Displaying items by tag: Term 1
Mathematics Schemes - Grade 1 Schemes of Work Term 1 2023
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Week |
Lesson |
Strand |
Lesson |
Specific Learning Outcomes |
Key Inquiry Questions |
Learning Experiences |
Learning Resources |
Assessment |
Remarks |
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1 |
1 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to sort and group different objects according same size |
How can we group objects of the same size |
Learners in pairs/groups to collect different types of objects. Learners in pairs/groups to sort objects with the same attributes and group them together. |
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Observe how learners collect, sort and group objects. |
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2 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to sort and group different objects according to color. |
How can we group items having different colors? |
Learners in pairs/groups to sort objects with same colors and group them together. Learners in groups /pairs collecting and presenting different objects of differentcolors |
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Observe how learners collect, sort and group objects of different colors Giving out in class exercise |
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3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to sort and group items according to shape |
How can we group items having different shapes? |
Learners in pairs/groups to collect different types of objects of different shapes. Learners in groups/pairs to sort objects with same shape |
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Observe learners collecting and sorting different items
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4 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to sort and group items of different sizes |
How can we sort and group items having different sizes? |
Learners in pairs/groups sorting and grouping items of same sizes and grouping them together |
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Observe learners collecting, sorting and grouping items according to their shapes |
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5 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to; sort and group different items according to their use |
How can we group items according to their use? |
Learners in pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
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Observe learners collecting, sorting and grouping different objects |
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2 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to should be able to represent number up to 10 using objects
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How do you represent numbers using objects |
Learners in groups/pairs to represent numbers up to 10 using objects. guide learners to fill inthe tables |
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Observing the learners sort different items according to shape, size and color. |
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3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects in the environment |
How can we pair and match objects? |
Learners in pairs/groups to play digital games involving sorting and grouping objects according to different attributes |
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Giving matching exercise in class Observing learners play the matching games |
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4 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects to establish ‘equal to’ ‘more than’ and ‘less than’ and same as |
How do you identify less than? How do you identify ‘more than’? How do you identify ‘same’ |
Learners in groups/pairs to pair and match objects to establish less than and more than Learners in pairs/groups to pair and match objects to establish same as |
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In class exercise Observing learners counting objects |
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5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects to establish “one less than” |
How do you identify ‘one less than’? |
Learners in pairs/groups to pair and match objects to establish those ones that are ‘one less than’ |
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In class exercise Observation |
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3 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to order and sequence objects in ascending order |
What is an ascending order? |
Learners in pairs/groups to order objects according to size from smallest to biggest |
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Observing learners ordering items from smallest to biggest |
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2 |
Number |
Number concept |
By the end of the lesson the learner should be able to: order and sequence objects from the biggest to the smallest (descending order) |
How ca we order objects from the biggest to the smallest |
Learners in pairs/groups to collect objects of different sizes Learners in pairs/groups to order objects according to size from the biggest to smallest |
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In class exercise Observing learners doing the ordering of objects from the biggest to the smallest |
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3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to: make patterns using real objects |
How do you make patterns? How do you identify patterns? |
Learners in pairs/small groups to identify patterns from any given source Learners in pairs/groups to make patterns using real objects |
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Observing learners making patterns Exercise on patterns in groups |
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4 |
Numbers |
Number concept |
By the end of the lesson the leaner should be able to recite number names in order up to 50 |
How many? |
Learner to recite number names up to 50 Learners in small groups to bring sticks and stones from outside the class for counting |
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Counting along with learners Observing learners count objects Oral counting by learners |
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5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to represent numbers 1-30 using concrete objects |
How many? |
Learners to represent concreteobjects as well as their body parts |
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Observe learners count concrete objects |
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4 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to: demonstrate through counting that a group in all situations has only one count |
How do you count this? |
Learners to demonstrate that any given group has only one count |
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Observe learners count objects of different groups In class exercise
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2 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to appreciate the use of sorting and grouping items in day to day activities |
How do we sort objects in our environment? |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for grouping |
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Observing learners collecting and sorting litter in the school compound |
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3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 1’s and 2’s. |
How can we count in 1’s and 2’s? |
Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts. |
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In class exercise Observing learners count objects in 1’s and 2’s |
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 3’s and 4’s. |
How can we count in 3’s and 4’s? |
Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts. |
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Observing learners counting objects |
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5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 5’s and 6’s. |
Is it possible to count in 5’s and 6’s? |
Learners to take turns in counting by 5’s and 6’s? Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects up to 50 |
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Observe learners counting body parts and other objects In class exercise |
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5 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers and backward from 100 in 10’s, |
How many ways can we count backwards from 100? |
Learners to take turns in counting to 100 Learners to count backwards from 100 to 1
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Oral questions
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2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers and backward from 100 and forward to 100 |
Can we count from 100 to 1? |
Learners in pairs/groups to play games that involve counting up to 100 and back Learners to take turns in counting to 100 Learners to count backwards from 100 to 1 |
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Counting orally
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3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count any concrete object that ranges from 1 to 100 |
How many? |
Learners in pairs or small groups to count trees, classes and other concrete objects found outside the class room and inside the class |
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Observing learners moving around and counting concrete objects in their groups |
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to represent numbers 1-50 using concrete objects |
How many do you see? |
Learners to walk around and count any concrete object they can see within the school environment |
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Observe learners walking around and counting every concrete object they see |
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5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to: identify place value of ones and tens |
How do we identify place values? |
Learners to identify place value of ones and tens Learners in pairs /groups to identify place values of the given numbers by the teacher |
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6 |
1 |
numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify place value of ones and tens |
How do you identify the place value of your age? |
Learners to give the place value of their ages and the ages of their friends |
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Oral presentation of place value of ages Writing exercise in class |
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2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers 1-50 in symbols |
How do we write number 1-50? |
Learners to recite number 1-50 in symbols |
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Oral recitation of numbers from 1-50 in symbols Writing exercise of numbers from 150 in class |
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3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write in words? |
Learners to practice writing numbers 110 in words
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Writing exercise in class Observe learners as they write numbers in words. |
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write in words? |
Learners to practice writing numbers 110 in words
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Writing exercise in class Observe learners as they write numbers in words. |
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5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write numbers in words? |
Learners in pairs to write down numbers in words in turns and read them out to class |
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Writing exercise in class Oral presentation of numbers in words |
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7 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
How do we find missing numbers? |
Learners to identify missing numbers in number patterns up to 20 |
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Observing learners identifying missing numbers In class exercise |
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2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
What is the next number in the pattern? |
Learners in pairs /groups to identify the next numbers in the given patterns |
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Writing class exercise
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3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
How do you find the missing number? |
Learners in groups to find the missing numbers orally by asking each other Learners to identify missing numbers in number pattern up to 20 |
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In class representation of group work
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities |
How can we create a pattern? |
Learners in pairs/groups to patterns with numbers up to 20 and share with other groups. Learners to play digital games involving whole numbers |
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Observe how learners create patterns and share with others and play digital games involving whole numbers |
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5 |
numbers |
Whole numbers |
By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities |
How can we get a missing number at a cashier place? |
Learners to role play a cashier in day today life activities such as a cashier counting 5shilling coins |
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Observing learners finding out the missing amounts at a cashier’s place |
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8 |
1 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to model addition as putting objects together |
How can you add objects? |
Learners in pairs groups to put two groups of objects and count to the total |
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Oral questions Observing learners adding objects together |
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2 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to model addition as putting objects together |
How many are they together? |
Learners to learners in groups /pairs to model addition using concrete objects |
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Oral questions Observing learners putting together different objects they have in class |
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3 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to: model addition as putting objects together |
How can we put them together? |
Leaners to put together items on pictures and on charts Learners to identify different objects and them up |
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Observe learners add up objects from charts In class exercise |
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4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to model addition as putting objects together |
How many are they altogether? |
Learners to get out in groups /pairs to count the concrete objects outside the class and add them up Learners to play games that involves adding numbers of scores together |
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Observe learners moving and adding up objects Oral counting and adding of numbers |
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5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How can you use ‘+’ and ‘=’ signs in addition? |
Learners to practices writing the + and = in addition |
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Writing exercise involving + and = signs |
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9 |
1 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How many? |
Learners to use ‘+’ and = signs in writing addition sentences |
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In class writing exercise |
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2 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How many? |
Learners to use’+’ and ‘=’ signs in adding different objects within the class |
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In class oral presentations Writing exercises |
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3 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How do you add two singles numbers by skipping a number line? |
Learners to add two single digit numbers by skipping on a number line |
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Writing exercises
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4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
What should be added next? |
Learners to add two single digit numbers by skipping on a number line of numbers adding up to 10 |
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Writing exercise |
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5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add 2-single digit numbers up to a sum of 10 |
How do we add a 1- digit number to another 1- digit number? |
Learners to ad 2digit single numbers using the family of 10 |
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In-class exercises |
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10 |
1 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
In how many ways can we add single digits that add to 10? |
Learners in pairs/groups of not more than 10 to gather themselves and find their total number according to their gender etc. Learners to count and add objects within the class that are not more than ten. |
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Observe how learners gather themselves and find their total numbers Oral presentation of objects counted |
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2 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
How many do we get? |
Learners to add 2single digits by counting on |
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Oral exercise [individual] |
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3 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
How many single digits can be added up to get10? |
Leaners in pairs /groups to come up with single digits that can be added up to get 10 only |
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4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts |
Which 3 digits do you think we can add to get 10or less than 10? |
Learners to add 3- single digit numbers by counting on |
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Writing exercises |
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5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts |
Which three digits can be added to sum up ten? |
Learners in pairs /groups to identify 3 digits in each group that can be added to get 10 or a number less than 10 |
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Writing in class exercises |
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Music Schemes - Grade 1 Schemes of Work Term 1 2023
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Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
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1 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to: sign name types of songs performed for different purposes in the community; sign a variety of simple songs in unison from different cultures for enjoyment, cultural preservation, and advancement |
During which activities do you sing while at home? |
Learners sign name types of songs performed in the community. |
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Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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2 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to demonstrate the steady beat (pulse) by tapping/ stamping/clapping when sign singing familiar songs for beat familiarization |
