Displaying items by tag: Term 1

Week 

Lesson 

Strand 

Lesson 

Specific Learning Outcomes

Key Inquiry Questions  

Learning Experiences

Learning Resources

Assessment 

Remarks

1

1

Numbers 

Number concept 

By the end of the lesson, the learner should be able to sort and group different objects according  same size 

How can we group objects of the same size

 Learners in pairs/groups to collect different types of objects.   Learners in pairs/groups to sort objects with the same attributes and group them together.

  • Sticks 
  • Stones 
  • Books 
  • Pencils 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-2

Observe how learners collect, sort and group objects.

 

 

2

Numbers 

Number concept 

By the end of the lesson, the learner should be able to sort and group different objects according to color.

How can we group items having different colors?

Learners in pairs/groups to sort objects with same colors and group them together.

Learners in groups /pairs collecting and presenting different objects of differentcolors

  • Textbooks
  • Exercise books
  • Pens
  • Sharpeners
  • Bottles 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-2

Observe how learners collect, sort and group objects of different colors  Giving out in class exercise

 

 

3

Numbers

Number concept

By the end of the lesson the learner should be able to sort and group items according to shape

How can we group items having different shapes?

Learners in pairs/groups to collect different types of objects of different shapes.  

Learners in groups/pairs to sort objects with same shape

  • Balls
  • Cups
  • Spoons
  • Wooden items
  • within the class 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-2 

Observe learners collecting and sorting different items

 

 

 

 

 

 

4

Numbers

Number concept

By the end of the lesson the learner should be able to sort and group items of different sizes

How can we sort and group items having different sizes?

Learners in pairs/groups sorting and grouping items of same sizes and grouping them together

  • Pencils  
  • Sticks
  • Stones
  • Bottles 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-2 

Observe learners collecting, sorting and grouping items according to their shapes

 

 

5

Numbers

Number concept

By the end of the lesson, the learner should be able to; sort and group different items according to their use

How can we group items according to their use?

Learners in pairs/groups to collect different types of safe objects

Learners in pairs/groups sorting items of the same use and group them together

  • Spoons and plates
  • Books and pens
  • chalks 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-2

Observe learners collecting, sorting and grouping different objects

 

2

1

Numbers

Number concept

By the end of the lesson the learner should be able to should be able to represent number up to 10 using objects

 

How do you represent numbers using objects

Learners in groups/pairs to represent numbers up to 10 using objects. guide learners to fill inthe tables

  • Books and pens
  • learner’s shoes
  • learner’s bags JKF Primary Mathematics Learner’s Activity Book 1 page 1-2 

Observing the learners sort different items according to shape, size and color. 

 

 

3

Numbers

Number concept

By the end of the lesson the learner should be able to pair and match objects in the environment

How can we pair and match objects?

Learners in pairs/groups to play digital games involving sorting and grouping objects according to different attributes

  • News papers
  • Text books
  • JKF Primary Mathematics Learner’s Activity Book 1 page 3 

Giving matching exercise in class

Observing learners play the matching games

 

 

4

Numbers 

Number concept

By the end of the lesson the learner should be able to pair and match objects to establish ‘equal to’ ‘more than’ and ‘less than’ and same as

How do you identify less than?

How do you identify ‘more than’?

How do you identify ‘same’

Learners in groups/pairs to pair and match objects to establish less than and more than  Learners in pairs/groups to pair and match objects to establish same as

  • Number of boys and girls  Number of books 
  • Chairs and tables in class  Text books 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 3 

In class exercise

Observing learners counting objects

 

 

5

Numbers 

Number concept

By the end of the lesson the learner should be able to pair and match objects to establish “one less than”

How do you identify ‘one less than’?

Learners in pairs/groups to pair and match objects to establish those ones that are ‘one less than’

  • Text book
  • JKF Primary Mathematics Learner’s Activity Book 1 page 3 

 In class exercise   Observation

 

3

1

Numbers

Number concept

By the end of the lesson the learner should be able to order and sequence objects in ascending order

What is an ascending order?

Learners in pairs/groups to order objects according to size from smallest to biggest

  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-3 

Observing learners ordering items from smallest to biggest

 

 

2

Number

Number concept

By the end of the lesson the learner should be able to: order and sequence objects from the biggest to the smallest (descending order)

How ca we order objects from the biggest to the smallest

 Learners in pairs/groups to collect objects of different sizes  Learners in pairs/groups to order objects according to size from the biggest to smallest

  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-3 

In class exercise 

Observing learners doing the ordering of objects from the biggest to the smallest  

 

 

3

Numbers

Number concept

By the end of the lesson the learner should be able to: make patterns using real objects

How do you make patterns? 

How do you identify patterns?

Learners in pairs/small groups to identify patterns from any given source

Learners in pairs/groups to make patterns using real objects

  • Text books 
  • Roof patterns 
  • Wall patterns JKF Primary Mathematics Learner’s Activity Book 1 page 4-8

Observing learners making patterns 

Exercise on patterns in groups

 

 

4

Numbers

Number concept

By the end of the lesson the leaner should be able to recite  number names in order up to 50

How many?

Learner to recite number names up to 50

Learners in small groups to bring sticks and stones from outside the class for counting  

  • Chalkboard
  • Sticks 
  • Stones
  • Chart
  • JKF Primary Mathematics Learner’s Activity Book 1 page 4-13

Counting along with learners Observing learners count objects

Oral counting by learners

 

 

5

Numbers 

Number concept

By the end of the lesson the learner should be able to represent numbers 1-30 using concrete objects

How many?

Learners to represent concreteobjects as well as their body parts

  • Chairs tables
  • Fingers
  • JKF Primary Mathematics Learner’s Activity Book 1 page 4-13

Observe learners count concrete objects

 

4

1

Numbers

Number concept

By the end of the lesson the learner should be able to: demonstrate through counting that a group in all situations has only one count

How do you count this?

Learners to demonstrate that any given group has only one count

  • Text books
  • Chalkboard
  • Body parts
  • Chairs 
  • Classes
  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-13

Observe learners count objects of different groups In class exercise

 

 

 

2

Numbers

Number concept

By the end of the lesson the learner should be able to appreciate the use of sorting and grouping items in day to day activities

How do we sort objects in our environment?

Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for grouping

  • School compound
  • JKF Primary Mathematics Learner’s Activity Book 1 page 1-13 

Observing learners collecting and sorting litter in the school compound

 

 

3

Numbers

 Whole numbers

By the end of the lesson the learner should be able to count numbers 1’s and 2’s.

How can we count in 1’s and 2’s?

Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts.

  • Boys/girls Different objects in class  Chalk board
  • JKF Primary Mathematics  Learner’s Activity Book 1 page 14-15

In class exercise  Observing learners count objects in 1’s and 2’s 

 

 

4

Numbers

Whole numbers

By the end of the lesson the learner should be able to count numbers 3’s and 4’s.

How can we count in 3’s and 4’s?

Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts.

  • Objects in class room
  • Chart models JKF Primary Mathematics Learner’s Activity Book 1 page 16-17 

Observing learners counting objects

 

 

5

Numbers

Whole numbers

By the end of the lesson the learner should be able to count numbers 5’s and 6’s. 

Is it possible to count in 5’s and 6’s?

Learners to take turns in counting by 5’s and 6’s? Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects up to 50

  • Body parts in counting 
  • Chalkboard 
  • Charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 18. 

Observe learners counting body parts and other objects

In class exercise 

 

5

1

Numbers

Whole numbers

By the end of the lesson the learner should be able to count numbers and backward from 100 in 10’s,

How many ways can we count backwards from 100?

Learners to take turns in counting to 100

Learners to count backwards from 100 to 1

 

  • Textbooks 
  • Chalkboard
  • Charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 35-36

Oral questions

 

 

 

2

Numbers

Whole numbers

By the end of the lesson the learner should be able to count numbers and backward from 100 and forward to 100 

Can we count from 100 to 1?

Learners in pairs/groups to play games that involve

counting up to 100 and back

Learners to take turns in counting to 100

Learners to count backwards from 100 to 1

  • Skipping ropes 
  • books
  • JKF Primary Mathematics Learner’s Activity Book 1 page 35-36

Counting orally

 

 

 

3

Numbers

Whole numbers

By the end of the lesson the learner should be able to count any concrete object that ranges from 1 to 100

How many?

Learners in pairs or small groups to count trees, classes and other concrete objects found outside the class room and inside the class

  • School compound
  • Classroom objects for counting
  • JKF Primary Mathematics Learner’s Activity Book 1 page 37-39

Observing learners moving around and counting concrete objects in their groups

 

 

4

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to represent numbers 1-50 using concrete objects

How many do you see?

Learners to walk around and count any concrete object they can see within the school environment

  • School compound
  • objects for counting
  • JKF Primary Mathematics Learner’s Activity Book 1 page 37-39

Observe learners walking around and counting every concrete object they see

 

 

5

Numbers 

Whole numbers

By the end of the lesson the learner should be able to:

identify place value of ones and tens

How do we identify place values?

Learners to identify place value of ones and tens  Learners in pairs /groups to identify place values of the given numbers by the teacher

  • Chalk board
  • Charts 
  • text books 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 40-42

 

 

6

1

numbers

Whole numbers

By the end of the lesson the learner should be able to identify place value of ones and tens

How do you identify the place value of your age?

Learners to give the place value of their ages and the ages of their friends

  • Ages of learners 
  • Chalkboard
  • JKF Primary Mathematics Learner’s Activity Book 1 page 40-42

Oral presentation of place value of ages Writing exercise in class

 

 

2

Numbers 

Whole numbers

By the end of the lesson the learner should be able to read and write numbers 1-50 in symbols

How do we write number 1-50?

Learners to recite number 1-50 in symbols

  • Chalk board 
  • Charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 14-44

Oral recitation of numbers from 1-50 in symbols 

Writing exercise of numbers from 150 in class

 

 

3

Numbers 

Whole numbers

By the end of the lesson the learner should be able to Write numbers 1-10 in words

How do we write in words?

Learners to practice writing numbers 110 in words

 

  • Chalk board
  • Textbooks charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 14-44 

Writing exercise in class  

Observe learners as they write numbers in words. 

 

 

4

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to Write numbers 1-10 in words

How do we write in words?

Learners to practice writing numbers 110 in words

 

  • Chalk board
  • Textbooks charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 14-44 

Writing exercise in class  

Observe learners as they write numbers in words.

 

 

5

Numbers 

Whole numbers

By the end of the lesson the learner should be able to Write numbers 1-10 in words

How do we write numbers in words?

Learners in pairs to write down numbers in words in turns and read them out to class

  • Exercise books
  • charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 14-44 

Writing exercise in class

Oral presentation of numbers in words

 

7

1

Numbers 

Whole numbers

By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20

How do we find missing numbers?

Learners to identify missing numbers in number patterns up to 20

  • Textbooks 
  • Chalk board
  • JKF Primary Mathematics Learner’s Activity Book 1 page 45 

Observing learners identifying missing numbers

 In class exercise

 

 

2

Numbers 

Whole numbers

By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20

What is the next number in the pattern?

Learners in pairs /groups to identify the next numbers in the given patterns 

  • Chalk board
  • text books
  • JKF Primary Mathematics Learner’s Activity Book 1 page 45 

Writing class exercise

 

 

 

3

Numbers 

Whole numbers

By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20

How do you find the missing number?

Learners in groups to find the missing numbers orally by asking each other  Learners to identify missing numbers in number pattern up to 20

  • Chalk board
  • Exercise books
  • JKF Primary Mathematics Learner’s Activity Book 1 page 45 

In class representation of

group work

 

 

 

4

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities

How can we create a pattern?

Learners in pairs/groups to patterns with numbers up to 20 and share with other groups. Learners to play digital games involving whole numbers

  • Books
  • JKF Primary Mathematics Learner’s Activity Book 1 page 45 

Observe how learners create patterns and share with others and play digital games involving whole numbers 

 

 

5

numbers

Whole numbers

By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities

How can we get a missing number at a cashier place?

Learners to role play a cashier in day today life activities such as a cashier counting 5shilling coins

  • Shilling coins
  • JKF Primary Mathematics Learner’s Activity Book 1 page 45

Observing learners finding out the missing amounts at a cashier’s place

 

8

1

Numbers 

Addition 

By the end of the lesson the leaner should be able to model addition as putting objects together

How can you add objects?

Learners in pairs groups to put two groups of objects and count to the total

  • Class room objects for counting
  • JKF Primary Mathematics Learner’s Activity Book 1 page 46

Oral questions  Observing learners adding objects together

 

 

2

Numbers

Addition 

By the end of the lesson the leaner should be able to model addition as putting objects together

How many are they together?

Learners to learners in groups /pairs to model addition using concrete objects

  • Pens and books 
  • Chalk board
  • JKF Primary Mathematics Learner’s Activity Book 1 page 46-47

Oral questions Observing learners putting together different objects they have in class

 

 

3

Numbers 

Addition 

By the end of the lesson the leaner should be able to: model addition as putting objects together

How can we put them together?

Leaners to put together items on pictures and on charts 

Learners to identify different objects and them up

  • Text books 
  • Charts 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 46-47 

Observe learners add up objects from charts  In class exercise

 

 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to model addition as putting objects together

How many are they altogether?

Learners to get out in groups /pairs to count the concrete objects outside the class and add them up

Learners to play games that involves adding numbers of scores together

  • Skipping ropes 
  • balls
  • Trees
  • buildings
  • people
  • JKF Primary Mathematics Learner’s Activity Book 1 page 46-47 

Observe learners moving and adding up objects

Oral counting and adding of numbers

 

 

5

Numbers 

Addition

By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences

How can you use ‘+’ and ‘=’ signs in addition?

Learners to practices writing the + and = in addition

  • Chalkboard 
  • Books 
  • Charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 48-50

Writing exercise involving + and = signs

 

9

1

Numbers 

Addition 

By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences

How many?

Learners to use ‘+’ and = signs in writing addition sentences

  • Chalk board 
  • Charts 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 48-50

In class writing exercise

 

 

2

Numbers 

Addition 

By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences

How many?

Learners to use’+’ and ‘=’ signs in adding different objects within the class 

  • Books 
  • chalkboard
  • JKF Primary Mathematics Learner’s Activity Book 1 page 48-50

In class oral presentations  Writing exercises

 

 

3

Numbers 

Addition 

By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences

How do you add two singles numbers by skipping a number line?

Learners to add two single digit numbers by skipping on a number line 

  • Chalk board
  • JKF Primary Mathematics Learner’s Activity Book 1 page 48-50

Writing exercises

 

 

 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences

What should be added next?

Learners to add two single digit numbers by skipping on a number line of numbers adding up to 10

  • JKF Primary Mathematics Learner’s Activity Book 1 page 48-50

Writing exercise

 

 

5

Numbers 

Addition 

By the end of the lesson the learner should be able to add 2-single digit numbers up to a sum of 10

How do we add a 1- digit number to another 1- digit number?

Learners to ad 2digit single numbers using the family of 10

  • Chalkboard 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 51

In-class exercises

 

10

1

Numbers 

Addition 

By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10

In how many ways can we add single digits that add to 10? 

Learners in pairs/groups of not more than 10 to gather themselves and find their total number according to their gender etc. Learners to count and add objects within the class that are not more than ten. 

  • Boys and girls for counting Objects within the class
  • JKF Primary Mathematics Learner’s Activity Book 1 page 53-55

Observe how learners gather themselves and find their total numbers

Oral presentation of objects counted

 

 

2

Numbers 

Addition 

By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10

How many do we get?

