Displaying items by tag: Term 3
CRE Schemes - Grade 2 Schemes of Work Term 3 2023
| Week | Lesson | Strand | Sub strand | Specific learning outcome | Key inquiry question |
Learning experiences |
Learning resources |
Assessment | Remarks |
| 1 | 1 | Christian Values | Responsibility | By the end of the Sub strand, the learner should be able to: mention the items they carry to school to assist them in learning | Which items do you carry to school? |
Learners to read Colossians 3:23 Learners to display and count the items they carry to school In pairs, learners to list the use of each item Learners to sing a song about items they carry to school Learners to draw and color items they carry to school Learners to discuss why they should not forget school items at home |
Bible KLB Visionary CRE activities learners’ book grade 149-151 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles | |
| 2 | Christian Values | Responsibility | By the end of the Sub strand, the learner should be able to: mention the items they carry to school to assist them in learning | Which items do you carry to school? |
Learners to read Colossians 3:23 Learners to display and count the items they carry to school In pairs, learners to list the use of each item Learners to sing a song about items they carry to school Learners to draw and colour items they carry to school Learners to discuss why they should not forget school items at home |
Bible KLB Visionary CRE activities learners’ book grade 152-155 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles | ||
| 3 | Christian Values | Responsibility | By the end of the Sub strand, the learner should be able to acquire the value of responsibility by taking care of the items they use at school |
Why do you carry these items to school? What happens when you forget items at home? |
Learners to read Colossians 3:23 Learners to display and count the items they carry to school In pairs, learners to list the use of each item Learners to sing a song about items they carry to school Learners to draw and colour items they carry to school Learners to discuss why they should not forget school items at home |
Bible KLB Visionary CRE activities learners’ book grade 155-157 |
portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles | ||
| 2 | 1 | Christian Values | Prayer | By the end of the Sub strand, the learner should be able to: recite the first four lines of the Lord’s prayer as a way of communicating to God | Which are the first four lines of the Lord’s Prayer? |
Learners to read Matthew 6:9-10 Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer Learners to read Luke 11:5-10 |
Bible KLB Visionary CRE activities learners’ book grade 158-161 |
portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles |
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2 |
Christian Values |
Prayer |
By the end of the Sub strand, the learner should be able to narrate the story of a friend at midnight and apply it in their lives |
How frequently do you recite The Lord’s prayer? Why should we pray |
Learners to read Matthew 6:9-10 Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer Learners to read Luke 11:5-10 |
Bible KLB Visionary CRE activities learners’ book grade 163-165 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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3 |
Christian Values |
Prayer |
By the end of the Sub strand, the learner should be able to narrate the story of a friend at midnight and apply it in their lives |
How frequently do you recite The Lord’s prayer? Why should we pray |
Learners to read Matthew 6:9-10 Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer Learners to read Luke 11:5-10 |
Bible KLB Visionary CRE activities learners’ book grade 165-167 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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3 |
1 |
Christian Values |
Prayer |
By the end of the Sub strand, the learner should be able to desire to pray regularly to develop a relationship with God |
How frequently do you recite The Lord’s prayer? Why should we pray |
Learners to read Matthew 6:9-10 Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer Learners to read Luke 11:5-10 |
Bible KLB Visionary CRE activities learners’ book grade 169-170 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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2 |
The Church |
The Holy Spirit |
By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God |
What did Jesus promise His disciples |
Learners to mention examples of promises they have been given by their parents Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4) Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs Learners to be guided to sing a song about the work of the Holy Spirit |
Bible KLB Visionary CRE activities learners’ book grade 171-173 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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3 |
The Church |
The Holy Spirit |
By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God |
What did Jesus promise His disciples |
Learners to mention examples of promises they have been given by their parents Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4) Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs Learners to be guided to sing a song about the work of the Holy Spirit |
Bible KLB Visionary CRE activities learners’ book grade 171-173 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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4 |
1 |
The Church |
The Holy Spirit |
By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God |
What did Jesus promise His disciples |
Learners to mention examples of promises they have been given by their parents Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4) Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs Learners to be guided to sing a song about the work of the Holy Spirit |
Bible KLB Visionary CRE activities learners’ book grade 175-178 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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2 |
The Church |
The Holy Spirit |
By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God |
What did Jesus promise His disciples |
Learners to mention examples of promises they have been given by their parents Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4) Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs Learners to be guided to sing a song about the work of the Holy Spirit |
Bible KLB Visionary CRE activities learners’ book grade 175-178 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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3 |
The Church |
The Holy Spirit |
By the end of the Sub strand, the learner should be able to: appreciate the work of the Holy Spirit in their day to day lives |
What is the work of the Holy Spirit? |
Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4) Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs Learners to be guided to sing a song about the work of the Holy Spirit |
Bible KLB Visionary CRE activities learners’ book grade 175-178 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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5 |
1 |
The Church |
The Holy Spirit |
By the end of the Sub strand, the learner should be able to :appreciate the work of the Holy Spirit in their day to day lives |
What is the work of the Holy Spirit? |
Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4) Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs Learners to be guided to sing a song about the work of the Holy Spirit |
Bible KLB Visionary CRE activities learners’ book grade 181-183 |
Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects |
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| END OF YEAR ASSESSMENT | |||||||||
Art and Craft Schemes - Grade 2 Schemes of Work Term 3 2023
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WEEK |
LESSON |
STRAND |
SUB-STRAND |
SPECIFIC LEARNINGOUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
1 |
Sculpture |
Toys |
By the end of the lesson, the learner should be able to; Observe samples of toys, material and tools from teachers collection and or digital media to motivate them make their own |
What toys are in the nature corner? |
In groups, learners observe samples toys, material and tools from teachers collection and or digital media |
Regalia charts |
Observation Oral questions |
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2 |
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Toys |
By the end of the lesson, the learner should be able to; Make simple toys using local materials for playing |
What toys are in the nature corner? |
Guide the learner to individually explore materials to construct and assemble simple toys |
Regalia charts |
Observation Oral questions |
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2 |
1 |
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Toys |
By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them |
What materials and tools are used for constructing and assembling toys? |
Learners display and talk about own and others toys |
Regalia charts |
Observation Oral questions |
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2 |
|
Toys |
By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them |
What materials and tools are used for constructing and assembling toys? |
Learners display and talk about own and others toys |
Regalia charts |
Observation Oral questions |
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3 |
1 |
|
Kites |
By the end of the lesson, the learner should be able to; Observe samples of kites , material and tools from teachers collection and or digital media to motivate them make their own |
What local materials and tools are used for constructing and assembling kites |
In groups, learners observe samples kites , material and tools from teachers collection and or digital media to motivate them make their own |
Regalia charts |
Observation Oral questions |
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2 |
|
Kites |
By the end of the lesson, the learner should be able to; Make simple kites using local materials for playing |
What safety precautions should be taken as they make the kites? |
Guide the learner to individually explore materials to construct and assemble simple kites |
Regalia charts |
Observation Oral questions |
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4 |
1 |
|
Kites |
By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them. |
How do learners react to and appreciate the kites they make |
Learners display and talk about own and others kites |
Regalia charts |
Observation Oral questions |
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2 |
|
Kites |
By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them. |
How do learners react to and appreciate the kites they make |
Learners display and talk about own and others kites |
Regalia charts |
Observation Oral questions |
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5 |
1 |
Weaving |
Weaving on a serrated card |
By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media to motivate them make their own |
How do we identify materials used in serrated loom weaving? |
Guide learners to observe woven items from teacher’s collection and or digital media |
Regalia charts |
Observation Oral questions |
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2 |
Weaving |
Weaving on a serrated card |
By the end of the lesson, the learner should be able to; Weave a two colored table mat using a serrated loom for self-expression |
How do we identify materials used in serrated loom weaving? |
Learners be taken for environmental walks to collect materials for weaving using serrated card loom e.g. sisal, |
Regalia charts |
Observation Oral questions |
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6 |
1 |
Weaving |
Weaving on a serrated card |
By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom. |
How does one weave using a serrated loom? |
Individually weave a two colored table mat on a serrated loom |
Regalia charts |
Observation Oral questions |
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2 |
Weaving |
Weaving on a serrated card |
By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom. |
How does one weave using a serrated loom? |
Individually weave a two colored table mat on a serrated loom |
Regalia charts |
Observation Oral questions |
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7 |
1 |
WEAVING |
Weaving on a dowel loom |
By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media. |
Which materials can used in dowel loom weaving from the locality? |
Guide learners to observe woven items from teacher’s collection and or digital media |
Regalia charts |
Observation Oral questions |
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2 |
WEAVING |
Weaving on a dowel loom |
By the end of the lesson, the learner should be able to; Identify the tools and materials used in weaving using a dowel loom in the environment |
Which materials can used in dowel loom weaving from the locality? |
Learners be taken for environmental walks to collect materials for weaving using dowel card loom e.g. sisal, cotton straws, threads, wool, yarn, fabric strips etc. |
Regalia charts |
Observation Oral questions |
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8 |
1 |
WEAVING |
Weaving on a dowel loom |
By the end of the lesson, the learner should be able to; Weave a two colored table mat using a dowel loom for self-expression |
What is the process of weaving on a dowel loom? |