During which activities do you sing while at home? |
Learners are guided to observe am variety of live or recorded songs and be probed to identify possible occasions of when the songs are performed |
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Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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3 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to sign verse 1 of the Kenya national anthem in English for cohesion and peaceful co-existence; |
Which songs do you like singing? |
Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm. Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs. |
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Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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4 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to state the official occasions during which the national anthem is performed for self-esteem |
Why do you sing? |
Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm. Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs. |
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Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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5 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to apply expressive elements of music through sign singing for communication |
How do you feel when you sing? |
Learners are guided in identifying and discussing important issues in topical and patriotic songs such as social cohesion, health etc. |
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Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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6 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to express ideas, feelings and emotions through sign singing for creativity; |
What do the songs that you sing talk about? When do we sing the Kenya National anthem? |
Learners are guided in identifying the beat in familiar songs by tapping, clapping and dynamics to express feelings, ideas and emotions while sign singing. In groups, learners are guided in sign singing and dramatizing of stories and action songs Individually and in groups learners are guided in sign singing verse 1 of the Kenya National anthem paying attention to accuracy in sign and, rhythm. |
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Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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7 |
1 |
Performing |
Songs |
By the end of the sub strand the learner, should be able to appreciate and enjoy sign singing songs from diverse cultures; appreciate sign singing songs from diverse cultures for enjoyment. |
What do the songs that you sing talk about? When do we sing the Kenya National anthem? |
In pairs and in groups learners sign songs from diverse cultural sources |
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Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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8 |
1 |
Performing |
Singing Games |
By the end of the sub strand the learner, should be able to: perform various signed singing games drawn from the local culture for enjoyment; |
Do you sing as you play? What songs do you sing during play |
Learners are guided to watch a variety of live or recorded singing games from the locality |
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Signed questions, portfolio, observation, adjudication, check lists |
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9 |
1 |
Performing |
Singing Games |
By the end of the sub strand the learner, should be able to apply the aspects of sign singing, movement, props and costumes in performing signed singing games for creativity and imagination observe safety during performance of signed singing games; |
Name some of the materials or objects used during play. |
Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safety |
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Signed questions, portfolio, observation, adjudication, check lists |
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10 |
1 |
Performing |
Singing Games |
By the end of the sub strand the learner, should be able to practice etiquette during performance of signed singing games and share available resources equitably for integrity appreciate performing signed singing games from the local culture for enjoyment. |
What roles do you like taking during play? |
In groups and individually learners are guided in performing signed singing games from the local cultures |
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Signed questions, portfolio, observation, adjudication, check lists |
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Movement Schemes - Grade 1 Schemes of Work Term 1 2023
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WEEK |
LESSON |
STRAND THEME |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
|
2 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson the learner should be able to: Name the parts of the body and watch a video clop on walk race for digital literacy |
Which body part do we use for walking? |
The learner to answer questions on the parts of the body and watch a video clip on the body parts that is used when walking to create body awareness |
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2 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to practice walking in different ways by: walking in different directions (forward and backwards) |
How many different directions can you walk? |
Learners to perform walking in different ways |
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3 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to perform walking in different ways for strength, coordination, endurance and for excellence. (to the right) |
How many different directions can you walk? |
Learners to practice walking in different ways. |
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4 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to perform in different ways for strength, coordination, endurance and for excellence (to the left) |
How many different direction can you walk? |
Learners to practice walking in different ways |
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5 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to practice and perform walking in different ways. (circular letter O) |
Which direction can you walk faster? |
Learners to practice walking in different pathways. (Circular) letter O |
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3 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson, the learner should be able to: Perform and practice walking in different ways (straight-letter c Numbers 1,4,7) |
How many different direction can you walk? |
Learners to practice I different ways by walking in different pathways. (straight) |
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2 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different ways (curved-letter c number 2, 3) |
How many different directions can you walk? |
Learners to practice walking in different ways by walking in different pathways. (curved) |
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3 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice in different ways. (zigzag letters z, w, v) |
How many different directions can you walk? |
Learners to practice walking in different by walking in different pathways |
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4 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different ways. (swivel –letter Q) |
How many different directions can you walk faster? |
Learners to practice walking in different ways by walking in different pathways |
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5 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different levels
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Learners to practice waling in different ways by walking in different levels |
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4 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson the learner should be able to: Play simple games for enjoyment, collaboration and peaceful coexistence |
Which games do you like? |
Learners to play games that involve walking. Learners to observe rules as they walk for own and play games. |
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2 |
Basic Motor Skill |
Locomotion Skills (running) |
Establish relationships through walking for critical thinking and problem solving |
Which direction can you walk faster? |
Learners walk in varying levels slow, medium and fast while making shapes |
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3 |
Basic Motor Skill |
Locomotion Skills (running) |
By the end of the lesson the learner should be able to: Name the parts of the body and watch a video clip on the run race for digital literacy |
Which body parts do we use for running? |
The learner to answer questions on the parts of the body and watch a video clip on the body parts that are used when running to create body awareness |
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4 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform walking in different ways by running in different directions. (forward and backward) |
How many directions can you run? |
Learners to perform running in different ways |
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5 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform running in different ways for strength, coordination, endurable and for excellence. (to the right) |
How many different directions can you run? |
Learners to practice running in different ways |
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5 |
1 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform running in different ways for strength, coordination, endurance and for excellence ( to the left) |
How many different directions can you run? |
Learners to practice running in different ways |
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Observation Oral questions |
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2 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to practice and perform running in different ways. (circular, letter o) |
Which direction can you run faster? |
Learners to practice running in different pathways. (circular, letter o) |
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3 |
Basic Motor Skill |
Locomotion Skills (running) |
By the end of the lesson the learner should be able to perform and practice running in different ways. (straight – letter A-Numbers 1, 4, 7) |
How many different directions can you run? |
Learners to practice running in different ways by running in different pathways (straight) |
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4 |
Basic Motor Skill |
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Perform and practice running in different ways. (curved-letter C- Numbers 2,3) |
How many different directions can you run? |
Learners to practice running in different ways of running in different pathways |
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5 |
Basic Motor Skill |
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Perform and practice running in different ways. (zigzag-letters z, w, v, |
How many different direction can you run? |
Learners to practice running in different ways by running in different pathways. |
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6 |
1 |
Basic Motor Skill |
Locomotion Skills |
Perform and practice running in different ways (swivel-letter 2) |
How many different directions can you run? |
Learners to practice running in different ways by running in different pathways. |
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2 |
Basic Motor Skill |
Locomotion Skills (Running) |
By the end of the lesson the learner should be able to perform and practice running in different ways.
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Which direction can you run fast? |
Learners to practice running in different ways by running in different levels |
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3 |
Basic Motor Skill |
Locomotion Skills (Running) |
The learner to make appropriate play items for creativity and imagination |
Which play items do you like playing with? |
Learners to make appropriate play items for creativity and imagination |
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4 |
Basic Motor Skill |
Locomotion Skills (Running) |
The learner to play games for enjoyment collaboration and peaceful coexistence |
Which games do you like playing? |
Learners to play games that involve running such as: run carrying bean bags, egg and run while in sacks with slow, moderate and fast speed. |
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5 |
Basic Motor Skill |
Locomotion Skills (Running) |
Establish relationships through running for critical thinking and problem solving |
Which direction can you run faster? |
Learners to obey rules as they run and play games |
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7 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to: Watch a video clip for height for body awareness and digital literacy |
Name the body parts in se when jumping for height |
Learners to watch video clips and identify the parts of the body used when jumping for height |
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2 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Learners to practice jumping in different ways. (forward and backward) |
Which direction is easier for you to jump? |
Learners to practice jumping in different ways |
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3 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Learners to perform jumping in different ways for strength coordination, endurable and for excellence. (to the right) |
Which direction is easier for you to jump to? |
Learners to perform jumping in different ways for strength, coordination, endurable and for excellence |
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4 |
Basic Motor Skill |
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Learners to perfume jumping in different ways (to the left)
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Which direction is easier for you to jump to?
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Learners to perform to jumping in different ways (to the left)
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Observation Oral questions |
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5 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to practice and perform jumping in different ways. (circulat) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in circular ways |
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8 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
The learner to perform and practice jumping in different ways.(straight) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in circular ways |
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2 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Perform and practice jumping in different ways.(curved) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in curved ways |
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3 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Perform and practice jumping in different ways.(zigzag) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in zigzag ways |
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4 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to run in varying levels- slow, medium and fast while making shapes |
Which direction can you run fast |
Learners to vary in levels slow, medium and fast while making shapes |
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5 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Establish relationships through jumping for height for critical thinking and problem solving |
Which direction you to jump easily? |
Learner to relationships through jumping. |
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9 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
The learner to make appropriate play items for creativity and imagination |
Which direction is easier for you to jump? |
Learner to make appropriate play items for creativity and imagination |
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2 |
Basic Motor Skill |
Locomotion Skills (Jumping for height) |
The learner to play games for enjoyment, collaboration and peaceful coexistence |
Which games do you like playing? |
Learner to play game that involve jumping for height such as in threes and with a rope |
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3 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
By the end of the lesson the learner should be able to: Explore stretching in different directions for body awareness |
Name the body parts that are in use when stretching |
Learners to answer questions on parts of the body that are in use when stretching |
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4 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
Learner to watch a video clip of a cheetah and a cat stretching |
Which animals stretch themselves? |
Learners to watch a video clip of a cheetah and a cat stretching |
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10 |
1 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
Perform stretching in different ways for flexibility, agility, coordination and space awareness |
How many different directions can you stretch towards? |
Learners to stretch towards different directions such as sideways |
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Kiswahili Schemes - Grade 1 Schemes of Work Term 1 2023
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WIKI |
KIPINDI |
MADA |
MADA NDOGO |
MATOKEO MAALUM YANAYOTOKEA |
MASWALI DADISI |
MAPENDEKEZO YA SHUGLI ZA UFUNZAJI |
KAZI YA ZIADA |
NYEZO |
MAONI |
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1 |
Kwanza |
Karibu Darasani |
Kusikiliza na kuzungumza
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Kufikia mwisho wa mada mwanafunzi aweze Kutambua maneno yanayotukika katika maamkuzi kuamkua na kuitikia maamkuzi ili kujenga stadi ya kuzungumza |
Tunatumia maneno yepi katika salamu? |
Mwanafunzi aigize maamkuzi kama vile hujambo? Sijambo; Hamjambo? Hatujambo darasani Mwanafunzi ajadili mchoro wa watu wawili wakisalimiana Wanafunzi wasalimiana na kisha washirikishwe katika mjadala kuhusu maamkuzi |
Mwalimu asikilize wanafunzi wakitaja maneno yanayopatikana katika salamu. |
Mwalimu ubao chati Uk 1-2 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
KARIBU DARASA NI |
Maamkuzi |
Kufikia mwisho wa mada mwanafunzi aweze Kufurahia kushirika katika maamkizi Kutambua umuhimu wa salamu |
Kwa nini watu husalimiana? Je kuna furaha unapomsalimu mwenzako? |
Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili |
Mwalimu asikilize maoni ya wanafunzi kwa kushiriki katika maamkuzi. |
Ubao Wanafuzi Uk 4-5 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSIKILI ZA NA KUZUNG UMZA |
Maagizo |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua maagizo mepesi yanayotolewa darsani
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Je unaweza kutambua maagizo yoyote? |
Mwanafunzi ashiriki katika kutoa na kufuata maagizo kama vile simama, keti, andika na chora Mwanafunzi aweza kuonyeshwa video ya jinsi ya kutoa na kufuata maagizo Mwanafunzi ashiriki katika mjadala wa maagizo yafaayo na yasiyofaa kufuatwa. |
Mwalimu asikilize wanafunzi wakitambua maagizo mepesi yanayotolewa |
Kitabu chati Uk 6-7 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
1 |
KUSIKILI ZA NA KUZUNGUMZA |
Maagizo |
Kutatoa na kufuata maagizo mepesi yanayotumiwa darasani |
Ni nani anayetakiwa kutoa maagizo? Kufuata maagizo kuna umuhimu gani? |
Mwanafunzi afafanue umuhimu wa maagizo Mwanafunzi aweza kushirikishwa katika masimulizi ya matokeo ya kufuata na kutofuata maagizo |
Mwalimu asikilize wanafunzi wakifuata maagizo mepesi darasani.