Learners to add 2single digits by counting on 

  • Chalkboard 
  • Charts 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 53-55

Oral exercise [individual]

 

 

3

Numbers 

Addition 

By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10

How many single digits can be added up to get10?

Leaners in pairs /groups to come up with single digits that can be added up to get 10 only 

  • Chalk board
  • JKF Primary Mathematics Learner’s Activity Book 1 page 53-55

 

 

 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts

Which 3 digits do you think we can add to get 10or less than 10?

Learners to add 3- single digit numbers by counting on

  • Chalk board 
  • JKF Primary Mathematics Learner’s Activity Book 1 page 56-60

Writing exercises

 

 

Numbers 

Addition 

By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts

Which three digits can be added to sum up ten?

Learners in pairs /groups to identify 3 digits in each group that can be added to get 10 or a number less than 10

  • Exercise books
  • Charts
  • JKF Primary Mathematics Learner’s Activity Book 1 page 56-60

 

Writing in class exercises

 

Thursday, 26 January 2023 09:06

Music Schemes - Grade 1 Schemes of Work Term 1 2023

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

Performing

Songs

By the end of the sub strand the learner, should be able to: sign name types of songs performed for different purposes in the community; sign a variety of simple songs in unison from different cultures for enjoyment, cultural preservation, and advancement

During which activities do you sing while at home?

Learners sign name types of songs performed in the community.

  • Audio-visual excerpts of a variety of songs 
  • Audio visual equipment 
  • Musical instruments 
  • Music print material i.e. Music scores of songs and the Kenya National Anthem

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

 

2

1

Performing

Songs

By the end of the sub strand the learner, should be able to demonstrate the steady beat (pulse) by tapping/ stamping/clapping when sign singing familiar songs for beat familiarization

During which activities do you sing while at home?

Learners are guided to observe am variety of live or recorded songs and be probed to identify possible occasions of when the songs are performed

  • Audio-visual excerpts of a variety of songs 
  • Audio visual equipment 
  • Musical instruments 
  • Music print material i.e. Music scores of songs and the Kenya National Anthem

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

 

3

1

Performing

Songs

By the end of the sub strand the learner, should be able to sign verse 1 of the Kenya national anthem in English for cohesion and peaceful co-existence;

Which songs do you like singing?

Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm.

Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs.

  • Audio-visual excerpts of a variety of songs 
  • Audio visual equipment 
  • Musical instruments 
  • Music print material i.e. Music scores of songs and the Kenya National Anthem

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

 

4

1

Performing

Songs

By the end of the sub strand the learner, should be able to state the official occasions during which the national anthem is performed for self-esteem

Why do you sing?

Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm.

Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs.

  • Audio-visual excerpts of a variety of songs 
  • Audio visual equipment 
  • Musical instruments 
  • Music print material i.e. Music scores of songs and the Kenya National Anthem

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

 

5

1

Performing

Songs

By the end of the sub strand the learner, should be able to apply expressive elements of music through sign singing for communication

How do you feel when you sing?

Learners are guided in identifying and discussing important issues in topical and patriotic songs such as social cohesion, health etc.

  • Audio-visual excerpts of a variety of songs 
  • Audio visual equipment 
  • Musical instruments 
  • Music print material i.e. Music scores of songs and the Kenya National Anthem

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

 

6

1

Performing

Songs

By the end of the sub strand the learner, should be able to express ideas, feelings and emotions through sign singing for creativity;

What do the songs that you sing talk about? When do we sing the Kenya National anthem?

Learners are guided in identifying the beat in familiar songs by tapping, clapping and dynamics to express feelings, ideas and emotions while sign singing. 

In groups, learners are guided in sign singing and dramatizing of stories and action songs Individually and in groups learners are guided in sign singing verse 1 of the Kenya National anthem paying attention to accuracy in sign and, rhythm.

  • Audio-visual excerpts of a variety of songs
  • Audio visual equipment 
  • Musical instruments 
  • Music print material i.e. Music scores of songs and the Kenya National Anthem

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

 

7

1

Performing

Songs

By the end of the sub strand the learner, should be able to appreciate and enjoy sign singing songs from diverse cultures;

appreciate sign singing songs from diverse cultures for enjoyment.

What do the songs that you sing talk about?

When do we sing the Kenya National anthem?

In pairs and in groups learners sign songs from diverse cultural sources

  • Audio-visual excerpts of a variety of songs 
  • Audio visual equipment
  • Musical instruments 
  • Music print material i.e. Music scores of songs and the Kenya National Anthem

Signed questions, portfolio, observation, check lists,

adjudication using performance rubric

 

8

1

Performing

Singing Games

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

perform various signed singing games drawn from the local culture for enjoyment;

Do you sing as you play? What songs do you sing during play

Learners are guided to watch a variety of live or recorded singing games from the locality

  • Audio-visual excerpts
  • singing games
  • Audio-visual equipment 
  • Costumes and props

Signed questions, portfolio, observation, adjudication, check lists

 

9

1

Performing

Singing Games

By the end of the sub strand the learner, should be able to apply the aspects of sign singing, movement, props and costumes in performing signed singing games for creativity and imagination observe safety during performance of signed singing games;

Name some of the materials or objects used during play.

Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safety

  • Audio-visual excerpts
  • singing games
  • Audio-visual equipment 
  • Costumes and props

Signed questions, portfolio, observation, adjudication, check lists

 

10

1

Performing

Singing Games

By the end of the sub strand the learner, should be able to practice etiquette during performance of signed singing games and share available resources equitably for integrity appreciate performing signed singing games from the local culture for enjoyment.

What roles do you like taking during play?

In groups and individually learners are guided in performing signed singing games from the local cultures

  • Audio-visual excerpts
  • singing games
  • Audio-visual equipment 
  • Costumes and props

 

Signed questions, portfolio, observation, adjudication, check lists

 

WEEK

LESSON

STRAND THEME

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTIONS

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

2

1

Basic Motor Skill

Locomotion Skills (Walking)

By the end of the lesson the learner should be able to:

Name the parts of the body and watch a video clop on walk race for digital literacy

Which body part do we use for walking?

The learner to answer questions on the parts of the body and watch a video clip on the body parts that is used when walking to create body awareness

  • Video clips
  • Field
  • Observation
  • Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills (Walking)

Learners to practice walking in different ways by: walking in different directions (forward and backwards)

How many different directions can you walk?

Learners to perform walking in different ways

  • Field
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Locomotion Skills (Walking)

Learners to perform walking in different ways for strength, coordination, endurance and for excellence. (to the right)

How many different directions can you walk?

Learners to practice walking in different ways.

  • Field
  • Observation
  • Oral questions

 

 

4

Basic Motor Skill

Locomotion Skills (Walking)

Learners to perform in different ways for strength, coordination, endurance and for excellence (to the left)

How many different direction can you walk?

Learners to practice walking in different ways

  • Field
  • Observation
  • Oral questions

 

 

5

Basic Motor Skill

Locomotion Skills (Walking)

Learners to practice and perform walking in different ways. (circular letter O)

Which direction can you walk faster?

Learners to practice walking in different pathways. (Circular) letter O

  • Field
  • Observation
  • Oral questions

 

3

1

Basic Motor Skill

Locomotion Skills (Walking)

By the end of the lesson, the learner should be able to:

Perform and practice walking in different ways (straight-letter c Numbers 1,4,7)

How many different direction can you walk?

Learners to practice I different ways by walking in different pathways. (straight)

  • Field
  • Letter shapes
  • Observation
  • Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills (Walking)

Perform and practice walking in different ways (curved-letter c number 2, 3)

How many different directions can you walk?

Learners to practice walking in different ways by walking in different pathways. (curved)

  • Field
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Locomotion Skills (Walking)

Perform and practice in different ways. (zigzag letters z, w, v)

How many different directions can you walk?

Learners to practice walking in different by walking in different pathways

  • Field
  • Observation
  • Oral questions

 

 

4

Basic Motor Skill

Locomotion Skills (Walking)

Perform and practice walking in different ways. (swivel –letter Q)

How many different directions can you walk faster?

Learners to practice walking in different ways by walking in different pathways

  • Field
  • Observation
  • Oral questions

 

 

5

Basic Motor Skill

Locomotion Skills (Walking)

Perform and practice walking in different levels

  • Low
  • Medium
  • High

 

Learners to practice waling in different ways by walking in different levels

  • Field
  • Observation
  • Oral questions

 

4

1

Basic Motor Skill

Locomotion Skills (Walking)

By the end of the lesson the learner should be able to:

Play simple games for enjoyment, collaboration and peaceful coexistence

Which games do you like?

Learners to play games that involve walking.

Learners to observe rules as they walk for own and play games.

  • Field
  • Bean bags
  • Spoon
  • Potatoes
  • Eggs
  • Observation
  • Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills (running)

Establish relationships through walking for critical thinking and problem solving

Which direction can you walk faster?

Learners walk in varying levels slow, medium and fast while making shapes

  • Field
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Locomotion Skills (running)

By the end of the lesson the learner should be able to:

Name the parts of the body and watch a video clip on the run race for digital literacy

Which body parts do we use for running?

The learner to answer questions on the parts of the body and watch a video clip on the body parts that are used when running to create body awareness

  • Video clips
  • Field
  • Observation
  • Oral questions

 

 

4

Basic Motor Skill

Locomotion Skills (running)

Learners to perform walking in different ways by running in different directions. (forward and backward)

How many directions can you run?

Learners to perform running in different ways

  • Field markers
  • Observation
  • Oral questions

 

 

5

Basic Motor Skill

Locomotion Skills (running)

Learners to perform running in different ways for strength, coordination, endurable and for excellence. (to the right)

How many different directions can you run?

Learners to practice running in different ways

  • Field markers
  • Observation
  • Oral questions

 

5

1

Basic Motor Skill

Locomotion Skills (running)

Learners to perform running in different ways for strength, coordination, endurance and for excellence ( to the left)

How many different directions can you run?

Learners to practice running in different ways

  • Field markers

Observation

Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills (running)

Learners to practice and perform running in different ways. (circular, letter o)

Which direction can you run faster?

Learners to practice running in different pathways. (circular, letter o)

  • Field markers
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Locomotion Skills (running)

By the end of the lesson the learner should be able to perform and practice running in different ways.

(straight – letter A-Numbers 1, 4, 7)

How many different directions can you run?

Learners to practice running in different ways by running in different pathways (straight)

  • Field
  • Letter shapes
  • Observation
  • Oral questions

 

 

4

Basic Motor Skill

 

Perform and practice running in different ways. (curved-letter C- Numbers 2,3)

How many different directions can you run?

Learners to practice running in different ways of running in different pathways

  • Field
  • Observation
  • Oral questions

 

 

5

Basic Motor Skill

 

Perform and practice running in different ways. (zigzag-letters z, w, v,

How many different direction can you run?

Learners to practice running in different ways by running in different pathways.

  • Field
  • Observation
  • Oral questions

 

6

1

Basic Motor Skill

Locomotion Skills

Perform and practice running in different ways (swivel-letter 2)

How many different directions can you run?

Learners to practice running in different ways by running in different pathways.

  • Field
  • Observation
  • Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills (Running)

By the end of the lesson the learner should be able to perform and practice running in different ways.

  • Low
  • Medium
  • High

Which direction can you run fast?

Learners to practice running in different ways by running in different levels

  • Field
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Locomotion Skills (Running)

The learner to make appropriate play items for creativity and imagination

Which play items do you like playing with?

Learners to make appropriate play items for creativity and imagination

  • Bean bags
  • Seeds
  • Spoon
  • Potatoes

 

 

 

4

Basic Motor Skill

Locomotion Skills (Running)

The learner to play games for enjoyment collaboration and peaceful coexistence

Which games do you like playing?

Learners to play games that involve running such as: run carrying bean bags, egg and run while in sacks with slow, moderate and fast speed.

  • Bean bags
  • Spoon
  • Potatoes
  • Field
  • Sacks
  • Observation
  • Oral questions

 

 

5

Basic Motor Skill

Locomotion Skills (Running)

Establish relationships through running for critical thinking and problem solving

Which direction can you run faster?

Learners to obey rules as they run and play games

  • Bean bags
  • Sacks
  • Spoon
  • Potatoes etc.
  • Observation
  • Oral questions

 

7

1

Basic Motor Skill

Locomotion Skills Jumping for height

By the end of the lesson the learner should be able to:

Watch a video clip for height for body awareness and digital literacy

Name the body parts in se when jumping for height

Learners to watch video clips and identify the parts of the body used when jumping for height

  • Ropes
  • Field
  • Video clips
  • Field makers
  • Observation
  • Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills Jumping for height

Learners to practice jumping in different ways. (forward and backward)

Which direction is easier for you to jump?

Learners to practice jumping in different ways

  • Roped
  • field
  • field makers
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Locomotion Skills Jumping for height

Learners to perform jumping in different ways for strength coordination, endurable and for excellence. (to the right)

Which direction is easier for you to jump to?

Learners to perform jumping in different ways for strength, coordination, endurable and for excellence

  • Ropes
  • Field makers
  • Observation
  • Oral questions

 

 

4

Basic Motor Skill

 

 

Learners to perfume jumping in different ways (to the left)

 

Which direction is easier for you to jump to?

 

Learners to perform to jumping in different ways (to the left)

 

  • Ropes
  • Field markers

Observation

Oral questions

 

 

5

Basic Motor Skill

Locomotion Skills Jumping for height

By the end of the lesson the learner should be able to practice and perform jumping in different ways. (circulat)

Which direction is easier for you to jump?

Learner to practice and perform jumping in circular ways

  • Ropes
  • Field markers
  • Observation
  • Oral questions

 

8

1

Basic Motor Skill

Locomotion Skills Jumping for height

The learner to perform and practice jumping in different ways.(straight)

Which direction is easier for you to jump?

Learner to practice and perform jumping in circular ways

  • Ropes
  • Field markers
  • Observation
  • Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills Jumping for height

Perform and practice jumping in different ways.(curved)

Which direction is easier for you to jump?

Learner to practice and perform jumping in curved ways

  • Ropes
  • Field markers
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Locomotion Skills Jumping for height

Perform and practice jumping in different ways.(zigzag)

Which direction is easier for you to jump?

Learner to practice and perform jumping in zigzag ways

  • Ropes
  • Field markers
  • Observation
  • Oral questions

 

 

4

Basic Motor Skill

Locomotion Skills Jumping for height

By the end of the lesson the learner should be able to run in varying levels- slow, medium and fast while making shapes

Which direction can you run fast

Learners to vary in levels slow, medium and fast while making shapes

  • Field markers
  • Observation
  • Oral questions

 

 

5

Basic Motor Skill

Locomotion Skills Jumping for height

Establish relationships through jumping for height for critical thinking and problem solving

Which direction you to jump easily?

Learner to relationships through jumping.

  • Field markers
  • Observation
  • Oral questions

 

9

1

Basic Motor Skill

Locomotion Skills Jumping for height

The learner to make appropriate play items for creativity and imagination

Which direction is easier for you to jump?

Learner to make appropriate play items for creativity and imagination

  • Field markers
  • Observation
  • Oral questions

 

 

2

Basic Motor Skill

Locomotion Skills (Jumping for height)

The learner to play games for enjoyment, collaboration and peaceful coexistence

Which games do you like playing?

Learner to play game that involve jumping for height such as in threes and with a rope

  • Field markers
  • Observation
  • Oral questions

 

 

3

Basic Motor Skill

Non-Locomotion Skills (stretching )

By the end of the lesson the learner should be able to:

Explore stretching in different directions for body awareness

Name the body parts that are in use when stretching

Learners to answer questions on parts of the body that are in use when stretching

  • Field
  • Field markers
  • Oral questions
  • Practical

 

 

4

Basic Motor Skill

Non-Locomotion Skills (stretching )

Learner to watch a video clip of a cheetah and a cat stretching

Which animals stretch themselves?

