hear?	Sound recordings, a collection of riddles and tongue twisters, resource persons. KLB Visionary English Literacy Activities Grade 1 pg.83-84	oral questions

Published in Grade 1 Schemes of Work Term 1 2023

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