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Kitabu mwalimu Chati Uk 7-6 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
KUSIKILI ZA NA KUZUNGUMZA |
Msamiati |
Kufikia mwisho wa mada mwanafunzi aweze; Kutambua majina ya vifaa vinavyopatikana darasani ili kurahisisha mawasiliano. |
Je mwanafunzi anajua vitu ambavyo anatumia darasani? |
Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua. Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua. |
Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua. |
Ubao mwaklimu chati uk 10-11 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSIKILI ZA NA KUZUNGUMZA |
Msamiati |
Kufikia mwisho wa mada mwanafunzi aweze Kutumia majina ya vifaa darasani ilinaweze kuzungumza na wenzake. Kufurahia kuvitunza na kuvitumia viufaa vinavyopatikana darasani. |
Je wajua umoja na wingi wa vitun vya darasa? Je unafurahia kuwa na vifaa mbalimbali darasani? |
Mwanafunzi ataje vifaa halisi k.v. dawati, kitabu, kalamu na kifutio Mwanafunzi aweza kuonyeshwa picha za vifaa halisi na kutaja majina Mwanafunzi achore maumbo ya vifaa vya darasani |
Mwalimu kutazama michoro ya wanafunzi darasani. |
Ubao Dawati Mwalimu wanafunzi uk 11-12 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
1 |
KUSOMA |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua msamiati uliotumika katika hadithim ili kuimarisha ufahamu.. |
Je ni maneno yapi mapya unayoyatambua katika hadithi? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi Mwanafunzi atabiri kitakachotokea kwenye hadithi Mwanafunzi athibitishe utabiri wake baada ya usomewa hadith |
Mwalimu asikize msamiati uliotumika kutoka kwa wanfunzi |
Mwalimu Michoro kitabu uk 13-14 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
KUSOMA |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiliza hadithi ikisomwa na mwalimu ili kujenga usikivu |
Unapenda hadithi? Kwa nini unapenda kusikiliza hadthi? |
Mwanafunzi aeleze matumizi ya msamiati uliotumika kwenye hadithi Mwanafunzi aulize na kujibu maswali. Wanafunzi waweza kujadiliana kuhusu hadithi wakiwa wawili wawili |
Mwalimu afafanue hadithi kwa wanafunzi. Mwalimu awpe wanafunzi zoezi la kueleza walichoelewa |
Mwalimu Mwanafunzi Chati Uk 14 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSOMA |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze; Kuchangamkia hadithi katika maisha ya kila siku Kufafanua hadithi kwa wenzake |
Je unaweza kuhadithia wenzako? Je unakumbuka hadithi yoyote uliyosikia? |
Wanafunzi waweza kujadiliana kuhusu hadithi wakiwa wawili wawili Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekt |
Mwalimu asikilize kisa chochote cha mwanafunzi. |
Ubao Mwalimu Wanafunzi Uk 15 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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4 |
1 |
MIMI NA WENZANGU |
Maelezo |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua wezake darasani kwa majina, miaka ,gredi ili kuweza kuwaeleza |
Wewe ni nani? Uko katika gredi ipi? |
Mwanafunzi asikilize maelezo ya wengine. Mwanafunzi aweza kusikiliza maelezo ya wenzake yaliyorekodiwa kwenye simu, kinasa sauti, kipatakalishi n.k. Wanafunzi watoleane maelezo kuwahusu katika vikund. |
Mwalimu asikilize mwanafunzi akimweleza mwenzake |
Ubao Vikundi Mwalimu Chati Wanafunzi Uk17 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
MIMI NA WENZANGU |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze Kutoa muhtasari wa maelezo aliyoyasikia katika mazingira yake. Kudhihirisha umakinifu wa kusikili za katika mazingura yake |
Unapenda kufanya nini? Je unamfahamu mwenzako vizuri? |
Mwanafunzi aeleze maana ya msamiati unaotumiwa kujieleza k.v. umri, miaka,msichana, mvulana, gredi na rafiki. Mwanafunzi atunge sentensi kwa kutumia maneno yanayotumiwa kujieleza na kueleza wenzake. |
Mwalimu aangalie kazi ya mwanafunzi anapojieleza |
Ubao Mwalimu Wanafunzi Uk17-18 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
MIMI NA WENZANGU |
kusoma |
Kufikia mwisho wa mada mwanafunzi aweze; Kujivunia nafsi yake na wenzake katika miktadha mbalimbali |
Je unaeza nieleza muktadha wowote ? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi. |
Mwalimu asikize mwanafunzi akimueleza |
Mwanafunzi Ubao Chati Uk 18-19 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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5 |
1 |
MIMI NA WENZANGU |
Masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kusimulia hadithi aliyosikiliza darasani ili kujenga stadi ya kusikiliza Kufahamu hadithi aliyosimulia ili kupata ujumbe? |
Umewahi kusimulia kisa kipi? Unatarajiwa kufanya nini unaposimuliwa masdimulizi? |
Mwanafunzi aweze kuwa makini anaposimuliwa masimulizi. Mwanafunzi asikilize masimulizi kupitia vifaa vya kiteknolojia k.m. simu, kinasa sauti, kipatakalishi n.k. Mwanafunzi aweza kusikiliza mgeni mwalikwa akisimulia masimulizi. |
Mwalimu asikilize mwanafunzi akisimukia hadithi |
Mwanafunzi Uk 20-21 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
MIMI NA MWENZANGU |
Masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kuonyesha umakinifu wa kusikiliza klatika darasani Kuchangamkia hadithi simulizi maishani |
Unakumbuka ni ni katika masimulizi uliyosimuliwa? |
Mwalimu asikilize maoni ya mwanafunzi kuhusu masimulizi. |
Mwalimu asikilize maoni ya mwanafunzi kuhusu masimulizi. |
Mwanafuzi Uk 21-22 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
KUSOMA |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua wenzake darasani kutambua msamiati uliotumika Kuskiza hadithi zikisomwa ili kujenga usikivu |
Je,ni hadithi ipi iliosomwa?
Unatarajiwa kufanya nini unapo somewa hadithi |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi. |
Mwalimu asikilize mwanafunzi akisoma hadithi. |
Kitabu Mwanafunzi Mwalimu Uk23-24 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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6 |
1 |
KUSOMA |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiliza kufahamu hadithi aliyo somewa darasani ili kupata ujumbe Kuchangamkia kusikiliza hadithi kila siku |
Unafikiria ni nini kitakacho tokea katika hadithi hii? |
Wanafunzi wajadiliane kuhusu hadithi waliosomewa katika vikundi. Mwanafunzi aweza kushirikishwa kusikiliza hadithi zikisomwa kupitia vifaa vya teknolojia k.v. tarakilishi, projekta n.k. |
Mwalimu asikilize maoni ya mwanafunzi kuhusu hadithi. |
Kadi Mwanafunzi Mwalimu Uk 24-25 |
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2 |
TARAKIMU |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua habari moja hadi kumi katika mazingira yake Kuhesabu nambari moja hadi kumi |
Unajua kuhesabu nambari ngapi? |
Mwanafunzi anaweza kupewa kadi za nambari azitaje kwa maneno. Mwanafunzi aweza kukariri mashairi kuhusu nambari hadi kumi. Mwanafunzi aweza kushirikishwa kuimba nyimbo za tarakimu |
Mwalimu atazame wanafunzi wakihesabu tarakimu |
Kadi Mwanafunzi Uk 26-27 |
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3 |
TARAKIMU |
msamiati |
Kutaja majina ya nambari moja hadi kumi kwa mfululizo ili kujenga stadi ya kuzungumza Kutumia majina ya nambari moja hadi kumi kutunga sentensi ili kujenga stadi ya kuzungumuza |
Je unaweza kuhesabu moja hadi kumi? Je unaweza kutumia majina yapi ya nambari moja hadi kumi? |
Wanafunzi waambatanishe nambari na maneno kwa kuonyeshwa nambari na kutaja jina la nambari husika. Wanafunzi wahesabu vidole kwa Kiswahili wakiwa wawili wawil Wanafunzi wanaweza kupanga kadi za majina ya nambari hadi kumi kwa utaratibu |
Mwalimu asikilize wanafunzi wakitaja nambari moja hadi kumi. |
Nambari Kadi Mwanafunzi Uk28-29 |
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7 |
1 |
MASIMULIZI |
masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiliza kwa makini masimulizi kuhusu shambani katika kujenga usikivu kutaja majina ya vifaa vinavyo tumika shambani |
Je ni vifaa vipi hutumika shambani? |
Wanafunzi wanaweza kupanga kadi za majina ya nambari hadi kumi kwa utaratibu. Mwanafunzi aweza kuonyeshwa nambari na jina kwa kutumia tarakilishi na projekta. Mwanafunzi aweza kuonyeshwa video ya wanafunzi wakisoma nambari hadi kumi kwa tarakilishi. |
Mwalimu asikilize mwanafunzi akifafanua masimulizi |
Jembe Shoka Plau Mwanafunzi Uk 30-31 |
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2 |
TARAKIMU |
Kusoma hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua msamiati ulio tumika kurahisisha ufahamu |
Umewahi kusikiliza hadithi? Unatarajiwa kufanya nini unapo somewqa hadithi? |
Mwanafunzi aweza kusikiliza masimulizi kupitia kwa vyombo vya kiteknolojia kama vile simu, kinasasauti na kipatakalishi vyaweza kutumiwa katika kusimulia visa mbalimbali. |
mwalimui ashirikiana na wanafunzi wenzake kusoma ufahamu |
Mwanafunzi Uk 33-34 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
TARAKIMU |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kusikiza hadithi na kuielewa Kufahamu hadithi aliyo somewa ili kupata ujumbe |
Unatarajiwa kufanya nini wakati wa kusoma hadithi? |
Mwanafunzi ashirikiane na wengine kujadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.. |
Mwalimu asikilize mwanafunzi akitambiri kitakachoto kea. |
Mwanafunzi Picha Uk 34-35 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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8 |
1 |
Siku za wiki |
Kusikiliza na kuzungumz a msamiati |
Kufikia mwisho wa mada mwanafunzi aweze kutambua siku za wiki katika mawasiliano ya kila siku Kutaja majina ya siku za wiki |
Je wiki moja iko na siku ngapi? Unaenda shuleni siku ngapi?
|
Mwanafunzi atunge sentensi akitumia msamiati uliotumika kwenye hadithi. Wanafunzi wajadiliane kuhusu hadithi waliosomewa katika vikundi. |
. Mwalimu asikilize majibu wa siku za wiki kutoka kwa wanafunzi. |
Mwanafunzi Uk36 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
Siku za wiki |
msamiati |
Kufikia mwisho wa mada mwanafunzi aweze Kueleza shughuli za siku mbalimbali za wiki ili kujenga stadi ya kuzungumza Kudhamini kila siku ya wiki ili kutilia maanani shughuli za maishani |
Je unaweza kutaja na Kuandika majina yapi ya siku za wiki kwa mfuatano?