Learners to watch a video clip of a cheetah and a cat stretching

  • Video clips
  • Oral questions

 

10

1

Basic Motor Skill

Non-Locomotion Skills (stretching )

Perform stretching in different ways for flexibility, agility, coordination and space awareness

How many different directions can you stretch towards?

Learners to stretch towards different directions such as sideways

  • Field
  • Field markers
  • Oral questions
  • practical

 

WIKI

KIPINDI

MADA 

MADA NDOGO

MATOKEO MAALUM YANAYOTOKEA

MASWALI DADISI

MAPENDEKEZO YA SHUGLI ZA UFUNZAJI

KAZI YA ZIADA

NYEZO

MAONI

1

Kwanza

Karibu Darasani

Kusikiliza na kuzungumza

 

 

Kufikia mwisho wa mada mwanafunzi aweze

Kutambua maneno yanayotukika katika maamkuzi kuamkua na kuitikia maamkuzi ili kujenga stadi ya kuzungumza  

Tunatumia maneno yepi katika salamu?

Mwanafunzi aigize maamkuzi kama vile hujambo?

Sijambo; Hamjambo?

Hatujambo darasani   

Mwanafunzi ajadili mchoro wa watu wawili wakisalimiana   

Wanafunzi wasalimiana na kisha washirikishwe katika mjadala kuhusu maamkuzi

Mwalimu asikilize wanafunzi wakitaja maneno yanayopatikana katika salamu.

Mwalimu ubao chati Uk 1-2  

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

2

KARIBU DARASA NI

Maamkuzi

Kufikia mwisho wa mada mwanafunzi aweze

Kufurahia kushirika katika maamkizi

Kutambua umuhimu wa salamu

Kwa nini watu husalimiana?

Je kuna furaha unapomsalimu mwenzako?

Wanafunzi waweza  kuigiza maamkuzi darasani wakiwa wawili wawili

Mwalimu asikilize maoni ya wanafunzi kwa kushiriki katika maamkuzi.

Ubao

Wanafuzi  

Uk 4-5  

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

3

KUSIKILI ZA NA KUZUNG UMZA

Maagizo

Kufikia mwisho wa mada mwanafunzi aweze

Kutambua maagizo mepesi yanayotolewa darsani

 

Je unaweza kutambua maagizo yoyote?

Mwanafunzi ashiriki katika kutoa na kufuata maagizo kama vile simama, keti, andika na chora  

Mwanafunzi aweza kuonyeshwa video ya jinsi ya kutoa na kufuata maagizo   

Mwanafunzi ashiriki katika mjadala wa maagizo yafaayo na yasiyofaa kufuatwa.

Mwalimu  asikilize wanafunzi wakitambua  maagizo mepesi yanayotolewa

Kitabu chati Uk 6-7  

Kiswahili dadisi mazoezi ya lugha gradi 1

 

2

1

KUSIKILI ZA NA KUZUNGUMZA

Maagizo

Kutatoa na kufuata maagizo mepesi yanayotumiwa darasani

Ni nani anayetakiwa kutoa maagizo?  

Kufuata maagizo kuna umuhimu gani?

Mwanafunzi afafanue umuhimu wa maagizo   

Mwanafunzi aweza kushirikishwa katika masimulizi ya matokeo ya kufuata na kutofuata maagizo

Mwalimu asikilize wanafunzi wakifuata maagizo mepesi darasani.

 

 

Kitabu mwalimu Chati Uk 7-6 Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

2

KUSIKILI ZA NA KUZUNGUMZA

Msamiati

Kufikia mwisho wa mada mwanafunzi aweze;

Kutambua majina ya vifaa vinavyopatikana darasani ili kurahisisha mawasiliano.

Je mwanafunzi anajua vitu ambavyo anatumia darasani?

Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua. Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua.

Mwalimu kusikiza vifaa ambavyo wanafunzi wanazijua.

Ubao  mwaklimu chati uk 10-11 Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

3

KUSIKILI ZA NA KUZUNGUMZA

Msamiati

Kufikia mwisho wa mada mwanafunzi aweze

Kutumia majina ya vifaa darasani ilinaweze kuzungumza na wenzake.

Kufurahia kuvitunza na kuvitumia viufaa vinavyopatikana darasani.

Je wajua umoja na wingi wa vitun vya darasa?  

Je unafurahia kuwa na vifaa mbalimbali darasani?

Mwanafunzi ataje vifaa halisi k.v. dawati, kitabu, kalamu na kifutio  

Mwanafunzi aweza kuonyeshwa picha za vifaa halisi na kutaja majina   

Mwanafunzi achore maumbo ya vifaa vya darasani

Mwalimu kutazama michoro ya wanafunzi darasani.

Ubao

Dawati Mwalimu wanafunzi  

uk 11-12 Kiswahili dadisi mazoezi ya lugha gradi 1

 

3

1

KUSOMA

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

Kutambua msamiati uliotumika katika hadithim ili kuimarisha ufahamu..

Je ni maneno yapi  mapya unayoyatambua katika hadithi?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi 

Mwanafunzi atabiri kitakachotokea kwenye hadithi 

Mwanafunzi  athibitishe utabiri wake baada ya usomewa hadith

Mwalimu asikize msamiati uliotumika kutoka kwa wanfunzi

Mwalimu Michoro kitabu  

uk 13-14

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

2

KUSOMA 

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

Kusikiliza hadithi ikisomwa na mwalimu ili kujenga usikivu

Unapenda hadithi?

Kwa nini unapenda kusikiliza hadthi?

Mwanafunzi aeleze matumizi ya msamiati uliotumika kwenye hadithi 

Mwanafunzi aulize na kujibu maswali.   

Wanafunzi waweza kujadiliana kuhusu hadithi wakiwa wawili wawili

Mwalimu afafanue hadithi kwa wanafunzi.

Mwalimu awpe wanafunzi zoezi la kueleza walichoelewa

Mwalimu

Mwanafunzi 

Chati

Uk 14

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

3

KUSOMA

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze;

Kuchangamkia hadithi katika maisha ya kila siku

Kufafanua hadithi kwa wenzake

Je unaweza kuhadithia wenzako?  

Je unakumbuka hadithi yoyote uliyosikia?

Wanafunzi waweza kujadiliana kuhusu hadithi wakiwa wawili wawili   

Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekt

Mwalimu asikilize kisa chochote cha mwanafunzi.

Ubao 

Mwalimu

Wanafunzi  

Uk 15

Kiswahili dadisi mazoezi ya lugha gradi 1

 

4

1

MIMI NA  WENZANGU

Maelezo

Kufikia mwisho wa mada mwanafunzi aweze

Kutambua wezake darasani kwa majina, miaka ,gredi  ili kuweza kuwaeleza

Wewe ni nani?  

Uko katika gredi ipi?

Mwanafunzi asikilize maelezo ya wengine.   

Mwanafunzi aweza kusikiliza maelezo ya wenzake yaliyorekodiwa kwenye simu, kinasa sauti, kipatakalishi n.k.  

Wanafunzi watoleane maelezo kuwahusu katika vikund.

Mwalimu

asikilize

mwanafunzi akimweleza mwenzake

Ubao   

Vikundi

Mwalimu  

Chati  

Wanafunzi

Uk17 Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

 

2

MIMI NA WENZANGU

Kusikiliza na kuzungumza

Kufikia mwisho wa mada mwanafunzi aweze

Kutoa muhtasari wa maelezo aliyoyasikia katika mazingira yake.  

Kudhihirisha umakinifu wa kusikili za katika mazingura yake

Unapenda kufanya nini?  

Je unamfahamu mwenzako vizuri?

Mwanafunzi aeleze maana ya msamiati unaotumiwa kujieleza k.v. umri, miaka,msichana, mvulana, gredi na rafiki.   

Mwanafunzi atunge sentensi kwa kutumia maneno yanayotumiwa kujieleza na kueleza wenzake.

Mwalimu aangalie kazi ya mwanafunzi  anapojieleza

Ubao  

Mwalimu  

Wanafunzi  

Uk17-18

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

3

MIMI NA WENZANGU

kusoma

Kufikia  mwisho wa mada mwanafunzi aweze;

Kujivunia nafsi  yake na wenzake katika miktadha mbalimbali

Je unaeza nieleza muktadha wowote ?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. 

Mwanafunzi atabiri kitakachotokea kwenye hadithi. 

Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi.

Mwalimu asikize  mwanafunzi akimueleza

Mwanafunzi

Ubao  

Chati

Uk 18-19  Kiswahili dadisi mazoezi ya lugha gradi 1

 

5

1

MIMI NA WENZANGU

Masimulizi

Kufikia mwisho wa mada mwanafunzi aweze

Kusimulia hadithi aliyosikiliza darasani ili kujenga stadi ya kusikiliza  

Kufahamu hadithi aliyosimulia ili kupata ujumbe?

Umewahi kusimulia kisa kipi?  

Unatarajiwa kufanya nini unaposimuliwa masdimulizi?

Mwanafunzi aweze kuwa makini anaposimuliwa masimulizi.   

Mwanafunzi asikilize masimulizi kupitia vifaa vya kiteknolojia k.m. simu, kinasa sauti, kipatakalishi n.k.   

Mwanafunzi aweza kusikiliza mgeni mwalikwa akisimulia masimulizi.

Mwalimu asikilize mwanafunzi akisimukia hadithi

Mwanafunzi  

Uk 20-21

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

2

MIMI NA MWENZANGU

Masimulizi

Kufikia mwisho wa mada mwanafunzi aweze

Kuonyesha umakinifu wa kusikiliza klatika darasani

Kuchangamkia hadithi simulizi maishani

Unakumbuka ni ni katika masimulizi uliyosimuliwa?

Mwalimu asikilize maoni ya mwanafunzi kuhusu masimulizi.

Mwalimu asikilize maoni ya mwanafunzi kuhusu masimulizi.

Mwanafuzi  

Uk 21-22  

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

 

 

 

 

 

KUSOMA

hadithi

Kufikia mwisho wa mada mwanafunzi aweze 

Kutambua wenzake darasani kutambua msamiati uliotumika 

Kuskiza hadithi zikisomwa ili kujenga usikivu 

Je,ni hadithi ipi iliosomwa?

 

Unatarajiwa kufanya nini unapo somewa hadithi

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.   

 Mwanafunzi atabiri kitakachotokea kwenye hadithi.   

Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi.

Mwalimu

asikilize

mwanafunzi akisoma hadithi.

Kitabu  

Mwanafunzi   

Mwalimu  

Uk23-24

Kiswahili dadisi mazoezi ya lugha gradi 1

 

6

1

KUSOMA

hadithi

Kufikia mwisho wa mada mwanafunzi aweze

Kusikiliza kufahamu hadithi aliyo somewa darasani ili kupata ujumbe

Kuchangamkia

kusikiliza hadithi kila siku

Unafikiria ni nini kitakacho tokea katika hadithi hii?

Wanafunzi wajadiliane kuhusu hadithi waliosomewa katika vikundi. 

 Mwanafunzi aweza  kushirikishwa kusikiliza hadithi zikisomwa kupitia vifaa vya teknolojia k.v. tarakilishi, projekta n.k.

Mwalimu

asikilize maoni ya mwanafunzi kuhusu hadithi.

Kadi   

Mwanafunzi  

Mwalimu  

Uk 24-25

 

 

2

TARAKIMU

Kusikiliza na kuzungumza 

Kufikia mwisho wa mada mwanafunzi aweze 

Kutambua habari moja hadi kumi katika mazingira yake

Kuhesabu nambari moja hadi kumi

Unajua kuhesabu nambari ngapi?

Mwanafunzi anaweza kupewa kadi za nambari azitaje kwa maneno. 

Mwanafunzi aweza  kukariri mashairi kuhusu nambari hadi kumi. 

Mwanafunzi aweza kushirikishwa kuimba nyimbo za tarakimu

Mwalimu atazame wanafunzi wakihesabu tarakimu

Kadi  

Mwanafunzi  

Uk 26-27

 

 

 

 

 

 

 

 

3

TARAKIMU

msamiati

Kutaja majina ya nambari moja hadi kumi kwa mfululizo ili kujenga stadi ya kuzungumza

Kutumia majina ya nambari moja hadi kumi kutunga sentensi ili kujenga stadi ya kuzungumuza

Je unaweza kuhesabu moja hadi kumi?  

Je unaweza kutumia majina yapi ya nambari moja hadi kumi?

Wanafunzi waambatanishe nambari na maneno kwa kuonyeshwa nambari na kutaja jina la nambari husika.   

Wanafunzi wahesabu vidole kwa Kiswahili wakiwa wawili wawil

Wanafunzi wanaweza kupanga kadi za majina ya nambari hadi kumi kwa utaratibu

Mwalimu asikilize wanafunzi wakitaja nambari moja hadi kumi.

Nambari  

Kadi   

Mwanafunzi  

Uk28-29

 

7

1

MASIMULIZI

masimulizi

Kufikia mwisho wa mada mwanafunzi aweze

Kusikiliza kwa makini masimulizi kuhusu shambani katika kujenga usikivu

kutaja majina ya  vifaa vinavyo tumika shambani

Je ni vifaa vipi hutumika shambani?

Wanafunzi wanaweza kupanga kadi za majina ya nambari hadi kumi kwa utaratibu.  

 Mwanafunzi aweza kuonyeshwa nambari na jina kwa kutumia tarakilishi na projekta.  

 Mwanafunzi aweza kuonyeshwa video ya wanafunzi wakisoma nambari hadi kumi kwa tarakilishi.

Mwalimu asikilize mwanafunzi akifafanua masimulizi

Jembe   

Shoka   

Plau  

Mwanafunzi  

Uk 30-31

 

 

2

TARAKIMU

Kusoma hadithi

Kufikia mwisho wa mada mwanafunzi aweze

Kutambua msamiati  ulio tumika kurahisisha ufahamu

Umewahi kusikiliza hadithi?  

Unatarajiwa kufanya nini unapo somewqa hadithi?

Mwanafunzi aweza kusikiliza masimulizi kupitia kwa vyombo vya kiteknolojia kama vile simu, kinasasauti na kipatakalishi vyaweza kutumiwa katika kusimulia visa mbalimbali.  

mwalimui ashirikiana na wanafunzi wenzake kusoma ufahamu

Mwanafunzi  

Uk 33-34

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

3

TARAKIMU

hadithi

Kufikia mwisho wa mada mwanafunzi aweze

Kusikiza hadithi na kuielewa

Kufahamu hadithi aliyo somewa ili kupata ujumbe

Unatarajiwa kufanya nini wakati wa kusoma hadithi?

Mwanafunzi ashirikiane na wengine kujadili picha zilizojumuishwa kwenye hadithi.   

Mwanafunzi atabiri kitakachotokea kwenye hadithi.   

 Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi..

Mwalimu

asikilize

mwanafunzi akitambiri kitakachoto kea.

Mwanafunzi  

Picha

Uk 34-35

Kiswahili dadisi mazoezi ya lugha gradi 1

 

8

1

Siku za wiki

Kusikiliza na kuzungumz a msamiati

Kufikia mwisho wa mada mwanafunzi aweze

kutambua siku za wiki katika mawasiliano ya kila siku

Kutaja majina ya siku za wiki

Je wiki moja iko na siku ngapi?  

Unaenda shuleni siku ngapi?

