Displaying items by tag: Term 3

Wednesday, 15 February 2023 07:53

CRE Schemes - Grade 2 Schemes of Work Term 3 2023

Week Lesson Strand Sub strand Specific learning outcome Key inquiry question

Learning experiences

Learning resources

Assessment Remarks
1 1 Christian Values Responsibility By the end of the Sub strand, the learner should be able to: mention the items they carry to school to assist them in learning Which items do you carry to school?

Learners to read Colossians 3:23 Learners to display and count the items they carry to school

In pairs, learners to list the use of each item Learners to sing a song about items they carry to school

Learners to draw and color items they carry to school

Learners to discuss why they should not forget school items at home

Bible

KLB Visionary CRE

activities learners’

book grade 149-151

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles  
  2 Christian Values Responsibility By the end of the Sub strand, the learner should be able to: mention the items they carry to school to assist them in learning Which items do you carry to school?

Learners to read Colossians 3:23 Learners to display and count the items they carry to school

In pairs, learners to list the use of each item

Learners to sing a song  about items they carry to school

Learners to draw and colour items they carry to school

Learners to discuss why they should not forget school items at home

Bible

KLB Visionary CRE

activities learners’

book grade 152-155

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles  
  3 Christian Values Responsibility By the end of the Sub strand, the learner should be able to acquire the value of responsibility by taking care of the items they use at school

Why do you carry these items to school?

What happens when you forget items at home?

Learners to read Colossians 3:23 Learners to display and count the items they carry to school

In pairs, learners to list the use of each item Learners to sing a song about items they carry to school

Learners to draw and colour items they carry to school

Learners to discuss why they should not forget school items at home

Bible

KLB Visionary CRE

activities learners’

book grade 155-157

portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles  
2 1 Christian Values Prayer By the end of the Sub strand, the learner should be able to: recite the first four lines of the Lord’s prayer as a way of communicating to God Which are the first four lines of the Lord’s Prayer?  

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10)

Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 158-161

portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles

 

 

2

Christian Values

Prayer

By the end of the Sub strand, the learner should be able to narrate the story of a friend at midnight and apply it in their lives

How frequently do you recite The Lord’s prayer?

Why should we pray

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 163-165

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

 

3

Christian Values

Prayer

By the end of the Sub strand, the learner should be able to narrate the story of a friend at midnight and apply it in their lives

How frequently do you recite The Lord’s prayer?

Why should we pray

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 165-167

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

3

1

Christian Values

Prayer

By the end of the Sub strand, the learner should be able to desire to pray regularly to develop a relationship with God

How frequently do you recite The Lord’s prayer?

Why should we pray

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 169-170

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

 

2

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 171-173

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

 

3

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 171-173

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

4

1

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 175-178

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

 

2

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 175-178

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

 

3

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: appreciate the work of the Holy Spirit in their day to day lives

What is the work of the Holy Spirit?

Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 175-178

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

5

1

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to :appreciate the work of the Holy Spirit in their day to day lives

What is the work of the Holy Spirit?

Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 181-183

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

 

END OF YEAR ASSESSMENT

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNINGOUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

Sculpture

Toys

By the end of the

lesson, the learner should be able to; Observe samples of toys, material and tools from teachers collection and or digital media to motivate them make their own

What toys are in the nature corner?

In groups, learners observe samples toys, material and tools from teachers collection and or digital media

Regalia charts

Observation Oral questions

 

 

2

 

Toys

By the end of the lesson, the learner should be able to; Make simple toys using local materials for playing

What toys are in the nature corner?

Guide the learner to individually explore materials to construct and assemble simple toys

Regalia charts

Observation Oral questions

 

2

1

 

Toys

By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them

What materials and tools are used for constructing and assembling toys?

Learners display and talk about own and others toys

Regalia charts

Observation Oral questions

 

 

2

 

Toys

By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them

What materials and tools are used for constructing and assembling toys?

Learners display and talk about own and others toys

Regalia charts

Observation Oral questions

 

3

1

 

Kites

By the end of the lesson, the learner should be able to; Observe samples of kites , material and tools from teachers collection and or digital media to motivate them make their own

What local materials and tools are used for constructing and assembling kites

In groups, learners observe samples kites , material and tools from teachers collection and or digital media to motivate them make their own

Regalia charts

Observation Oral questions

 

 

2

 

Kites

By the end of the lesson, the learner should be able to; Make simple kites using local materials for playing

What safety precautions should be taken as they make the kites?

Guide the learner to individually explore materials to construct and assemble simple kites

Regalia charts

Observation Oral questions

 

4

1

 

Kites

By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them.

How do learners react to and appreciate the kites they make

Learners display and

talk about own and others kites

Regalia charts

Observation Oral questions

 

 

2

 

Kites

By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them.

How do learners react to and appreciate the kites they make

Learners display and

talk about own and others kites

Regalia charts

Observation Oral questions

 

5

1

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media to motivate them make their own

How do we identify materials used in serrated loom weaving?

Guide learners to observe woven items from teacher’s collection and or digital media

Regalia charts

Observation Oral questions

 

 

2

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Weave a two colored table mat using a serrated loom for self-expression

How do we identify materials used in serrated loom weaving?

Learners be taken for environmental walks to collect materials for weaving using serrated card loom e.g. sisal,

Regalia charts

Observation Oral questions

 

6

1

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom.

How does one weave using a serrated loom?

Individually weave a two colored table mat on a serrated loom

Regalia charts

Observation Oral questions

 

 

2

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom.

How does one weave using a serrated loom?

Individually weave a two colored table mat on a serrated loom

Regalia charts

Observation Oral questions

 

7

1

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media.

Which materials can used in dowel loom weaving from the locality?

Guide learners to observe woven items from teacher’s collection and or digital media

Regalia charts

Observation Oral questions

 

 

2

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Identify the tools and materials used in weaving using a dowel loom in the environment

Which materials can used in dowel loom weaving from the locality?

Learners be taken for environmental walks to collect materials for weaving using dowel card loom e.g. sisal, cotton straws, threads, wool, yarn, fabric strips etc.

Regalia charts

Observation Oral questions

 

8

1

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Weave a two colored table mat using a dowel loom for self-expression

What is the process of weaving on a dowel loom?

Individually weave a two colored table mat on a dowel loom

Regalia charts

Observation Oral questions

 

 

2

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on dowel loom

What is the process of weaving on a dowel loom?

Learners to display and talk about their own and others work

Realia charts

Observation Oral questions

 

9&10

ASSESSEMENT

Week

Lesson

Strand

Sub-strand

Suggested outcomes

Key inquiry question(s)

Learning experiences

Learning resources

Assessment

Reflection

1

1

Measurement

Capacity (how much a container can hold)

By the end of the sub-strand the learners should be able to: measure how many count the number of small containers to fill big containers

How many of the small containers can fill the big container?

Learners demonstrate and talk about filling containers

Containers of different sizes

Grade one book page 58

Number chart

The teacher to check the work of the learners

 

 

2

Measurement

Capacity(how much a container can hold)

By the end of the sub-strand the learners should be able to: collect cans from the environment and measure their capacity

Which cans hold more or less?

Learners demonstrate filling and emptying small and large

Containers using water, sand

Grade one book page 58

Containers of different sizes

The teacher to observe the containers

 

 

3

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: observe the pictures

What can you see in picture 1 and 2?

Guide learners to observe and talk about the pictures

Grade one book page 59 Clock face pictures

The teacher to listen to the answers of the learners

 

 

4

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: tell time in according to the pictures

What is the time in picture 1 and 2?

Guide the learners to talk about time

Grade one book page 59

Clock face

The teacher to observe the work of learners

 

 

5

Measurement

Time(daily routines)

By the end of the topic the learners should be able to: identify at least 3 daily routine activities they do before going to school

What do we do when we wake up in the morning before you come to school?

A few learners identify and talk about morning routines activities in an appropriate manner

Clock face

Grade one book page 59 pictures

The teacher to listen to learners

 

2

1

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: identify vocabulary related to time(today, yesterday, tomorrow)

How the things you do are different from what your mother and father does in the morning?

Guide learners to talk about activities related to time(today, tomorrow, yesterday)

Grade one book page 59

Clock face

Picture cut outs

The teacher to observe the work of the learners

 

 

2

Measurement

Time(daily routines)

By the end of the sub- strand the learners should be able to: demonstrate ability to manage time well when doing activities

What do you do when you arrive in school?