|
Mwanafunzi aweza kusikiliza hadithi zikisomwa kupitia vifaa vya kiteknolojia k.v. tarakilishi, projekta n.k. Mwanafunzi aulize na kujibu maswali kutokana na hadithi |
mwalimu ashiriki katika majadiliano ya shughuli ya siku |
Mwanafunzi Uk 36 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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|
3 |
Siku za wiki |
masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze Kusimulia matukio katika siku tofaotui ili kujenga stadi ya kuzungumza Kufahamu masimulizi ya matukio ya siku za wiki yaliyosimuliwa ili kupata ujembe Kuonyesha umakinifu wa kusikiliza kaatika mawasiliano Kuchangamkia masimulizi maishani ili kuimarisha usikivu |
Ni matukio yapi uliowahi kushuhudia? Unatarajiwa kufamnya nini unaposimuliwa kisa? |
Mwanafunzi ashiriki katika majadiliano ya shughuli za siku za wiki k.m. Jumatatu naenda shule, Ijumaa, Jumamosi au Jumapili nashiriki ibada n.k. Wanafunzi waweza kupanga kadi za majina ya siku za wiki kwa utaratibu wakiwa wawili wawili |
Mwalimu asikize mwanafunzi akisimulia kisa darasani. |
Kitabu Mwalimu UK 40 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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9 |
1 |
Kusoma |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kutambua msamiati uliotumika katika hadithi kuielewa Kufahamu hadithi aliyo somewa ili kupa Kutabiri kitakachotokea kwenye hadithi |
Unafikiria ni nini kitakacho tokea katika hadithi hii? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi. |
mwalimui aweze kutazama picha za kadi za msamiati unaotumiwa katika hadithi |
Mwalimu Wanafunzi Uk 41 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
Kusoma |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze Kufahamu hadithi iliyosomwa katika mada ili kupata ujumbe kutamka sauti nne za herufi moja ili kuimarisha mazungumzo |
Unakumbuka hadithi ipi iliyosomwa? |
Mwanafunzi aweza kushirikishwa kusikiliza hadithi kwa kutumia vifaa vya teknolojia k.v. tarakilishi, projekta n.k. Mwanafunzi aweza kuonyeshwa picha na kadi za maneno yaliyotumiwa katika hadithi. Mwanafunzi ajibu na aulize maswali kutokana na hadithi. |
Mwalimu asikilize mwanafunzi akitoa hadithi. |
Mwalimu Hadithi wamnafunzi Uk 43-44 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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3 |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze kutambua sauti za herufi moja zilizofunzwa katika maneno ili kuimarisha mazungumzo |
Ni sauti zipi unazojua kutamka? |
Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. Mwanafunzi atambue herufi inayowakilisha sauti lengwa kwa kutumia kadi za herufi. Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa.. |
Mwalimu asikilize kama mwanafunzi anajua kutambua sauti za herufi moja. |
Mwanafunzi Uk46 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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10 |
1 |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kusoma kusoma herufi za sauti moja katika kujenga stadi ya kusoma |
Unajua kusoma herufi na maneno? |
Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno. Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa. Mwanafunzi asome maneno kwa kutumia silabi au kugawa maneno marefu zaidi vipande vipande. |
Mwalimu asikilize mwanafunzi akitambua herufi zinazowakili sha sauti lengwa katika kuimarisha stadi ya kusoma. |
Wanafunzi Kiswahili dadisi mazoezi ya lugha gradi 1 |
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Kwanza |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kujenga stadi ya kusoma |
Unajua kuandiaka maneno na heruf? |
Mwanafunzi asikilize na kusoma hadithi kupitia vifaa vya kiteknolojia kama vile tarakilishi, projekta n.k. Mwanafunzi afinyange na aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni. Mwanafunzi aandike maneno yaliyo na herufi za sauti alizofunzwa kwa kunakili aliyoandika mwalimu. |
Soma maneno katika kitabu kwa kutumia silabi |
Wanafunzi Uk 48 Kiswahili dadisi mazoezi ya lugha gradi 1 |
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2 |
Familia |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada, mwa aweze: Kuandika maumbo ya herufi zinazowakilisha sauti lengwa. |
Unaeza Kuandika maumbo ya herufi zinazowakilisha sauti lengwa? |
Mwanafunzi asome maneno kwa kutumia silabi au kugawa maneno marefu zaidi vipande vipande Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa kama darasa au wawili wawili. |
Mwalimu atazame mwanafunzi akiandika maumbo ya herufi zinazowakili sha sauti lengwa. |
Wanafunzi uk51 Kiswahili dadisi mazoezi ya lugha gradi 1
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Literacy Schemes - Grade 1 Schemes of Work Term 1 2023
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Week |
Lesson |
Strand/ Theme |
Sub Strand/Sub theme |
Specific Learning Outcomes |
Learning Experience |
Key Inquiry Question(S) |
Learning Resources |
Assessment |
Remarks |
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1 |
1 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: listen attentively to a variety of simple instructions and questions |
Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded) |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg. 1 |
Oral questions |
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2 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Respond appropriately and confidently to a variety of simple instructions and questions
|
Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded) |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.2 |
Oral questions |
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3
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Speaking
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Imitation
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By the end of the sub-strand, the learner should be able to: acquire a range of vocabulary for communication in different contexts |
The learners are guided to brainstorm on who, how, when and why people communicate |
Who do you usually speak to? |
Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.3 |
Oral questions |
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4 |
Speaking |
Imitation |
By the end of the sub-strand, the learner should be able to: Use appropriate words in giving and responding to instructions and questions
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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
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Oral questions |
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5 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: practice left-right eye movement with accuracy isolate sounds in a word |
Learners sound and read words to practice left-eye movement (left – right orientation) Learners identify words that begin with similar sounds (letter –sound recognition) |
What sounds do we hear? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.5-6 |
Learners read sounds, syllables and words paying attention to pronunciation. |
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2 |
1 |
Writing |
Letter Sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Write upper and lower-case letters correctly differentiate letters with visual similarities (bdp) (w, vym) (k) |
Learners say and write letter names correctly (unique to the indigenous languages) Learners sound diagraphs and words with consonant clusters (ng, dh etc.) Learners identify and write upper and lowercase letters (upper and lower case recognition) |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.7 |
Build word families e.g. three letter words with sound /a/ |
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2 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Use appropriate courtesy words and phrases in giving and responding to instructions and questions |
Learner practice giving and responding to instructions and questions individually, in pairs and groups |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.8 |
oral questions |
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3 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Apply the vocabulary learnt to give instructions and ask questions.
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Learners role-play and dramatize giving and responding to instructions and questions (Class rules and regulations)
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Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.9 |
oral questions |
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4 |
Speaking |
Imitation |
By the end of the sub-strand, the learner should be able to: respond confidently to communication in different contexts |
Learners listen to and practice conversations in different contexts Learners simulate communication at home (with parent/guardian, sister, brother), in pairs, small groups and whole class. |
When do you speak to them? |
Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.9 |
Oral questions |
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5 |
Speaking |
Imitation |
By the end of the sub-strand, the learner should be able to: Exhibit appropriate mannerisms during conversation in different contexts |
Learners listen to and practice conversations in different contexts Learners simulate communication at home (with parent/guardian, sister, and brother) in pairs, small groups and whole class. |
When do you speak to them? |
Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name? KLB Visionary English Literacy Activities Grade 1 pg.9 |
Oral questions |
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3 |
1 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds.
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Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds |
How do we make sounds? |
Word charts, sounds from the environment KLB Visionary English Literacy Activities Grade 1 pg.10 |
Learners read sounds, syllables and Words paying attention to pronunciation. |
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2 |
Writing |
Letter Sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Sound digraphs and consonant clusters. Handwrite letters, numbers, and symbols. |
Learners practice writing letters in their books individually, in pairs and groups |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.11 |
Build word families e.g. three letter words with sound /a/ |
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3 |
Writing |
Letter Sounds and letter names Phonics |
By the end of the sub-strand, the learner should be able to: Sound digraphs and consonant clusters. Handwrite letters, numbers, and symbols. |
Learners practice writing letters in their books individually, in pairs and groups |
How are words formed? |
Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates KLB Visionary English Literacy Activities Grade 1 pg.12 |
Build word families e.g. three letter words with sound /a/ |
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4 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Respond appropriately and confidently to a variety of simple instructions and questions Use appropriate courtesy words and phrases in giving and responding to instructions and questions |
Learners role-play and dramatize giving and responding to instructions and questions(Class rules and regulations) Learners model turn taking |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.13-14 |
Oral questions |
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5 |
Listening |
Listen to instructions and questions |
By the end of the sub-strand, the learner should be able to: Apply the vocabulary learnt to give instructions and ask questions Appreciate the importance of giving and responding to instructions and questions appropriately. |
Learners role-play and dramatize giving and responding to instructions and Questions (Class rules and regulations) Learners model turn taking |
Who gives us instructions? |
Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones) KLB Visionary English Literacy Activities Grade 1 pg.15 |
Oral questions |
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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 |
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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 |
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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. |
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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. |
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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/ |
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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 |
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|
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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 |
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|
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3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds blend given letter sounds to make syllables and syllables to form words |
Learners 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 |
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4 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Isolate sounds in a word. Segment words that start with similar sounds. |
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. |
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|
|
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/ |
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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 |
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2 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. 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 |
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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 |
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|
|
4 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Isolate sounds in a word. Segment words that start with similar sounds |
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. |
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5 |
Writing |
Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: Segment words into syllables. Form words from syllables. |
Learners 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 |
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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 |
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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 |
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3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds.