 

 

Mwanafunzi atunge sentensi akitumia msamiati uliotumika kwenye hadithi.   

Wanafunzi wajadiliane kuhusu hadithi waliosomewa katika vikundi.

. Mwalimu asikilize majibu wa siku za wiki kutoka kwa wanafunzi.

Mwanafunzi  

Uk36 Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

2

Siku za wiki

msamiati

Kufikia mwisho wa mada mwanafunzi aweze

Kueleza shughuli za siku mbalimbali za wiki ili kujenga stadi ya kuzungumza

Kudhamini kila siku ya wiki ili kutilia maanani shughuli za maishani

Je unaweza kutaja na Kuandika majina yapi ya siku za wiki kwa mfuatano?

 

Mwanafunzi aweza kusikiliza hadithi zikisomwa kupitia vifaa vya kiteknolojia k.v. tarakilishi, projekta n.k.   

Mwanafunzi aulize na kujibu maswali kutokana na hadithi

mwalimu ashiriki katika majadiliano ya shughuli ya siku

Mwanafunzi  

Uk 36

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

3

Siku za wiki

masimulizi

Kufikia mwisho wa mada mwanafunzi aweze

Kusimulia matukio katika siku tofaotui ili kujenga stadi ya kuzungumza

Kufahamu masimulizi ya matukio ya siku za wiki yaliyosimuliwa ili kupata ujembe

Kuonyesha umakinifu wa kusikiliza kaatika mawasiliano Kuchangamkia masimulizi maishani ili kuimarisha usikivu

Ni matukio yapi uliowahi kushuhudia?

Unatarajiwa kufamnya nini unaposimuliwa kisa?

Mwanafunzi ashiriki katika majadiliano ya shughuli za siku za wiki k.m. Jumatatu naenda shule, Ijumaa, Jumamosi au Jumapili nashiriki ibada n.k.   

Wanafunzi waweza kupanga kadi za majina ya siku za wiki kwa utaratibu wakiwa wawili wawili

Mwalimu asikize mwanafunzi akisimulia kisa darasani.

Kitabu  

Mwalimu

UK 40 Kiswahili dadisi mazoezi ya lugha gradi 1

 

9

1

Kusoma

hadithi

Kufikia mwisho wa mada mwanafunzi aweze

Kutambua msamiati uliotumika katika hadithi kuielewa

Kufahamu hadithi aliyo somewa ili kupa

Kutabiri kitakachotokea kwenye hadithi

Unafikiria ni nini kitakacho tokea katika hadithi hii?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.   

Mwanafunzi atabiri kitakachotokea kwenye hadithi.   

Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi.

mwalimui aweze kutazama picha za kadi za

msamiati unaotumiwa katika hadithi

Mwalimu

Wanafunzi

Uk 41

Kiswahili

dadisi mazoezi ya lugha gradi 1

 

 

2

Kusoma

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

Kufahamu hadithi iliyosomwa katika mada ili kupata ujumbe

kutamka sauti nne za herufi moja ili kuimarisha mazungumzo

Unakumbuka hadithi ipi iliyosomwa?

Mwanafunzi aweza kushirikishwa kusikiliza hadithi kwa kutumia vifaa vya teknolojia k.v. tarakilishi, projekta n.k.   

Mwanafunzi aweza kuonyeshwa picha na kadi za maneno yaliyotumiwa katika hadithi.  

Mwanafunzi ajibu na aulize maswali kutokana na hadithi.

Mwalimu asikilize mwanafunzi akitoa hadithi.

Mwalimu

Hadithi wamnafunzi  

Uk 43-44 Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

3

Familia

Kusikiliza na kuzungumza

Kufikia mwisho wa mada mwanafunzi aweze

kutambua sauti za herufi moja zilizofunzwa katika

maneno  ili kuimarisha mazungumzo

Ni sauti zipi unazojua kutamka?

Mwanafunzi atumie teknolojia (papaya) kutamkia sauti.   

 Mwanafunzi atambue herufi inayowakilisha sauti lengwa kwa kutumia kadi za herufi.

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa..

Mwalimu asikilize kama mwanafunzi anajua kutambua sauti za herufi moja.

Mwanafunzi  

Uk46

Kiswahili dadisi

mazoezi ya lugha gradi 1

 

10

1

Familia

Kusikiliza na kuzungumza

Kufikia mwisho wa mada mwanafunzi aweze

kutambua majina ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kusoma

kusoma herufi za sauti moja katika kujenga stadi ya kusoma

Unajua kusoma herufi na maneno?

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.  

 Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa.   

Mwanafunzi asome maneno kwa kutumia silabi au kugawa maneno marefu zaidi vipande vipande.

Mwalimu

asikilize

mwanafunzi akitambua herufi zinazowakili

sha sauti lengwa katika kuimarisha stadi ya kusoma.

Wanafunzi  

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

Kwanza

Familia

Kusikiliza na kuzungumza

Kufikia mwisho wa mada mwanafunzi aweze

kusoma maneno kwa  kutumia silabi zinazotokana na sauti lengwa katika kujenga stadi ya kusoma

 

Unajua kuandiaka maneno na heruf?

Mwanafunzi asikilize na kusoma hadithi kupitia vifaa vya kiteknolojia kama vile tarakilishi, projekta n.k. 

Mwanafunzi afinyange na aandike maumbo ya herufi za  sauti alizosoma hewani na vitabuni.  

 Mwanafunzi aandike maneno yaliyo na herufi za sauti alizofunzwa kwa kunakili aliyoandika mwalimu.

Soma maneno katika kitabu kwa kutumia silabi

Wanafunzi  

Uk 48  

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

2

Familia

Kusikiliza na kuzungumza

Kufikia mwisho wa mada, mwa aweze:      

Kuandika maumbo ya herufi zinazowakilisha sauti lengwa.

Unaeza Kuandika maumbo ya herufi zinazowakilisha sauti lengwa?

Mwanafunzi asome maneno kwa kutumia silabi au kugawa maneno marefu zaidi vipande vipande

Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa kama darasa au wawili wawili.

Mwalimu atazame mwanafunzi akiandika maumbo ya herufi zinazowakili sha sauti lengwa.

Wanafunzi uk51  

Kiswahili dadisi mazoezi ya lugha gradi 1

 

 

 

Week

Lesson

Strand/ Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Learning Experience

Key Inquiry Question(S)

Learning Resources

Assessment

Remarks 

1

1

Listening

Listen to instructions and questions

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

listen attentively to a variety of simple instructions and questions

Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded)

 Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)

KLB Visionary English Literacy Activities Grade 1 pg. 1

Oral questions

 

 

2

Listening

Listen to instructions and questions

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

Respond appropriately and confidently to a variety of simple instructions and questions

 

Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded)

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)

KLB Visionary English Literacy Activities Grade 1 pg.2

Oral questions

 

 

 

3

 

Speaking

 

Imitation

 

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

acquire a range of vocabulary for communication in different contexts

The learners are guided to brainstorm on who, how, when and why people communicate

Who do you usually speak to?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?

KLB Visionary English Literacy Activities Grade 1 pg.3

Oral questions

 

 

4

Speaking

Imitation

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

Use appropriate words in giving and responding to instructions and questions

 

The learners are guided to brainstorm on who, how, when and why people communicate

Learners listen to and practice conversations in different contexts

1) Who do you usually speak to?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?

KLB Visionary English Literacy Activities Grade 1 pg.4

 

Oral questions

 

 

5

Reading

Phonemic awareness

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

practice left-right  eye movement with accuracy isolate sounds in a word

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

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

What sounds do we hear?

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.5-6

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

 

2

1

Writing

Letter Sounds and letter names Phonics

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

Write upper and lower-case letters correctly differentiate letters with visual similarities (bdp) (w, vym) (k)

Learners say and write letter names correctly (unique to the indigenous languages)

Learners sound diagraphs and words with consonant clusters (ng, dh etc.)

Learners identify and write upper and lowercase letters (upper and lower case recognition)

How are words formed?

Pencils, books, flash cards, word

puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.7

Build word families e.g. three letter words with sound /a/

 

 

2

Listening

Listen to instructions and questions

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

Use appropriate courtesy words and phrases in giving and responding to instructions and questions

Learner practice giving and responding to instructions and questions individually, in pairs and groups

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.8

oral questions

 

 

3

Listening

Listen to instructions and questions

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

Apply the vocabulary learnt to give instructions and ask questions.

 

Learners role-play and dramatize giving and responding to instructions and questions (Class rules and regulations)

 

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.9

oral questions

 

 

4

Speaking

Imitation

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

respond confidently

to communication in different contexts

Learners listen to and practice conversations in different contexts

Learners simulate communication at home (with parent/guardian, sister, brother), in pairs, small groups and whole class.

When do you speak to them?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?  

KLB Visionary English Literacy Activities Grade 1 pg.9

Oral questions

 

 

5

Speaking

Imitation

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

Exhibit appropriate mannerisms during conversation in different contexts

Learners listen to and practice conversations in different contexts

Learners simulate communication at home (with parent/guardian, sister, and brother) in pairs, small groups and whole class.

When do you speak to them?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?  

KLB Visionary English Literacy Activities Grade 1 pg.9

Oral questions

 

3

1

Reading

Phonemic awareness

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

Segment words that start with similar sounds.

 

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds

How do we make sounds?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.10

Learners read sounds, syllables and

Words paying attention to pronunciation.

 

 

2

Writing

Letter  Sounds and  letter names Phonics

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

Sound digraphs and consonant clusters.

Handwrite letters, numbers, and symbols.

Learners practice writing letters in their books individually, in pairs and groups

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.11

Build word families e.g. three letter words with sound /a/

 

 

3

Writing

Letter Sounds and letter names Phonics

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

Sound digraphs and consonant clusters.

Handwrite letters, numbers, and symbols.

Learners practice writing letters in their books individually, in pairs and groups

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.12

Build word families e.g.

three letter words with sound /a/

 

 

4

Listening

Listen to instructions and questions

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

Respond appropriately and confidently to a variety of simple instructions and questions

Use appropriate courtesy words and phrases in giving and responding to instructions and questions

Learners role-play and dramatize giving and responding to instructions and questions(Class rules and regulations)

Learners model turn taking

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.13-14

Oral questions

 

 

5

Listening

Listen to instructions and questions

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

Apply the vocabulary learnt to give instructions and ask questions

Appreciate the importance of giving and responding to instructions and questions appropriately.

Learners role-play and dramatize giving and responding to instructions and Questions (Class rules and regulations)

Learners model turn taking

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.15

Oral questions

 

4

1

Speaking

Responding to instructions and questions

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

respond confidently to simple oral questions and instructions from different media

Learners practice asking and answering questions in pairs or groups.

Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)

 

What do you do when you want something?

Audiovisual tapes, resource persons – community leaders

KLB Visionary English Literacy Activities Grade 1 pg.16

Oral questions, role play

 

 

2

Speaking

Responding to instructions and questions.

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

to:

Use appropriate words in giving and responding to instructions and questions.

Learners practice asking and answering questions in pairs or groups.

Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)

What do you do when you want something?

Audiovisual tapes, resource persons – community leaders  

KLB Visionary

English Literacy Activities Grade 1 pg.17

Oral questions, role play

 

 

3

Reading

Phonemic awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

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

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

Learners are guided to isolate sounds in a word.

What sounds do we hear?

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.18

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

 

 

4

Reading

Phonemic awareness

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

Segment words that start with similar sounds

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

Learners segment words that begin with similar sounds

Learners recognize and read all the letters of the alphabet in the language of the catchment area(visual discrimination)

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.19

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

 

 

5

Writing

Letter sounds and letter names Phonics

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

Develop an interest in writing using uppercase and letter names correctly.

Handwrite letters, numbers, and symbols.

Learners practice writing letters in their books individually, in pairs and groups

Learners are guided to use a variety of resources and strategies to shape, color, model letters

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.20

Build word families e.g. three letter words with sound /a/

 

5

1

Listening

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words

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

What are some of the sounds we hear?

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

KLB Visionary English Literacy Activities Grade 1 pg.21-22

oral questions

 

 

2

Listening

Phonological Awareness

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

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

 

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

What are some of the sounds we hear?

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

KLB Visionary English Literacy Activities Grade 1 pg.23-24

oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds blend given letter sounds to make syllables and syllables to form words

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

Learners say and point to pictures with sight words

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.25

Matching oral sounds with pictures

 

 

4

Reading

Phonemic awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds.

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

Learners are guided to isolate sounds in a word

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.27-28

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

 

 

5

Writing

Letter sounds and letter names Phonics

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

Write upper and lower case letters correctly.

Handwrite letters, numbers, and symbols.

 

Learners are guided to develop writing competence (left to right orientation, proper sitting posture, and shaping)

Learners practice writing letters in their books individually, in pairs and groups

Learners are guided to use a variety of resources and strategies to shape, color, and model letters.

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.30

Build word families e.g.

three letter words with sound /a/

 

6

1

Listening

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words

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

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

Learners observe the displayed letters as they listen to the sounds

 

How do we say those sounds?

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

KLB Visionary English Literacy Activities Grade 1 pg.31-32

Oral questions

 

 

2

Listening

Phonological Awareness

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

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

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

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

Learners observe the displayed letters as they listen to the sounds

How do we say those sounds?

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

KLB Visionary English Literacy Activities Grade 1 pg.33

Oral questions

 

 

3

Speaking

Responding to instructions and questions

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

Respond confidently to simple oral questions and instructions from different media.

Appreciate the importance of responding appropriately when taking instructions and answering questions.

Learners take and respond to instructions and questions (Myself, my family, my home, my school, my community)

Learners sing songs that are action based (giving instructions), individually, in pairs and groups.

What do you do when you want something?

Audiovisual tapes, resource persons – community leaders

KLB Visionary English Literacy Activities Grade 1 pg.34

Oral questions, role play

 

 

4

Reading 

Phonemic awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds

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

Learners are guided to isolate sounds in a word.

What sounds do we hear?

Word charts, sounds from the environment.  

KLB Visionary English Literacy Activities Grade 1 pg.37

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

 

 

5

Writing

Syllable, word, and sentence formation

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

Segment words into syllables.

Form words from syllables.

Learners are guided to choose consonants and vowel blends e.g. - - ock, b-y – to complete a word

Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home)

 

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg.38

Build word family

 

7

1

Listening

Phonological Awareness

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

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

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

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

What are some of the sounds we hear?

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

KLB Visionary English Literacy Activities Grade 1 pg.39

oral questions

 

 

2

Listening

Phonological Awareness

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

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

 

 

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

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

What are some of the sounds we hear?

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

KLB Visionary English Literacy Activities Grade 1 pg.40-41

oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds.

 

 

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

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.42-43

Matching oral sounds with pictures

 

 

4

Speaking

Phonological Awareness

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

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

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

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.44-45

.

Matching oral sounds with pictures

 

 

5

Reading

Phonemic awareness

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

Segment words that start with similar sounds.

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

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

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

 

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.47

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

 

8

1

Writing

Syllable, word, and sentence formation

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

Write commonly used syllables, words, and sentences.

Develop an interest in forming words and simple sentences.

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

Learners practice word formation by participating in word games.

Learners be guided to make sentences using basic sight words.

How are words formed?

Pencil, book, flash cards, word puzzle

 

KLB Visionary English Literacy Activities Grade 1 pg.48-49

Build word family

 

 

2

Listening

Phonological Awareness

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

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

Recognise and sound the commonly used letter sounds and syllables.

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

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

What produces the sounds we hear?

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

KLB Visionary English Literacy Activities Grade 1 pg.50-51

oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds

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

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

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

How do we say to the sounds?