Learners sing songs on daily routines

Grade one book page 59

Clock face

pictures

The teacher to observe the learners activities

 

 

3

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be

able to: appreciate what everybody does on a daily activity

What does your mother do when you wake up?

In groups or pairs, learners arrange pictures

with various daily routine activities in a logical order

Grade one book page 59

Picture

charts

The teacher to observe the learners

 

 

4

Measurement

Time(daily routines)

By the end of the lesson the learners should be able to: arrange pictures with various daily routine activities

What activities do you do when you wake up?

Individually the learners to arrange pictures of daily routine logically

Grade one book page 60

Picture cut out

Clock face

The teacher to observe the learners

 

 

5

Measurement

Time(daily routines)

By the end of the topic the learners should be able to: observe the pictures and   color

What do you do when you wake up in the morning?

What do you see in the pictures

Learners to sing songs about routines

Grade one book page 60

Picture cut outs

Picture chart

The teacher to observe the work of the learners

 

3

1

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: observe the pictures and tell time

What activity do you see in the pictures?

Learners to identify and talk about the activities

Grade one book page 60

Picture cut outs

Clock face

The teacher to observe the learners work

 

 

2

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: observe and tell when certain activities take place

What do we do when we wake up?

What activities do you do when you arrive in school?

Learners to watch a video on activities of the daily routine

Grade one book 60

Clock face

Digital devices like DVDS

Picture cut outs

The teacher to observe the work of learners

 

 

3

 

 

 

Measurement

 

 

 

Money(Kenyan currency)

Coins and notes

By the end of the sub-topic the learners should be able to: observe and talk about the pictures

What can you see from the pictures?

 

Guide learners to look and talk about the activities in the pictures

Grade one book page 61 

Shop corner

The teacher to observe the work of the learners

 

 

4

Measurement

Money (Kenyan Currency) Coins and notes

By the end of the sub-strand the learners should be able to: talk about different currencies  that we use

What do we use money for?

Guide the learners to look and talk about different sample currencies

Grade one book page 61

Coins and notes

The teacher to observe the learners

 

 

5

Measurement

Money (Kenyan currency)

Coins and notes

By the end of the sub-strand the learners should be able to: identify different sample coins

What can you see on the coin?

What do we use money for?

Guide the learners to look and talk about different sample coins

Grade one book page 62

Coins

The teacher to observe the learners

 

4

1

Measurement

Money(Kenyan Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: identify Kenyan currency from samples given

What can you see on the coins?

What do we use money for?

A few learners identify Kenyan coins and notes

Grade one book page 62

Coins

Shop

Corner

Tins

The teacher to observe the coins

 

 

2

Measurement

Money(Kenya Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: buy items using Kenyan coins

What can you see on the coin?

In groups, pairs ,learners role play buying and selling from a shop corner

Grade one book page 62 Coins

Shop

Corner

Tins

The teacher to observe the learners activities

 

 

3

Measurement

Money(Kenyan  Currency) Coins and notes

By the end of the sub- strand the learners should be able to: trace and shade the coins

What can you see on the coin?

What do we use money for?

A few learners to identify the traced coins

Grade one book page 63

Tins

Coins

The teacher to observe the coins

 

 

4

Measurement

Money(Kenyan  Currency) Coins and notes

By the end of the sub- strand the learners should be able to: match the coins that are the same

Which coins can you see? Which coins look the same?

Learners to match and pair Kenyan currency

Grade one book page 62

Coins

Shop corner

Tins

The teacher to observe the coins

 

 

5

Measurement

Money(Kenyan Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: make a simple budget basing on(coins and notes)

Which coins can you see?

What can you buy with the coin from the pictures?

Learners to role play buying and selling from the shop corner

Grade one book page 64

Coins

Shop

Corner

Tins

Boxes

The teacher to observe the learners

 

5

1

Measurement

Money (Kenyan  Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: appreciate the use of Kenyan currency(coins and notes) in their daily life

What can you see on the note?

Learners to watch a video on role playing buying and selling

Grade one book page 65

Coins

Shop corner

Tins

Boxes

Digital devices

Teacher to observe the learners

 

 

2

Measurement

Money (Kenyan  Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: match notes that are the same

What can we do with extra money(balance)

Learners to match and pair Kenyan currency- coins and notes using ICT devices

Grade one book page 65

Coins

Shop corner

Digital devices like computers

Teacher to  observe the learners

 

 

3

Measurement

Area (surface of objects)

By the end of the sub-strand the learners should be able to: count and write the number of books that cover the surface

How many items can cover this surface?

learners in pairs count the items on the surface

Tables Books Hands Grade one book page 66

Teacher to observe the learners

 

 

4

Measurement

Area (surface of objects)

By the end of the sub-strand the learners should be able to: identify surfaces of different objects in the environment

How many items can cover this surface?

learners are guided to observe and identify different surfaces of objects in the environment

Tables

Books

Hands Grade one book page 66

The teacher to observe the learners

 

 

5

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using smaller objects?

What else can we use to cover these surfaces?

How many small items can cover these surface?

Demonstrate covering surfaces using small objects from the environment

Tables Books Hands Grade one book page 67

Feet

The teacher to observe the learners

 

6

1

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: appreciate different surfaces in the environment

Which surface is smaller or bigger?

What else can we use to cover these surfaces?

In groups learners compare different surfaces in the environment

Tables

Books

Hands

Grade one book page 66 and 67

Feet

The teacher to observe the learners

 

 

2

Measurement

Area(surface of objects)

By the end of the sub-strand the

learners should be able to: cover the area of different surfaces of objects using bigger objects

What else can we use to cover these surfaces?

demonstrate covering surfaces

using big objects in the environment

Tables Books

Hands

Grade one book page 66 and 67 Feet

The teacher to observe

the learners

 

 

3

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: identify surfaces of 3 objects in the environment

How many objects can be used to cover the surface?

Which surface is smaller or bigger?

Learners cover surfaces of different sizes

Tables

Books

Hands

Grade one book page 66 and 67

Feet

The teacher to observe the learners

 

 

4

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: differentiate Big and small surface by coloring

Which is the small/big surface?

Learners to shade or color surfaces of different objects

Tables

Books

Hands

Grade one

book page 66 and 67

The teacher to observe the learners

 

 

5

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: learn  different surfaces using ICT devices

Which is the small/big surface?

How many objects can be used to cover the surface?

Guide learners on using the devices

Tables

Books

Hands Grade one book page 66 and 67 Digital devices like DVDs

The teacher to observe the learners

 

7

1

Measurement

Area(surface of objects)

By the end of the sub- strand the learners should be able to: group 3 different surfaces according to size

How many objects can be used to cover the surface?

Learners demonstrate surfaces according to sizes(big ,small)

Tables Books Hands Grade one book page 66 and 67

the teacher to observe the learners

 

 

2

Measurement

Area(surface of objects)

By the end of the sub- strand the learners should be able to: identify and shade big surfaces

How many objects can be used to cover the surface?

Learners to shade or color surface using the ICT devices

Tables Books Hands Grade one book page 66 and 67

the teacher to observe the learners

 

 

3

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: work out different questions on measurement

 

Which objects are heavy or light?

 

Learners discuss in groups compare different mass of objects

Grade one book page 54 and 55

Pictures

stones

Sand

water

chairs

 

The teacher to observe the learners

 

 

 

 

4

Measurement

Time(daily routine)

By the end of the sub- strand the learners should be able to: answer different questions on time

What do you do when you wake up before you come to school?

Learners role play activities depending on time

Grade one book page 59 and 60 Past papers

The teacher to observe the learners

 

 

5.

Numbers

Sorting and grouping objects according to shape

By the end of the sub- strand the learners should be able to: sort different objects by shape

Which shapes can you see?

How many shapes can you see?

Learners to name the shapes in the pictures

Grade one book page 7

The teacher to observe the learners

 

8

ASSESSMENT

 
Thursday, 26 January 2023 09:13

Music Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to: identify melodic sounds from the environment for aural discrimination

Which animals in the environment make melodic sounds

Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds

Regalia charts

Observation

Oral questions

 

2

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition

Which animals in the environment make melodic sounds

Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane

Regalia charts

Observation

Oral questions

 

3

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to: identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition

What is the difference between these sounds

Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane

Regalia charts

Observation

Oral questions

 

4

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to: create simple melodic variations in familiar tunes as a basis for composition and for enjoyment

 

What is the difference between these sounds

Learners are guided in groups and individually to sing familiar tunes, introducing melodic variations

Regalia charts

Observation

Oral questions

 

5

 

LISTENING AND RESPONDIN G

Elements of Music

By the end of the lesson the learner should be able to: listen and identify sounds in the local environment for aural discrimination

When you listen to the music, how does it make you feel?