|
Learners practice reading aloud Letters representing sounds (auditory awareness), individually, in pairs and groups |
What are some of the sounds we hear? |
KLB Visionary English Literacy Activities Grade 1 pg.42-43 |
Matching oral sounds with pictures |
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4 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Blend given letter sounds to make syllables and syllables to form words. |
Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups. |
What are some of the sounds we hear? |
KLB Visionary English Literacy Activities Grade 1 pg.44-45 . |
Matching oral sounds with pictures |
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|
5 |
Reading |
Phonemic awareness |
By the end of the sub-strand, the learner should be able to: Segment words that start with similar sounds. Recognize all the letters of the alphabet in the language of the catchment area. |
Learners sound and read words to practice left-eye movement(left – right orientation) Learners identify words that begin with similar sounds(letter – sound recognition)
|
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 |
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2 |
Listening |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Add or substitute individual sounds in simple, one syllable words to make new words. Recognise and sound the commonly used letter sounds and syllables. |
Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language) |
What produces the sounds we hear? |
Sound recordings, a collection of riddles and tongue twisters, resource persons KLB Visionary English Literacy Activities Grade 1 pg.50-51 |
oral questions |
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|
|
3 |
Speaking |
Phonological Awareness |
By the end of the sub-strand, the learner should be able to: Name and say letters representing sounds Blend given letter sounds to make syllables and syllables to form words |
Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups. |
How do we say to the sounds? |
KLB Visionary English Literacy Activities Grade 1 pg.55 |
Matching oral sounds with pictures |
|
|
|
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
|
|
|
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5 |
Writing |
Syllable, word, and sentence formation |
By the end of the sub-strand, the learner should be able to: Write commonly used syllables, words, and sentences. Form words from syllables. |
Learners should form words by blending syllables individually, in pairs and groups(blend, segment, fill in blanks) Learners practice word formation by participating in word games |
How are words formed? |
Pencil, book, flash cards, word puzzle KLB Visionary English Literacy Activities Grade 1 pg.59-60 |
Build word family |
|
|
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 |
|
Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 1 2023
|
Week |
Lesson |
Strand |
Sub-strand |
Specific learning outcomes |
Key inquiry questions |
Learning Experiences |
Learning resources |
Assessment |
Reflection |
|
1 |
1 |
Healthy Practices |
Physical Activities |
By the end of the sub- strand, the learner should be able to: State the importance of practicing physical activities. Participate in physical activities that promote wellbeing. |
What is the importance of participating in physical activities? Which physical activities do you like? |
Learners to identify health habits that prevent illnesses like physical activities and exercise. Learners to state the importance of participating in physical activities. Learners to participate in physical activities. |
|
Observing learners as they participate in physical activities |
|
|
|
2 |
|
Washing hands |
By the end of the sub- strand, the learner should be able to: a) Identify health habits that prevent illnesses like Washing hands. b) Discuss the importance of washing hands to promote wellbeing of self and others. |
Why do we wash hands? Which times do we wash our hands? Which materials do we use to wash our Hands? |
Learners to state the importance of washing hands. Learners to observe washing hands demonstrations Learners to role play washing hands. Learners to practice washing hands. |
|
Observing the procedure of washing hands as carried out by learners. |
|
|
2 |
1 |
|
Medicine |
By the end of the sub- strand, the learner should be able to: State the importance of medicine. Discuss on the form of medicine and how it is taken. |
Why do we take medicine? Which type of medicine have you ever taken? Which precautions should we observe when taking medicine? |
Learners to state the importance of taking medicine when one is ill. Learners to observe demonstrations of handling medicine. Learners to role play taking medicine. Learners to name precautions to observe When taking medicine. |
|
Observing how learners demonstrate taking medicine and the precautions they observe. |
|
|
|
2 |
|
Eating healthy foods |
By the end of the sub- strand, the learner should be able to: Name the foods they eat. Discuss the importance of eating healthy foods. |
Which foods do you now? Which is your favorite food? What is the importance of taking healthy foods? |
Learners to identify health habits that prevent illnesses like eating healthy foods. Learners to state the importance of eating healthy foods. Learners to observe demonstrations of how to wash fruits before eating them. Learners to role play on preparing healthy food for eating. |
|
Observing the procedure of washing fruits as carried out by learners. |
|
|
3 |
1 |
|
Adequate sleep and rest |
By the end of the sub- strand, the learner should be able to: Point out the importance of adequate sleep and rest. |
Why do we sleep? What do we sleep on? |
Learners to identify health habits that prevent illnesses like having an adequate sleep and rest. Learners to name the importance of Adequate sleep and rest. Learners to role play on sleeping and spreading a bed after Waking up. |
|
Observing learners as they sleep and role play on spreading their beds after waking up. |
|
|
|
2 |
|
Care for the teeth |
By the end of the sub- strand, the learner should be able to: Identify milk teeth as temporary in childhood. |
What are milk teeth? |
Guide learners to identify the appearance of teeth during the different stages of development (an infant, a toddler, a school age pupil). Learners to color or model a tooth. Learners to share experiences or tell stories about shedding milk teeth during Childhood. |
|
Listening to the learners as they tell stories on how they shed their milk teeth |
|
|
4 |
1 |
|
Care for the teeth |
By the end of the sub- strand, the learner should be able to: Mention hygienic practices to observe during shedding of milk teeth. Observe hygienic practices during shedding of milk teeth. |
What should we use to remove a tooth? How is a tooth removed? |
Guide learners to mention the hygienic practices to observe during shedding of teeth (washing hands, gurgling salty water after extraction, proper disposal of shed tooth, proper disposal of soiled materials used after tooth extraction). Learners to observe a demonstration of hygienic practices during shedding of teeth. |
|
Observing the learners demonstrate on how to remove the milk teeth. |
|
|
|
2 |
|
Care for the teeth |
By the end of the sub- strand, the learner should be able to: Mention ways of taking care of the gum where the tooth has been removed. |
How do you take care for the gum where the tooth has removed? |
Guide learners to mention the various ways of taking care of the gum where the tooth has been removed. Learners to observe a demonstration of taking care of the gum where the tooth has been removed. |
|
Observing the procedure of taking care of the gum where teeth have been removed. |
|
|
5 |
1 |
|
Use of medicine |
By the end of the sub- strand, the learner should be able to: Mention common forms of medicine used in our homes. |
Which forms of medicine do you know? |
Guide learners to identify common forms of medicine used at home (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops). Learners can watch a video clip on different forms of medicines. |
|
Ask oral questions to determine the mastery of forms of medicine |
|
|
|
2 |
|
Use of medicine |
By the end of the sub- strand, the learner should be able to: State precautions when handling medicine found in the home. |
What precautions are needed when handling medicine at home? |
Learners to discuss the precautions to take when handling medicine at home (washing hands when handling medicine, use of clean and safe water to take medicine, not sharing medicine, taking dosage as prescribed, proper Storage of medicine). Learners to role play on precautions when taking medicines. |
|
Listening to the learners as they discuss on precautions to take when handling drugs |
|
|
6 |
1 |
|
Use of medicine |
By the end of the sub- strand, the learner should be able to: Observe cleanliness when taking medicine at home and school. |
Why should we practice cleanliness when taking medicine? |
Guide learners to discuss why they should observe cleanliness when taking medicine at home and school. Learners to role play on cleanliness when taking medicines. |
|
Observe learners as they demonstrate cleanliness when taking medicine. |
|
|
|
2 |
Personal Hygiene |
Care of Parts of the body |
By the end of the sub-strand, the learner should be able to: Sing songs related to parts of the body. Identify different parts of the body. |
Which parts of the Body do you know? |
Guide learners to name different parts of the body shown in their Learner’s Book |
|
Listening to learners as they Identify parts of their body. |
|
|
7 |
1 |
|
Materials used to clean parts of the body |
By the end of the sub- strand, the learner should be able to: Name materials used to clean The different parts of the body. |
What materials do we use to clean our bodies? |
Guide learners to identify cleaning materials used to clean parts of the body. |
|
Listening to learners as they mention materials they use to clean their bodies. |
|
|
|
2 |
|
Cleaning our face |
By the end of the sub- strand, the learner should be able to: Name materials used to clean the face. Mention the procedure used to clean the face. Use appropriate materials to clean the face. |
Why do we clean our face? What materials do we use to clean our face? How do we clean our face? |
Guide learners to identify cleaning materials used to clean the face. Learners to observe a demonstration on cleaning the face. Learners to practice how to clean the face using dolls. Learners to clean parts of their face. Learners to sing songs and recite poems on cleaning the face. |
|
Observing the learners as they demonstrate the procedure of cleaning the face. |
|
|
8
|
1
|
|
Cleaning our teeth
|
By the end of the sub- strand, the learner should be able to: Name materials used to clean the teeth. Mention the procedure used to clean the teeth. Use appropriate materials to clean the teeth. |
Why do we clean our teeth? What materials do we use to clean our teeth? How do we clean our teeth?
|
Guide learners to identify cleaning materials used to clean the teeth. Learners to observe a demonstration on cleaning the teeth. Learners to clean their teeth. Learners to sing songs and recite poems on cleaning the teeth. |
|
Observing the learners as they demonstrate other procedure of brushing the teeth.
|
|
|
|
2 |
|
Washing our hands |
By the end of the sub- strand, the learner should be able to: Name materials used to wash our hands. Mention the procedure used to wash our hands. Use appropriate materials to wash the hands. |
Why do we wash our hands? What materials do we use to wash our hands? How do we wash our hands? |
Guide learners to identify cleaning materials Used to wash the hands. Learners to observe a demonstration on washing the hands. Learners to wash their hands. Learners to sing songs and recite poems on washing the hands. |
|
Observing the procedure of washing hands as carried out by learners. |
|
|
9
|
1
|
|
Washing our feet
|
By the end of the sub- strand, the learner should be able to: Name materials used to clean the feet. Mention the procedure used to clean the feet. Use appropriate materials to clean the feet. |
Why do we clean our feet? What materials do we use to clean our feet? How do we clean our feet? |
Guide learners to identify cleaning materials used to clean the feet. Learners to observe a demonstration on cleaning the feet. Learners to clean their feet. Learners to sing songs and recite poems on cleaning the feet. |
|
Observing the procedure of washing the feet As carried out by learners. |
|
|
|
2 |
|
Cleaning our nose |
By the end of the sub- strand, the learner should be able to: Name materials used to clean the nose. Mention the procedure used to clean the nose. Use appropriate materials to clean the nose. |
Why do we clean our nose? What materials do we use to clean our nose? How do we clean our nose? |
Guide learners to identify cleaning materials used to clean the nose. Learners to observe a demonstration on cleaning the nose. Learners to clean their nose. Learners to sing songs and recite poems on cleaning the nose. |
|
Observing the procedure of blowing the nose as carried out by learners. |
|
|
10 |
1 |
|
Cleaning our ears |
By the end of the sub- strand, the learner should be able to: Name materials used to clean the ears. Mention the procedure used to clean the ears. Use appropriate materials to clean the ears. |
Why do we clean our ears? What materials do we use to clean our ears? How do we clean our ears? |
Guide learners to identify cleaning materials used to clean the ears. Learners to observe a demonstration on cleaning the ears. Learners to clean their ears. Learners to sing songs and recite poems on cleaning the ears. |
|
Observing the procedure of cleaning our ears as carried out by learners. |
|
|
|
2 |
|
Combing our hair |
By the end of the sub- strand, the learner should be able to: Name materials used to comb the hair. Mention the procedure used to comb the hair. Use appropriate materials to comb the hair. |
Why do we clean comb our hair? What materials do we use to comb our hair? How do we comb our hair? |
Guide learners to identify materials used to comb our hair Learners to observe a demonstration on combing the hair. Learners to comb their hair Learners to sing songs and recite poems on combing the hair |
|
Observing the procedure of combing hair as carried out by learners. |
|
Environmental Schemes - Grade 1 Schemes of Work Term 1 2023
|
NAME |
|
|
TSC NO. |
|
|
SCHOOL |
|
Week |
Lesson |
Strand Theme |
Sub Strand |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment Methods |
Reflect on |
|
1 |
1 |
Environment and Its Resources |
Weather and the sky (observing the sky) |
By the end of the lesson the learner should be able to: Describe the day draw the appearance of the sky during the day |
What do we see when we look at the sky during the day |
Learners to observe the sky (the sun, moon, stars, and clouds during the day and share the observation) |