KLB Visionary English Literacy Activities Grade 1 pg.55

Matching oral sounds with pictures

 

 

 

4

 

Reading

 

Phonemic awareness

 

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

Isolate sounds in a word

Segment words that start with similar sounds.

 

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds

Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination)

How do we make these sounds?

 

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

KLB Visionary English Literacy Activities Grade 1 pg.56-58

 

Word charts, sounds from the environment

 

 

 

 

5

Writing

Syllable, word, and sentence formation

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

Write commonly used syllables, words, and sentences.

Form words from syllables.

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

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg.59-60

Build word family

 

9

1

Listening

Phonological Awareness

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

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

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

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

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

What are some of the sounds we hear?

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

KLB Visionary English Literacy Activities Grade 1 pg.63-64

Oral questions

 

 

2

Speaking

Phonological Awareness

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

Name and say letters representing sounds

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

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

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

How do we say to the sounds?

KLB Visionary English Literacy Activities Grade 1 pg.65

Matching oral sounds with pictures

 

 

3

Speaking

Phonological Awareness

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

Segment syllables to letter sounds and words to syllables

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

 

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

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

How do we say to the sounds?

KLB Visionary English Literacy Activities Grade 1 pg.66-67

Matching oral sounds with pictures

 

 

4

Reading

Phonemic awareness

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

Isolate sounds in a word

Segment words that start with similar sounds.

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

Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds

Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination)

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.68-69

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

 

 

5

Writing

Syllable, word, and sentence formation

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

Segment words into syllables

Form words from syllables.

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

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

 

KLB Visionary English Literacy Activities Grade 1 pg.70

Build word family

 

10

 

1

 

Writing

 

Syllable, word,

and sentence formation

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

write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences

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

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg.71-72

Build word family

 

 

2

Listening

Phonological Awareness

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

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

Recognise and sound the commonly used letter sounds and syllables.

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

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

How do we say these sounds?

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

KLB Visionary English Literacy Activities Grade 1 pg.75

Oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds

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

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

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

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.76

Matching oral sounds with pictures

 

 

4

Speaking

Phonological Awareness

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

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

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

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

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

 

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.77

Matching oral sounds with pictures

 

 

5

Reading

Phonemic awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

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

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

How do we make these sounds?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.78

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

 

 

4

Writing

Syllable, word, and sentence formation

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

write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences

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

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

 

KLB Visionary English Literacy Activities Grade 1 pg.81-82

Build word family

 

 

5

Listening

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

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

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

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

What produces the sounds we hear?

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

KLB Visionary English Literacy Activities Grade 1 pg.83-84

oral questions

 

Week

Lesson

Strand

Sub-strand

Specific learning outcomes

Key inquiry questions

Learning Experiences

Learning resources

Assessment

Reflection

1

1

Healthy Practices

Physical Activities

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

State the importance of practicing physical activities.

Participate in physical activities that promote wellbeing.

What is the importance of participating in physical activities?

Which physical activities do you like?

Learners to identify health habits that prevent illnesses like physical activities and exercise.

Learners to state the importance of participating in physical activities.

Learners to participate in physical activities.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips Charts Balls
  • Bean bags Tires Huddles
  • Skipping ropes Starter
  • Swings
  • Slides See-saws

Observing learners as they participate in physical activities

 

 

2

 

Washing hands

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

a) Identify health habits that prevent illnesses like

Washing hands.

b) Discuss the importance of washing hands to promote wellbeing of self and others.

Why do we wash hands?

Which times do we wash our hands?

Which materials do we use to wash our Hands?

Learners to state the importance of washing hands. 

Learners to observe washing hands demonstrations

Learners to role play washing hands.

Learners to practice washing hands.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips
  • Charts
  • Running water Containers Soap
  • Towel/serviettes

Observing the procedure of washing hands as carried out by learners.

 

2

1

 

Medicine

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

State the importance of medicine.

Discuss on the form of medicine and how it is taken.

Why do we take medicine?

Which type of medicine have you ever taken?

Which precautions should we observe when taking medicine?

Learners to state the importance of taking medicine when one is ill.

Learners to observe demonstrations of handling medicine.

Learners to role play taking medicine. 

Learners to name precautions to observe When taking medicine.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clip of children taking medicine
  • Pictures of different forms of medicine (Tablets, capsules, ointment, inhaler, nose drops and syrup) Samples of forms of medicine.

Observing how learners demonstrate taking medicine and the precautions they observe.

 

 

2

 

Eating healthy foods

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

Name the foods they eat.

Discuss the importance of eating healthy foods.

Which foods do you now?

Which is your favorite food?

What is the importance of taking healthy foods?

Learners to identify health habits that prevent illnesses like eating healthy foods. 

Learners to state the importance of eating healthy foods. 

Learners to observe demonstrations of how to wash fruits before eating them.

Learners to role play on preparing healthy food for eating.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips of children washing fruits and eating a balanced diet. Pictures of various types of foods.
  • Real fruits Water Basin

Observing the procedure of washing fruits as carried out by learners.

 

3

1

 

Adequate sleep and rest

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

Point out the importance of adequate sleep and rest.

Why do we sleep?

What do we sleep on?

Learners to identify health habits that prevent illnesses like having an adequate sleep and rest. 

Learners to name the importance of Adequate sleep and rest. 

Learners to role play on sleeping and spreading a bed after Waking up.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 4
  • Video clip on the right sleeping posture Pictures of sleeping
  • materials like baby cots and blankets

Observing learners as they sleep and role play on spreading their beds after waking up.

 

 

2

 

Care for the teeth

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

Identify milk teeth as temporary in childhood.

What are milk teeth?

Guide learners to identify the appearance of teeth during the different stages of development (an infant, a toddler, a school age pupil). 

Learners to color or model a tooth. 

Learners to share experiences or tell stories about shedding milk teeth during Childhood.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 11
  • Video clips of children who have shed their milk teeth
  • Pictures of children who have shed their milk teeth

Listening to the learners as they tell stories on how they shed their milk teeth

 

4

1

 

Care for the teeth

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

Mention hygienic practices to observe during shedding of milk teeth.

Observe hygienic practices during shedding of milk teeth.

What should we use to remove a tooth?

How is a tooth removed?

Guide learners to mention the hygienic practices to observe during shedding of teeth (washing hands, gurgling salty water after extraction, proper disposal of shed tooth, proper disposal of soiled materials used after tooth extraction). 

Learners to observe a demonstration of hygienic practices during shedding of teeth.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 12
  • Video clips Pictures of children removing teeth Soap
  • Clean water
  • Salt
  • Dust bin
  • Clean cloth

Observing the learners demonstrate on how to remove the milk teeth.

 

 

2

 

Care for the teeth

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

Mention ways of taking care of the gum where the tooth has been removed.

How do you take care for the gum where the tooth has removed?

Guide learners to mention the various ways of taking care of the gum where the tooth has been removed. 

Learners to observe a demonstration of taking care of the gum where the tooth has been removed.

  • Video clips Pictures of children taking care of the gum where teeth have been removed 
  • Salty water

Observing the procedure of taking care of the gum where teeth have been removed.

 

5

1

 

Use of medicine

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

Mention common forms of medicine used in our homes.

Which forms of medicine do you know?

Guide learners to identify common forms of medicine used at home (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops). 

Learners can watch a video clip on different forms of medicines.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops).

Ask oral questions to determine the mastery of forms of medicine

 

 

2

 

Use of medicine

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

State precautions when handling medicine found in the home.

What precautions are needed when handling medicine at home?

Learners to discuss the precautions to take when handling medicine at home (washing hands when handling medicine, use of clean and safe water to take medicine, not sharing medicine, taking dosage as prescribed, proper Storage of medicine). 

Learners to role play on precautions when taking medicines.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15-17
  • Video clips of children handling medicine properly
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, Syrups, ointment creams, inhalers, eye/ear/nose drops).

Listening to the learners as they discuss on precautions to take when handling drugs

 

6

1

 

Use of medicine

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

Observe cleanliness when taking medicine at home and school.

Why should we practice cleanliness when taking medicine?

Guide learners to discuss why they should observe cleanliness when taking medicine at home and school. 

Learners to role play on cleanliness when taking medicines.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15 - 17
  • Video clips of children handling medicine properly
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops)
  • Soap Water
  • Towel/serviettes

Observe learners as they demonstrate cleanliness when taking medicine.

 

 

2

Personal

Hygiene

Care of Parts of the body

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

Sing songs related to parts of the body.

Identify different parts of the body.

Which parts of the Body do you know?

Guide learners to name different parts of the body shown in their Learner’s Book

  • Oxford Everyday
  • Hygiene and Nutrition ,
  • Learner’s Book Grade 1 pg. 20
  • Parts of the body chart Parts of the body pictures
  • Video clips on prats of the body

Listening to learners as they Identify parts of their body.

 

7

1

 

Materials used to clean parts of the body

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

Name materials used to clean

The different parts of the body.

What materials do we use to clean our bodies?

Guide learners to identify cleaning materials used to clean parts of the body.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 19
  • Pictures Video clips Soap Water Towel
  • Nail cutter Pumice Stone Comb Toothbrush Toothpaste
  • Improvised cleaning materials

Listening to learners as they mention materials they use to clean their bodies.

 

 

2

 

Cleaning our face

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

Name materials used to clean the face.

Mention the procedure used to clean the face.

Use appropriate materials to clean the face.

Why do we clean our face?

What materials do we use to clean our face?

How do we clean our face?

Guide learners to identify cleaning materials used to clean the face.

Learners to observe a demonstration on cleaning the face.

Learners to practice how to clean the face using dolls.

Learners to clean parts of their face.

Learners to sing songs and recite poems on cleaning the face.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 22
  • Pictures of materials used to clean the face Video clip on cleaning the face
  • Soap Water
  • Towel

Observing the learners as they demonstrate the procedure of cleaning the face.

 

8

 

1

 

 

 

Cleaning our teeth

 

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

Name materials used to clean the teeth.

Mention the procedure used to clean the teeth.

Use appropriate materials to clean the teeth.

Why do we clean our teeth?

What materials do we use to clean our teeth?

How do we clean our teeth?

 

Guide learners to identify cleaning materials used to clean the teeth. 

Learners to observe a demonstration on cleaning the teeth.

Learners to clean their teeth.

Learners to sing songs and recite poems on cleaning the teeth.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 23-24
  • Pictures of materials used to clean the teeth Video clips
  • Toothpaste
  • Toothbrush/ chew stick Water

Observing the learners as they demonstrate other procedure of brushing the teeth.

 

 

 

 

2

 

Washing our hands

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

Name materials used to wash our hands.

Mention the procedure used to wash our hands.

Use appropriate materials to wash the hands.

Why do we wash our hands?

What materials do we use to wash our hands?

How do we wash our hands?

Guide learners to identify cleaning materials

Used to wash the hands.

Learners to observe a demonstration on washing the hands.

Learners to wash their hands.

Learners to sing songs and recite poems on washing the hands.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 25
  • Pictures of materials used to wash our hands Video clips on the washing our hands Soap
  • Water
  • Towel/ Serviettes

Observing the procedure of washing hands as carried out by learners.

 

9

 

1

 

 

 

Washing our feet

 

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

Name materials used to clean the feet.

Mention the procedure used to clean the feet.

Use appropriate materials to clean the feet.

Why do we clean our feet?

What materials do we use to clean our feet?

How do we clean our feet?

Guide learners to identify cleaning materials used to clean the feet.

Learners to observe a demonstration on cleaning the feet.

Learners to clean their feet.

Learners to sing songs and recite poems on cleaning the feet.

  • Oxford Everyday
  • Hygiene and Nutrition, Learner’s Book Grade 1 pg. 26- 27
  • Pictures of materials used to clean our feet Video clip on cleaning the feet
  • Soap Water
  • Towel
  • Pumice stone Nail cutter

Observing the procedure of washing the feet As carried out by learners.

 

 

 

2

 

Cleaning our nose

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

Name materials used to clean the nose.

Mention the procedure used to clean the nose.

Use appropriate materials to clean the nose.

Why do we clean our nose?

What materials do we use to clean our nose?

How do we clean our nose?

Guide learners to identify cleaning materials used to clean the nose. 

Learners to observe a demonstration on cleaning the nose. 

Learners to clean their nose.

Learners to sing songs and recite poems on cleaning the nose.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Picture of a handkerchief
  • Video clip on blowing the nose
  • A clean handkerchief

Observing the procedure of blowing the nose as carried out by learners.

 

10

1

 

Cleaning our ears

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

Name materials used to clean the ears.

Mention the procedure used to clean the ears.

Use appropriate materials to clean the ears.

Why do we clean our ears?

What materials do we use to clean our ears?

How do we clean our ears?

Guide learners to identify cleaning materials used to clean the ears. 

Learners to observe a demonstration on cleaning the ears. 

Learners to clean their ears.

Learners to sing songs and recite poems on cleaning the ears.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Pictures materials use dot clean our ears Video clip on cleaning the ears
  • Ear buds

Observing the procedure of cleaning our ears as carried out by learners.

 

 

2

 

Combing our hair

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

Name materials used to comb the hair.

Mention the procedure used to comb the hair.

Use appropriate materials to comb the hair.

Why do we clean comb our hair?

What materials do we use to comb our hair?

How do we comb our hair?

Guide learners to identify materials used to comb our hair 

Learners to observe a demonstration on combing the hair. 

Learners to comb their hair

Learners to sing songs and recite poems on combing the hair

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Pictures of materials used to comb the hair Video clips on combing hair
  • Soap
  • Water
  • Towel A comb

Observing the procedure of combing hair as carried out by learners.

 

NAME

 

TSC NO.

 

SCHOOL

 

Week

Lesson

Strand Theme

Sub Strand

Specific Learning Outcomes

Key Inquiry

Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflect on

1

1

Environment and Its Resources

Weather and the sky (observing the sky)

By the end of the lesson the learner should be able to:

Describe the day draw the appearance of the sky during the day

What do we see when we look at the sky during the day

Learners to observe the sky (the sun, moon, stars, and clouds during the day and share the observation)

  • Sky
  • Video
  • Clips
  • Cut outs
  • Our lives today grade 1 page 2-4

Observing what the pupil has drawn from observing the sky during the day

 

 

2

Environment and Its Resources

Weather and the sky Observing the sky)

By the end of the lesson the learner should be able to:

Describe the appearance of the sky during the night Observe differences in appearance of the sky during the day and the night

What do you see when we look at the sky during the night?

With the help of parents or guardians ,learners to observe the appearance of the sky at night and report back

  • Sky
  • Video
  • Clips
  • Cut outs
  • Our lives today grade 1 page 2-4

Observing what the pupil has drawn from observing the sky during the night

 

 

3

Environment and Its Resources

Weather and sky(observing the sky)

By the end of the lesson the learner should be able to:

develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made

What do you see when you look at the sky during the day and at night

Learner to play educative competition games  on sun, moon, clouds, and stars

Leaners to draw and color the sun , moon, clouds and stars

  • Compute games
  • Sky Pictures
  • Our lives today grade 1 page 5-7

Observing how to student are working together to learn sky a during the day  

Asking the pupils what they have seen from the sky

 

 

4

Environment and Its Resources

Weather and sky(observing the sky)

By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment

Tell and discuss the observations made

What do you see when you look at the sky during the day and at night

Learner to play educative competition games  on sun, moon, clouds, and stars.