Learners take a nature walk and are guided in listening and identifying sounds in the environment

Regalia charts

Observation

Oral questions

 

6

 

LISTENING AND RESPONDIN G

Elements of Music

By the end of the lesson the learner should be able to: respond imaginatively to sounds in the environment through movement or imitation for enjoyment

When you listen to the music, how does it make you feel?

Learners listen and respond to sounds in the environment through; movement, vocalization, imitation and discussions

Regalia charts

Observation

Oral questions

 

7

 

LISTENING AND RESPONDING

Elements of Music

By the end of the lesson the learner should be able to: identify the character of musical pieces for emotional expression

When you listen to the music, how does it make you feel?

Learners are guided in identifying and describing the character of selected pieces of music as either sad or happy

Regalia charts

Observation

Oral questions

 

8

 

LISTENING AND RESPONDING

Elements of Music

By the end of the lesson the learner should be able to: imitate rhythmic and melodic patterns of music to enhance listening skills,

When you listen to the music, how does it make you feel?

describe the elements of music used using music terminology: loud/ soft (dynamics), fast/ slow (Tempo), high/ low (Pitch), long /short

Regalia charts

Observation

Oral questions

 

9&10

 

ASSESSMENT

 

ASSESSMENT

ASSESSMENT

ASSESSMENT

ASSESSMENT

ASSESSMENT

 

WEEK

LESSON

STRAND

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

Swimming

Basic swimming skills

By the end of the lessons, the learner should be able to: name the organ used to see in water while swimming for body awareness

Discuss why it important to open the eyes hen swimming

Learners could be shown video clips of other learners swimming

Regalia charts

Observation

Oral questions

 

 

2

 

Basic swimming skills

By the end of the lessons, the learner should be able to: watch a video clip of people playing games in water for digital literacy

Discuss why it important to open the eyes hen swimming

Learners could be shown video clips of other learners swimming

Regalia charts

Observation

Oral questions

 

 

3

 

Basic swimming skills

By the end of the lessons, the learner should be able to: acquire the ability to see in water for safety, personal and general space awareness

Discuss why it important to open the eyes hen swimming

Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water

Regalia charts

Observation

Oral questions

 

 

4

 

Basic swimming skills

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

establish relationships while seeing in water for critical thinking and problem solving

Discuss why it important to open the eyes

hen swimming

Take a deep breath through the mouth, and submerge the whole

face in water with the eyes open, hold for 10 seconds and blow out in the water

Regalia charts

Observation

Oral questions

 

 

5

 

Basic swimming skills

By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination

Discuss why it important to open the eyes hen swimming

Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water

Regalia charts

Observation

Oral questions

 

2

1

 

Mushroom float

By the end of the lessons, the learner should be able to: watch a video clip of people floating in water for digital literacy

Name things that may float in water?

Learner to watch video clips of people floating on water using the mushroom float

Regalia charts

Observation

Oral questions

 

 

2

 

Mushroom float

By the end of the lessons, the learner should be able to: acquire the ability to float in water using the mushroom float technique for survival and water safety

Name things that may float in water?

Practiced floating on water using the mushroom float.

Regalia charts

Observation

Oral questions

 

 

3

 

Mushroom float

By the end of the lessons, the learner should be able to: demonstrate the ability

to float in water using the mushroom float technique for survival

Name things that may float in water?

hold onto side of the pool hands shoulder width apart at the shallow end

ii. Step back and straightening the arms and lock the elbows

Regalia charts

Observation

Oral questions

 

 

4

 

Mushroom float

By the end of the lessons, the learner should be able to: establish relationships while floating in water for critical thinking and problem solving

Name things that may float in water?

float with the face fully immersed in water with eyes open,

Slowly Lift the head and bring the body to a standing position

Regalia charts

Observation

Oral questions

 

3

5

 

Mushroom float

By the end of the lessons, the learner should be able to: appreciate floating in water for self-esteem and survival

Name things that may float in water?

Learner to cooperate with others and play simple water games while using the mushroom float technique

Regalia charts

Observation

Oral questions

 

 

1-2

 

Mushroom float

By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination

Why it is important to know how to float in water

Learner to cooperate with others and play simple water games while using the mushroom float technique

Regalia charts

Observation

Oral questions

 

5

3-4

 

Mushroom float

By the end of the lessons, the learner should be able to: play simple water games for creativity,

enjoyment and peaceful coexistence

Why it is important to know how to float in water

Learner to cooperate with others and play simple water games while using the mushroom float technique

Regalia charts

Observation

Oral questions

 

 

5

 

 

By the end of the lessons, the learner should be able to: observe rules when playing simple games for own and others safety.

Why it is important to know how to float in water

Learners to observe pool safety

Regalia charts

Observation

Oral questions

 

4

1-2

 

Sculling water

By the end of the lessons, the learner should be able to: explore the different ways of sculling water

name any floating technique you know

Learners to watch a video clip of other learners sculling water (standing position)

Regalia charts

Observation

Oral questions

 

 

3-4

 

Sculling water

By the end of the lessons, the learner should be able to: watch video clips of people sculling in water for digital literacy

name any floating technique you know

Learners to watch a video clip of other learners sculling water (standing position)

Regalia charts

Observation

Oral questions

 

 

5

 

Sculling water

By the end of the lessons, the learner should be able to: acquire the ability to scull in water for survival and water safety,

name any floating technique you know

Learners practice sculling in water by: at the shallow end of the pool the learner to extend the arms directly out in front,

Regalia charts

Observation

Oral questions

 

5

1-2

 

Sculling water

By the end of the lessons, the learner should be able to: demonstrate the ability to scull water for self- confidence

Why is it important to scull water?

the learner’s feet stand on the pool floor and the body in a sitting arm

Regalia charts

Observation

Oral questions

 

 

3-4

 

Sculling water

By the end of the lessons, the learner should be able to: establish relationships while sculling water for critical thinking and problem solving

Why is it important to scull water?

Learners cooperates with others to play simple games while sculling water

Regalia charts

Observation

Oral questions

 

 

5

 

Sculling water

By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination

Why is it important to scull water?

Learners to observe safety while playing water games

Regalia charts

Observation

Oral questions

 

6

1

Gymnastics

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: name the parts of the body that are used in Single leg balance for body awareness

Name some body balances you know

Learners to name the parts of the body in use when performing the Single leg balance

Regalia charts

Observation

Oral questions

 

 

2

 

Static balances: Single leg

balance

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

watch video clips on ballet dance for digital literacy

Name some body balances you know

Learners to watch video clips of gymnastic displays

Regalia charts

Observation

Oral questions

 

 

3

 

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: perform the single leg balance for coordination, balance, strength and space awareness

Name some body balances you know

Learners to be guided on how to perform Single leg balance

Regalia charts

Observation

Oral questions

 

 

4

 

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: practice performing the single leg balance for coordination, balance, and strength

Name some body balances you know

Learners to practice the Single leg balance

Regalia charts

Observation

Oral questions

 

 

5

 

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: observe rules for own and others safety.

Name some body balances you know

Observe rules while performing the Single leg balance for own and others safety

Regalia charts

Observation

Oral questions

 

7

1

Gymnastics

T-balance

By the end of the lessons, the learner should be able to name the parts of the body in use during T-

balance performance for body awareness

Name the body parts used in T- balance

Learners to name the parts of the body in use when performing the in T-balance

Regalia charts

Observation

Oral questions

 

 

2

Gymnastics

T-balance

By the end of the lessons, the learner should be able to watch video clips of T- balance for digital literacy

Name the body parts used in T- balance

Learners to watch video clips of other learners performing the T-balance

Regalia charts

Observation

Oral questions

 

 

3

Gymnastics

T-balance

By the end of the lessons, the learner should be able to perform the T-balance for strength, coordination, balance, and space awareness,

Name the body parts used in T- balance

Learners to practice the T-balance individually and with others.

Regalia charts

Observation

Oral questions

 

 

4

Gymnastics

T-balance

By the end of the lessons, the learner should be able to practice performing the T-balance for coordination, balance and strength

Name the body parts used in T- balance

Learners to play games

Regalia charts

Observation

Oral questions

 

 

5

Gymnastics

T-balance

By the end of the lessons, the learner should be able to appreciate performing the T-balance for self- esteem,

Name the body parts used in T- balance

Learners to practice the T-balance individually and with others

Regalia charts

Observation

Oral questions

 

8

1

Gymnastics

Star balance

By the end of the

lessons, the learner should be able to name the parts of the body that are in use during the performance

of star balance for body awareness

Name the body parts used in Star balance?