|
Observing what the pupil has drawn from observing the sky during the day |
|
|
|
2 |
Environment and Its Resources |
Weather and the sky Observing the sky) |
By the end of the lesson the learner should be able to: Describe the appearance of the sky during the night Observe differences in appearance of the sky during the day and the night |
What do you see when we look at the sky during the night? |
With the help of parents or guardians ,learners to observe the appearance of the sky at night and report back |
|
Observing what the pupil has drawn from observing the sky during the night |
|
|
|
3 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made |
What do you see when you look at the sky during the day and at night |
Learner to play educative competition games on sun, moon, clouds, and stars Leaners to draw and color the sun , moon, clouds and stars |
|
Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
|
|
|
4 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made |
What do you see when you look at the sky during the day and at night |
Learner to play educative competition games on sun, moon, clouds, and stars. Leaners to draw and color the sun , moon, clouds and stars |
|
Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
|
|
|
5 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: Learners to recognize weather conditions of the day |
What Tithe weather today? |
Learners to explore weather conditions as an outdoor activity |
|
Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
|
|
2 |
1 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to draw weather conditions of the day Learners to identify weather conditions of the day |
What Tithe weather today |
Learners to draw and color the weather symbols explored |
|
Observing the weather identified by the pupil today |
|
|
|
2 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather on the same day but different days to recognize weather conditions of the day |
What Tithe weather yesterday from the picture? |
In groups, learners to observe weather conditions of the day in the immediate environment |
|
Observing the weather identified by the pupil from yesterday |
|
|
|
3 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to identify weather conditions of the previous day |
What if the weather yesterday from the Picture? |
Learners to draw and color the weather symbols explored |
|
Observing the weather identified by the pupil from yesterday |
|
|
|
4 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different days Learners to identify weather conditions of the previous day |
What will the Weather be like? |
In groups, learners to observe weather conditions of the day in the immediate environment |
|
Observing the conversation between the pupils regarding the weather of different days |
|
|
|
5 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different time (morning and afternoon) |
What will the weather be like to day morning? |
In groups, learners to observe weather conditions of the day in the immediate environment |
|
Observing the conversation between the pupils regarding the weather of different days |
|
|
3 |
1 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to make a weather poster and color it with real color that the pupil saw in the previous class Appreciate weather conditions at different times of the day |
How to make a weather poster a to Color it? |
Make your own weather poster and color it |
|
Observing the work done the pupils on making the poster Asking the pupils different questions on weather |
|
|
|
2 |
Environment and Its Resources |
Water |
By the end of the sub-strand, the learner should be able to: Identify different sources of water in the immediate Environment. |
What are Sources of water? |
Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water |
|
Asking the Pupils the number of water resources next to them. |
|
|
|
3 |
Environment and Its Resources |
Water |
By the end of the sub- strand, the learner should be able to: In groups of two visit places near the school and list the number of water Resource. appreciate different sources of water in the immediate environment |
Identifying water resources near the school |
Learners to learners to visit the area near the school and identify the resource near the school Learners to draw some of the water resources that they found. |
|
Observing the listed number of water resources found in the area |
|
|
|
4 |
Environment and Its Resources |
Uses of water |
By the end of the sub- strand, the learner should be able to: Identify different uses of water in the home and school |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
|
Asking pupils the uses of water Observing how the pupils are using water near the school |
|
|
|
5 |
Environment and Its Resources |
Uses of water |
By the end of the sub- strand, the learner should be able to: use water to do different activities in school in groups |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
|
Observing how the pupils are using water near the school |
|
|
4 |
1 |
Environment and Its Resources |
Uses of water well |
By the end of the sub-strand, the learner should be able to: demonstrate careful use of water in the home and school explain how water can be used well |
How can we Use water well? |
Learners to discuss careful use of water in the home and school |
|
Observing how well the pupils use water |
|
|
|
2 |
Environment and Its Resources |
Uses of water well |
By the end of the sub- strand, the learner should be able to: Demonstrate how to use water to do different activities in school and at home in groups |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 17- 18 |
Observing how the pupils are using water near the school in groups |
|
|
|
3 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: Learners to identify ways of playing with soil foe enjoyment playing with soil for learning purpose |
How can we play with soil |
Learners to identify ways of playing with soil Learners to fill and empty cans with soil for fun Learner to model different objects using soil |
|
Asking the pupils how to use soil for enjoyment. |
|
|
|
4 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: draw on the soil for the purpose of learning |
How can we draw on the soil |
Learners to draw on the soil and make different patterns using soil paints |
|
Observe how the pupils draw on the soils for purpose of learning |
|
|
|
5 |
Environment and Its Resources |
Playing with soil |
By the end of the sub-strand the learner should be able to: work on their own and draw on the soil for the purpose of learning |
How can I draw on the soil |
Learners to draw on the soil and make different patterns using soil paints |
|
Observe how the pupils draw on the soils for purpose of learning |
|
|
5 |
1 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: play with soil in different ways for enjoyment |
We can fill our tins with soil |
Learners to fill our tins with soil |
|
Observe how the pupils fill the tins with soils purpose of learning and enjoyment |
|
|
|
2 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: model different objects using soil at school |
We can use wet soil to make things |
Learner to model different objects using soil Learners to draw on the soil and make different patterns using soil paints |
|
Observe how the pupils can use wet soil to make things |
|
|
|
3 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: develop curiosity in playing with soil for enjoyment |
How to use soil and soil for creativity and enjoyment |
Learners to find out more from parents or guardians on how to play with soil |
|
Observe how the pupils can use wet soil to make things |
|
|
|
4 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment ) |
By the end of the sub- strand, the learner should be able to: Identify plants in the immediate environment Name the plants Found near the school compound. |
Which plants we see around us |
Learners to take a nature walk to observe different plants in the immediate environment Learners in groups of two to list the number of plants found in the immediate Environment. |
|
Observe how the pupils can have listed the name of plants |
|
|
|
5 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment) |
By the end of the sub- strand, the learner should be able to: In groups of 3, the student to list and draw plants in the environment and at home |
Which plants we see around us |
Learners in groups of 3 the learner to list and draw plants in the environment and at home. |
|
Observe how the pupils have listed and drawn different types of plants Oral question on the name of plants each pupil has identified. |
|
|
6 |
1 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Taking a nature walk the pupil and teachers and identify the plant in the school compound. |
Which plants we see around the school compound. |
learners to think, pair and share about plants that they observed during the nature walk |
|
Observe how the pupils can have listed the name of plants |
|
|
|
2 |
Environment and Its Resources |
Plants exploring (plants in the immediate environment ) |
By the end of the sub- strand, the learner should be able to: Naming the plants found near the school |
Which plants we see around the school compound. |
learners to think, pair and share about plants that they observed during the nature walk |
|
Observe how the pupils can have listed the name of plants |
|
|
|
3 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: observe plants in the immediate environment to realize the diversity in plants |
Which plants we see around the school compound |
Learners to draw and color plants that they liked during the nature walk Learners to gather more information parents or guardians about plants and Report back. |
|
Observe how the pupils can have listed the name of plants |
|
|
|
4 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Plants sample of seeds Identify different leaves |
How to plant seed. What kind of leaves did you see |
Learners to mention ways of planting and caring for plants |
|
Observe how the pupils plant the seed Observer how the pupil take care of the seed planted, |
|
|
|
5 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Draw and color make prints of leaves |
What kind of leaves did you see |
Learners to mention leaves did you see |
|
Observe how the pupils name the leaves. Observing the drawing of the leaves |
|
|
7 |
1 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Identify different seeds |
Which plants grow in the garden |
Learners to draw and name the parts of plant |
|
Observe how the pupils name the leaves. Observing the drawing of the leaves |
|
|
|
2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub-strand, the learner should be able to: identify different animals in the immediate environment |
What animals Are found in the immediate environment? |
Learners are guided to identify different animals(small l and big) |
|
Observing the listed names of animals |
|
|
|
3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: Identify small animals Identify big animals |
What small animals are found in the immediate environment? |
Learners are guided to identify different small animals |
|
Observing the listed names of small animals |
|
|
|
4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: define domestic animals Identify domestic animals Identify products from domestic animals |
What big animals are found in the immediate environment? |
Learners are guided to identify different domestic animals |
|
Observing the listed names of domestic animals |
|
|
5 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: Identify products from domestic animals Identify wild animals |
What are the products from domestic animals |
Learners to tell products from different animals(using g stimulus material |
|
Observing the listed names of domestic products from animals. |
|
|
|
8 |
1 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment Observe insects |
What are insect from near the school compound |
Learners to observe and identify insects |
|
Observing the listed names of insect found near the school compound |
|
|
|
2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment |
What are insect from near the school compound |
Learners to observe and identify insects |
|
Observing the listed names of insect found near the school compound |
|
|
|
3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to Drawing insects found near the school compound |
What are insect from near the school compound |
Learners to observe and identify insects |
|
Observing the listed names of insect found near the school compound |
|
|
|
4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe water animals found near the water resources environment |
Which animals are found in water |
Learners to observe identify fish |
|
Observing the listed names of fish found near the school compound |
|
|
|
5 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub-strand, the learner should be able to: Drawing water animals found near the school compound |
Which animals are found in water |
Learners to observe identify fish |
|
Observing the drawn image of water animals |
|
|
9 |
1 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able Learners to observe and identify parts of bird to: Observe birds(he) Observe animals without legs |
Which animals are animals without legs |
Learners to observe identify fish |
|
Observing the listed names of fish found near the school compound |
|
|
|
2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub-strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have Observed? |
The learner should be able to draw various types of animals and name the body part |
|
observe and identify animals found near the school |
|
|
|
3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have Observed? |
The learner should be able to draw various types of animals and name the body part |
|
observe and identify animals found near the school |
|
|
|
4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able identifying items got from animals in the community |
What do we get from different animals |
The learner should be able to draw various types of animals and name the body part |
|
observe and identify animals found near the school |
|
| 5 | Energy | Producing sounds |
By the end of the sub- strand, the learner should be able to: recognize sounds in the immediate environment identifying what makes sound near the school compound |
What makes sounds | Learners take a sound walk in the immediate environment |
|
Observe pupils listening the different sounds in the immediate environment | ||
| 10 | END OF TERM ASSESSMENT | ||||||||
English - Grade 1 Schemes of Work Term 1 2023
|
NAME |
|
|
TSC NO. |
|
|
SCHOOL |
|
|
Week |
Lesson
|
Strand/ Theme |
Sub Strand/Sub theme |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
Listening and Speaking
Welcome & Greetings |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to:
|
How do you say these words?