Leaners to draw and color the sun , moon, clouds and stars

  • Computer games
  • Sky
  • Pictures
  • Our lives today grade 1 page 5-7

Observing how to student are working together to learn sky a during the day

Asking the pupils what they have seen from the sky

 

 

5

Environment and Its Resources

Weather and sky(observing the sky)

By the end of the lesson the learner should be able to: Learners to recognize weather conditions of the day

What Tithe weather today?

Learners to explore weather conditions as an outdoor activity

  • Computer games
  • Sky
  • Pictures
  • Our lives today grade 1 page 5-7

Observing how to student are working together to learn sky a during the day

Asking the pupils what they have seen from the sky

 

2

1

Environment and Its Resources

Exploring weather conditions

By the end of the lesson the learner should be able to: 

Learners to draw weather conditions of the day

Learners to identify weather conditions of the day

What Tithe weather today

Learners to draw and color the weather symbols explored

  • Exploring weather conditions
  • Our lives today grade 1 page 8-9

Observing the weather identified by the pupil today

 

 

2

Environment and Its Resources

Exploring weather conditions

By the end of the lesson the learner should be able to:

Learners to work in groups and identify the weather on the same day but different days to recognize weather conditions of the day

What Tithe weather yesterday from the picture?

In groups, learners to observe weather conditions of the day in the immediate environment

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 9

Observing the weather identified by the pupil from yesterday

 

 

3

Environment and Its Resources

Exploring weather conditions

By the end of the lesson the learner should be able to:

Learners to identify weather conditions of the previous day

What if the weather yesterday from the Picture?

Learners to draw and color the weather symbols explored

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 9

Observing the weather identified by the pupil from yesterday

 

 

4

Environment and Its Resources

Exploring weather conditions

By the end of the lesson the learner should be able to:

Learners to work in groups and identify the weather of different days

Learners to identify weather conditions of the previous day

What will the Weather be like?

In groups, learners to observe weather conditions of the day in the immediate environment

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10

Observing the conversation between the pupils regarding the weather of different days

 

 

5

Environment and Its Resources

Exploring weather conditions

By the end of the lesson the learner should be able to:

Learners to work in groups and identify the weather of different time (morning and afternoon)

What will the weather be like to day morning?

In groups, learners to observe weather conditions of the day in the immediate environment

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10

Observing the conversation between the pupils regarding the weather of different days

 

3

1

Environment and Its Resources

Exploring weather

conditions

By the end of the lesson the learner should be able to:

Learners to make a weather poster and color it with real color that the pupil saw in the previous class

Appreciate weather conditions at different times of the day

How to make a weather poster a to Color it?

Make your own weather poster and color it

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10-11

Observing the work done the pupils on making the poster

Asking the pupils different questions on weather

 

 

2

Environment

and Its Resources

Water

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

Identify different sources of water in the immediate Environment.

What are

Sources of water?

Learners to

brainstorm on sources of water Learners to observe a variety of stimulus

materials on sources of water

  • Water
  • Rivers Lakes Tap water Dams Pictures
  • Our lives today grade 1 page 12-13

Asking the Pupils the number of water resources next to them.

 

 

3

Environment and Its Resources

Water

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

In groups of two visit places near the school and list the number of water Resource.

appreciate different sources of water in the immediate environment

Identifying water resources near the school

Learners to learners to visit the area near the school and identify the resource near the school

Learners to draw some of the water resources that they found.

 

  • Water
  • Rivers
  • Lakes
  • Tap water
  • Dams
  • Pictures
  • Our lives today grade 1 page 12-13

Observing the listed number of water resources found in the area

 

 

4

Environment and Its Resources

Uses of water

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

Identify different uses of water in the home and school

How could we use Water responsibly in the home and School?

Learners to identify different uses of water using varied stimulus materials

  • Water
  • Rivers
  • Lakes Tap
  • water Dams
  • Pictures
  • Our lives today grade 1 page 16-17

Asking pupils the uses of water Observing how the pupils are using water near the school

 

 

5

Environment and Its Resources

Uses of water

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

use water to do different activities in school in groups

How could we use

Water responsibly in the home and School?

Learners to identify different uses of water using varied stimulus materials

  • Water
  • Rivers
  • Lakes Tap
  • water Dams
  • Pictures
  • Our lives today grade 1 page 16-17

Observing how the pupils are using water near the school

 

4

1

Environment and Its Resources

Uses of water well

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

demonstrate careful use of water in the home and school explain how water can be used well

How can we Use water well?

Learners to discuss careful use of water in the home and school

  • Water
  • Rivers
  • Lakes
  • Tap water
  • Dams
  • Pictures
  • Our lives today grade 1 page 18-19

Observing how well the pupils use water

 

 

2

Environment and Its Resources

Uses of water well

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

Demonstrate how to use water to do different activities in school and at home in groups

How could we use Water responsibly in the home and School?

Learners to identify different uses of water using varied stimulus materials

Water Rivers Lakes Tap water Dams Pictures

Our lives today grade 1 page 17-

18

Observing how the pupils are using water near the school in groups

 

 

3

Environment and Its Resources

Playing with soil

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

Learners to identify ways of playing with soil foe enjoyment playing with soil for learning purpose

How can we play with soil

Learners to identify ways of playing with soil Learners to fill and empty cans

with soil for fun Learner to model different objects using soil

  • Our lives today grade 1 page 19-21
  • Soil, clarions

Asking the pupils how to use soil for enjoyment.

 

 

4

Environment and Its Resources

Playing with soil

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

draw on the soil for the purpose of learning

How can we draw on the soil

Learners to draw on the soil and make different patterns using soil paints

  • Our lives today grade 1 page 19-21
  • Soil Clarions Stick

Observe how the pupils draw on the soils for purpose of learning

 

 

5

Environment and Its Resources

Playing with soil

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

work on their own and draw on the soil for the purpose of learning

How can I draw on the soil

Learners to draw on

the soil and make different

patterns using soil paints

  • Our lives today grade 1 page 19- 21
  • Soil Clarions Stick

Observe how the pupils draw on the soils for purpose of learning

 

5

1

Environment and Its Resources

Playing with soil

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

play with soil in different ways for enjoyment

We can fill our tins with soil

Learners to fill our tins with soil

  • Our lives today grade 1 page 24
  • Soil Clarions
  • Tins Bottles

Observe how the pupils fill the tins with soils purpose of learning and enjoyment

 

 

2

Environment and Its Resources

Playing with soil

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

model different objects using soil at school

We can use wet soil to make things

Learner to model different objects using soil

Learners to draw on the soil and

make different patterns using soil paints

  • Our lives today grade 1 page 25
  • Soil Clarions
  • Tins
  • Bottles Water

Observe how the pupils can use wet soil to make things

 

 

3

Environment and Its Resources

Playing with soil

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

develop curiosity in playing with soil for enjoyment

How to use soil and soil for creativity and enjoyment

Learners to find out more from parents or guardians on how to play with soil

  • Our lives today grade 1 page 26-28
  • Soil Clarions Tins Bottles
  • Water

Observe how the pupils can use wet soil to make things

 

 

4

Environment and Its Resources

Plants exploring(ply ants in the immediate environment )

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

Identify plants in the immediate environment Name the plants

Found near the school compound.

Which plants we see around us

Learners to take a nature walk to observe different plants in the immediate

environment Learners in groups of two to list the number of plants found in the immediate Environment.

  • Our lives today grade 1 page 29-30
  • Plants like Maize, Banana Plants,Cabbage, Beans Tomatoes etc.

Observe how the pupils can have listed the name of plants

 

 

5

Environment and Its Resources

Plants exploring(ply ants in the immediate environment)

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

In groups of 3, the student to list and draw plants in the environment and at home

Which plants we see around us

Learners in groups of 3 the learner to list and draw plants in the environment and at home.

  • Our lives today grade 1 page 31
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower etc.

Observe how the pupils have listed and drawn different types of plants Oral question on the name of plants each pupil has identified.

 

6

1

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Taking a nature walk the pupil and teachers and identify the plant in the school compound.

Which plants we see around the school compound.

learners to think, pair and share about plants that they observed during the nature walk

  • Our lives today grade 1 page 32-33
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.

Observe how the pupils can have listed the name of plants

 

 

2

Environment and Its Resources

Plants exploring (plants in the immediate environment )

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

Naming the plants found near the school

Which plants we see around the school compound.

learners to think, pair and share about plants that they observed during the nature walk

  • Our lives today grade 1 page 32- 33
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.

Observe how the pupils can have listed the name of plants

 

 

3

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

observe plants in the immediate environment to realize the diversity in plants

Which plants we see around the school compound

Learners to draw and color plants that they liked during the nature walk

Learners to gather more information parents or guardians about plants and Report back.

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower

Observe how the pupils can have listed the name of plants

 

 

4

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Plants sample of seeds Identify different leaves

How to plant seed.

What kind of leaves did you see

Learners to mention ways of planting and caring for plants

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower

Observe how the pupils plant the seed

Observer how the pupil take care of the seed planted,

 

 

5

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Draw and color make prints of leaves

What kind of leaves did you see

Learners to mention leaves did you see

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower

Observe how the pupils name the leaves. 

Observing the drawing of the leaves

 

7

1

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Identify different seeds

Which plants grow in the garden

Learners to draw and name the parts of plant

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower

Observe how the pupils name the leaves. 

Observing the drawing of the leaves

 

 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

identify different animals in the immediate environment

What animals

Are found in the immediate environment?

Learners are guided to identify different animals(small l and big)

  • Our lives today Grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of animals

 

 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

Identify small animals Identify big animals

What small animals are found in the immediate environment?

Learners are guided to identify different small animals

  • Our lives today grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of small animals

 

 

4

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

define domestic animals

Identify domestic animals

Identify products from domestic animals

What big animals are found in the immediate environment?

Learners are guided to identify different domestic animals

  • Our lives today grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of domestic animals

 

 

5

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

Identify products from domestic animals

Identify wild animals

What are the products from domestic animals

Learners to tell products from different animals(using g stimulus material

  • Our lives today grade 1 page 36-37
  • Cow Goat Dog Cat Chicken

Observing the listed names of domestic products from animals.

 

8

1

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to observe different animals in the immediate environment Observe insects

What are insect from near the school compound

Learners to observe and identify insects

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to observe different animals in the immediate environment

What are insect from near the school compound

Learners to observe and identify insects

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Drawing insects found near the school compound

What are insect from near the school compound

Learners to observe and identify insects

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

4

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to observe water animals found near the water resources environment

Which animals are found in water

Learners to observe identify fish

  • Our lives today grade 1 page 36-37

Observing the listed names of fish found near the school compound

 

 

5

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Drawing water animals found near the school compound

Which animals are found in water

Learners to observe identify fish

  • Our lives today grade 1 page 36-37

Observing the drawn image of water animals

 

9

1

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub- strand, the learner should be able Learners to observe and identify parts of bird to:

Observe birds(he) 

Observe animals without legs

Which animals are animals without legs

Learners to observe identify fish

  • Our lives today grade 1 page 36-37

Observing the listed names of fish found near the school compound

 

 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to appreciate diversity of animals in the immediate environment

How many animals have Observed?

The learner should be able to draw various types of animals and name the body part

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to appreciate diversity of animals in the immediate environment

How many animals have Observed?

The learner should be able to draw various types of animals and name the body part

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

 

4

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub- strand, the learner should be able identifying items got from animals in the community

What do we get from different animals

The learner should be able to draw various types of animals and name the body part

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

  5 Energy Producing sounds

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

recognize sounds in the immediate environment identifying what makes sound near the school compound

What makes sounds Learners take a sound walk in the immediate environment
  • Our lives today grade 1 page 36-37
Observe pupils listening the different sounds in the immediate environment  
10 END OF TERM ASSESSMENT
Thursday, 26 January 2023 09:04

English - Grade 1 Schemes of Work Term 1 2023

NAME

 

TSC NO.

 

SCHOOL

 

Week

Lesson

 

Strand/

Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

Listening and Speaking

 

Welcome & Greetings

Pronunciation and Vocabulary

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

  1. Study the picture given and talk about his/her first day at school. 
  2. Discriminate the sounds /a/ /m/ in different spoken words for comprehension.
  3. Recognise new words used in the themes to acquire a range of vocabulary and their meaning,

How do you say these words?

 

Man, Make, All, Apple.

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 2-3

 

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

 

Welcome &

Greetings

 

Language structures and Functions

 

 

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

  1. Use the various realizations of the verb ‘to be’ to introduce  oneself or others, to talk about objects and to show politeness in day to day communication.
  2. Recognize the present tense forms of the verb ‘to be’ in sentences.

Who are you?

Who is she?

Who is he?

  1. Learners introduce themselves politely and ask others their names using the verb ‘to be’, after teacher models.
    – I am Mota, My name is Mota,  Who are you? What is your name?
  2. Learners describe themselves using short sentences with the verb ‘to be’ I am a boy, I am a Girl.
  3. Learners describe  people using the verb ‘to be’ (for example (Mary is a girl)

Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new  place.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  3-4

 

Oral questions, portfolio, observation

 

 

3

Reading 

Welcome & Greetings

 

Phonics

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

  1. Match familiar letter shapes m, a, M, A, to letter sounds /m/ & /a/ for reading preparedness in English.
  2. Match unfamiliar letters to shapes to letter sounds for reading preparedness in English including diagrams.

 Can you match letters of the alphabet and their sounds?

  1. Learners recognise letters of the alphabet as the teacher models.
  2. Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format.
  3. Learners sing rhyming songs and recite rhymes related to phonics /m/ & /a/ 

Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 4-5

Oral questions, portfolio, observation

 

2

1

Listening and Speaking 

Welcome & Greetings

Pronunciation and Vocabulary

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

  1. Discriminate the sounds /t/ & /e/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Recognise new words used in the themes to acquire a range of vocabulary and their meaning,

How do you say these words? 

Table, Egg, Tall, End.

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 6-7 

Oral questions, portfolio, observation

 

  2

Listening and Speaking

 

Welcome & Greetings

Language structures and Functions

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

  1. Recognize the present tense forms of the verb ‘to be’ in sentences.
  2. Appreciate the various forms of the verb ‘to be’ in their day to day communication.
  3. Use correct greetings for various ties of the day.
What is this? How do we greet people in the morning/afternoon/ evening?
  1. In pairs or groups, learners talk about people and things around them –This is a chair, door.
  2. Learners are guided by the teacher to take part in a language game that allows each one of them to greet others, welcome others, introduce themselves and ask the class members their names.
  3. In pairs, learners are guided to engage in question and answer dialogues using the verb ‘to be’ as an interrogative.

Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  7-8

Oral questions, portfolio, observation

 
  3

Reading Welcome & Greetings

Word Reading

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

  1. Match familiar letter shapes t, e, T, E, to letter sounds /t/ & /e/ for reading preparedness in English. 
  2. Read short words with letter -sound correspondence in preparation for phrasal reading.

Can you match letters of the alphabet and their sounds?

  1. Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading
  2.  Learners sing songs and recite rhymes related to phonics /t/ & /e/
  3. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 8-9

Oral questions, portfolio, observation

 
3 1

Writing

Handwriting

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

  1. Follow the dotted pattern as correctly.
  2. Follow the line pattern correctly.
How do you take care of your exercise books?
  1. Learners practise correct sitting posture when writing.
  2. Learners draw and label objects.
  3. Learners join dots to complete patterns/letters.

Realia, charts, pictures/ photographs and illustrations of writing. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 5&9

Oral questions, portfolio, observation  
  2

Listening and Speaking

 

School

Pronunciation and Vocabulary

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

  1. Discriminate the  sounds /s/, /l/, /i/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Recognize new words used in the themes to acquire a range of vocabulary and their meaning,

How do you say these words?