Learners to answer

questions on the parts of the body in use when performing the Star balance

Regalia

charts

Observation

Oral questions

 

 

2

Gymnastics

Star balance

By the end of the lessons, the learner should be able to watch video clips of star balance for digital literacy

Name the body parts used in Star balance?

Learners to watch the video clips of other learners performing the Star balance

Regalia charts

Observation

Oral questions

 

 

3

Gymnastics

Star balance

By the end of the lessons, the learner should be able to perform the star balance for coordination, balance, strength and space awareness

Name the body parts used in Star balance?

Learners to practice the Star balance individually and with others

Regalia charts

Observation

Oral questions

 

 

4

Gymnastics

Star balance

By the end of the lessons, the learner should be able to practice performing the star balance for coordination, balance, and strength

Name the body parts used in Star balance?

Learners to collaborate with others and participate in activities using the star balance

Regalia charts

Observation

Oral questions

 

 

5

Gymnastics

Star balance

By the end of the lessons, the learner should be able to observe rules while performing balances for own and others safety.

Name the body parts used in Star balance?

Observe rules when performing the star balance activities for own and others safety.

Regalia

charts

Observation

Oral questions

 

9&10

 

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

 

WIKI

KIPINDI

MADA

MADA NDOGO

MATOKEO MAALUM YANAYOTOKEA

MASWALI DADISI

MAPENDEKEZO YA SHUGLI ZA UFUNZAJI

KAZI YA ZIADA

NYEZO

MAONI

1

Kwanza

Kusoma:

Hadithi

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua msamiati uliotumiwa katika hadithi ili kuimarisha mawasilian

Je, ni nini maana ya usafi gani?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.

Mwanafunzi atabiri kitakachotokea kwenye hadithi.

Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi.

Mwalimu asikize sentensi za wanafunzi wanapotunga.

Wanafunzi 

Uk 91 

Oxford Kiswahili Dadisi mazoezi  ya lugha gredi 1

 

 

Pili

Kusoma:

hadithi

Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu zinazohusu usafi wa mwili katika kujenga stadi ya kusoma

Je, ni matayarisho yapi unayofanya kabla ya kuja shuleni?

Mwanafunzi asome hadithi baada ya mwalimu, kisha pamoja na mwalimu na baadaye akiwa peke yake au wawili wawili

Fanya zoezi la kwanza ukurasa 93

Tarakilishi 

Uk 92-93 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Tatu

Kusoma:

hadithi

Kufikia mwisho wa mada mwanafunzi aweze kusoma hadithi zinazohusu usafi wa mwili katika kujenga stadi ya kusoma

 

Unafikiri ni nini kitakachotokea katika hadithi hii?

Mwanafunzi aeleze maana na matumizi ya msamiati uliotumika kwenye hadithi

Mwalimu asahihishe zoezi la mwanafunzi.

Wanafunzi

Uk 93

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

2

Kwanza

Sarufi:

Matumizi ya huyu na hawa

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua matumizi ya huyu na hawa katika mawasiliano kusoma sentensi zinazojumuisha huyu na hawa ili kuimarisha mawasiliano

Je, unajua ni kwa nini tunatumia huyu na hawa

Mwanafunzi atunge sentensi zenye matumizi ya huyu na hawa k.m. Huyu anakata kucha - Hawa wanakata kucha; Huyu anachana nywele - Hawa wanachana nywele.  

Mwanafunzi aandike sentensi zinazojumuisha matumizi ya huyu na hawa

Mwalimu asikize wanafunzi wakisoma.

Tarakilishi 

Uk94 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Sarufi:

Matumizi ya huyu na hawa

Kufikia mwisho wa mada mwanafunzi aweze 

kuandika sentensi kwa kutumia huyu na hawa katika kuimarisha stadi ya kuandika kuthamini utunzi wa sentensi sanifu katika mawasiliano.

Je, utatumia neno lipi kuonyesha kwamba mtu ni mmoja? 

Watu wakiwa wengi unaonyesha vipi?

Mwanafunzi aweza kujaza mapengo kwenye tarakilishi kupitia mchezo wa kuburura na kutia kapuni.

Mwalimu asikize majibu wa mwanafunzi kuhusu maswali aliyowapa.

Uk 95-96 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 

Wanafuzi

 

 

Tatu

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutamka sauti nne za herufi moja katika kuimarisha stadi ya kuzungumza

Ni sauti zipi unazoweza kutamka?

Mwanafunzi atambue sauti lengwa /s/, /b/, /y/ na /z/ katika maneno. 

Mwanafunzi asikilize mwalimu akitamka sauti lengwa, kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili na kama darasa.

Mwalimu asikize sauti ambazo mwanafunzi anaweza tamka.

Wanafunzi 

Uk97-98 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 

Wanafunzi

 

3

Kwanza

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze 

kutambua sauti za herufi moja zilizofunzwa katika maneno katika kuimarisha stadi ya kuzungumza

Unajua kusoma herufi na maneno yapi?

Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. 

Mwanafunzi atambue  herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi

Mwalimu asikilize mwanafunzi akisoma.

Wanafunzi Uk 98

Oxford Kiswahili

Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze 

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

Unajua kusoma herufi na maneno yapi?

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa. 

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.

Mwalimu atazame mwanafunzi akisoma silabi katika uk 99 kisha utunge maneno.

Wanafunzi 

Uk 98-99 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Tatu

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze 

kusoma herufi za sauti moja katika kuimarisha stadi ya kusoma

Unajua kusoma herufi na maneno yapi?

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

Mwanafunzi aweza kufinyanga maumbo ya herufi inayowakilisha sauti iliyofunzwa.

Mwalimu aanaglie mwanafunzi akifanya zoezi.

Wanafunzi 

Uk99-100 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

4

Kwanza

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

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

Unajua kuandika herufi na maneno yapi?

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

Mwalimu atazame mwanafunzi akiandika maneno.

Wanafunzi 

Uk 101 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kusoma vifungu vilivyo na maneno yaliyo na sauti lengwa katika kuimarisha stadi ya kusoma

Unajua kuandika herufi na maneno yapi?

Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu katika sehemu ndogo ndogo ili kuyasoma kwa urahisi.

Mwalimu aangalie mwanafunzi anapoandika herufi anazojua.

Tarakilishi

Uk 102

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Tatu

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kuandika maumbo ya herufi yanayowakilisha sauti lengwa

Unajua kuandika herufi na maneno yapi?

Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni

Mwalimu atazame maumbo ambayo mwanafunzi anachora.

Wanafunzi 

Uk103 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

5

Kwanza

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kuchangamkia kutumia maneno yanayojumuisha sauti lengwa katika mawasiliano ya kila siku.

Unajua kuandika herufi na maneno yapi?

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

Mwalimu atazame kazi ambayo mwanafunzi anachora.

Wanafunzi Uk103 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Msamiati

Msamiati

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua vyakula vya kiasili ili kuimarisha lishe bora

kusoma majina ya vyakula mbalimbali ili kuimarisha stadi ya kusoma

Unapenda waweza kutaja chakula kipi?

Mwanafunzi atambue vyakula mbalimbali vya kiasili kwa kutumia vyakula halisi, picha na michoro kama vile mihogo, viazi, mahindi, maharagwe, mboga na matunda. 

Mwanafunzi atumie msamiati aliyofunzwa kutunga sentensi.

Mwalimu asahihishe sentensi ambazo mwanafunzi anaandika.

Wanafunzi 

Uk 104 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

tatu

Msamiati

Msamiati

Kufikia mwisho wa mada mwanafunzi aweze

kuandika majina ya vyakula katika kuimarisha stadi ya Kuandika

kutumia majina ya vyakula katika sentensi sahihi

Vyakula vipi hukuzwa shambani?

Mwanafunzi aweza kupewa kadi za majina ya vyakula vya kiasili asome kwa sauti. 

Wanafunzi waweza kuambatanisha majina ya vyakula halisi au michoro na majina yavyo.

Mwalimu asikize baadhi ya chakula vinazokuzwa shambani.