Individually weave a two colored table mat on a dowel loom |
Regalia charts |
Observation Oral questions |
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2 |
WEAVING |
Weaving on a dowel loom |
By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on dowel loom |
What is the process of weaving on a dowel loom? |
Learners to display and talk about their own and others work |
Realia charts |
Observation Oral questions |
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9&10 |
ASSESSEMENT |
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Mathematics Schemes - Grade 1 Schemes of Work Term 3 2023
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Week |
Lesson |
Strand |
Sub-strand |
Suggested outcomes |
Key inquiry question(s) |
Learning experiences |
Learning resources |
Assessment |
Reflection |
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1 |
1 |
Measurement |
Capacity (how much a container can hold) |
By the end of the sub-strand the learners should be able to: measure how many count the number of small containers to fill big containers |
How many of the small containers can fill the big container? |
Learners demonstrate and talk about filling containers |
Containers of different sizes Grade one book page 58 Number chart |
The teacher to check the work of the learners |
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2 |
Measurement |
Capacity(how much a container can hold) |
By the end of the sub-strand the learners should be able to: collect cans from the environment and measure their capacity |
Which cans hold more or less? |
Learners demonstrate filling and emptying small and large Containers using water, sand |
Grade one book page 58 Containers of different sizes |
The teacher to observe the containers |
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3 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe the pictures |
What can you see in picture 1 and 2? |
Guide learners to observe and talk about the pictures |
Grade one book page 59 Clock face pictures |
The teacher to listen to the answers of the learners |
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4 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: tell time in according to the pictures |
What is the time in picture 1 and 2? |
Guide the learners to talk about time |
Grade one book page 59 Clock face |
The teacher to observe the work of learners |
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5 |
Measurement |
Time(daily routines) |
By the end of the topic the learners should be able to: identify at least 3 daily routine activities they do before going to school |
What do we do when we wake up in the morning before you come to school? |
A few learners identify and talk about morning routines activities in an appropriate manner |
Clock face Grade one book page 59 pictures |
The teacher to listen to learners |
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2 |
1 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: identify vocabulary related to time(today, yesterday, tomorrow) |
How the things you do are different from what your mother and father does in the morning? |
Guide learners to talk about activities related to time(today, tomorrow, yesterday) |
Grade one book page 59 Clock face Picture cut outs |
The teacher to observe the work of the learners |
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2 |
Measurement |
Time(daily routines) |
By the end of the sub- strand the learners should be able to: demonstrate ability to manage time well when doing activities |
What do you do when you arrive in school? |
Learners sing songs on daily routines |
Grade one book page 59 Clock face pictures |
The teacher to observe the learners activities |
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3 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: appreciate what everybody does on a daily activity |
What does your mother do when you wake up? |
In groups or pairs, learners arrange pictures with various daily routine activities in a logical order |
Grade one book page 59 Picture charts |
The teacher to observe the learners |
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4 |
Measurement |
Time(daily routines) |
By the end of the lesson the learners should be able to: arrange pictures with various daily routine activities |
What activities do you do when you wake up? |
Individually the learners to arrange pictures of daily routine logically |
Grade one book page 60 Picture cut out Clock face |
The teacher to observe the learners |
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5 |
Measurement |
Time(daily routines) |
By the end of the topic the learners should be able to: observe the pictures and color |
What do you do when you wake up in the morning? What do you see in the pictures |
Learners to sing songs about routines |
Grade one book page 60 Picture cut outs Picture chart |
The teacher to observe the work of the learners |
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3 |
1 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe the pictures and tell time |
What activity do you see in the pictures? |
Learners to identify and talk about the activities |
Grade one book page 60 Picture cut outs Clock face |
The teacher to observe the learners work |
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2 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe and tell when certain activities take place |
What do we do when we wake up? What activities do you do when you arrive in school? |
Learners to watch a video on activities of the daily routine |
Grade one book 60 Clock face Digital devices like DVDS Picture cut outs |
The teacher to observe the work of learners |
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3
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Measurement
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Money(Kenyan currency) Coins and notes |
By the end of the sub-topic the learners should be able to: observe and talk about the pictures |
What can you see from the pictures?
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Guide learners to look and talk about the activities in the pictures |
Grade one book page 61 Shop corner |
The teacher to observe the work of the learners |
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4 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: talk about different currencies that we use |
What do we use money for? |
Guide the learners to look and talk about different sample currencies |
Grade one book page 61 Coins and notes |
The teacher to observe the learners |
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5 |
Measurement |
Money (Kenyan currency) Coins and notes |
By the end of the sub-strand the learners should be able to: identify different sample coins |
What can you see on the coin? What do we use money for? |
Guide the learners to look and talk about different sample coins |
Grade one book page 62 Coins |
The teacher to observe the learners |
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4 |
1 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: identify Kenyan currency from samples given |
What can you see on the coins? What do we use money for? |
A few learners identify Kenyan coins and notes |
Grade one book page 62 Coins Shop Corner Tins |
The teacher to observe the coins |
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2 |
Measurement |
Money(Kenya Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: buy items using Kenyan coins |
What can you see on the coin? |
In groups, pairs ,learners role play buying and selling from a shop corner |
Grade one book page 62 Coins Shop Corner Tins |
The teacher to observe the learners activities |
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3 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub- strand the learners should be able to: trace and shade the coins |
What can you see on the coin? What do we use money for? |
A few learners to identify the traced coins |
Grade one book page 63 Tins Coins |
The teacher to observe the coins |
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4 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub- strand the learners should be able to: match the coins that are the same |
Which coins can you see? Which coins look the same? |
Learners to match and pair Kenyan currency |
Grade one book page 62 Coins Shop corner Tins |
The teacher to observe the coins |
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5 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: make a simple budget basing on(coins and notes) |
Which coins can you see? What can you buy with the coin from the pictures? |
Learners to role play buying and selling from the shop corner |
Grade one book page 64 Coins Shop Corner Tins Boxes |
The teacher to observe the learners |
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5 |
1 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: appreciate the use of Kenyan currency(coins and notes) in their daily life |
What can you see on the note? |
Learners to watch a video on role playing buying and selling |
Grade one book page 65 Coins Shop corner Tins Boxes Digital devices |
Teacher to observe the learners |
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2 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: match notes that are the same |
What can we do with extra money(balance) |
Learners to match and pair Kenyan currency- coins and notes using ICT devices |
Grade one book page 65 Coins Shop corner Digital devices like computers |
Teacher to observe the learners |
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3 |
Measurement |
Area (surface of objects) |
By the end of the sub-strand the learners should be able to: count and write the number of books that cover the surface |
How many items can cover this surface? |
learners in pairs count the items on the surface |
Tables Books Hands Grade one book page 66 |
Teacher to observe the learners |
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4 |
Measurement |
Area (surface of objects) |
By the end of the sub-strand the learners should be able to: identify surfaces of different objects in the environment |
How many items can cover this surface? |
learners are guided to observe and identify different surfaces of objects in the environment |
Tables Books Hands Grade one book page 66 |
The teacher to observe the learners |
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5 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using smaller objects? |
What else can we use to cover these surfaces? How many small items can cover these surface? |
Demonstrate covering surfaces using small objects from the environment |
Tables Books Hands Grade one book page 67 Feet |
The teacher to observe the learners |
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6 |
1 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: appreciate different surfaces in the environment |
Which surface is smaller or bigger? What else can we use to cover these surfaces? |
In groups learners compare different surfaces in the environment |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
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2 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using bigger objects |
What else can we use to cover these surfaces? |
demonstrate covering surfaces using big objects in the environment |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
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3 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: identify surfaces of 3 objects in the environment |
How many objects can be used to cover the surface? Which surface is smaller or bigger? |
Learners cover surfaces of different sizes |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
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4 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: differentiate Big and small surface by coloring |
Which is the small/big surface? |
Learners to shade or color surfaces of different objects |
Tables Books Hands Grade one book page 66 and 67 |
The teacher to observe the learners |
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5 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: learn different surfaces using ICT devices |
Which is the small/big surface? How many objects can be used to cover the surface? |
Guide learners on using the devices |
Tables Books Hands Grade one book page 66 and 67 Digital devices like DVDs |
The teacher to observe the learners |
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7 |
1 |
Measurement |
Area(surface of objects) |
By the end of the sub- strand the learners should be able to: group 3 different surfaces according to size |
How many objects can be used to cover the surface? |
Learners demonstrate surfaces according to sizes(big ,small) |
Tables Books Hands Grade one book page 66 and 67 |
the teacher to observe the learners |
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2 |
Measurement |
Area(surface of objects) |
By the end of the sub- strand the learners should be able to: identify and shade big surfaces |
How many objects can be used to cover the surface? |
Learners to shade or color surface using the ICT devices |
Tables Books Hands Grade one book page 66 and 67 |
the teacher to observe the learners |
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3 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: work out different questions on measurement
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Which objects are heavy or light?
|
Learners discuss in groups compare different mass of objects |
Grade one book page 54 and 55 Pictures stones Sand water chairs
|
The teacher to observe the learners
|
|
|
|
4 |
Measurement |
Time(daily routine) |
By the end of the sub- strand the learners should be able to: answer different questions on time |
What do you do when you wake up before you come to school? |
Learners role play activities depending on time |
Grade one book page 59 and 60 Past papers |
The teacher to observe the learners |
|
|
|
5. |
Numbers |
Sorting and grouping objects according to shape |
By the end of the sub- strand the learners should be able to: sort different objects by shape |
Which shapes can you see? How many shapes can you see? |
Learners to name the shapes in the pictures |
Grade one book page 7 |
The teacher to observe the learners |
|
|
8 |
ASSESSMENT |
||||||||
Music Schemes - Grade 1 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
STRAND |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to: identify melodic sounds from the environment for aural discrimination |
Which animals in the environment make melodic sounds |
Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds |
Regalia charts |
Observation Oral questions |
|
|
2 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition |
Which animals in the environment make melodic sounds |
Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane |
Regalia charts |
Observation Oral questions |
|
|
3 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to: identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition |
What is the difference between these sounds |
Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane |
Regalia charts |
Observation Oral questions |
|
|
4 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to: create simple melodic variations in familiar tunes as a basis for composition and for enjoyment |
What is the difference between these sounds |
Learners are guided in groups and individually to sing familiar tunes, introducing melodic variations |
Regalia charts |
Observation Oral questions |
|
|
5 |
|
LISTENING AND RESPONDIN G |
Elements of Music |
By the end of the lesson the learner should be able to: listen and identify sounds in the local environment for aural discrimination |
When you listen to the music, how does it make you feel? |
Learners take a nature walk and are guided in listening and identifying sounds in the environment |
Regalia charts |
Observation Oral questions |
|
|
6 |
|
LISTENING AND RESPONDIN G |
Elements of Music |
By the end of the lesson the learner should be able to: respond imaginatively to sounds in the environment through movement or imitation for enjoyment |
When you listen to the music, how does it make you feel? |
Learners listen and respond to sounds in the environment through; movement, vocalization, imitation and discussions |
Regalia charts |
Observation Oral questions |
|
|
7 |
|
LISTENING AND RESPONDING |
Elements of Music |
By the end of the lesson the learner should be able to: identify the character of musical pieces for emotional expression |
When you listen to the music, how does it make you feel? |
Learners are guided in identifying and describing the character of selected pieces of music as either sad or happy |
Regalia charts |
Observation Oral questions |
|
|
8 |
|
LISTENING AND RESPONDING |
Elements of Music |
By the end of the lesson the learner should be able to: imitate rhythmic and melodic patterns of music to enhance listening skills, |
When you listen to the music, how does it make you feel? |
describe the elements of music used using music terminology: loud/ soft (dynamics), fast/ slow (Tempo), high/ low (Pitch), long /short |
Regalia charts |
Observation Oral questions |
|
|
9&10 |
|
ASSESSMENT |
|
ASSESSMENT |
ASSESSMENT |
ASSESSMENT |
ASSESSMENT |
ASSESSMENT |
|
Movement Schemes - Grade 1 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
STRAND |
SUB STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
1 |
Swimming |
Basic swimming skills |
By the end of the lessons, the learner should be able to: name the organ used to see in water while swimming for body awareness |
Discuss why it important to open the eyes hen swimming |
Learners could be shown video clips of other learners swimming |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: watch a video clip of people playing games in water for digital literacy |
Discuss why it important to open the eyes hen swimming |
Learners could be shown video clips of other learners swimming |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: acquire the ability to see in water for safety, personal and general space awareness |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: establish relationships while seeing in water for critical thinking and problem solving |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
2 |
1 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: watch a video clip of people floating in water for digital literacy |
Name things that may float in water? |
Learner to watch video clips of people floating on water using the mushroom float |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: acquire the ability to float in water using the mushroom float technique for survival and water safety |
Name things that may float in water? |
Practiced floating on water using the mushroom float. |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: demonstrate the ability to float in water using the mushroom float technique for survival |
Name things that may float in water? |
hold onto side of the pool hands shoulder width apart at the shallow end ii. Step back and straightening the arms and lock the elbows |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: establish relationships while floating in water for critical thinking and problem solving |
Name things that may float in water? |
float with the face fully immersed in water with eyes open, Slowly Lift the head and bring the body to a standing position |
Regalia charts |
Observation Oral questions |
|
|
3 |
5 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: appreciate floating in water for self-esteem and survival |
Name things that may float in water? |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
|
1-2 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Why it is important to know how to float in water |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
5 |
3-4 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: play simple water games for creativity, enjoyment and peaceful coexistence |
Why it is important to know how to float in water |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
|
By the end of the lessons, the learner should be able to: observe rules when playing simple games for own and others safety. |
Why it is important to know how to float in water |
Learners to observe pool safety |
Regalia charts |
Observation Oral questions |
|
|
4 |
1-2 |
|
Sculling water |
By the end of the lessons, the learner should be able to: explore the different ways of sculling water |
name any floating technique you know |
Learners to watch a video clip of other learners sculling water (standing position) |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Sculling water |
By the end of the lessons, the learner should be able to: watch video clips of people sculling in water for digital literacy |
name any floating technique you know |
Learners to watch a video clip of other learners sculling water (standing position) |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Sculling water |
By the end of the lessons, the learner should be able to: acquire the ability to scull in water for survival and water safety, |
name any floating technique you know |
Learners practice sculling in water by: at the shallow end of the pool the learner to extend the arms directly out in front, |
Regalia charts |
Observation Oral questions |
|
|
5 |
1-2 |
|
Sculling water |
By the end of the lessons, the learner should be able to: demonstrate the ability to scull water for self- confidence |
Why is it important to scull water? |
the learner’s feet stand on the pool floor and the body in a sitting arm |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Sculling water |
By the end of the lessons, the learner should be able to: establish relationships while sculling water for critical thinking and problem solving |
Why is it important to scull water? |
Learners cooperates with others to play simple games while sculling water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Sculling water |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Why is it important to scull water? |
Learners to observe safety while playing water games |
Regalia charts |
Observation Oral questions |
|
|
6 |
1 |
Gymnastics |
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: name the parts of the body that are used in Single leg balance for body awareness |
Name some body balances you know |
Learners to name the parts of the body in use when performing the Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: watch video clips on ballet dance for digital literacy |
Name some body balances you know |
Learners to watch video clips of gymnastic displays |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: perform the single leg balance for coordination, balance, strength and space awareness |
Name some body balances you know |
Learners to be guided on how to perform Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: practice performing the single leg balance for coordination, balance, and strength |
Name some body balances you know |
Learners to practice the Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: observe rules for own and others safety. |
Name some body balances you know |
Observe rules while performing the Single leg balance for own and others safety |
Regalia charts |
Observation Oral questions |
|
|
7 |
1 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to name the parts of the body in use during T- balance performance for body awareness |
Name the body parts used in T- balance |
Learners to name the parts of the body in use when performing the in T-balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to watch video clips of T- balance for digital literacy |
Name the body parts used in T- balance |
Learners to watch video clips of other learners performing the T-balance |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to perform the T-balance for strength, coordination, balance, and space awareness, |
Name the body parts used in T- balance |
Learners to practice the T-balance individually and with others. |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to practice performing the T-balance for coordination, balance and strength |
Name the body parts used in T- balance |
Learners to play games |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to appreciate performing the T-balance for self- esteem, |
Name the body parts used in T- balance |
Learners to practice the T-balance individually and with others |
Regalia charts |
Observation Oral questions |
|
|
8 |
1 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to name the parts of the body that are in use during the performance of star balance for body awareness |
Name the body parts used in Star balance? |
Learners to answer questions on the parts of the body in use when performing the Star balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to watch video clips of star balance for digital literacy |
Name the body parts used in Star balance? |
Learners to watch the video clips of other learners performing the Star balance |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to perform the star balance for coordination, balance, strength and space awareness |
Name the body parts used in Star balance? |
Learners to practice the Star balance individually and with others |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to practice performing the star balance for coordination, balance, and strength |
Name the body parts used in Star balance? |
Learners to collaborate with others and participate in activities using the star balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to observe rules while performing balances for own and others safety. |
Name the body parts used in Star balance? |
Observe rules when performing the star balance activities for own and others safety. |
Regalia charts |
Observation Oral questions |
|
|
9&10 |
|
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
|
Kiswahili Schemes - Grade 1 Schemes of Work Term 3 2023
|
WIKI |
KIPINDI |
MADA |
MADA NDOGO |
MATOKEO MAALUM YANAYOTOKEA |
MASWALI DADISI |
MAPENDEKEZO YA SHUGLI ZA UFUNZAJI |
KAZI YA ZIADA |
NYEZO |
MAONI |
|
1 |
Kwanza |
Kusoma: |
Hadithi |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati uliotumiwa katika hadithi ili kuimarisha mawasilian |
Je, ni nini maana ya usafi gani? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi. |
Mwalimu asikize sentensi za wanafunzi wanapotunga. |
Wanafunzi Uk 91 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Kusoma: |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu zinazohusu usafi wa mwili katika kujenga stadi ya kusoma |
Je, ni matayarisho yapi unayofanya kabla ya kuja shuleni? |
Mwanafunzi asome hadithi baada ya mwalimu, kisha pamoja na mwalimu na baadaye akiwa peke yake au wawili wawili |
Fanya zoezi la kwanza ukurasa 93 |
Tarakilishi Uk 92-93 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Tatu |
Kusoma: |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kusoma hadithi zinazohusu usafi wa mwili katika kujenga stadi ya kusoma |
Unafikiri ni nini kitakachotokea katika hadithi hii? |
Mwanafunzi aeleze maana na matumizi ya msamiati uliotumika kwenye hadithi |
Mwalimu asahihishe zoezi la mwanafunzi. |
Wanafunzi Uk 93 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
2 |
Kwanza |
Sarufi: |
Matumizi ya huyu na hawa |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya huyu na hawa katika mawasiliano kusoma sentensi zinazojumuisha huyu na hawa ili kuimarisha mawasiliano |
Je, unajua ni kwa nini tunatumia huyu na hawa |
Mwanafunzi atunge sentensi zenye matumizi ya huyu na hawa k.m. Huyu anakata kucha - Hawa wanakata kucha; Huyu anachana nywele - Hawa wanachana nywele. Mwanafunzi aandike sentensi zinazojumuisha matumizi ya huyu na hawa |
Mwalimu asikize wanafunzi wakisoma. |
Tarakilishi Uk94 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Sarufi: |
Matumizi ya huyu na hawa |
Kufikia mwisho wa mada mwanafunzi aweze kuandika sentensi kwa kutumia huyu na hawa katika kuimarisha stadi ya kuandika kuthamini utunzi wa sentensi sanifu katika mawasiliano. |
Je, utatumia neno lipi kuonyesha kwamba mtu ni mmoja? Watu wakiwa wengi unaonyesha vipi? |
Mwanafunzi aweza kujaza mapengo kwenye tarakilishi kupitia mchezo wa kuburura na kutia kapuni. |
Mwalimu asikize majibu wa mwanafunzi kuhusu maswali aliyowapa. |
Uk 95-96 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 Wanafuzi |
|
|
|
Tatu |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada, mwanafunzi aweze: kutamka sauti nne za herufi moja katika kuimarisha stadi ya kuzungumza |
Ni sauti zipi unazoweza kutamka? |
Mwanafunzi atambue sauti lengwa /s/, /b/, /y/ na /z/ katika maneno. Mwanafunzi asikilize mwalimu akitamka sauti lengwa, kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili na kama darasa. |
Mwalimu asikize sauti ambazo mwanafunzi anaweza tamka. |
Wanafunzi Uk97-98 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 Wanafunzi |
|
|
3 |
Kwanza |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kutambua sauti za herufi moja zilizofunzwa katika maneno katika kuimarisha stadi ya kuzungumza |
Unajua kusoma herufi na maneno yapi? |
Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi |
Mwalimu asikilize mwanafunzi akisoma. |
Wanafunzi Uk 98 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kusoma |
Unajua kusoma herufi na maneno yapi? |
Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa. Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno. |
Mwalimu atazame mwanafunzi akisoma silabi katika uk 99 kisha utunge maneno. |
Wanafunzi Uk 98-99 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Tatu |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kusoma herufi za sauti moja katika kuimarisha stadi ya kusoma |
Unajua kusoma herufi na maneno yapi? |
Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa. Mwanafunzi aweza kufinyanga maumbo ya herufi inayowakilisha sauti iliyofunzwa. |
Mwalimu aanaglie mwanafunzi akifanya zoezi. |
Wanafunzi Uk99-100 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
4 |
Kwanza |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kuimarisha stadi ya kusoma |
Unajua kuandika herufi na maneno yapi? |
Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni. |
Mwalimu atazame mwanafunzi akiandika maneno. |
Wanafunzi Uk 101 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kusoma vifungu vilivyo na maneno yaliyo na sauti lengwa katika kuimarisha stadi ya kusoma |
Unajua kuandika herufi na maneno yapi? |
Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu katika sehemu ndogo ndogo ili kuyasoma kwa urahisi. |
Mwalimu aangalie mwanafunzi anapoandika herufi anazojua. |
Tarakilishi Uk 102 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Tatu |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kuandika maumbo ya herufi yanayowakilisha sauti lengwa |
Unajua kuandika herufi na maneno yapi? |
Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni |
Mwalimu atazame maumbo ambayo mwanafunzi anachora. |
Wanafunzi Uk103 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
5 |
Kwanza |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kuchangamkia kutumia maneno yanayojumuisha sauti lengwa katika mawasiliano ya kila siku. |
Unajua kuandika herufi na maneno yapi? |
Wanafunzi wasome hadithi zilizo na maneno yanayobeba sauti lengwa kama darasa au wawili wawili |
Mwalimu atazame kazi ambayo mwanafunzi anachora. |
Wanafunzi Uk103 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Msamiati |
Msamiati |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vya kiasili ili kuimarisha lishe bora kusoma majina ya vyakula mbalimbali ili kuimarisha stadi ya kusoma |
Unapenda waweza kutaja chakula kipi? |
Mwanafunzi atambue vyakula mbalimbali vya kiasili kwa kutumia vyakula halisi, picha na michoro kama vile mihogo, viazi, mahindi, maharagwe, mboga na matunda. Mwanafunzi atumie msamiati aliyofunzwa kutunga sentensi. |
Mwalimu asahihishe sentensi ambazo mwanafunzi anaandika. |
Wanafunzi Uk 104 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
tatu |
Msamiati |
Msamiati |
Kufikia mwisho wa mada mwanafunzi aweze kuandika majina ya vyakula katika kuimarisha stadi ya Kuandika kutumia majina ya vyakula katika sentensi sahihi |
Vyakula vipi hukuzwa shambani? |
Mwanafunzi aweza kupewa kadi za majina ya vyakula vya kiasili asome kwa sauti. Wanafunzi waweza kuambatanisha majina ya vyakula halisi au michoro na majina yavyo. |
Mwalimu asikize baadhi ya chakula vinazokuzwa shambani. |
Wanafunzi Uk 105-106 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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|
6 |
kwanza |
Kusikiliza na Kuzungu mza |
Masimulizi |
Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza masimulizi kuhusu vyakula vya kiasili katika kuimarisha stadi ya kusikiliza |
Kwa nini tunakula chakula? |
Mwanafunzi asimulie hadithi kuhusu vyakula vya kiasili. Wanafunzi wajadiliane kuhusu umuhimu wa vyakula vya kiasili. Wanafunzi wasimuliane visa kuhusu vyakula vya kiasili.wanafunzi |
Mwalimu asikilize mwanafunzi akieleza umuhimu wa chakula. |
Tarakilishi Uk 107 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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|
|
Pili |
Kusikiliza na Kuzungu mza |
Masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze kufahamu masimulizi aliyosikiliza katika kuimarisha stadi ya kusikiliza kufurahia vyakula vya kiasili katika maisha ya kila siku. |
Je, umuhimu wa vyakula vya kiasili ni upi? |
Mwanafunzi aweza kuhusishwa katika kuimba nyimbo na kukariri mashairi kuhusu vyakula vya kiasili. Mwanafunzi aweza kusikiliza nyimbo na mashairi yaliyorekodiwa kwenye vifaa vya kiteknolojia kuhusu vyakula vya kiasili. |
Mwalimu atazame mwanafunzi akifanya zoezi. |
Tarakilishi Uk107-108 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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|
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tatu |
Kusoma: |
Hadithi |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati uliotumiwa katika hadithi aliyosoma au kusomewa ili kuimarisha mawasiliano |
Je, unaona nini katika picha? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenywae hadithi.wanafunzi |
Mwalimu asikize mwanafunzi akisimulia kis a chochote. |
Wanafunzi Uk 110 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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|
7 |
Kwanza |
Kusoma: |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu kuhusu vyakula vya kiasili ili kuimarisha stadi ya kusoma |
Unadhani ni nini kitakachotokea katika hadithi |
Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wawili wawili au katika vikundi. |
Mwalimu asikize mwanafunzi akisoma hadithi. |
Wanafunzi Uk 110-111 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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|
|
Pili |
kusoma |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kufurahia vyakula vya kiasili maishani. |
Unakumbuka hadithi gani uliyoisoma? |
Mwanafunzi asikilize hadithi ya mwalimu au hadithi iliyorekodiwa kuhusu vyakula vya kiasili. |
Mwalimu asahihishe kazi ya mwanafunzi. |
Tarakilishi Uk112 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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tatu |
Sarufi |
Matumizi na –angu na –etu |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya –angu na – etu katika mawasiliano kutumia –angu na – etu katika sentensi ili kuimarisha mawasiliano |
Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu? |
Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. Mwanafunzi aandike sentensi zenye kuhusisha-angu na –etu. |
Mwalimu asikilize mwanafunzi akitunga sentensi. |
Wanafunzi Uk 113 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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8 |
Kwanza |
Sarufi |
Matumizi na – angu na –etu |
Kufikia mwisho wa mada mwanafunzi aweze kufurahia kutumia –angu na –etu katika mawasiliano. |
Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu? |
Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. Mwanafunzi aandike sentensi zenye kuhusisha -angu na –etu. |
Mwalimu asikilize mwanafunzi akitumia angu na etu katika kutunga sentensi. |
Tarakilishi 114-15 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
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9 |
marudio |
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Literacy Schemes - Grade 1 Schemes of Work Term 3 2023
|
Week |
Lesson |
Strand/Theme |
Sub-Strand/Sub theme |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment |
Remarks |
|
|
1 |
1 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency. |
Charts KLB Visionary English Literacy Activities Grade 1 pg. 177-179 |
Read short words and phrases |
|
|
|
|
2 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency. |
Charts KLB Visionary English Literacy Activities Grade 1 pg. 180-182 |
Read short words and phrases |
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|
|
|
3 |
WRITING |
Spelling instruction |
By the end of the sub-strand, the learner should be able to: Apply the knowledge of blending and segmenting to write words. Use proper letter formation with correct spacing to write words correctly Develop an interest in spelling and writing new words. |
Why is it Important to spell words correctly? |
Learners make new words by playing spelling games (spelling bee, flash cards) in pairs and groups Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence) Learners are guided to use various forms of media to spell and write words. Learners write dictated words correctly. |
Picture cards, computer, flash cards, containing words, pencils, stencils, reading charts KLB Visionary English Literacy Activities Grade 1 pg.183 |
Dictation, spelling competition |
|
|
|
|
4 |
WRITING
|
Spelling instruction |
By the end of the sub-strand, the learner should be able to: Apply the knowledge of blending and segmenting to write words. Use proper letter formation with correct spacing to write words correctly Develop an interest in spelling and writing new words. |
Why is it Important to spell words correctly? |
Learners make new words by playing spelling games (spelling bee, flash cards) in pairs and groups Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence) Learners are guided to use various forms of media to spell and write words. Learners write dictated words correctly. |
Picture cards, computer, flash cards, containing words, pencils, stencils, reading charts KLB Visionary English Literacy Activities Grade 1 pg.184 |
Dictation, spelling competition |
|
|
|
|
5 |
LISTENING |
Story Telling |
By the end of the sub-strand, the learner should be able to: Listen attentively and confidently respond to stories Use a variety of thematic vocabulary Develop an interest in listening to oral stories. |
What do stories teach us? |
Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories Learners respond to oral questions related to the story learned or orally recreate a story |
Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person KLB Visionary English Literacy Activities Grade 1 pg.185 |
Retelling stories, question and answer |
|
|
|
2 |
1 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment. |
Who/what do you like? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups. |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.186 |
Oral presentations, question/answer |
|
|
|
|
2 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency. Learners participate in reading games (lucky dip, fishing game), in pairs and groups. Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.187-189 |
read short words and phrases |
|
|
|
|
3 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency. Learners participate in reading games (lucky dip, fishing game), in pairs and groups. Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.190-192 |
read short words and phrases |
|
|
|
|
4 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. |
Why do we write? |
Learners create stories from pictures provided (picture spark) Learners are guided to write key words in the story |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons. KLB Visionary English Literacy Activities Grade 1 pg.193 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
5 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story. Apply knowledge of writing conventions to aid meaning and presentation. |
What do we write? |
Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and Meaning. |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons. KLB Visionary English Literacy Activities Grade 1 pg.193 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
3 |
1 |
LISTENING |
Story Telling |
By the end of the sub-strand, the learner should be able to: Listen attentively and confidently respond to stories. Use a variety of thematic vocabulary. Empathize with familiar people in stories. |
Who tells us Stories? |
Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories. Learners respond to oral questions related to the story learned or orally recreate a story. |
Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person KLB Visionary English Literacy Activities Grade 1 pg.194 |
Retelling stories, question and answer |
|
|
|
|
2 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects |
Who/what do you like? |
Interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups. |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.195 |
Oral presentations, question/answer |
|
|
|
|
3 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment. Express personal emotions, feelings, and opinions about people, places, and objects. |
Why do you like him/her/it? |
Learners observe the teacher modelling effective speaking skills Learners record their speech and listen as teacher observes |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.196 |
Oral presentations, question/answer |
|
|
|
|
4 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.197-198 |
read short words and phrases |
|
|
|
|
5 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.199-200 |
read short words and phrases |
|
|
|
4 |
1 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Apply knowledge of writing organizer to write a coherent story. |
What do we write? |
Learners are guided to write key words in the story. Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.201 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
2 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Learn from oral and reading activities to enrich their written words. Apply knowledge of writing conventions to aid meaning and presentation.
|
Why do we write?
|
Learners create stories from pictures provided (picture spark) Learners are guided to write key words in the story. Learners are guided to construct simple sentences for fluency and meaning |
Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.202 |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons |
|
|
|
|
3 |
LISTENING |
Effective Communication |
By the end of the sub-strand, the learner should be able to: Acquire a variety of vocabulary to talk about own and others’ experiences. Show appreciation of others’ feelings as they share their experiences |
What makes us happy? |
Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners are guided to ask and respond to questions to clarify information on experiences. |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills) KLB Visionary English Literacy Activities Grade 1 pg.203 |
audio-recording devices, learners |
|
|
|
|
4 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment. |
Why do you like him/her/it? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.204 |
Oral presentations, question/answer |
|
|
|
|
5 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects |
Who/what do you like? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.205 |
Oral presentations, question/answer |
|
|
|
5 |
1 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners rearrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency |
Charts KLB Visionary English Literacy Activities Grade 1 pg.206 |
Read short words and phrases |
|
|
|
|
2 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners rearrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency |
Charts KLB Visionary English Literacy Activities Grade 1 pg.207 |
Read short words and phrases |
|
|
|
|
3 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Apply knowledge of writing organizer to write a coherent story. Apply knowledge of writing conventions to aid meaning and presentation. |
What do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.208 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
4 |
LISTENING |
Effective Communication |
By the end of the sub-strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences Show appreciation of others’ feelings as they share their experiences. |
How do we respond when someone is sad? |
Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners listen to songs and poems related to feelings |
audio-recording devices, learners KLB Visionary English Literacy Activities Grade 1 pg.209 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills |
|
|
|
|
5 |
LISTENING |
Effective Communication |
By the end of the sub-strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences Use non-verbal cues in oral communication to express feelings and experiences. |
How do we respond when someone is sad? |
Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners listen to songs and poems related to feelings |
audio-recording devices, learners KLB Visionary English Literacy Activities Grade 1 pg.209 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills |
|
|
|
6 |
1 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects |
Who/what do you like? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.210 |
Oral presentations, question/answer |
|
|
|
|
2 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment. |
Why do you like him/her/it? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.211 |
Oral presentations, question/answer |
|
|
|
|
3 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.212 |
Read short words and phrases |
|
|
|
|
4 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas Learn from oral and reading activities to enrich their written words. |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.213 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
5 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story Apply knowledge of writing conventions to aid meaning and presentation |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.214 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
7 |
1 |
LISTENING |
Conversation |
By the end of the sub-strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations. |
What do we talk about? |
Learners associate the keywords displayed with those in the conversation listened to? Learners record audios of conversations and listen to them. Learners watch videos of different conversations. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Literacy Activities Grade 1 pg.215-216 |
Question and answer, role play, dramatization |
|
|
|
|
2 |
LISTENING |
Conversation |
By the end of the sub-strand, the learner should be able to: Recognize and use vocabulary related to the themes myself, my family, my school, and my home Appreciate taking turns while engaged in collaborative conversations. |
What do we talk about? |
Learners associate the keywords displayed with those in the conversation listened to? Learners record audios of conversations and listen to them. Learners watch videos of different conversations. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Literacy Activities Grade 1 pg.217 |
Question and answer, role play, dramatization |
|
|
|
|
3 |
SPEAKING |
Presentation skills |
By the end of the sub-strand, the learner should be able to: Use a variety of vocabulary to express self appropriately. Use appropriate tonal variation, articulation and stress to express self confidently Appreciate the use of transition words to sequence events. |
What does a good presenter do? |
Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups. Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then) Learners sing songs, rhymes and recite poems related to routine activities |
Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events KLB Visionary English Literacy Activities Grade 1 pg.218 |
Narration (check use of signal words), question/answer |
|
|
|
|
4 |
SPEAKING |
Presentation skills |
By the end of the sub-strand, the learner should be able to: Use a variety of vocabulary to express self appropriately. Use appropriate tonal variation, articulation and stress to express self confidently Appreciate the use of transition words to sequence events. |
What does a good presenter do? |
Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups. Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then) Learners sing songs, rhymes and recite poems related to routine activities |
Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events KLB Visionary English Literacy Activities Grade 1 pg.219-220 |
Narration (check use of signal words), question/answer |
|
|
|
|
5 |
READING |
Reading comprehension |
By the end of the sub-strand, the learner should be able to: Read simple texts fluently and with understanding Read aloud short texts and stories accurately |
Why is it important to understand what you read? |
Learners are exposed to a variety of texts for reading Learners are guided to read sentences aloud for meaning Learners ask and answer simple questions related to materials read |
Reading materials, flashcards, library, readers KLB Visionary English Literacy Activities Grade 1 pg.221 |
Listening, Question/Answer |
|
|
|
8 |
1 |
READING |
Reading comprehension |
By the end of the sub-strand, the learner should be able to: Read at an appropriate speed for enjoyment. Develop an interest in reading short stories with comprehension. |
Why is it important to understand what you read? |
Learners are prompted to predict meaning from pictures Learners use learned vocabulary to construct simple sentences Learners identify and name characters from pictures |
Reading materials, flashcards, library, readers KLB Visionary English Literacy Activities Grade 1 pg.221 |
Listening, Question/Answer |
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|
2 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story Apply knowledge of writing conventions to aid meaning and presentation. |
What do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.222 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
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|
3 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. Apply knowledge of writing organizer to write a coherent story. |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.222 |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons |
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|
|
|
4 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. Apply knowledge of writing organizer to write a coherent story. |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.222 |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons |
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5 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.212 |
Read short words and phrases |
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ASSESMENT |
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Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 3 2023
|
Week |
Lesson |
Strand |
Sub-strand |
Specific Learning Outcome |
Key Inquiry Question |
Learning Experiences |
Learning Resources |
Assessment |
Reflection |
||
|
1 |
1 |
Safety education |
Common accidents at home - Drowning |
By the end of the sub-strand, the learner should be able to: Describe drowning. Mention causes of drowning at home. Identify ways of preventing drowning at home. |
What causes drowning at home? How can we prevent drowning at home? |
Learners are guided to identify drowning at home. Learners are guided to state the causes of drowning at home such as swimming alone. Learners to tell stories of their experiences of drowning at home Learners to identify ways of preventing drowning at home such as swimming under supervision. Learner to view pictures and video clips on causes of drowning at the home and share them in class. |
Pictures of children drowning and their causes such as swimming alone. Pictures and video clips on drowning and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. and 77 |
Ask learners oral questions on drowning. |
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||
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|
2 |
|
Common accidents at home - Electric shock |
By the end of the sub-strand, the learner should be able to: Describe an electric shock. Mention causes of electric shock at home. Identify ways of preventing electric shocks at home. |
What causes electric shock at home? How can we prevent electric shock at home? |
Learners are guided to describe an electric shock. Learners are guided to state the causes of electric shock at home such as naked electricity sockets, touching naked wires and inserting metal objects into the sockets. Learners to tell stories of their experiences of electricity sockets at home Learners identify ways of preventing electricity sockets at home keeping naked flame and water out of reach Learners to view pictures and video clips on causes of electric shocks at the home and share them in class. |
Naked wires Naked sockets Pictures of Children inserting metals into the sockets Pictures and video clips on electric shocks and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 71&74 |
Ask learners oral questions on electric shocks. |
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||
|
2 |
1 |
|
Common accidents at home - Choking |
By the end of the sub-strand, the learner should be able to: Describe choking. Mention causes of choking at home. Identify ways of preventing choking at home. |
What causes choking at home? How can we prevent choking at home? |
Learners are guided to identify choking at home from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of choking at home such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Learners to tell stories of their experiences of choking at home Learners to identify ways of preventing choking at home like chewing food completely before swallowing, swallowing small pieces of food and not to speak or laugh while swallowing food. Learners to view pictures and video clips on causes of choking at the home and share them in class. |
Pictures of children who have been choked and their causes such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Pictures and video clips on choking and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 68&71 |
Ask learners oral questions on choking. |
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|
2 |
|
Common accidents at home - Suffocation |
By the end of the sub-strand, the learner should be able to: Describe suffocation. Mention causes of suffocation at home. Identify ways of preventing suffocation at home. |
What causes suffocation at home? How can we prevent suffocation at home? |
Learners are guided to identify suffocation from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of suffocation at home such as placing paper bags over their heads. Learners to tell stories of their experiences of suffocation at home Learners identify ways of preventing suffocation at home such as proper disposal of paper bags. Learners to view pictures and video clips on causes of suffocation at the home and share them in class. |
Pictures of children with paper bags over their heads. Pictures and video clips on suffocation and how to prevent them. |
Ask learners oral questions on suffocation. |
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|
3 |
1 |
|
Importance of preventing accidents at home |
By the end of the sub-strand, the learner should be able to: State common accidents that occur at home Mention causes of accidents at home, Appreciate the importance of preventing accidents at home. |
What are some of the accidents at home? What causes accidents at home? How can we prevent accidents at home? |
Learners are guided to identify accidents at home like falls, cuts, drowning, suffocation, choking electrocution, burns. Learners are guided to state the causes of accidents at home such as sharp edges, slippery floors, vegetable/fruit peelings, broken glass, uncovered pits, rough floors, poorly arranged furniture, electricity sockets and the naked flame Learners identify ways of preventing accidents at home (wiping spills, arranging furniture properly, disposing off waste appropriately, covering open pits, proper handling of tools like knives and forks) |
Pictures of common accidents at home. Video clips on how to prevent common accidents that occur at home. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 67-79 |
Ask learners oral questions on common accidents that occur at home |
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|
|
2 |
Safety education |
Dangerous chemicals at home |
By the end of the sub-strand, the learner should be able to: Name some dangerous chemicals found at home and where they are used. |
Which are some of the dangerous chemicals used at home? |
Guide learners to identify dangerous chemicals used at home (detergents and cleaning agents, kerosene, pesticides, insecticides) In groups, learners to mention dangerous chemicals found in their homes |
Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80 |
Ask learners oral questions on dangerous chemicals found in their homes |
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|
4 |
1 |
|
Dangers chemicals cause at home |
By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home, |
What are some of dangers caused by these household chemical s? |
Guide learners to mention the dangers caused by chemicals used at home. |
Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80 |
Ask learners oral questions on dangers of chemicals found in their homes |
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|
2 |
|
Dangers chemicals cause at home |
By the end of the sub-strand, the learner should be able to: Embrace the need to avoid handling dangerous chemicals used at home to ensure safety. |
Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemical s? |
Let learners listen to stories or watch a video on dangers caused by dangerous chemicals used at home. |
Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 83 |
Ask learners oral questions on dangers chemicals of found in their homes |
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||
|
5 |
1 |
|
Dangers chemicals cause at home |
By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home, Embrace the need to avoid handling dangerous chemicals used at home to ensure safety. |
Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemicals? Which dangerous chemicals found at home can you draw? |
Learners can draw and color some of the dangerous chemicals at home using pencils, colors, crayons and computing devices |
Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Pencils Crayons/Colors Drawing books Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80-83 |
Ask learners oral questions on dangers of chemicals found in their homes |
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||
|
|
2 |
Simple first aid |
What is first aid? |
By the end of the sub-strand, the learner should be able to: Know what first aid is Define first aid |
Which accident has ever happened to you? What was done to you after the accident? Why did they do first aid to you? |
Guide learners in telling stories on when an accident happened to them and what was done to them after the accident. Guide learners to read pictures on first aid. |
First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 85 |
Ask learners oral questions to what first aid is. |
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||
|
6 |
1 |
|
Why do we do first aid? |
By the end of the sub-strand, the learner should be able to: State reasons for carrying out First Aid to an injured person. |
Why do we do First Aid on an injured person? |
Let learners listen to a story on First Aid and answer questions asked. Guide learners to mention reasons for carrying out First Aid on an injured person. |
First aid kit Charts on First Aid Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 86 |
Ask learners oral questions on why we do first aid. |
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||
|
|
2 |
|
The first aid kit |
By the end of the sub-strand, the learner should be able to: Identify a First Aid kit. Draw and color a First Aid kit. |
What is a First Aid kit? |
Let learners observe a first aid kit. Guide learners in telling where they saw the item (First Aid kit) Learners to mention where they do see the First Aid kit Guide learners to draw a First Aid kit and color it. |
First aid kit A chart/picture with a First Aid kit Pencils Drawing books Colors/crayons Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 87 |
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||
|
7 |
1 |
|
Things found in the First Aid kit (Bandage, Scissors and Gloves) |
By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit contents. |
Which contents are found in the First Aid kit? How are the contents used? |
Guide learners to identify contents of a First Aid kit (Bandage, Scissors and Gloves) and how they are used. Learners to draw and color First Aid kit contents (Bandage, Scissors and Gloves. |
First Aid kit Bandage Scissors Gloves Pencils Drawing books Crayons/Colors Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88 |
Ask learners oral questions on First Aid kit contents and how they ae used. |
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||
|
|
2 |
|
Things found in the First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins) |
By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit |
Which contents are found in the First Aid kit? How are the contents used? |
Guide learners to identify contents of a First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)) and how they are used. Learners to draw and color First Aid kit contents (Cotton wool, Tweezer and Safety pins) |
First Aid kit Bandage Scissors Gloves Cotton wool Tweezer Safety pins Pencils Drawing books Crayons/Colors First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88-89 |
Ask learners oral questions on First Aid kit contents and how they ae used. |
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||
|
8 |
1 |
|
First aid for cuts |
By the end of the sub-strand, the learner should be able to: Practice simple First Aid for minor cuts |
What First Aid is done for cuts? |
In groups, guide learners to share experiences on what was done to them when they had a cut. Show learners video clips, pictures, charts on First Aid for cuts. Guide learners to role play on simple First Aid for cuts. |
First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for cuts Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90 |
Observe learners as they role play on dressing a cut |
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||
|
|
2 |
|
First aid for wounds |
By the end of the sub-strand, the learner should be able to: Practice simple First Aid for wounds |
What First Aid is done for wounds? |
In groups, guide learners to share experiences on what was done to them when they had wounds. Show learners video clips, pictures, charts on First Aid for wounds. Guide learners to role play on simple First Aid for wounds. |
First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for wounds Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90 |
Observe learners as they role play on dressing a wound |
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||
Environmental Schemes - Grade 1 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
Strand/Theme |
Sub-strand/Subtheme |
Specific Learning Outcome |
Key Inquiry Question |
Learning Experiences |
Learning Resources |
Assessment Methods |
Reflection |
|
1 |
1 |
Care for the environment |
Managing waste responsibly |
By the end of the sub-strand, the learner should be able to: identify types of waste in the classroom; |
What types of waste are found in the classroom? |
Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics). |
Our lives today grade 1 page 116-118 |
Oral question on type of waste in the classroom |
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|
|
2 |
Care for the environment |
Managing waste responsibly |
By the end of the sub-strand, the learner should be able to: in groups of two, take a walk in the school compound and identify types of waste in the classroom; |
What types of waste are found in the classroom? |
Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics). |
Our lives today grade 1 page 119 |
observing on type of waste in the school compound |
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|
|
3 |
Care for the environment |
Managing waste responsibly |
By the end of the sub-strand, the learner should be able to: safely sort out waste in the in the classroom for appropriate disposal; |
How could we dispose of classroom waste responsibly |
Learners could be guided to record types of waste (by writing or drawing |
Our lives today grade 1 page 120 |
observing on type of waste in the school compound |
|
|
|
4 |
Care for the environment |
Managing waste responsibly |
By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment; |
How could we dispose of classroom waste responsibly |
Learners cold safely sort out waste from the classroom. |
Our lives today grade 1 page 121 |
observing on type of waste in the school compound |
|
|
|
5 |
Care for the environment |
Managing waste responsibly |
By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment; |
How could we dispose of classroom waste responsibly |
Learners cold safely sort out waste from the classroom. |
Our lives today grade 1 page 121 |
observing on type of waste in the school compound |
|
|
2 |
1 |
Care for the environment |
Managing waste responsibly |
By the end of the sub-strand, the learner should be able to: appreciate a clean classroom environment for good health |
How could we dispose of classroom waste responsibly |
Learners could be guided to develop a schedule for cleaning the classroom |
Our lives today grade 1 page 122 |
observing on type of waste in the school compound |
|
|
|
2 |
Care for the environment |
Safety in handling waste in the home. |
By the end of the sub-strand, the learner should be able to: Safety in handling waste in the home. |
What types of waste are found in the classroom? |
Learners could identify types of waste found in the home. |
Our lives today grade 1 page 122 |
Oral question on how safe the school is |
|
|
|
3 |
Care for the environment |
Safety in Handling waste in the home. |
By the end of the sub-strand, the learner should be able to: Identifying waste that are found at home |
What types of waste are found in the classroom? |
Learners could identify types of waste found in the home.. |
Our lives today grade 1 page 124 |
Oral question on Identifying waste that are found at home |
|
|
|
4 |
Care for the environment |
Safety in handling waste in the home. |
By the end of the sub-strand, the learner should be able to: In group I categories and Identifying waste that are found at home |
What types of waste are found in the classroom? |
Learners could identify types of waste found in the home. |
Our lives today grade 1 page 124 |
Oral question on Identifying waste that are found at home Observing waste found at home |
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|
|
5 |
Care for the environment |
Safety in handling waste in the home. |
By the end of the sub-strand, the learner should be able to: Discussing how to handle waste safely |
How do we handle waste safely |
Learners could watch video clips on safe managing of wastes. |
Our lives today grade 1 page 126 |
Observing waste found at home |
|
|
3 |
1 |
Care for the environment |
Safety in handling waste in the home. |
By the end of the sub-strand, the learner should be able to: sort out waste in the for safe and effective disposal |
How could we safely dispose of waste at home? |
Learners could be guided to identify safe ways of managing wastes in the home. |
Our lives today grade 1 page 127 |
Oral question on safety in handling waste in the home |
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|
|
2 |
Care for the environment |
Safety in handling waste in the home. |
By the end of the sub-strand, the learner should be able to: In group of two sort out waste in the for safe and effective disposal |
How could we safely dispose of waste at home? |
Learners could be guided to identify safe ways of managing wastes in the home. |
Our lives today grade 1 page 127 |
Oral question on safety in handling waste in the home |
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|
|
3 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at home |
How is water wasted at home and school? |
Learners could be guided to identify ways of using water sparingly at home and school |
Our lives today grade 1 page 130-131 |
Oral question on ways in which water is wasted at home and at school |
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|
|
4 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at school; |
How is water wasted at home and school? |
Learners could be guided to identify ways of using water sparingly at home and school |
Our lives today grade 1 page 130-131 |
Oral question on ways in which water is wasted at home and at school |
|
|
|
5 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home. |
How can we save water |
Learners could be guided to identify ways of using water sparingly at home and school |
Our lives today grade 1 page 130-131 |
Oral question on ways of saving water |
|
|
4 |
1 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: explaining ways of saving water at school. |
How can we save water |
Learners could be guided to identify ways of using water sparingly at home and school |
Our lives today grade 1 page 130-131 |
Oral question on ways of saving water |
|
|
|
2 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home |
How can we save water |
Learners could be guided to identify ways of using water sparingly at home and school |
Our lives today grade 1 page 130-131 |
Oral question on ways of saving water |
|
|
|
3 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: identify ways of using water sparingly to reduce wastage |
How could we reduce water wastage at home and school? |
Learners could explore various ways in which water is used sparingly. |
Our lives today grade 1 page 132-133 |
Oral question on ways of saving water |
|
|
|
4 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: use water sparingly at home |
How could we reduce water wastage at home and school? |
In groups, learners could be guided to demonstrate the different practices of careful use of water. |
Our lives today grade 1 page 132-133 |
Observing how to use water sparingly at home and school |
|
|
|
5 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: use water sparingly at school. |
How could we reduce water wastage at home and school? |
In groups, learners could be guided to demonstrate the different practices of careful use of water. |
Our lives today grade 1 page 132-133 |
Observing how to use water sparingly at home and school |
|
|
5 |
1 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: identifying way of utilizing water well in the community |
How could we reduce water wastage at home and school? |
Learners could be guided to identify common practices that lead to wastage of water at home and school. |
Our lives today grade 1 page 132-133 |
Observing how to use water sparingly at home and school |
|
|
|
2 |
Caring for water |
Using water sparingly |
By the end of the sub-strand, the learner should be able to: demonstrate willingness to use water sparingly |
How could we reduce water wastage at home and school? |
Learners could be organized to participate in school water day to share experiences on careful use of water. |
Our lives today grade 1 page 132-133 water containers, video clips on using water, photographs, local environment. |
Observing how to use water sparingly at home and school |
|
|
|
3 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to: State sources of light at home i.e. sun, lamb, candle, torch and moon |
How could we save light energy at home and school? |
Learners could be guided to discuss ways of saving light energy in the home and school. |
Our lives today grade 1 page 136 |
Oral question on types of sources of light |
|
|
|
4 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to: State sources of light at school i.e. sun, lamb, candle, torch and moon |
How could we save light energy at home and school? |
Learners could be guided to discuss ways of saving light energy in the home and school. |
Our lives today grade 1 page 136 |
Oral question on types of sources of light |
|
|
|
5 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at home |
How could we save light energy at home |
Learners could be guided to discuss ways of saving light energy |
Our lives today grade 1 page 136- |
Oral question on types of sources of light |
|
|
6 |
1 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at school |
How could we save light energy at school? |
Learners could be guided to discuss ways of saving light energy |
Our lives today grade 1 page 136- |
Oral question on types of sources of light |
|
|
|
2 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at home |
How could we save light energy at school? |
Learners could be guided to formulate rules on conserving light energy at home and school |
Our lives today grade 1 page 137 |
Oral question on types of sources of light |
|
|
|
3 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at school |
How could we save light energy at school? |
Learners could be guided to formulate rules on conserving light energy at home and school |
Our lives today grade 1 page 137 |
Oral question on types of sources of light |
|
|
|
4 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to: use light energy sparingly and responsibly at home and school to conserve Energy. |
How could we save light energy at school? |
Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school |
Our lives today grade 1 page 138-139 |
Oral question on types of sources of light |
|
|
|
5 |
Care for the environment |
Conserving Light Energy at Home and School |
By the end of the sub-strand, the learner should be able to Making poster on saving energy |
How could we save light energy at school? |
Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school |
Our lives today grade 1 page 138-139 |
Observing the poster and message made by the pupils on saving energy. |
|
|
7&8 |
Revision |
||||||||
|
9 |
ASSESSMENT TEST |
||||||||
English Schemes - Grade 1 Schemes of Work Term 3 2023
|
Week |
Lesson |
Strand/Theme |
Sub Strand/Sub theme |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
Listening and Speaking Living Together |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /i/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you pronounce the following words tin, pin. |
Learners pronounce the sounds /i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 94-95 |
Oral questions, portfolio, observation |
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2 |
Listening and Speaking Living Together |
Language Structures and Functions Use of possessives; Her, their, his, its. |
By the end of the sub-strand, the learner should be able to: Use possessives to talk about social cohesion in various contexts. Recognise possessives in oral communication. Appreciate the use of possessiveness to show ownership in speech. |
Whose shoe is it? |
Learners role play ownership of items/objects. In groups, learners use phrases to illustrate ownership. Learners identify objects in the classroom and attach appropriate possessives to them. |
Regalia, charts, pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on Possessives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 95 |
Oral questions, portfolio, observation |
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3 |
Reading Living Together |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /s/ /z/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 96 |
Oral questions, portfolio, observation |
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2 |
1 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the letter patterns s, z, e, a, h, y, k correctly and neatly in their exercise books. |
How do you write the letters: s, z, e, a, h, y, k |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 93&97 |
Oral questions, portfolio, observation |
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2 |
Listening and Speaking Technology (Mobile Phone) |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /oo/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you say these words book, spoon. |
Learners pronounce the sounds /i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 98-99 |
Oral questions, portfolio, observation |
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3 |
Listening and Speaking Technology (Mobile Phone |
Language Structures and Functions WH questions What, Who. |
By the end of the sub strand, the learner should be able to: Ask questions about technology phone using ‘what’ and ‘who’ Appreciate the use of what, who and where to seek information. |
What is the name of your friend? Where is their home? |
Learners role play activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use songs/short poems to practice the use of the questions with who, what and where. |
Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 99 |
Oral questions, portfolio, observation |
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3 |
1 |
Reading Technology (Mobile Phone |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 100 |
Oral questions, portfolio, observation |
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2 |
Listening and Speaking Technology (Mobile Phone) |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /m/ /n//ng/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you say these words: Monkey, Nut |
Learners pronounce the sounds /m/ /n/ /ng/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 102-103 |
Oral questions, portfolio, observation |
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3 |
Listening and Speaking Technology (Mobile Phone |
Language Structures and Functions WH questions Where? |
By the end of the sub-strand, the learner should be able to: Ask questions about technology phone using ‘where’ use what, who and where to denote person, object, and place. Appreciate the use of what, who and where to seek information. |
What is the name of your friend? Where is their home? |
Learners role play activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use simple questions and dialogues Repeat sentence structures containing WH Questions from a story, poem or conversation they have listened to. |
Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 103 |
Oral questions, portfolio, observation |
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4 |
1 |
Reading Technology (Mobile Phone) |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /m/ /n/ /ng/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Read about thirty (30) words accurately per minute for fluency. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 104 |
Oral questions, portfolio, observation |
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2 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. Write questions with their answers correctly. |
How do you write a question? |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 101&105 |
Oral questions, portfolio, observation |
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3 |
Listening and Speaking Numbers and Our Classroom |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /th/ /q/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
How do you say these sounds? /th/ /q/ |
Learners pronounce the sounds /q/ /th/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg.106-107 |
Oral questions, portfolio, observation |
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5 |
1 |
Listening and Speaking Numbers and Our Classroom |
Language Structures and functions Describing words (color, number values in tens, cardinal numbers from 19) |
By the end of the sub strand, the learner should be able to: Use describing words to talk about cardinal numbers, shapes and colors. Appreciate the use of color, size and number to describe nouns. |
What things do you see outside the classroom? What color are they? |
Learners group objects according to their size big/ small, color- red, orange, yellow and numbers. Learners describe objects in the classroom using size, color and numbers. Learners color pictures of various objects. Learners identify things in the environment that have different colors. |
Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 107 |
Oral questions, portfolio, observation |
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2 |
Reading Numbers and Our Classroom |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /q/ /th/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 108 |
Oral questions, portfolio, observation |
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3 |
Listening and Speaking Numbers and Our Classroom |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /bl/ /fl/fr/ /gr/ /dr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Which words can we get from the following sounds? /bl/ /gr/ /dr/ |
Learners pronounce the sounds /bl/ /gr/ /dr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 110-111 |
Oral questions, portfolio, observation |
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6 |
1 |
Listening and Speaking Numbers and Our Classroom |
Language Structures and functions Describing words size & shape |
By the end of the sub strand, the learner should be able to: Use describing words to talk about cardinal numbers, shapes and colors. Describe the shapes, sizes of objects in the classroom using adjectives. Appreciate the use of color, size and number to describe nouns. |
What things do you see outside the classroom? What color are they? |
Learners construct sentences in pairs about the size of different objects. Learners describe objects in the classroom using size, color and numbers. Learners color pictures of various objects. Repeat sentence structures containing describing words from a story, poem or conversation they have listened to. |
Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 111 |
Oral questions, portfolio, observation |
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2 |
Reading Numbers and Our Classroom |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /bl/ fr/ /fl/ /gr/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Observe basic punctuation marks (comma, full stop and question marks as they read for coherence. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 112 |
Oral questions, portfolio, observation |
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3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. Copy the letter patterns Q, q, th, bl, fl, fr, gr, correctly neatly and legibly. |
Which words contain the letter patterns bl, fr, gr? |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 109&113 |
Oral questions, portfolio, observation |
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7 |
1 |
Listening and Speaking Do Not Waste |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Which words can we get from the following sounds? /gl/ /fl/ /pl/ /cl/ gr/ /dr/ /tr/ |
Learners pronounce the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary. |
Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 114-115 |
Oral questions, portfolio, observation |
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2 |
Listening and Speaking Do Not Waste |
Language structures and functions |
By the end of the sub strand, the learner should be able to: Use imperatives for receiving and giving instructions/commands against wastage. Respond to specific instructions for effective oral communication. Appreciate the use of imperatives. |
What does the Police officer say when arresting a criminal? |
Learners listen to a short dialogue containing imperatives Learners respond to simple imperatives 3. Learners practice the use of familiar imperatives in role play (parent-child) |
Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 115 |
Oral questions, portfolio, observation |
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3 |
Reading Do Not Waste |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /cl/pl/ /fl/ /gr/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 116 |
Oral questions, portfolio, observation |
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8 |
1 |
Listening and Speaking Do Not Waste |
Language structures and functions |
By the end of the sub strand, the learner should be able to: Use imperatives for receiving and giving instructions/commands against wastage. Respond to specific instructions for effective oral communication. Recognise imperatives in day today communication. |
What does the Police officer say when arresting a criminal? |
Learners listen to a short dialogue containing imperatives Learners respond to simple imperatives Learners practice the use of familiar imperatives in role play (parent-child) |
Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 118-119 |
Oral questions, portfolio, observation |
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2 |
Reading Do Not Waste |
Comprehension |
By the end of the sub strand, the learner should be able to: Read short words with letter -sound /Pp/ /Bb/ /Tt/ /Kk/ /Qq/ Gg/ /Ff/ Vv/ /Ss/ /Jj/ /Mm/ /Nn/ Ll/ /Rr/ Ww/ /Yy/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence. |
What do the pictures tell us about the story? What does the title tell us about the story? |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 120 |
Oral questions, portfolio, observation |
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3 |
WRITING |
Guided Writing Do Not Waste |
By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. |
Which words contain the letter patterns bl, fr, gr? |
Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 117&121 |
Oral questions, portfolio, observation |
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9 |
ASSESMENT |
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