Sun, Spoon, Ink,

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, 

computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 10-11

Oral questions, portfolio, observation  

 

3

Listening and Speaking

 

School

Language structures and Functions

 

Subject-verb agreement (am)

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

  1. Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication.
  2. Appreciate the importance of subject verb agreement for fluency.

What is Sarah doing?

  1. Learners construct appropriate sentences on pictures showing singular and plural subjects.
  2. Learners are guided to construct sentences about actions demonstrated by one or many learners.

Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 11-12

Oral questions, portfolio, observation

 

4

1

Reading

 

School

Word Reading

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

  1. Match familiar letter  shapes s, l, i, S, L, I to
  2. letter sounds /s/ /l/ /i/ for reading preparedness in English. b) Read short words with letter -sound correspondence in preparation for phrasal reading.
  3. Read grade level vocabulary orally, from print and digital formats for enjoyment.

 

What are some of the words that you can read?

  1. Join sounds to read short words with letter sound correspondence, in pairs then  individually Sound out words with letter sound correspondence (phonically regular) for reading
  2. Learners sing songs and recite rhymes related to phonics /s/ /l/ /i/
  3. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and models of letters, audio-visual  recordings of minimal pairs 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 12 

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

 

School

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /t/, /a/, /l/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Use new words in relevant contexts in oral communication,

How do you say these words? Table, apple, leaf,

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 14-15

Oral questions, portfolio, observation

 

 

3

Listening and Speaking 

School

Language structures and Functions

Subject-verb agreement

(is)

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

  1. Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication.
  2. Recognise correct use of subject-verb agreement in statements and questions.
  3. Appreciate the importance of subject verb agreement for fluency.

What is Sarah doing?

What are Sarah and Sam doing?

  1. Learners construct appropriate sentences on pictures showing singular and plural subjects.
  2. Learners engage in simple question and answer dialogues about available realia representing singular and plural object
  3. Learners construct sentences using items with singular and plural subjects at home.

Realia, charts with illustrations, pictures/ 

photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement.

 

New Progressive

Primary English

Learners Book

Grade 1 by Oxford 

Pg. 15-16

Oral questions, portfolio, observation

 

5

1

Reading

School

Connected text and fluency

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

  1. Read short words with letters /a/ /m/ /s/ sound correspondence in preparation for phrasal reading.
  2. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading.
  3. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What are some of the words that you can read?

  1. Join sounds to read short words with letter sound correspondence, in pairs then individually . Sound out words with letter sound correspondence (phonically regular) for reading
  2. Learners sing songs and recite rhymes related to phonics /a/ /m/ /s/
  3. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 16-17

Oral questions, portfolio, observation

 

 

2

Writing

Handwriting

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

  1. Form letters correctly in terms of shape and size for effective communication,
  2. Draw and colour the flag.
  3. Write from left to right to communicate effectively.

How do you write these letters?

m, a, t, e, s, l, i

How do you sit when writing?

  1. Learners draw and label objects.
  2. Learners practice writing letters and words from left to right.
  3. Learners join dots to complete patterns/letters.
  4. Leaners copy the words given in their exercise books.

Realia, charts, pictures/ photographs and illustrations of writing. 

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 13&17

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Family

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /p/ /f/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. appreciate the variation in meaning of similar sounding words that look different.

 

How do you say these words? Pot, Fan, Fish, Fry

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary.
  3. Learners practise matching simple short words with pictures and objects.
  4. Learners sing songs using the new words.

Plasticine or clay models of objects,

realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 18-19 

Oral questions, portfolio, observation

 

6

1

Listening and

Speaking Family

Language structures and

functions Personal pronouns; I, you

By the end of the sub strand, the learner

should be able to: a) Use personal pronouns in relation to gender, number and objects appropriately in dialogues.

b) Appreciate the use of personal pronouns in

effective communication.

Who cooks for you?

Who plays with you at home?

  1. Learners are guided to take part in a demonstration in relation to gender, number and objects.
  2. Learners construct sentences using personal pronouns individually, in pairs or in small groups
  3. Learners use pronouns in simple sentence constructions where appropriate
  4. Learners discuss people and things in their home and school using personal pronouns.

Charts, pictures/ photographs,

computer devices with audio-visual recordings of dialogues with structures on personal pronouns.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 19-20 

Oral questions,

portfolio, observation

 

 

2

Reading

 

Family

Word Reading

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

  1. Read short words with letter -sound correspondence in preparation for phrasal reading,
  2. Read short words without letter sound correspondence using word attack skills in preparation for phrasal reading,
  3. Read grade level vocabulary orally, from print and digital formats for enjoyment.

What are some of the words that you can read? What are some of the words you Cannot read?

  1. Join sounds to read short words with letter sound correspondence, in pairs then individually
  2. Sound out words with letter sound correspondence (phonically regular) for reading
  3. Learners recognize and read aloud familiar words in groups, pairs and individually.
  4. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and

models of common

imperatives, audio-visual recordings of words that have been learnt.

 

New Progressive

Primary English

Learners Book

Grade 1 by Oxford  Pg. 20-21

 

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

 

Family

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /h/ /n/ /o/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

How do you say these words? Hen, Nail, Orange.

  1. Learners pronounce the sounds /h/ /n/ /o/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary. 
  3. Learners practise matching simple short words with pictures and objects. 
  4. Learners sing songs using the new words.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 22-23

Oral questions, portfolio, observation

 

7

1

Listening and Speaking

 

Family

Language structures and functions

 

Personal pronouns; He, She, They, It.

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

  1. Use the personal pronouns ‘He’ ‘She’
  2. ‘They’ ‘It’ in  relation to gender, number and objects appropriately in dialogues.
  3. Pick out personal pronouns in oral conversations about members of the family,
  4. Appreciate the use of personal pronouns in effective communication.

Who buys you books?

Who tells you stories?

  1. Learners are guided to take part in a demonstration in relation to gender, number and objects.
  2. Learners construct sentences using  personal pronouns individually, in pairs or in small groups
  3. Learners use pronouns in simple sentence constructions where appropriate
  4. Learners discuss people and things in their home and school using personal pronouns.

Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on  personal pronouns.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 23

Oral questions, portfolio, observation

 

 

2

Reading

 

 

Family

Connected text and fluency

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

  1. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading.
  2. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What do you do when you cannot read some words in a sentence?

  1. In groups, learners practice reading aloud while observing punctuation as modelled by the teacher and independently.
  2. In pairs, learners practice reading decodable and nondecodable words in isolation.
  3. In small groups, learners practice reading unfamiliar Sentences containing decodable and nondecodable words.

Realia, charts, pictures/ photographs, newspaper cuttings.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 24-25

Oral questions, portfolio, observation

 

 

3

Writing

Handwriting

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

  1. Form the letter p correctly in terms of shape and size for effective communication,
  2. Draw letter patterns correctly for neat handwriting.
  3. Write the words given correctly from left to right to communicate effectively.

1. How do you write this letter?  ‘P’

  1. Learners copy letter patterns.
  2. Learners practice correct letter formation from models in on the board, chart, pattern books.
  3. Learners practise writing letters and words from left to right.
  4. Learners join dots to complete patterns/letters.

Realia, charts, pictures/ photographs and illustrations of writing.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 19&25

Oral questions, portfolio, observation

 

8

1

Listening and Speaking

Pronunciation and Vocabulary

 

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

  1. Discriminate the sounds /u/ /b/ /r/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

How do you say these words? Hen, Nail, Orange.

  1. Learners pronounce the sounds /u/ /b/ /r/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary.
  3. Learners practise matching simple short words with pictures and objects.
  4. Learners sing songs using the new words.

 

Plasticine or clay models of objects,

realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 26-27

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Home

 

Language structures and functions

Singular/plural (addition of ‘s’ only)

 

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

  1. Use singular and  plural forms of nouns to talk about objects at home.
  2. Appreciate the importance of using singular and plural nouns for effective oral communication.

How many (e.g. hands, legs, bags, pencils) do you  have?

  1. Learners identify objects in the classroom
  2. Learners practice  simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified.
  3. In pairs and groups, learners group items in their school and home in columns of one and many.

Charts, pictures/ photographs with singular and plural nouns, computer  devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 27

Oral questions, portfolio, observation

 

 

3

Reading 

Home

Connected text and fluency

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

  1. Read short words with letter -sound correspondence in preparation for phrasal reading.
  2. Read a text of about thirty (30) words containing decodable and non decodable words, in phrases, in preparation for fluent reading.
  3. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do you do when reading a long word?

  1. In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.
  2. Learners read a text or view pictures for enjoyment and information.
  3. Learners read simple sentences aloud in groups, pairs, and individually

Story book, poems, audiovisual recordings of short stories.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  28

 

Oral questions, portfolio, observation

 

9

1

Listening and Speaking

 

Home

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /b/ /p/ /h/ /n/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

 

How do you say these words?

Nest, Bag, Hen

  1. Learners pronounce the sounds /b/ /p/ /h/ /n/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary.
  3. Learners practise matching simple short words with pictures and objects.
  4. Learners sing songs using the new words.

 

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 30-31

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Home

Language structures and functions

 

Singular/plural

(addition of

‘s’ only

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

  1. Use singular and plural forms of nouns to talk about objects at home.
  2. Ask questions about numbers using “how many?”
  3. Distinguish between singular and plural nouns correctly to demonstrate an  understanding of the concept of number.
  4. Appreciate the importance of using singular and plural nouns for effective oral communication.

How many, arms etc. are big/small, long/short, round/rectangle are there?

 Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified.

In pairs and groups, learners group items in their school and home in columns of one and  many.

Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns.

New Progressive Primary English

Learners Book Grade 1 by Oxford   Pg.  31

 

Oral questions, portfolio, observation

 

 

3

Reading

Home

Connected text and fluency

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

  1. Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading.
  2. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

 

What do you do when reading a long word?

  1. In small groups, learners practice reading unfamiliar Sentences containing decodable and nondecodable words. Learners read a text or view pictures for enjoyment and information.
  2. Learners read simple sentences aloud in groups, pairs, and individually

Story book, poems, audiovisual recordings of short stories. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 32

 

Oral questions, portfolio, observation

 

10 

1

Writing

Handwriting

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

  1. Form the letter ‘u’ ‘b’ ‘B’ correctly in terms of shape and size for effective communication,
  2. Draw letter patterns correctly for neat handwriting.
  3. Write from left to right to communicate effectively.

How do you write these letters? ‘b’ ‘B’ ‘u’

  1. Learners copy letter patterns.
  2. Learners practice correct letter formation from models in on the board, chart, pattern books.
  3. Learners draw and label objects.
  4. Learners practise writing letters and words from left to right.
  5. Learners join dots to complete patterns/letters.

Realia, charts, pictures/ photographs and illustrations of writing.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  29&33

 

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Time

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /c/ /g/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

 

How do you say these words?

Nest, Bag, Hen

  1. Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. 
  3. Learners practise matching simple short words with pictures and objects. 
  4. Learners interact with audio material to listen to the correct pronunciation of the vocabulary,  where applicable.

 

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 34-35 

 

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Time

Language structures and functions

Present Simple tense

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

  1. Use present simple tense forms to talk about the time of the day (morning, mid-day, evening)
  2. Apply simple present tense to sequence routine or daily activities in oral communication.
  3. Appreciate the use of language to talk about routine activities.

What do you do every day before you come to school?

  1. Learners respond to questions based on daily routines
  2. Learners tell each other their daily routines in pairs/small groups
  3. Learners should report what they do when they go home
  4. Respond to simple questions demonstrating the use of using simple present tense and routine activities.

Charts, pictures/ photographs on routine activities, computer devices that have audiovisual recordings of dialogues with sentence structures on present simple tense

 

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 35

 

Oral questions, portfolio, observation

 

Tagged under

NAME

 

TSC NO.

 

SCHOOL

 

 

SCHOOL

GRADE

LEARNING AREAS

TIME

YEAR

 

1

   

2023

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

Creation

Self-Awareness

By the end of the end of the sub strand the learners should be able to: Recognize themselves as unique created in the image and likeness Recognize that Gods know then by their names as part of God’s creation as they are special

to God

What is your name?

Learners to read genesis1:27

Learners to say why they  are special before God

Learners to sing a song related to why they special to God.

 

Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 

Observing the learners as they read the bible and sing

 

 

2

Creation

Self-awareness

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

Recognize why they are special creatures in the eyes of God recognize that we all belong to God and Gog loves us all as his special creation because we are made in his own image and likeness

Why are we special creatures?

Leaners to tell who their special friend are? Learners to learn that they are special because they are created in God’s image and likeness

Learners to recite the verse from the bible Isaiah 49:16 Learners to watch video clip on God creation

Bible

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

 

 

Asking learners questions Writing  exercise 

 

 

3

Creation

Self-awareness

By the end of the sub  strand the learners should be able to:

Mention the name for identification and self- awareness 

Mention the names of their friends

Recognize that God knows them by their names

What is your name

The teacher to ask learners to mention their name for self- identification

Learners mention the names of their friends in class 

Recite in class the verse Isaiah 43:1 which states that God knows them by names

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

 

Ask learners to mention their names

 

2

1

Creation

self-awareness

By the end of the of the sub strand the learners should be able to:

Recognize that their names are important as they give them their identity 

Identify the names of their friends to enhance together  Write their names on flash cards to improve the skill of writing 

Who is your special friend?

The teacher asks the learners to tell the names of their special friends

Learners write the names of their special friends

Read aloud their names in class and write their names and friends names in the charts

Flashcards 

Growing in Christ CRE activities learners’ book grade 1 by Heron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

 

Asking learners to write the names of their special friends

 

 

2

Creation

Self awareness

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

identify who knows their name

Read the names in the picture

Interpret what is in the picture

Who knows your name?

 

 

 

 

 

Learners tell who knows their names Learners read the names that are in the picture

Recite the verse Isaiah

49:16

Pictures

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

Asking learners to write the names of their friends

 

 

3

Creation

Self awareness

By the end of the sub strand the learners should be able to:

Draw their names on the palm of their hands Read the names on their palm

Identify that God knows them by name Isaiah 49:16

What is your name?

Learners watch the video clip of palm and identify 

Learners read and mention the name on the palm 

Recite the verse Isaiah 49:16

Audio visual material 

Bible

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8

Observe learners as they watch the video clip and ask question of what they see in the clip

 

3 1 Creation Self awareness

By the end of the sub strand the learners should be able to:

Draw their palm

Color the pictures of their palm/drawing

Write their names on the palm

Learners draw themselves

How special are you to God?

Learners draw their palm

The learner color their drawing

Learner write their names on the palm Draw themselves

Drawings

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

Observe the learners As the draw

 
  2 Creation My family

By the end of the sub strand the learners should be able to:

Identify   the members if the family

Appreciate members of the family 

Count the members of the family

Name the members of the family

Learners name the members of the family Learners identify the members of the family in the pictures

Count the members of the family

Pictures

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 9-13

Asking question to learners.

Naming the family members

 
  3 Creation My family

By the end of the sub strand the learners should be able to:

Name   the members of a nuclear family

Identify members of a nuclear family in picture Draw members of the nuclear family in the chart

Who are the members of the nuclear family?

Learners name the members of a nuclear family

Learners draw a chart on the members of the nuclear family

Learners work in pair to identify the members of the family in the chart

Charts

Pictures 

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 10-15

Observe learners as draw the members of the family on the chart  
4 1 Creation My family

By the end of the sub strand the should be able to: Mention who leads prayers at home 

Pray with the family

Have a desire to participate in the family prayers through reading the prayer in the bible and prayer book in order promote sound morals and religious values

Who leads prayers at home?