Wanafunzi 

Uk 105-106 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

6

kwanza

Kusikiliza na Kuzungu mza

Masimulizi

Kufikia mwisho wa mada, mwanafunzi aweze:

kusikiliza masimulizi kuhusu vyakula vya kiasili katika kuimarisha stadi ya kusikiliza

Kwa nini tunakula chakula?

Mwanafunzi asimulie hadithi kuhusu vyakula vya kiasili. 

Wanafunzi wajadiliane kuhusu umuhimu wa vyakula vya kiasili. 

Wanafunzi wasimuliane visa kuhusu vyakula vya kiasili.wanafunzi

Mwalimu asikilize mwanafunzi akieleza umuhimu wa chakula.

Tarakilishi 

Uk 107 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Kusikiliza na Kuzungu mza

Masimulizi

Kufikia mwisho wa mada mwanafunzi aweze

kufahamu masimulizi aliyosikiliza katika kuimarisha stadi ya kusikiliza kufurahia vyakula vya kiasili katika maisha ya kila siku.

Je, umuhimu wa vyakula vya kiasili ni upi?

Mwanafunzi aweza kuhusishwa katika kuimba nyimbo na kukariri mashairi kuhusu vyakula vya kiasili. 

Mwanafunzi aweza kusikiliza nyimbo na mashairi yaliyorekodiwa kwenye vifaa vya kiteknolojia kuhusu vyakula vya kiasili.

Mwalimu atazame mwanafunzi akifanya zoezi.

Tarakilishi 

Uk107-108 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

tatu

Kusoma:

Hadithi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua msamiati uliotumiwa katika hadithi aliyosoma au kusomewa ili kuimarisha mawasiliano

Je, unaona nini katika picha?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. 

Mwanafunzi atabiri kitakachotokea kwenye hadithi. 

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenywae hadithi.wanafunzi

Mwalimu asikize mwanafunzi akisimulia kis a chochote.

Wanafunzi 

Uk 110 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

7

Kwanza

Kusoma:

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

kusikiliza hadithi zikisomwa na mwalimu kuhusu vyakula vya kiasili ili kuimarisha stadi ya kusoma

Unadhani ni nini kitakachotokea katika hadithi

Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wawili wawili au katika vikundi.

Mwalimu asikize mwanafunzi akisoma hadithi.

Wanafunzi Uk 110-111

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

kusoma

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

kufurahia vyakula vya kiasili maishani.

Unakumbuka hadithi gani uliyoisoma?

Mwanafunzi asikilize hadithi ya mwalimu au hadithi iliyorekodiwa kuhusu vyakula vya kiasili.

Mwalimu asahihishe kazi ya mwanafunzi.

Tarakilishi 

Uk112 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

tatu

Sarufi

Matumizi na –angu na –etu

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua matumizi ya –angu na – etu katika mawasiliano kutumia –angu na

– etu katika sentensi ili kuimarisha mawasiliano

Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu?

Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. 

Mwanafunzi aandike sentensi zenye kuhusisha-angu na –etu.

Mwalimu asikilize mwanafunzi akitunga sentensi.

Wanafunzi

Uk 113

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

8

Kwanza

Sarufi

Matumizi na –

angu na –etu

Kufikia mwisho wa mada mwanafunzi aweze kufurahia kutumia

–angu na –etu katika mawasiliano.

Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu?

Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. 

Mwanafunzi aandike sentensi zenye kuhusisha

-angu na –etu.

Mwalimu asikilize mwanafunzi akitumia angu na etu katika kutunga sentensi.

Tarakilishi 114-15

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

9

marudio

Week

Lesson

Strand/Theme

Sub-Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading and predicting the meaning of new words

Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency.

Charts

KLB Visionary English Literacy Activities Grade 1 pg. 177-179

Read short words and phrases

 

 

2

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading and predicting the meaning of new words

Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency.

Charts

KLB Visionary

English Literacy

Activities Grade

1 pg. 180-182

Read short words and phrases

 

 

3

WRITING

Spelling instruction

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

Apply the knowledge of blending and segmenting to write words.

Use proper letter formation with correct spacing to write words correctly

Develop an interest in spelling and writing new words.

Why is it

Important to spell words correctly?

Learners make new words by

playing spelling games (spelling bee,

flash cards) in pairs and groups

Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence)

Learners are guided to use various forms of media to spell and write words.

Learners write dictated words correctly.

Picture cards, computer, flash

cards, containing words, pencils,

stencils, reading charts

KLB Visionary

English Literacy

Activities Grade

1 pg.183

Dictation, spelling competition

 

 

4

WRITING

 

 

Spelling instruction

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

Apply the knowledge of blending and segmenting to write words.

Use proper letter formation with correct spacing to write words correctly

Develop an interest in spelling and writing new words.

Why is it

Important to spell words correctly?

Learners make new words by

playing spelling games (spelling bee,

flash cards) in pairs and groups

Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence)

Learners are guided to use various forms of media to spell and write words.

Learners write dictated words correctly.

Picture cards, computer, flash

cards, containing words, pencils,

stencils, reading charts

KLB Visionary English Literacy Activities Grade 1 pg.184

Dictation, spelling competition

 

 

5

LISTENING

Story Telling

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

Listen attentively and confidently respond to stories

Use a variety of thematic vocabulary

Develop an interest in listening to oral stories.

What do stories teach us?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available),

audio recorded stories

Learners respond to oral questions related to the story learned or orally recreate a story

Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person

KLB Visionary English Literacy Activities Grade 1 pg.185

Retelling stories, question and answer

 

2

1

SPEAKING

Talk About

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

Use acquired vocabulary to talk about self appropriately

Identify themselves with people, objects and places in their environment.

Who/what do you like?

Learners practice rules on social interactions  (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups.

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.186

Oral presentations, question/answer

 

 

2

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency.

Learners participate in reading games (lucky dip, fishing game), in pairs and groups.

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.187-189

read short words and phrases

 

 

3

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency.

Learners participate in reading games (lucky dip, fishing game), in pairs and groups.

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.190-192

read short words and phrases

 

 

4

WRITING

Creative Writing

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

Plan and organize ideas.

Learn from oral and reading activities to enrich their written words.

Why do we write?

Learners create stories from pictures provided (picture spark)

Learners are guided to write key

words in the story

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons.

KLB Visionary English Literacy Activities Grade 1 pg.193

Learners organize pictures in sequence to tell a story and write words to caption the

pictures

 

 

5

WRITING

Creative Writing

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

Apply knowledge of writing organizer to write a coherent story.

Apply knowledge of writing conventions to aid meaning and presentation.

What do we write?

Learners are

guided to develop a

storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and Meaning.

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons.

KLB Visionary English Literacy Activities Grade 1 pg.193

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

3

1

LISTENING

Story Telling

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

Listen attentively and confidently respond to stories.

Use a variety of thematic vocabulary.

Empathize with familiar people in stories.

Who tells us Stories?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories.

Learners respond to oral questions related to the story learned or orally recreate a story.

Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person

KLB Visionary English Literacy Activities Grade 1 pg.194

Retelling stories, question and answer

 

 

2

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment

Express personal emotions, feelings, and opinions about people, places, and

objects

Who/what do you like?

Interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups.

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.195

Oral presentations, question/answer

 

 

3

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment.

Express personal emotions, feelings, and opinions about people, places, and objects.

Why do you like him/her/it?

Learners observe the teacher modelling

effective speaking skills

Learners record their speech and listen as teacher observes

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.196

Oral presentations, question/answer

 

 

4

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.197-198

read short words and phrases

 

 

5

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an

interest in reading new words, phrases and sentences

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.199-200

read short words and phrases

 

4

1

WRITING

Creative Writing

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

Plan and organize ideas.

Apply knowledge of writing organizer to write a coherent story.

What do we write?

Learners are guided to write key words in the story.

Learners are

guided to develop a

storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.201

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

2

WRITING

Creative Writing

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

Learn from oral and reading activities to enrich their written words.

Apply knowledge of writing conventions to aid meaning and presentation.

 

Why do we write?

 

Learners create

stories from pictures provided (picture spark)

Learners are guided to write key words in the story.

Learners are guided to construct simple sentences for fluency and meaning

Learners organize pictures in sequence to tell a story and write words to caption the pictures

KLB Visionary English Literacy Activities Grade 1 pg.202

Pencils,

organizers, reading cards,

pictures, newspaper cuttings, story books, stencil, crayons

 

 

3

LISTENING

Effective Communication

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

Acquire a variety of vocabulary to talk about own and others’ experiences.

Show appreciation of others’ feelings as they share their experiences

What makes us happy?

Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class

Learners are guided to ask and respond to questions to clarify information on experiences.

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)

KLB Visionary English Literacy Activities Grade 1 pg.203

audio-recording devices, learners

 

 

4

SPEAKING

Talk About

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

Use acquired vocabulary to talk about self appropriately

Identify themselves with people, objects and places in their environment.

Why do you like him/her/it?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.204

Oral presentations, question/answer

 

 

5

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment

Express personal emotions, feelings, and opinions about people, places, and objects

Who/what do you like?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.205

Oral presentations, question/answer

 

5

1

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading and predicting the meaning of new words

Learners rearrange jumbled words to make meaningful sentences

Learners should be exposed to a variety of reading materials to practice reading for fluency

Charts

KLB Visionary English Literacy Activities Grade 1 pg.206

Read short words and phrases

 

 

2

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading

and predicting the meaning of new

words

Learners rearrange jumbled words to make meaningful sentences

Learners should be exposed to a variety of reading materials to practice reading for fluency

Charts

KLB Visionary English Literacy Activities Grade 1 pg.207

Read short words and phrases

 

 

3

WRITING

Creative Writing

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

Plan and organize ideas.

Apply knowledge of writing organizer to write a coherent story.

Apply knowledge of writing conventions to aid meaning and presentation.

What do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.208

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

4

LISTENING

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences

Show appreciation of others’ feelings as they share their experiences.

How do we respond when someone is sad?

Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class

Learners listen to songs and poems related to feelings

audio-recording devices, learners

KLB Visionary English Literacy Activities Grade 1 pg.209

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills

 

 

5

LISTENING

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences

Use non-verbal cues in oral communication to express feelings and experiences.

How do we respond when someone is sad?

Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class

Learners listen to songs and poems related to feelings

audio-recording devices, learners

KLB Visionary English Literacy Activities Grade 1 pg.209

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills

 

6

1

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment

Express personal emotions, feelings, and opinions about people, places, and

objects

Who/what do you like?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.210

Oral presentations, question/answer

 

 

2

SPEAKING

Talk About

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

Use acquired vocabulary to talk about self appropriately

Identify themselves with people, objects and places in their environment.

Why do you like him/her/it?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.211

Oral presentations, question/answer

 

 

3

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.212

Read short words and phrases

 

 

4

WRITING

Creative Writing

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

Plan and organize ideas

Learn from oral and reading activities to enrich their written words.

Why do we write?

Learners are guided to write key words in the story

Learners are

guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.213

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

5

WRITING

Creative Writing

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

Apply knowledge of writing organizer to write a coherent story

Apply knowledge of writing conventions to aid meaning and presentation

Why do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.214

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

7

1

LISTENING

Conversation

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

Listen attentively and actively participate in conversations in different contexts.

Appreciate taking turns while engaged in collaborative conversations.

What do we talk about?

Learners associate the keywords displayed with those in the conversation listened to?

Learners record audios of conversations and listen to them.

Learners watch videos of different conversations.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Literacy Activities Grade 1 pg.215-216

Question and answer, role play, dramatization

 

 

2

LISTENING

Conversation

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

Recognize and use vocabulary related to the themes myself, my family, my school, and my home

Appreciate taking turns while engaged in collaborative conversations.

What do we talk about?

Learners associate the keywords displayed with those in the conversation listened to?

Learners record audios of conversations and listen to them.

Learners watch videos of different conversations.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Literacy Activities Grade 1 pg.217

Question and answer, role play, dramatization

 

 

3

SPEAKING

Presentation skills

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

Use a variety of vocabulary to express self appropriately.

Use appropriate tonal variation, articulation and stress to express self confidently

Appreciate the use of transition words to sequence events.

What does a good presenter do?

Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups.

Learners attempt to respond to questions related to sequencing of

activities for each day of the week

(before, after, then)

Learners sing songs, rhymes and recite poems related to routine

activities

Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events

KLB Visionary English Literacy Activities Grade 1 pg.218

Narration (check use of signal words), question/answer

 

 

4

SPEAKING

Presentation skills

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

Use a variety of vocabulary to express self appropriately.

Use appropriate tonal variation, articulation and stress to express self confidently

Appreciate the use of transition words to sequence events.

What does a good presenter do?

Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups.

Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then)

Learners sing songs, rhymes and recite poems related to routine activities

Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events

KLB Visionary English Literacy Activities Grade 1 pg.219-220

Narration (check use of signal words), question/answer

 

 

5

READING

Reading comprehension

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

Read simple texts fluently and with understanding

Read aloud short texts and stories accurately

Why is it important to understand what you read?

Learners are exposed to a variety of texts for reading

Learners are guided to read sentences aloud for meaning

Learners ask and answer simple questions related to materials read

Reading materials, flashcards, library, readers

KLB Visionary English Literacy Activities Grade 1 pg.221

Listening, Question/Answer

 

8

1

READING

Reading comprehension

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

Read at an appropriate speed for enjoyment.

Develop an interest in reading short stories with comprehension.

Why is it important to understand what you read?

Learners are prompted to predict meaning from pictures

Learners use learned vocabulary to construct simple sentences

Learners identify and name characters from pictures

Reading materials, flashcards, library, readers

KLB Visionary English Literacy Activities Grade 1 pg.221

Listening, Question/Answer

 

 

2

WRITING

Creative Writing

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

Apply knowledge of writing organizer to write a coherent story

Apply knowledge of writing conventions to aid meaning and presentation.

What do we write?

Learners are guided to write key words in the story

Learners are guided to develop a

storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.222

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

3

WRITING

Creative Writing

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

Plan and organize ideas.

Learn from oral and reading activities to enrich their written words.

Apply knowledge of writing organizer to write a coherent story.

Why do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Learners organize pictures in sequence to tell a story and write words to caption the pictures

KLB Visionary English Literacy Activities Grade 1 pg.222

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

 

 

4

WRITING

Creative Writing

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

Plan and organize ideas.

Learn from oral and reading activities to enrich their written words.

Apply knowledge of writing organizer to write a coherent story.

Why do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences

(on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Learners organize pictures in sequence to tell a story and write words to caption the pictures

KLB Visionary English Literacy Activities Grade 1 pg.222

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

 

 

5

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.212

Read short words and phrases

 

 

ASSESMENT

 

Week

Lesson

Strand

Sub-strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Reflection

1

1

Safety education

Common accidents at home - Drowning

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

Describe drowning.

Mention causes of drowning at home.

Identify ways of preventing drowning at home.

What causes drowning at home? 

How can we prevent drowning at home?

Learners are guided to identify drowning at home.

Learners are guided to state the causes of drowning at home such as swimming alone.

Learners to tell stories of their experiences of drowning at home

Learners to identify ways of preventing drowning at home such as swimming under supervision.

Learner to view pictures and video clips on causes of drowning at the home and share them in class.

Pictures of children drowning and their causes such as swimming alone.

Pictures and video clips on drowning and how to prevent them.

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. and 77

Ask learners oral questions on drowning.

 

 

2

 

Common  accidents at home - Electric shock

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

Describe an electric shock.

Mention causes of electric shock at home.

Identify ways of preventing electric shocks at home.

What causes electric shock at home?

How can we prevent electric shock at home?

Learners are guided to describe an electric shock.

Learners are guided to state the causes of electric shock at home such as naked electricity sockets, touching naked wires and inserting metal objects into the sockets.

Learners to tell stories of their experiences of electricity sockets at home

Learners identify ways of preventing electricity sockets at home keeping naked flame and water out of reach

Learners to view pictures and video clips on causes of electric shocks at the home and share them in class.

Naked wires

Naked sockets

Pictures of

Children inserting metals into the sockets

Pictures and video clips on electric shocks and how to prevent them.

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 71&74

Ask learners oral questions on electric shocks.

 

2

1

 

Common accidents at home - Choking

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

Describe choking.

Mention causes of choking at home.

Identify ways of preventing choking at home.

What causes choking at home?

How can we prevent choking at home?

Learners are guided to identify choking at home from a variety of pictures on common accidents that occur at home.

Learners are guided to state the causes of choking at home such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food.

Learners to tell stories of their experiences of choking at home

Learners to identify ways of preventing choking at home like chewing food completely before swallowing, swallowing small pieces of food and not to speak or laugh while swallowing food.

Learners to view pictures and video clips on causes of choking at the home and share them in class.

Pictures of children who have been choked and their causes such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food.

Pictures and video clips on choking and how to prevent them.

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 68&71

Ask learners oral questions on choking.

 

 

2

 

Common accidents at home - Suffocation

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

Describe suffocation.

Mention causes of suffocation at home.

Identify ways of preventing suffocation at home.

What causes suffocation at home?

How can we prevent suffocation at home?

Learners are guided to identify suffocation from a variety of pictures on common accidents that occur at home.

Learners are guided to state the causes of suffocation at home such as placing paper bags over their heads.

Learners to tell stories of their experiences of suffocation at home

Learners identify ways of preventing suffocation at home such as proper disposal of paper bags.

Learners to view pictures and video clips on causes of suffocation at the home and share them in class.

Pictures of children with paper bags over their heads.

Pictures and video clips on suffocation and how to prevent them.

Ask learners oral questions on suffocation.

 

3

1

 

Importance of preventing accidents at home

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

State common accidents that occur at home

Mention causes of accidents at home,

Appreciate the importance of preventing accidents at home.

What are some of the accidents at home?

What causes accidents at home?

How can we prevent accidents at home?

Learners are guided to identify accidents at home like falls, cuts, drowning, suffocation, choking electrocution, burns.

Learners are guided to state the causes of accidents at home such as sharp edges, slippery floors, vegetable/fruit peelings, broken glass, uncovered pits, rough floors, poorly arranged furniture, electricity sockets and the naked flame

Learners identify ways of preventing accidents at home (wiping spills, arranging furniture properly, disposing off waste appropriately, covering open pits, proper handling of tools like knives and forks)

Pictures of common accidents at home.

Video clips on how to prevent common accidents that occur at home. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 67-79

Ask learners oral questions on common accidents that occur at home

 

 

2

Safety education

Dangerous chemicals at home

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

Name some dangerous chemicals found at home and where they are used.

Which are some of the dangerous chemicals used at home?

Guide learners to identify dangerous chemicals used at home (detergents and cleaning agents, kerosene, pesticides, insecticides)

In groups, learners to mention dangerous

chemicals found in their homes

Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home 

(Insecticides and pesticides) Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Oxford

Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80

Ask learners oral questions on dangerous chemicals found in their homes

 

4

1

 

Dangers chemicals cause at home

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

Mention the dangers caused by chemicals used at home,

What are some of dangers caused by these household chemical s?

Guide learners to mention the dangers caused by chemicals used at home.

Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home

(Insecticides and pesticides) Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80

Ask learners oral questions on dangers of chemicals found in their homes

 

 

2

 

Dangers chemicals cause at home

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

Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.

Which are some of the dangerous chemicals used at home?

What are some of dangers caused by these household chemical s?

Let learners listen to stories or watch a video on dangers caused by dangerous chemicals used at home.

Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home

(Insecticides and pesticides) Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 83

Ask learners oral questions on dangers chemicals of found in their homes

 

5

1

 

Dangers chemicals cause at home

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

Mention the dangers caused by chemicals used at home,

Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.

Which are some of the dangerous chemicals used at home?

What are some of dangers caused by these household chemicals?

Which dangerous chemicals found at home can you draw?

Learners can draw and color some of the dangerous chemicals at home using pencils, colors, crayons and computing devices

Empty containers of dangerous chemicals at home (Insecticides and pesticides)

Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Pencils Crayons/Colors Drawing books Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80-83

Ask learners oral questions on dangers of chemicals found in their homes

 

 

2

Simple first aid

What is first aid?

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

Know what first aid is

Define first aid

Which accident has ever happened to you?

What was done to you after the accident?

Why did they do first aid to you?

Guide learners in telling stories on when an accident happened to them and what was done to them after the accident.

Guide learners to read pictures on first aid.

First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 85

Ask learners oral questions to what first aid is.

 

6

1

 

Why do we do first aid?

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

State reasons for carrying out First Aid to an injured person.

Why do we do First Aid on an injured person?

Let learners listen to a story on First Aid and answer questions asked.

Guide learners to mention reasons for carrying out First Aid on an injured person.

First aid kit Charts on First Aid Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 86

Ask learners oral questions on why we do first aid.

 

 

2

 

The first aid kit

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

Identify a First

Aid kit.

Draw and color a First Aid kit.

What is a First Aid kit?

Let learners observe a first aid kit.

Guide learners in telling where they saw the item (First Aid kit)

Learners to mention where they do see the First Aid kit

Guide learners to draw a First Aid kit and color it.

First aid kit

A chart/picture with a First Aid kit

Pencils Drawing books Colors/crayons Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 87

 

 

7

1

 

Things found in the First Aid kit

(Bandage, Scissors and Gloves)

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

Identify contents of a First

Aid kit

Know the use of the First Aid kit contents.

Which contents are found in the First Aid kit?

How are the contents used?

Guide learners to identify contents of a First Aid kit (Bandage,

Scissors and Gloves) and how they are used.

Learners to draw and color First Aid kit contents (Bandage, Scissors and Gloves.

First Aid kit Bandage Scissors Gloves Pencils Drawing books Crayons/Colors Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88

Ask learners oral questions on First Aid kit contents and how they ae used.

 

 

2

 

Things found in the First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)

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

Identify contents of a First

Aid kit

Know the use of the First Aid kit

Which contents are found in the First Aid kit?

How are the contents used?

Guide learners to identify contents of a First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)) and how they are used.

Learners to draw and color First Aid kit contents (Cotton wool, Tweezer and Safety pins)

First Aid kit Bandage Scissors Gloves Cotton wool Tweezer Safety pins Pencils Drawing books Crayons/Colors First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88-89

Ask learners oral questions on First Aid kit contents and how they ae used.

 

8

1

 

First aid for cuts

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

Practice simple First Aid for minor cuts

What First Aid is done for cuts?

In groups, guide learners to share experiences on what was done to them when they had a cut.

Show learners video clips, pictures, charts on First Aid for cuts.

Guide learners to role play on simple First Aid for cuts.

First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for cuts Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90

Observe learners as they role play on dressing a cut

 

 

2

 

First aid for wounds

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

Practice simple First Aid for wounds

What First Aid is done for wounds?

In groups, guide learners to share experiences on what was done to them when they had wounds.

Show learners video clips, pictures, charts on First Aid for wounds.

Guide learners to role play on simple First Aid for wounds.

First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for wounds Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90

Observe learners as they role play on dressing a wound

 

WEEK

LESSON

Strand/Theme

Sub-strand/Subtheme

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment Methods

Reflection

1

1

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: identify types of waste in the classroom;

What types of waste are found in the classroom?

Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).

Our lives today grade 1 page 116-118

Oral question on type of waste in the classroom

 

 

2

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: in groups of two, take a walk in the school compound and identify types of waste in the classroom;

What types of waste are found in the classroom?

Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).

Our lives today grade 1 page 119

observing on type of waste in the school compound

 

 

3

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: safely sort out waste in the in the classroom for appropriate disposal;

How could we dispose of classroom waste responsibly

Learners could be guided to record types of waste (by writing or drawing

Our lives today grade 1 page 120

observing on type of waste in the school compound

 

 

4

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;

How could we dispose of classroom waste responsibly

Learners cold safely sort out waste from the classroom.

Our lives today grade 1 page 121

observing on type of waste in the school compound

 

 

5

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;

How could we dispose of classroom waste responsibly

Learners cold safely sort out waste from the classroom.

Our lives today grade 1 page 121

observing on type of waste in the school compound

 

2

1

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: appreciate a clean classroom environment for good health

How could we

dispose of classroom waste responsibly

Learners could be guided to develop a schedule for cleaning the classroom

Our lives today grade 1 page 122

observing on type of waste in the school compound

 

 

2

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: Safety in handling waste in the home.

What types of waste are found in the classroom?

Learners could identify types of waste found in the home.

Our lives today grade 1 page 122

Oral question on how safe the school is

 

 

3

Care for the environment

Safety in Handling waste in the home.

By the end of the sub-strand, the learner should be able to: Identifying waste that are found at home

What types of waste are found in the classroom?

Learners could identify types of waste found in the home..

Our lives today grade 1 page 124

Oral question on Identifying waste that are found at home

 

 

4

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: In group I categories and Identifying waste that are found at home

What types of waste are found in the classroom?

Learners could identify types of waste found in the home.

Our lives today grade 1 page 124

Oral question on Identifying waste that are found at home

Observing waste found at home

 

 

5

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: Discussing how to handle waste safely

How do we handle waste safely

Learners could watch video clips on safe managing of wastes.