Man, Make, All, Apple. |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 2-3
|
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking
Welcome & Greetings
|
Language structures and Functions
|
By the end of the sub strand, the learner should be able to:
|
Who are you? Who is she? Who is he? |
|
Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 3-4
|
Oral questions, portfolio, observation |
|
|
|
3 |
Reading Welcome & Greetings
|
Phonics |
By the end of the sub strand, the learner should be able to:
|
Can you match letters of the alphabet and their sounds? |
|
Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 4-5 |
Oral questions, portfolio, observation |
|
|
2 |
1 |
Listening and Speaking Welcome & Greetings |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Table, Egg, Tall, End. |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 6-7 |
Oral questions, portfolio, observation |
|
| 2 |
Listening and Speaking
Welcome & Greetings |
Language structures and Functions |
By the end of the sub strand, the learner should be able to:
|
What is this? How do we greet people in the morning/afternoon/ evening? |
|
Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 7-8 |
Oral questions, portfolio, observation |
||
| 3 |
Reading Welcome & Greetings |
Word Reading |
By the end of the sub strand, the learner should be able to:
|
Can you match letters of the alphabet and their sounds? |
|
Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 8-9 |
Oral questions, portfolio, observation |
||
| 3 | 1 |
Writing |
Handwriting |
By the end of the sub strand, the learner should be able to:
|
How do you take care of your exercise books? |
|
Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 5&9 |
Oral questions, portfolio, observation | |
| 2 |
Listening and Speaking
School |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Sun, Spoon, Ink, |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters,
computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 10-11 |
Oral questions, portfolio, observation |
|
|
3 |
Listening and Speaking
School |
Language structures and Functions
Subject-verb agreement (am) |
By the end of the sub strand, the learner should be able to:
|
What is Sarah doing? |
|
Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 11-12 |
Oral questions, portfolio, observation |
|
|
4 |
1 |
Reading
School |
Word Reading |
By the end of the sub strand, the learner should be able to:
|
What are some of the words that you can read? |
|
Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 12 |
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking
School |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Table, apple, leaf, |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 14-15 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking School |
Language structures and Functions Subject-verb agreement (is) |
By the end of the sub strand, the learner should be able to:
|
What is Sarah doing? What are Sarah and Sam doing? |
|
Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 15-16 |
Oral questions, portfolio, observation |
|
|
5 |
1 |
Reading School |
Connected text and fluency |
By the end of the sub strand, the learner should be able to:
|
What are some of the words that you can read? |
|
Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 16-17 |
Oral questions, portfolio, observation |
|
|
|
2 |
Writing |
Handwriting |
By the end of the sub strand, the learner should be able to:
|
How do you write these letters? m, a, t, e, s, l, i How do you sit when writing? |
|
Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 13&17 |
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking Family |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Pot, Fan, Fish, Fry |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 18-19 |
Oral questions, portfolio, observation |
|
|
6 |
1 |
Listening and Speaking Family |
Language structures and functions Personal pronouns; I, you |
By the end of the sub strand, the learner should be able to: a) Use personal pronouns in relation to gender, number and objects appropriately in dialogues. b) Appreciate the use of personal pronouns in effective communication. |
Who cooks for you? Who plays with you at home? |
|
Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on personal pronouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 19-20 |
Oral questions, portfolio, observation |
|
|
|
2 |
Reading
Family |
Word Reading |
By the end of the sub strand, the learner should be able to:
|
What are some of the words that you can read? What are some of the words you Cannot read? |
|
Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of words that have been learnt.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 20-21
|
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking
Family |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Hen, Nail, Orange. |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 22-23 |
Oral questions, portfolio, observation |
|
|
7 |
1 |
Listening and Speaking
Family |
Language structures and functions
Personal pronouns; He, She, They, It. |
By the end of the sub strand, the learner should be able to:
|
Who buys you books? Who tells you stories? |
|
Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on personal pronouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 23 |
Oral questions, portfolio, observation |
|
|
|
2 |
Reading
Family |
Connected text and fluency |
By the end of the sub strand, the learner should be able to:
|
What do you do when you cannot read some words in a sentence? |
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 24-25 |
Oral questions, portfolio, observation |
|
|
|
3 |
Writing |
Handwriting |
By the end of the sub strand, the learner should be able to:
|
1. How do you write this letter? ‘P’ |
|
Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 19&25 |
Oral questions, portfolio, observation |
|
|
8 |
1 |
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Hen, Nail, Orange. |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 26-27 |
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking Home
|
Language structures and functions Singular/plural (addition of ‘s’ only)
|
By the end of the sub strand, the learner should be able to:
|
How many (e.g. hands, legs, bags, pencils) do you have? |
|
Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 27 |
Oral questions, portfolio, observation |
|
|
|
3 |
Reading Home |
Connected text and fluency |
By the end of the sub strand, the learner should be able to:
|
What do you do when reading a long word? |
|
Story book, poems, audiovisual recordings of short stories.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 28
|
Oral questions, portfolio, observation |
|
|
9 |
1 |
Listening and Speaking
Home |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Nest, Bag, Hen |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 30-31 |
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking Home |
Language structures and functions
Singular/plural (addition of ‘s’ only |
By the end of the sub strand, the learner should be able to:
|
How many, arms etc. are big/small, long/short, round/rectangle are there? |
Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified. In pairs and groups, learners group items in their school and home in columns of one and many. |
Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 31
|
Oral questions, portfolio, observation |
|
|
|
3 |
Reading Home |
Connected text and fluency |
By the end of the sub strand, the learner should be able to:
|
What do you do when reading a long word? |
|
Story book, poems, audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 32
|
Oral questions, portfolio, observation |
|
|
10 |
1 |
Writing |
Handwriting |
By the end of the sub strand, the learner should be able to:
|
How do you write these letters? ‘b’ ‘B’ ‘u’ |
|
Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 29&33
|
Oral questions, portfolio, observation |
|
|
|
2 |
Listening and Speaking Time |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Nest, Bag, Hen |
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 34-35
|
Oral questions, portfolio, observation |
|
|
|
3 |
Listening and Speaking Time |
Language structures and functions Present Simple tense |
By the end of the sub strand, the learner should be able to:
|
What do you do every day before you come to school? |
|
Charts, pictures/ photographs on routine activities, computer devices that have audiovisual recordings of dialogues with sentence structures on present simple tense
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 35
|
Oral questions, portfolio, observation |
|
Growing in Christ CRE Scheme - Grade 1 Schemes of Work Term 1 2023
|
NAME |
|
|
TSC NO. |
|
|
SCHOOL |
|
|
SCHOOL |
GRADE |
LEARNING AREAS |
TIME |
YEAR |
|
1 |
2023 |
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
|
1 |
1 |
Creation |
Self-Awareness |
By the end of the end of the sub strand the learners should be able to: Recognize themselves as unique created in the image and likeness Recognize that Gods know then by their names as part of God’s creation as they are special to God |
What is your name? |
Learners to read genesis1:27 Learners to say why they are special before God Learners to sing a song related to why they special to God. |
Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 |
Observing the learners as they read the bible and sing |
|
|
|
2 |
Creation |
Self-awareness |
By the end of the sub- strand the learners should be able to: Recognize why they are special creatures in the eyes of God recognize that we all belong to God and Gog loves us all as his special creation because we are made in his own image and likeness |
Why are we special creatures? |
Leaners to tell who their special friend are? Learners to learn that they are special because they are created in God’s image and likeness Learners to recite the verse from the bible Isaiah 49:16 Learners to watch video clip on God creation |
Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Asking learners questions Writing exercise |
|
|
|
3 |
Creation |
Self-awareness |
By the end of the sub strand the learners should be able to: Mention the name for identification and self- awareness Mention the names of their friends Recognize that God knows them by their names |
What is your name |
The teacher to ask learners to mention their name for self- identification Learners mention the names of their friends in class Recite in class the verse Isaiah 43:1 which states that God knows them by names |
Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Ask learners to mention their names |
|
|
2 |
1 |
Creation |
self-awareness |
By the end of the of the sub strand the learners should be able to: Recognize that their names are important as they give them their identity Identify the names of their friends to enhance together Write their names on flash cards to improve the skill of writing |
Who is your special friend? |
The teacher asks the learners to tell the names of their special friends Learners write the names of their special friends Read aloud their names in class and write their names and friends names in the charts |
Flashcards Growing in Christ CRE activities learners’ book grade 1 by Heron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Asking learners to write the names of their special friends |
|
|
|
2 |
Creation |
Self awareness |
By the end of the sub strand the learner should be able to: identify who knows their name Read the names in the picture Interpret what is in the picture |
Who knows your name?
|
Learners tell who knows their names Learners read the names that are in the picture Recite the verse Isaiah 49:16 |
Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Asking learners to write the names of their friends |
|
|
|
3 |
Creation |
Self awareness |
By the end of the sub strand the learners should be able to: Draw their names on the palm of their hands Read the names on their palm Identify that God knows them by name Isaiah 49:16 |
What is your name? |
Learners watch the video clip of palm and identify Learners read and mention the name on the palm Recite the verse Isaiah 49:16 |
Audio visual material Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 |
Observe learners as they watch the video clip and ask question of what they see in the clip |
|
| 3 | 1 | Creation | Self awareness |
By the end of the sub strand the learners should be able to: Draw their palm Color the pictures of their palm/drawing Write their names on the palm Learners draw themselves |
How special are you to God? |
Learners draw their palm The learner color their drawing Learner write their names on the palm Draw themselves |
Drawings Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 |
Observe the learners As the draw |
|
| 2 | Creation | My family |
By the end of the sub strand the learners should be able to: Identify the members if the family Appreciate members of the family Count the members of the family |
Name the members of the family |
Learners name the members of the family Learners identify the members of the family in the pictures Count the members of the family |
Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 9-13 |
Asking question to learners. Naming the family members |
||
| 3 | Creation | My family |
By the end of the sub strand the learners should be able to: Name the members of a nuclear family Identify members of a nuclear family in picture Draw members of the nuclear family in the chart |
Who are the members of the nuclear family? |
Learners name the members of a nuclear family Learners draw a chart on the members of the nuclear family Learners work in pair to identify the members of the family in the chart |
Charts Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe learners as draw the members of the family on the chart | ||
| 4 | 1 | Creation | My family |
By the end of the sub strand the should be able to: Mention who leads prayers at home Pray with the family Have a desire to participate in the family prayers through reading the prayer in the bible and prayer book in order promote sound morals and religious values |
Who leads prayers at home? |
The teacher guides learners to pray Learners mention who leads prayers at home Read in the bible and prayer book on how to pray |
Prayer book Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Ask the leaners how the pray at home | |
| 2 | Creation | My family |
By the end of the sub strand the learner should be able to: Record the number of times they pray at home together with their family to enhance togetherness Recognize the importance of prayers in order to grow spiritually and morally upright |
How many times do you pray a day |
Learners demonstrate how they always pray at home Learners record the no of times they pray at home as a family enhanced unity of family members |
Pictures Prayer book Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe learners as they demonstrate how to pray at home | ||
| 3 | Creation | My family |
By the end of the sub strand the learner should be able to: Identify the items they share at home to enhance togetherness Identify the items in the picture and name the items they share at home |
What do you share at home? | Learners to identify items they share at home in groups or pairs Learners to identify the items thy share in the picture at home Draw items they share at home in the charts |
Pictures Charts Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe the learners as they draw the items they share at home Ask question on the items they share at home | ||
| 5 | 1 | Creation | My family |
By the end of the sub strand the learner should be able to: Appreciate the importance of sharing at home to enhance family unity Draw and color the items they share at home to enhance creativity and promote individual development and self efficiency |
Why are we sharing? |
Learners observe and discuss the a char/picture/photograp h of a family sharing a meal Learners to draw and color the things the they share Learners to share with the themselves what they have to enhance the importance of sharing |
Pictures Charts Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe learners as they share items in class | |
| 2 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learner should be able to: Mention the types of animals and plants created by god in the school environment Draw and color plants animals found in the school environment |
What types of plants and animals found in the school environment? |
Learners identify and mention the plants and animals found in the school environment Learners draw and color the plants and animals found in the school environment Learners to take a natural walk in the school compound to see various types of animals and plants |
Drawing Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Observe learners as they draw and color plants and animals found in the school environment | ||
| 3 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learner should be able to: Identify types of plants and animals found in their home Identify in the pictures animals found in the animal park Recognize that God also created animals and plants Make animals through modeling it. State the names of the animals |
Who created animals and plants? |
Learners to visit the animal park and identify the animals found them Learners to name the animals found in the park Learners the plants found in the garden Draw and color and the pictures of animals and plants and to know that God also created plants and animals |
Pictures Drawings Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Asking questions on what they see in the trip to the animal park | ||
| 6 | 1 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learner should be able to: Care for plants as part of God’s creation Name the benefits we obtain from plants Show how to care for plants |
Why do we care for plants? |
Teachers explain and guide to learners on how to how to care for plants Learners to demonstrate on how to care for plants for example watering, weeding Learners name the food they obtain from plants |
Real objects for example watering can jembes, plants, oranges fruit obtain from plants Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Observing learners as they demonstrate how to care for plants demonstrate and watch video clip on how to carry and handle the Bible with care | |
| 2 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learners should be able to: Care for animals in a special way as they are God’s creation Name the importance of animal in the society as God’s creation Identify the types of animals found in our environment Care and appreciate other creatures in the universe |
Why do we care for animals? |