The teacher guides learners to pray

Learners mention who leads prayers at home Read in the bible and prayer book on how to pray

Prayer book

Bible Growing in Christ CRE activities learners’ book grade 1 by

Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Ask the leaners how the pray at home  
  2 Creation My family

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

Record the number of times they pray at home together with their family to enhance togetherness

Recognize the importance of prayers in order to grow spiritually and morally upright

How many times do you pray a day

Learners demonstrate how they always pray at home

Learners record the no of times they pray at home as a family enhanced unity of family members

Pictures  

Prayer book

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Observe learners as they demonstrate how to pray at home  
  3 Creation My family

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

Identify the items they share at home to enhance togetherness

Identify the items in the picture and name the items they share at home

What do you share at home? Learners to identify items they share at home in groups or pairs Learners to identify the items thy share in the picture at home Draw items they share at home in the charts

Pictures

Charts

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Observe the learners as they draw the items they share at home Ask question on the items they share at home  
5 1 Creation  My family

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

Appreciate the importance of sharing at home to enhance family unity

Draw and color the items they share at home to enhance creativity and promote individual development and self efficiency

Why are we sharing?

Learners observe and discuss the a char/picture/photograp h of a family sharing a meal 

Learners to draw and color the things the they share

Learners to share with the themselves what  they have to enhance the importance of sharing

Pictures

Charts

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Observe learners as they share items in class  
  2 Creation  Creation of Plants and Animals

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

Mention the types of animals and plants created by god in the school environment

Draw and color plants animals found in the school environment

What types of plants and animals found in the school environment?

Learners identify and mention the plants and animals found in the school environment

Learners draw and color the plants and animals found in the school environment

Learners to take a natural walk in the school compound to see various types of animals and plants

Drawing

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19

Observe learners as they draw and color plants and animals found in the school environment  
  3 Creation  Creation of Plants and Animals

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

Identify types of plants and animals found in their home Identify in the pictures animals found in the animal park

Recognize that God also created animals and plants  Make animals through modeling it.

State the names of the animals 

Who created animals and plants?

Learners to visit the animal park and identify the animals found them

Learners to name the animals found in the park

Learners the plants found in the garden Draw and color and the pictures of animals and plants and to know that God also created plants and animals

Pictures

Drawings

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 

grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 

Asking questions on what they see in the trip to the animal park  
6 1 Creation Creation of Plants and Animals

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

Care for plants as part of God’s creation

Name the benefits we obtain from plants

Show how to care for plants

Why do we care for plants?

Teachers explain and guide to learners on how to how to care for plants

Learners to demonstrate on how to care for plants for example watering, weeding

Learners name the food they obtain from plants 

Real objects for example watering can jembes, plants, oranges fruit obtain from plants 

Pictures

Growing in Christ CRE activities learners’ book

grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19

Observing learners as they demonstrate how to care for plants demonstrate and watch video clip on how to carry and handle the Bible with care  
  2 Creation Creation of Plants and Animals

By the end of the sub strand the learners should be able to:

Care for animals in a special way as they are God’s creation

Name the importance of animal in the society as

God’s creation Identify the types of animals found in our environment

Care and appreciate other creatures in the universe

Why do we care for animals?

The learners say how they care for animals at home

The learners name the importance of animals for example the provide food

Learners also identify the types of animals found in their environment 

Pictures Audio visual materials

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19

Asking questions on the types of animals  
  3 Holy Bible Physical handling of the Holy Bible

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

Identify ways of handling the Bible with respect as it is the word of God

Understand the reason for handling the Bible with care

Why do we handle the Bible with care?

Learners to say how they handle the  Bible with care

Learners state the reason they should handle the Bible with care as it is the word of God

The learners to tell their friends how important they should handle the Bible with care

Bible

Picture 

Growing in Christ CRE activities learners book grade 1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

Asking learners to show how to handle the Bible with care in class  
7 1 Holy Bible Physical handling of the Holy Bible

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

know  how to carry the Bible with respect as it is the word of God

Identify the importance of handling the Bible with respect

Name two division of the bible

Write the division of the Bible

Why do we carry the Bible with respect?

Learners demonstrate on how  to carry the Bible with respect

Learners look at the pictures on how to handle and carry the Bible with care and respect

Learners to watch the video clip on how to handle and carry the

Bible

Picture Audio visual material

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

Observe learners as they demonstrate and watch video clip on how to carry and handle the Bible with care.  

 

2

Holy Bile

Physical handling of the Holy Bible

By the end of the strand the learner should be able to: Recognize the Bible as the word of God by identify the books of the Bible Recognize the importance of  knowing the books of the Bible as it help in spiritual growth

Name the books of the Bible they know

Learners to name the books of the Bible the know

Learners to sing song related to the books of Bible

Learners to write the books of the Bible they know

Bible

Picture 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

 

Ask learners to write on the books of the Bible

 

 

3

Holy Bible 

Physical handling  of the Holy Bible

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

Identify the  Bible as the  word God  by naming the first two gospel book Identify the values learned from the first two gospel books

Which books are found in gospel books?

Learners name the first two gospel books  Learners write gospel books in theirs exercise Learners draw a chart  containing the first two gospel books

Charts

Bible

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J  watiki page 20-23

 

 

Observe learners as they draw the charts

 

8

1

Holy Bible

Physical handling of the Holy Bible

By the end of the sub strand the learners should be to: Identify other gospel book in the Bible

Identify the values learned in the verse they memorize in the gospel books in the

Bible

Recognize the importance reading and memorizing the  verses in the Bible 

Which verse have you memorized in the gospel book?

Learners to identify other gospel books for example mark , Luke, John 

Learners read the verses in the gospel books and memorize Learners sing a song related to the verse they have memorize and all the gospel books 

Bible

Charts

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J  watiki  page 20-23

 

Observe learners as they sing and

memorize the verses in the Bible

 

 

2

Holy Bible

Physical handling of the Holy Bible

By the end of the sub strand the learner should be to: Recognize the importance of respecting and adore the

Bible as the word of God Identify the important aspects acquired in reading the Bible

 

 

What values do we acquired by reading the Bible?

Learners states the importance of reading the Bible and

memorizing the verses Learners handle the Bible with care and to adore it 

Learners sing the song on (read your Bible prays every day.........)

Bible

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

Observe learners as the read and memorize the verses

 

 

3

Holy  Bible 

Bible story David and Goliath

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

Narrate the story of David and Goliath and desire to depend on God on day to day life

Recognize the importance  of faith and believe in God to enhance religious values and spiritual growth

How did

David kill Goliath?

Learners narrate in class the story of David and Goliath in class Learners read 1samuel 17:48-51

Learners interpret stories in the pictures Learners role play the story of David  and

Goliath in class

Pictures

Bible

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J  watiki page 24-27

 

 

Observe the learners as they role play the story of

David and

Goliath Ask question on what they see in the pictures

 

9

1

Holy Bible

Bible story David and Goliath

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

Recognize the reason why they learn the story of

David and Goliath

Identify who help David  to

kill Goliath

Apply what they have acquired in the story of David and Goliath in the school home and in the church

   Who gives us spiritual strength   ?      

Learners understands the reason why they are learning the story of David and Goliath

Learners are able to identify who help David to defeat Goliath whom is God

Learners are able to apply  what  they have learner in the story of David and Goliath in their day to day lives

Bible

Growing in Christ CRE activities learners book grade 1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

 

Ask learners questions who help David defeat

Goliath

 

 

 2

Holy Bible

Bible story David and Goliath

God to guide through their lives to enhance spiritual growth and self –efficiency by watching a clip on the story of David Goliath Narrate the story of David and Goliath to their parents at home

 

Learners narrate the story of David and Goliath to their parents at home as they demonstrate what they saw in the clip

learners book grade 1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

story of David and

Goliath

 

 

3

Holy Bible

Bible story David and Goliath

By the end of the sub strand the learners should be able to:

Recognize Goliath and David in the clip and be able to draw and color to enhance creativity and imagination

Present the drawing to rest of the class to enhance communication and collaboration skills

What do we gain by having faith in God?

Learners draw   in their exercise books images of David and Goliath from what they see on the video clip

Learners present their drawing from what they  have drawn  to the rest of  the class Sing a song related to  the story of David and Goliath

Audio visual  material 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

 

 

Observe the learners as they draw and present their drawings to the rest of the class

 

10

1

Holy Bible

Bible story David and Goliath

By the end of the sub strand the learners should be able to: 

Understand what happened when people fight as God doesn’t like people who fight and should avoid fighting

Recognize the importance of acquiring and applying the good values to enhance the sound moral development

Why do people fight?

Learners to understand that they should engage in fighting as someone might end up hurt like Goliath who died Learners to understand that instead of fighting friends they should report them to the teacher

Learners learn that they should not fight others instead love them and forgive them as God want us to love our neighbors as we love ourselves

Bible

Picture 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

Asking learners oral questions why they should not fight their friends

 

 

2

Holy Bible

Bible story  Joseph and his coat of many colors

By the end of the sub strand the learners should be able to:

Narrate the story of joseph and name the lesson they have learned from it recognize that their parents love them and should also know the importance of love

Who had a coat of many color?

Leaners read the story of Joseph in the bible Genesis 37:3-4 in class and narrate

learners draw and color coat of many colors the same as Joseph

Learners name the things that our parents does to us that sshows love us

Bible pictures 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 28-30

Observe learners as they read narrate and draw

Ask oral questions on how parents love them

 

 

3

Holy Bible

Bible story Joseph and his coat of many colors

By the end of the sub strand the learners should be able:

Narrate the story of Joseph in class ,home and church Appreciate the importance of love

 

Why did Joseph’s brothers hated him

Learners to read Genesis 37:3-10 Learners to watch a video clip about Joseph and his brothers

Learners in pairs to say why joseph’s brothers hated him

Audio visual materials bible

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J  watiki page  28-30

 

 

 

NAME

 

TSC NO.

 

SCHOOL

 

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

DRAWING

Line

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

Identify different types of lines in the environment to use in drawing;

How do we identify types of lines and their characteristics in the environment?

In groups learners are taken for environmental walks and or digital tours to identify types of lines on objects e.g. straight lines, wavy lines, zigzag lines, curved lines etc

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios.

 

 

2

DRAWING

Line

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

create simple forms using a variety of lines through crayon and charcoal media;

How do we draw different types of lines?

How do learners react when using charcoal and crayons when drawing?

Learners experiment with crayons and charcoal in drawing varied lines.

Learners explore ICT drawing tools to draw varied lines.

Learners use lines to draw human and animal forms.

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios

 

2

1

DRAWING

Line

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

create simple forms using a

variety of lines through digital tools;

appreciate use of lines in the environment

How do we draw different types of lines?

How do learners react when using charcoal and crayons when drawing?

Learners experiment with crayons and charcoal in drawing varied lines.

Learners explore ICT drawing tools to draw varied lines.

Learners use lines to draw human and animal forms.

Learners display and sign about their own and others’ work

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios.

 

 

2

DRAWING

Shapes

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

identify different types of shapes in the environment to use in drawing; draw different shapes observed in the environment using crayon and or charcoal and or ICT tools;

How do you draw organic shapes and non-organic shapes?

In groups learners are taken for an environmental walk and or digital tour to identify different shapes

Individually learner to draw different shapes (from the environment e.g. cups, books windows etc) using crayons and charcoal media

Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.

Oral question, discussion, observation, portfolios

 

3

1

DRAWING

Shapes

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

have fun drawing different shapes observed from the environment.

What shapes can you identify in the environment? How do you draw organic shapes and non-organic shapes?

Individually, the learner to experiment with ICT tools to draw shapes.

Individually, the learner to display and sign about own and others’ wo

Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.

Oral question, discussion, observation, portfolios

 

 

2

DRAWING

Texture

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

Identify different types of textures to use in drawing

How do we identify texture?

How do we categorise texture for this level?

Learners are taken for an environmental walk to experience texture through touch.

Learners are guided to rub over surfaces e.g. tree barks, coins, wood floors, walls, furniture, books and other surfaces

Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images

Signed questions,

discussion, observation, portfolios

 

 

4

1

DRAWING

Texture

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

to rub charcoal and crayon over paper placed on smooth and rough surfaces to create texture appreciate texture of objects in their environment.

How do we categorise texture for this level?

How do we create texture using crayons and charcoal?

Individually, learners explore rubbing-over different textured surfaces and objects e.g. tree barks, coins, bricks, wood, floor etc. Learners display and sign about their own and others’ work (describing what they like about the textural effects made on the paper).

Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images

Signed questions, discussion, observation, portfolios

 

 

2

PAINT

AND

COLOUR

Making improvised brushes

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

Name materials that can be used to make improvised brushes

What materials can be used to make improvised brushes

Learners could be guided to identify and name materials used for making improvised brushes

Papers, pencils, powder paints, improvised brushes, digital images

Signed questions, discussion, observation, portfolios

 

5

1

PAINT

AND

COLOUR

Making improvised brushes

By the end of the sub-strand, the learner should be able to: make simple brushes from local materials

What materials can be used to make improvised brushes

Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc.

Papers, pencils, powder paints, improvised

brushes, digital images

Signed questions, discussion, observation, portfolios

 

 

2

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: make simple brushes from local materials

What materials can be used to make improvised brushes?

How do you make improvised brushes

Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc. Papers, pencils, powder paints, improvised brushes, digital images Signed questions, discussion, observation, portfolios  

1

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes

What materials can be used to make improvised brushes?

How do you make improvised brushes

Make improvised brushes using the materials collected. 

Individually learner to use the improvised brushes to colour

within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  

2

 

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes

What materials can be used to make improvised brushes?

How do you make improvised brushes

Make improvised brushes using the materials collected. 

Individually learner to use the improvised brushes to colour

within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
 1

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: have fun and enjoyment as they make improvised brushes and use them to paint simple forms.

What materials can be used to make improvised brushes?

How do you make improvised brushes

Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

Learners to display and sign their own and others’ work

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
 2 PATTERN MAKING Line patterns

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

Observe objects with line patterns in the environment and in digital tools to help in creation of patterns

Where do we find patterns in our environment? In groups learners to be guided to observe types of line patterns in the environment and in digital tours Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
8  1 PATTERN MAKING Line patterns

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

create patterns in colour using lines and digital tools;

What patterns do you like? Individually, the learner to create patterns using lines in colour and digital tools. Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
2 PATTERN MAKING Line patterns

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

enjoy creating linear patterns in colour and digital tools.

How do you Create patterns? Individually display their patterns, and appreciate own and others’ patterns. Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
9 1 PATTERN MAKING Dot patterns

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

Observe objects with dot patterns in the environment and in digital media to help in creation of patterns

Where can we find dot patterns around our school?

How do you create dot patterns?

In groups learners to be guided to observe types of dot patterns in the environment and in digital media.

Individually, the learner to create patterns using dots in colour or using digital tools.

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
2 PATTERN MAKING Dot patterns

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

create dot patterns in colour or using digital tools for self-expression; enjoy creating dot patterns.

Where can we find dot patterns around our school?

How do you create dot patterns?

Individually display their patterns, and appreciate own and others’ patterns Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
10 1 PATTERN MAKING Numeral patterns

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

observe numbers in the environment to motivate them in creating patterns

Are there patterns made using numerals around us? In groups, learners be guided to identify numbers in the environment Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
2 PATTERN MAKING Numeral patterns

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

create patterns in colour.

Are there patterns made using numerals around us?

Individually, the learner to experiment with numbers to create patterns in colour. 

Individually, the learner to experiment with digital tools to create numeral patterns in colour.

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
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