Literacy Schemes - Grade 1 Schemes of Work Term 2 2023

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Week

Lesson

Strand/ Theme

Sub Strand/Sub Theme

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning resources

Assessment

Remarks

 

1

1

WRITING

Syllable, Word, and Sentence Formation

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

Write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences.

How are words formed?

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

Learners practice word formation by participating in word games

Learners be guided to make sentences using basic sight words

Pencil, book, flash cards, word puzzle 

KLB Visionary English Literacy Activities Grade 1 pg. 90

Build word family

 

 

2

LISTENING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

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

KLB Visionary English Literacy Activities Grade 1 pg.9192

Oral questions

 

 

3

LISTENING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

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

KLB Visionary English Literacy Activities Grade 1 pg.9394

Oral questions

 

 

4

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.95

Matching oral sounds with pictures

 

 

5

SPEAKING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.96

Matching oral sounds with pictures

 

2

1

READING

Phonemic Awareness

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

Segment words that start with similar sounds.

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

What sounds do we hear?

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

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

 

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.97

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

 

 

2

READING

Phonemic Awareness

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

 Segment words that start with similar sounds.

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

What sounds do we hear?

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

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

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.98

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

 

 

3

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible and writing to communicate effectively.

How can I write well?

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

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

Ruled exercise books 

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

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

 

 

4

LISTENING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

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

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

 

 

 

5

LISTENING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

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

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

 

 

3

1

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

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

How do we say to the sounds?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.105

Matching oral sounds with pictures

 

 

2

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

How do we make these sounds?

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

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

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

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

 

 

3

READING

Phonemic Awareness

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

Isolate sounds in a word

Segment words that start with similar sounds

How do we make these sounds?

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

Learners segment words that begin with similar sounds

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

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

Word charts, sounds from the environment

 

 

4

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

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

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

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.110

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

 

 

5

WRITING

Handwriting

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

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

Use legible handwriting to communicate effectively.

How can I write well?

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

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

Ruled exercise books

 KLB Visionary English Literacy Activities Grade 1 pg.111

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

 

4

1

LISTENING

Phonological Awareness

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

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

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

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

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

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

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

Oral questions

 

 

2

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

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

What are some of the sounds we hear?

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

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

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

Matching oral sounds with pictures

 

 

3

SPEAKING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.116

Matching oral sounds with pictures

 

 

4

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

 

How do we make these sounds?

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

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

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

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

 

 

5

READING

Phonemic Awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds.

 

How do we make these sounds?

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

Learners segment words that begin with similar sounds

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

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

Word charts,

sounds from the environment

 

5

1

WRITING

Handwriting

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

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

Handwrite letters, numbers, and symbols.

How can I write well?

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

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

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.121

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

 

 

2

LISTENING

Phonological Awareness

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

Segment syllables in spoken words

and onset rimes of single-syllable words

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

What are some of the sounds we hear?

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

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

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

persons  

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

 

 

 

3

LISTENING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

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

KLB Visionary English Literacy Activities Grade 1 pg.124

 

 

 

4

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds.

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

What are some of the sounds we hear?

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

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

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

Matching oral sounds with pictures

 

 

5

SPEAKING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.127

Matching oral sounds with pictures

 

6

1

READING

Phonic Development

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

Develop knowledge of letter sound recognition

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

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

KLB Visionary English Literacy Activities Grade 1 pg.128

Charts, letter cards, syllable box

 

 

2

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

How do we make words?

Learners build letters into syllables

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

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

KLB Visionary English Literacy Activities Grade 1 pg.129

Charts, letter cards, syllable box

 

 

3

WRITING

Handwriting

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

Develop speed and ease of handwriting

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

How can I write well?

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

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

Ruled exercise books  

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

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

 

 

4

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

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

What produces the sounds we hear?

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

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

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

KLB Visionary English Literacy Activities Grade 1 pg.132

Oral questions

 

 

5

LISTENING

Phonological Awareness

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

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

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

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

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

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

KLB Visionary English Literacy Activities Grade 1 pg.133

Oral questions

 

7

1

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

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

Segment syllables to letter sounds and words to syllables.

What are some of the sounds we hear?

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

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

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

Matching oral sounds with pictures

 

 

2

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

 

How do we make words?

Learners build letters into syllables

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

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.136

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

 

 

3

READING

Phonic Development

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

Relate syllables to their sounds

Appreciate the use of syllables to form words.

 

How do we make words?

Learners build letters into syllables

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

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.137

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

 

 

4

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

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

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

Ruled exercise books  

KLB Visionary English Literacy Activities Grade 1 pg.138

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

 

 

5

WRITING

Handwriting

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

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

Use legible handwriting to communicate effectively.

How can I write well?

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

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

Ruled exercise books

 KLB Visionary English Literacy Activities Grade 1 pg.139

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

 

8

1

LISTENING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

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

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

KLB Visionary English Literacy Activities Grade 1 pg.140

Oral questions

 

 

2

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.141

Matching oral sounds with pictures

 

 

3

SPEAKING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.142

Matching oral sounds with pictures

 

 

4

READING

Phonic

Development

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

Develop knowledge of letter-sound recognition

Build phonemes into syllables

Read and sound syllables

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

Learners build letters into syllables

Charts, letter cards, syllable box  

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

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

 

 

5

READING

Phonic Development

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

Read and sound syllables.

Relate syllables to their sounds.

Appreciate the use of syllables to form words

How do we make words?

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

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

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.145

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

 

9

1

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

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

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

Ruled exercise books

 KLB Visionary English Literacy Activities Grade 1 pg.146

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

 

 

2

WRITING

Handwriting

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

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

Handwrite letters, numbers, and symbols

How can I write well?

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

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

Ruled exercise books  

KLB Visionary English Literacy Activities Grade 1 pg.147

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

 

 

3

LISTENING

Phonological Awareness

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

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

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

What are some of the sounds we hear?

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

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

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

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

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

Oral questions

 

 

4

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.150

Matching oral sounds with pictures

 

 

5

SPEAKING

Phonological Awareness

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

 Segment syllables to letter sounds and words to syllables

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

What are some of the sounds we hear?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.151

Matching oral sounds with pictures

 

10

1

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

Appreciate the use of syllables to form words.

How do we make words?

Learners build letters into syllables

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

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

 KLB Visionary English Literacy Activities Grade 1 pg.152

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

 

 

2

READING

Phonic Development

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

Relate syllables to their sounds.

Develop knowledge of letter-sound recognition

Read and sound syllables.

How do we make words?

Learners build letters into syllables

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

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.153

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

 

 

3

WRITING

Handwriting

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

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

Handwrite letters, numbers, and symbols

How can I write well?

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

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

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

Ruled exercise books

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

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

 

 

4

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

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

What produces the sounds we hear?

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

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

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

KLB Visionary English Literacy Activities Grade 1 pg.156

Oral questions

 

 

5

LISTENING

Phonological Awareness

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

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

Recognize and sound the commonly used letter sounds and syllables.

How do we say these sounds?

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

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

KLB Visionary English Literacy Activities Grade 1 pg.157

Oral questions

 

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END TERM ASSESSMENT AND CLOSING

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