The learners say how they care for animals at home The learners name the importance of animals for example the provide food Learners also identify the types of animals found in their environment |
Pictures Audio visual materials Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Asking questions on the types of animals | ||
| 3 | Holy Bible | Physical handling of the Holy Bible |
By the end of the sub strand the learner should be able to: Identify ways of handling the Bible with respect as it is the word of God Understand the reason for handling the Bible with care |
Why do we handle the Bible with care? |
Learners to say how they handle the Bible with care Learners state the reason they should handle the Bible with care as it is the word of God The learners to tell their friends how important they should handle the Bible with care |
Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23 |
Asking learners to show how to handle the Bible with care in class | ||
| 7 | 1 | Holy Bible | Physical handling of the Holy Bible |
By the end of the sub strand the learner should be able to: know how to carry the Bible with respect as it is the word of God Identify the importance of handling the Bible with respect Name two division of the bible Write the division of the Bible |
Why do we carry the Bible with respect? |
Learners demonstrate on how to carry the Bible with respect Learners look at the pictures on how to handle and carry the Bible with care and respect Learners to watch the video clip on how to handle and carry the Bible |
Picture Audio visual material Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23 |
Observe learners as they demonstrate and watch video clip on how to carry and handle the Bible with care. |
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2 |
Holy Bile |
Physical handling of the Holy Bible |
By the end of the strand the learner should be able to: Recognize the Bible as the word of God by identify the books of the Bible Recognize the importance of knowing the books of the Bible as it help in spiritual growth |
Name the books of the Bible they know |
Learners to name the books of the Bible the know Learners to sing song related to the books of Bible Learners to write the books of the Bible they know |
Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23
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Ask learners to write on the books of the Bible |
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3 |
Holy Bible |
Physical handling of the Holy Bible |
By the end of the sub strand the learner should be able to: Identify the Bible as the word God by naming the first two gospel book Identify the values learned from the first two gospel books |
Which books are found in gospel books? |
Learners name the first two gospel books Learners write gospel books in theirs exercise Learners draw a chart containing the first two gospel books |
Charts Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23
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Observe learners as they draw the charts |
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8 |
1 |
Holy Bible |
Physical handling of the Holy Bible |
By the end of the sub strand the learners should be to: Identify other gospel book in the Bible Identify the values learned in the verse they memorize in the gospel books in the Bible Recognize the importance reading and memorizing the verses in the Bible |
Which verse have you memorized in the gospel book? |
Learners to identify other gospel books for example mark , Luke, John Learners read the verses in the gospel books and memorize Learners sing a song related to the verse they have memorize and all the gospel books |
Bible Charts Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23
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Observe learners as they sing and memorize the verses in the Bible |
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2 |
Holy Bible |
Physical handling of the Holy Bible |
By the end of the sub strand the learner should be to: Recognize the importance of respecting and adore the Bible as the word of God Identify the important aspects acquired in reading the Bible
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What values do we acquired by reading the Bible? |
Learners states the importance of reading the Bible and memorizing the verses Learners handle the Bible with care and to adore it Learners sing the song on (read your Bible prays every day.........) |
Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23 |
Observe learners as the read and memorize the verses |
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3 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learner should be able to: Narrate the story of David and Goliath and desire to depend on God on day to day life Recognize the importance of faith and believe in God to enhance religious values and spiritual growth |
How did David kill Goliath? |
Learners narrate in class the story of David and Goliath in class Learners read 1samuel 17:48-51 Learners interpret stories in the pictures Learners role play the story of David and Goliath in class |
Pictures Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
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Observe the learners as they role play the story of David and Goliath Ask question on what they see in the pictures |
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9 |
1 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learner should be able to: Recognize the reason why they learn the story of David and Goliath Identify who help David to kill Goliath Apply what they have acquired in the story of David and Goliath in the school home and in the church |
Who gives us spiritual strength ? |
Learners understands the reason why they are learning the story of David and Goliath Learners are able to identify who help David to defeat Goliath whom is God Learners are able to apply what they have learner in the story of David and Goliath in their day to day lives |
Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
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Ask learners questions who help David defeat Goliath |
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2 |
Holy Bible |
Bible story David and Goliath |
God to guide through their lives to enhance spiritual growth and self –efficiency by watching a clip on the story of David Goliath Narrate the story of David and Goliath to their parents at home |
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Learners narrate the story of David and Goliath to their parents at home as they demonstrate what they saw in the clip |
learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
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story of David and Goliath |
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3 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learners should be able to: Recognize Goliath and David in the clip and be able to draw and color to enhance creativity and imagination Present the drawing to rest of the class to enhance communication and collaboration skills |
What do we gain by having faith in God? |
Learners draw in their exercise books images of David and Goliath from what they see on the video clip Learners present their drawing from what they have drawn to the rest of the class Sing a song related to the story of David and Goliath |
Audio visual material Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
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Observe the learners as they draw and present their drawings to the rest of the class |
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10 |
1 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learners should be able to: Understand what happened when people fight as God doesn’t like people who fight and should avoid fighting Recognize the importance of acquiring and applying the good values to enhance the sound moral development |
Why do people fight? |
Learners to understand that they should engage in fighting as someone might end up hurt like Goliath who died Learners to understand that instead of fighting friends they should report them to the teacher Learners learn that they should not fight others instead love them and forgive them as God want us to love our neighbors as we love ourselves |
Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
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Asking learners oral questions why they should not fight their friends |
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2 |
Holy Bible |
Bible story Joseph and his coat of many colors |
By the end of the sub strand the learners should be able to: Narrate the story of joseph and name the lesson they have learned from it recognize that their parents love them and should also know the importance of love |
Who had a coat of many color? |
Leaners read the story of Joseph in the bible Genesis 37:3-4 in class and narrate learners draw and color coat of many colors the same as Joseph Learners name the things that our parents does to us that sshows love us |
Bible pictures Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 28-30 |
Observe learners as they read narrate and draw Ask oral questions on how parents love them |
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3 |
Holy Bible |
Bible story Joseph and his coat of many colors |
By the end of the sub strand the learners should be able: Narrate the story of Joseph in class ,home and church Appreciate the importance of love
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Why did Joseph’s brothers hated him |
Learners to read Genesis 37:3-10 Learners to watch a video clip about Joseph and his brothers Learners in pairs to say why joseph’s brothers hated him |
Audio visual materials bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 28-30
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Art and Craft Scheme - Grade 1 Schemes of Work Term 1 2023
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NAME |
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TSC NO. |
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SCHOOL |
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Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
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1 |
1 |
DRAWING |
Line |
By the end of the sub strand, the learner should be able to: Identify different types of lines in the environment to use in drawing; |
How do we identify types of lines and their characteristics in the environment? |
In groups learners are taken for environmental walks and or digital tours to identify types of lines on objects e.g. straight lines, wavy lines, zigzag lines, curved lines etc |
Paper, charcoal sticks, crayons, computer. |
Oral question, discussion, observation, portfolios. |
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2 |
DRAWING |
Line |
By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through crayon and charcoal media; |
How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing? |
Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms. |
Paper, charcoal sticks, crayons, computer. |
Oral question, discussion, observation, portfolios |
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2 |
1 |
DRAWING |
Line |
By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through digital tools; appreciate use of lines in the environment |
How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing? |
Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms. Learners display and sign about their own and others’ work |
Paper, charcoal sticks, crayons, computer. |
Oral question, discussion, observation, portfolios. |
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2 |
DRAWING |
Shapes |
By the end of the sub strand, the learner should be able to: identify different types of shapes in the environment to use in drawing; draw different shapes observed in the environment using crayon and or charcoal and or ICT tools; |
How do you draw organic shapes and non-organic shapes? |
In groups learners are taken for an environmental walk and or digital tour to identify different shapes Individually learner to draw different shapes (from the environment e.g. cups, books windows etc) using crayons and charcoal media |
Papers, crayons, charcoal sticks, textured surfaces in the environment and computer. |
Oral question, discussion, observation, portfolios |
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3 |
1 |
DRAWING |
Shapes |
By the end of the sub-strand, the learner should be able to: have fun drawing different shapes observed from the environment. |
What shapes can you identify in the environment? How do you draw organic shapes and non-organic shapes? |
Individually, the learner to experiment with ICT tools to draw shapes. Individually, the learner to display and sign about own and others’ wo |
Papers, crayons, charcoal sticks, textured surfaces in the environment and computer. |
Oral question, discussion, observation, portfolios |
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2 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to: Identify different types of textures to use in drawing |
How do we identify texture? How do we categorise texture for this level? |
Learners are taken for an environmental walk to experience texture through touch. Learners are guided to rub over surfaces e.g. tree barks, coins, wood floors, walls, furniture, books and other surfaces |
Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images |
Signed questions, discussion, observation, portfolios |
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4 |
1 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to: to rub charcoal and crayon over paper placed on smooth and rough surfaces to create texture appreciate texture of objects in their environment. |
How do we categorise texture for this level? How do we create texture using crayons and charcoal? |
Individually, learners explore rubbing-over different textured surfaces and objects e.g. tree barks, coins, bricks, wood, floor etc. Learners display and sign about their own and others’ work (describing what they like about the textural effects made on the paper). |
Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images |
Signed questions, discussion, observation, portfolios |
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2 |
PAINT AND COLOUR |
Making improvised brushes |
By the end of the sub-strand, the learner should be able to: Name materials that can be used to make improvised brushes |
What materials can be used to make improvised brushes |
Learners could be guided to identify and name materials used for making improvised brushes |
Papers, pencils, powder paints, improvised brushes, digital images |
Signed questions, discussion, observation, portfolios |
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5 |
1 |
PAINT AND COLOUR |
Making improvised brushes |
By the end of the sub-strand, the learner should be able to: make simple brushes from local materials |
What materials can be used to make improvised brushes |
Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc. |
Papers, pencils, powder paints, improvised brushes, digital images |
Signed questions, discussion, observation, portfolios |
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2 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: make simple brushes from local materials |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc. | Papers, pencils, powder paints, improvised brushes, digital images | Signed questions, discussion, observation, portfolios | ||
| 6 |
1 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
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2 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
| 7 | 1 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: have fun and enjoyment as they make improvised brushes and use them to paint simple forms. |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). Learners to display and sign their own and others’ work |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
| 2 | PATTERN MAKING | Line patterns |
By the end of the sub strand, the learner should be able to: Observe objects with line patterns in the environment and in digital tools to help in creation of patterns |
Where do we find patterns in our environment? | In groups learners to be guided to observe types of line patterns in the environment and in digital tours | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
| 8 | 1 | PATTERN MAKING | Line patterns |
By the end of the sub-strand, the learner should be able to: create patterns in colour using lines and digital tools; |
What patterns do you like? | Individually, the learner to create patterns using lines in colour and digital tools. | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
| 2 | PATTERN MAKING | Line patterns |
By the end of the sub-strand, the learner should be able to: enjoy creating linear patterns in colour and digital tools. |
How do you Create patterns? | Individually display their patterns, and appreciate own and others’ patterns. | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
| 9 | 1 | PATTERN MAKING | Dot patterns |
By the end of the sub strand, the learner should be able to: Observe objects with dot patterns in the environment and in digital media to help in creation of patterns |
Where can we find dot patterns around our school? How do you create dot patterns? |
In groups learners to be guided to observe types of dot patterns in the environment and in digital media. Individually, the learner to create patterns using dots in colour or using digital tools. |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
| 2 | PATTERN MAKING | Dot patterns |
By the end of the sub-strand, the learner should be able to: create dot patterns in colour or using digital tools for self-expression; enjoy creating dot patterns. |
Where can we find dot patterns around our school? How do you create dot patterns? |
Individually display their patterns, and appreciate own and others’ patterns | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
| 10 | 1 | PATTERN MAKING | Numeral patterns |
By the end of the sub strand, the learner should be able to: observe numbers in the environment to motivate them in creating patterns |
Are there patterns made using numerals around us? | In groups, learners be guided to identify numbers in the environment | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
| 2 | PATTERN MAKING | Numeral patterns |
By the end of the sub- strand, the learner should be able to: create patterns in colour. |
Are there patterns made using numerals around us? |
Individually, the learner to experiment with numbers to create patterns in colour. Individually, the learner to experiment with digital tools to create numeral patterns in colour. |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios |