Literacy Schemes - Grade 3 Schemes of Work Term 1 2023

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WEEK LESSON STRANDS SUB-STRAND SPECIFIC LEARNING OUTCOMES KEY INQUIRY QUESTIONS LEARNING EXPERIENCES LEARNING RESOURCES ASSESSMENT REMARKS
1 1-5 OPENING OF SCHOOLS AND PREPARATION
2 1-5 LISTENING AND SPEAKING Imitation

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

  1. use appropriate expressions and phrases in formal and non-formal
    conversations
  2. acquire varied sentence structures
    to express self appropriately
  3. respond appropriately to conversations with varied audiences
  4. appreciate the importance of
    mannerisms while engaging in
    conversations

 

Learners are guided to make inquiries on the:

  • different forms of conversation with various people in their community (peers, elders)
  • different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups .
  • different setups (church, market, home etc) 
  • participate in panel discussions on issues related to self, home, and family drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication(greetings, permission, inquiries
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
3 1-5   Story Telling

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

  1. use digital knowledge to create stories
  2. acquire and accurately use
    appropriate words
    and phrases from stories
  3. develop an interest in telling stories for pleasure
  4. demonstrate techniques of effective
    storytelling
What do
stories
teach us?
  • Learners listen to stories and model different techniques of story telling
  • Learner could be guided in the use of various digital platforms and use the same platforms to create their stories
  • Learner could be guided to use acquired vocabulary to retell stories in pairs, groups and whole class
  • Learners to act them out (using props, correct tone, pitch, tempo and body language) in pairs and groups.
  • Learner tell a story from memory
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
4 1-5   Effective communication (sharing
experiences)

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

  1. se compound and complex
    sentences to link thoughts
  2. listen and use talk to organize and clarify thoughts and ideas
  3. effectively communicate needs and
    feelings in a variety of ways
  4. listen to concerns and opinions of
    others and represent them in an appropriate forum
  5. demonstrate willingness to interact
    with others
  6. appreciate the importance of
    sharing one another’s feeling
How do we know that the person we are talking to has understood
our message
  • Learners listen to stories and identify the main idea in pairs, groups and whole class
  • Learners participate in play both in and out of class to enhance communication
  • Learners listen to others as they share personal experiences on selected themes
  • Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
5 1-5   Talk about

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

  1. identify messages conveyed in a
    thematic story and engage in oral
    discussions
  2. use appropriate expressions to describe people, situations, and events
  3. build on one’s ideas in a conversation by linking them to those given by others
  4. develop an interest to read stories
What do
you like to
talk about?
  • Learners to talk about thematic pictures on charts displayed (my family, my community)
  • Learners engage in conversations to talk about thematic texts from
    different media, in groups, pairs, and whole class
  • Learners role play and discuss the rules that govern social interactions when talking.
  • Learners orally answer questions from a story read
  • Learners share the message in a
    story with peers, parents, and others
    in the community
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
6 1-5   Presentation
skills

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

  1. question the decisions made in their environment and ask critical
    questions
  2. engage in decision making in their
    environment.
  3. sequentially position their views using appropriate words e.g firstly,
    secondly, lastly
  4. demonstrate an interest in making
    decisions in their environment
    through contributions and valid
    suggestions
  1. How do we choose between two things?
  2. How do we tell others what we have chosen?
  • Learners make decisions on a subject and share their decisions
  • Learners share and justify their decisions on a given subject in pairs and groups
  • Learners are given opportunities for decision-making(dilemma situations) and make constructive suggestions.
  • learners to role play as a basis for initiating conversation on a topic
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
7 1-5 READING Independent
reading

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

  1. identify the main idea in a passage
  2. locate information from print sources
  3. silently read a given passage
  4. read supplementary books with
    understanding
  5. develop an interest in reading for
    pleasure
  1. What can you do to ensure that you understand what you read on your own
  • Learners guess the meaning of
    unfamiliar words from context
  • Learners make and confirm predictions from texts read
  • Learners find answers to questions through independent reading
  • Learners are encouragaed to utilize resources available in the library for independent reading
  • Learners ask and answer questions from independent reading
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
8 1-5   Reading
comprehension

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

  1. read with accuracy, fluency, and
    understanding
  2. read through texts to make
    personal judgments or opinions on the
    subjects of the text
  3. locate information in a text
  4. use
    acquired words to form sentences and
    read them accurately at an
    appropriate speed
  5. develop an interest in reading
    widely on varied subjects
  1. Why is meaning important in reading?
  • Learners answer and generate questions from texts read
  • Learners are encouraged to make connections between materials read and real life
  • Learners use vocabulary acquired to construct grammatically correct sentences
  • Learners practice reading at an appropriate speed and with understanding
  • Learners are guided to share their opinions based on texts read
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
9 1-5 WRITING Sentence
formation

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

  1. write a variety of compound and complex sentence
    structures correctly
  2. develop strategies for making and
    organizing notes
  3. use writing and other forms of
    representation to generate and
    organize ideas
  4. appreciate the importance of logic in writing
  1. How do we construct sentences?
  2. Why do we
  • Learners observe as teacher explicitly models use of sentence punctuation
  • Learners practice methods of taking notes and compare with one another, in pairs and groups
  • Learners practice writing sentences using correct punctuation,individually, in pairs and groups
  • Learners use an organizer to arrange sentences to form a paragraph, in pairs and groups
  • Learners construct sentences and paragraphs using keywords
  • Learners practice sequencing sentences to form paragraphs
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
10 1-5   Spelling
instruction

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

  1. use a range of spelling strategies to
    correct misspelled words
  2. apply rules of spelling in writing
  3. appreciate the importance of
    accurate spelling in texts
  1. What can you do to spell words correctly
  • Learners do word study on word patterns (for similarities and differences), in pairs and small groups
  • Learners practice sorting words according to given patterns.
  • learners use reinforcement activities to relate patterns to themes i.e.(sing the song avocado, papaya, banana x2 fruits are life)
  • Learners engage in spelling game e.g. forming words from letter cut outs, scrabble, spelling relay
  • Learners brainstorm on new words learned and practice spelling them in writing(punctuation, accurate spelling, letter formation, and spacing)
  • Learners identify and correct spelling errors in texts read
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
11     Handwriting

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

  1. use capital letters correctly
  2. use appropriate spacing between
    words
  3. use legible and neat handwriting to communicate effectively
  4. appreciate the importance of linking words in paragraph
    development
  1. What do we consider when writing a paragraph?
  • Learners observe displayed model handwriting
  • Learners are guided to write for sustained period individually and in pairs
  • Learners practice effective punctuation (capitalization, commas,and full stop).
  • Learners are provided with reading material as triggers to writing
  • Learners are guided through thinki - pair- share to discuss linking words
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
12 1-5   Creative
writing

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

  1. develop strategies for writing
    creative texts
  2. experiment with language choice in imaginative writing
  3. compose simple texts in written
    and digital formats
  4. engage in writing activity for a sustained period
  5. demonstrate a sense of ownership
    in created stories
  1. Why is it important to use linking words when writing paragraphs?
  2. How do we organize ideas to make a story interesting?
  • Learners practice creative writing(drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups
  • Learners create and publich writing using digital tools, in pairs and groups
  • Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)
  • Learners participate in creative writing competitions at school and
Regalia charts
  1. Observation
  2. Oral questions
  3. written questions
 
13&14 END OF TERM ASSESSMENT AND CLOSING

 

Read 261 times Last modified on Thursday, 16 February 2023 13:03

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