Our lives today grade 1 page 126

Observing waste found at home

 

3

1

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: sort out waste in the for safe and effective disposal

How could we safely dispose of waste at home?

Learners could be guided to identify safe ways of managing wastes in the home.

Our lives today grade 1 page 127

Oral question on safety in handling waste in the home

 

 

2

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: In group of two sort out waste in the for safe and effective disposal

How could we safely dispose of waste at home?

Learners could be guided to identify safe ways of managing wastes in the home.

Our lives today grade 1 page 127

Oral question on safety in handling waste in the home

 

 

3

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at home

How is water wasted at home and school?

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page

130-131

Oral question on ways in which water is wasted at home and at school

 

 

4

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at school;

How is water wasted at home and school?

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways in which water is wasted at home and at school

 

 

5

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home.

How can we save water

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways of saving water

 

4

1

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: explaining ways of saving water at school.

How can we save water

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways of saving water

 

 

2

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home

How can we save water

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways of saving water

 

 

3

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identify ways of using water sparingly to reduce wastage

How could we reduce water wastage at home and school?

Learners could explore various ways in which water is used sparingly.

Our lives today grade 1 page 132-133

Oral question on ways of saving water

 

 

4

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: use water sparingly at home

How could we reduce water wastage at home and school?

In groups, learners could be guided to demonstrate the different practices of careful use of water.

Our lives today grade 1 page 132-133

Observing how to use water sparingly at home and school

 

 

5

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: use water sparingly at school.

How could we reduce water wastage at home and school?

In groups, learners could be guided to demonstrate the different practices of careful use of water.

Our lives today grade 1 page 132-133

Observing how to use water sparingly at home and school

 

5

1

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identifying way of utilizing water well in the community

How could we reduce water wastage at home and school?

Learners could be guided to identify common practices that lead to wastage of water at home and school.

Our lives today grade 1 page 132-133

Observing how to use water sparingly at home and school

 

 

2

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: demonstrate willingness to use water sparingly

How could we reduce water wastage at home and school?

Learners could be organized to participate in school water day to share experiences on careful use of water.

Our lives today grade 1 page 132-133 water containers, video clips on using water, photographs, local environment.

Observing how to use water sparingly at home and school

 

 

3

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: State sources of light at home i.e. sun, lamb, candle, torch and moon

How could we save light energy at home and school?

Learners could be guided to discuss ways of saving light energy in the home and school.

Our lives today grade 1 page 136

Oral question on types of sources of light

 

 

4

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: State sources of light at school i.e. sun, lamb, candle, torch and moon

How could we save light energy at home and school?

Learners could be guided to discuss ways of saving light energy in the home and school.

Our lives today grade 1 page 136

Oral question on types of sources of light

 

 

5

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at home

How could we save light energy at home

Learners could be guided to discuss ways of saving light energy

Our lives today grade 1 page 136-

Oral question on types of sources of light

 

6

1

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at school

How could we save light energy at school?

Learners could be guided to discuss ways of saving light energy

Our lives today grade 1 page 136-

Oral question on types of sources of light

 

 

2

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at home

How could we save light energy at school?

Learners could be guided to formulate rules on conserving light energy at home and school

Our lives today grade 1 page 137

Oral question on types of sources of light

 

 

3

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at school

How could we save light energy at school?

Learners could be guided to formulate rules on conserving light energy at home and school

Our lives today grade 1 page 137

Oral question on types of sources of light

 

 

4

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: use light energy sparingly and responsibly at home and school to conserve Energy.

How could we save light energy at school?

Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school

Our lives today grade 1 page 138-139

Oral question on types of sources of light

 

 

5

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to Making poster on saving energy

How could we save light energy at school?

Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school

Our lives today grade 1 page 138-139

Observing the poster and message made by the pupils on saving energy.

 

7&8

Revision

9

ASSESSMENT TEST

Week

Lesson

Strand/Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

Listening and Speaking

Living Together

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /i/ /ea/ in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you pronounce the following words tin, pin.

Learners pronounce the sounds /i/ /ea/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

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

Primary English Learners Book Grade 1 by Oxford Pg. 94-95

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Living Together

Language Structures and Functions

Use of possessives; Her, their, his, its.

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

Use possessives to talk about social cohesion in various contexts.

Recognise possessives in oral communication.

Appreciate the use of possessiveness to show ownership in speech.

Whose shoe is it?

Learners role play ownership of items/objects.

In groups, learners use phrases to illustrate ownership.

Learners identify objects in the classroom and attach appropriate possessives to them.

Regalia, charts, pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on Possessives.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 95

Oral questions, portfolio, observation

 

 

3

Reading Living Together

Comprehension

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

Read short words with letter -sound /s/ /z/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension.

Read about thirty (30) words accurately per minute for fluency.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 96

Oral questions, portfolio, observation

 

2

1

Writing

Guided Writing

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

Recognize the correct form and meaning of the words to be used in filling in gaps.

Copy the letter patterns s, z, e, a, h, y, k correctly and neatly in their exercise books.

How do you

write the letters: s, z, e, a, h, y, k

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three-word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 93&97

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Technology (Mobile Phone)

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /oo/ /ea/ in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you say these words book, spoon.

Learners pronounce the sounds /i/ /ea/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

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

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 98-99

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Technology (Mobile Phone

Language

Structures and Functions

WH questions What, Who.

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

Ask questions about technology phone using ‘what’ and ‘who’

Appreciate the use of what, who and where to seek information.

What is the name of your friend?

Where is their home?

Learners role play activities that will elicit use of where, who and what.

Learners ask questions using the terms who, what and where in pairs/small groups

Learners use songs/short poems to practice the use of the questions with who, what and where.

Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 99

Oral questions, portfolio, observation

 

3

1

Reading Technology (Mobile Phone

Comprehension

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

Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension.

Read about thirty (30) words accurately per minute for fluency.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 100

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Technology (Mobile Phone)

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /m/ /n//ng/ in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you say these words: Monkey, Nut

Learners pronounce the sounds /m/ /n/ /ng/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

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

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 102-103

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Technology (Mobile Phone

Language Structures and Functions

WH questions Where?

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

Ask questions about technology phone using ‘where’ use what, who and where to denote person, object, and place.

Appreciate the use of what, who and where to seek information.

What is the name of your friend?

Where is their home?

Learners role play activities that will elicit use of where, who and what.

Learners ask questions using the terms who, what and where in pairs/small groups

Learners use simple questions and dialogues Repeat sentence structures containing WH

Questions from a story, poem or conversation they have listened to.

Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 103

Oral questions, portfolio, observation

 

4

1

Reading Technology

(Mobile Phone)

Comprehension

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

Read short words with letter -sound /m/ /n/ /ng/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Read about thirty (30) words accurately per minute for fluency.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 104

Oral questions, portfolio, observation

 

 

2

Writing

Guided Writing

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

Recognize the correct form and meaning of the words to be used in filling in gaps.

Copy the sentences given correctly.

Write questions with their answers correctly.

How do you write a question?

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three-word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 101&105

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Numbers and Our Classroom

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /th/ /q/ in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you say these sounds? /th/ /q/

Learners pronounce the sounds /q/ /th/ by taking turns as modeled by the teacher or audio record.

Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

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

New Progressive Primary English Learners Book Grade 1 by Oxford Pg.106-107

Oral questions, portfolio, observation

 

5

1

Listening and Speaking

Numbers and Our Classroom

Language Structures and functions

Describing words (color, number values in tens, cardinal numbers from 19)

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

Use describing words to talk about cardinal numbers, shapes and colors.

Appreciate the use of color, size and number to describe nouns.

What things do you see outside the classroom?

What color are they?

Learners group objects according to their size big/ small, color- red, orange, yellow and numbers.

Learners describe objects in the classroom using size, color and numbers.

Learners color pictures of various objects.

Learners identify things in the environment that have different colors.

Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 107

Oral questions, portfolio, observation

 

 

2

Reading Numbers and Our Classroom

Comprehension

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

Read short words with letter -sound /q/ /th/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension.

Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 108

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Numbers and Our Classroom

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /bl/ /fl/fr/ /gr/ /dr/ in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

Which words can we get from the following sounds?

/bl/ /gr/ /dr/

Learners pronounce the sounds /bl/ /gr/ /dr/ by taking turns as modeled by the teacher or audio record.

Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

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

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 110-111

Oral questions, portfolio, observation

 

6

1

Listening and Speaking

Numbers and Our Classroom

Language Structures and functions

Describing words size & shape

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

Use describing words to talk about cardinal numbers, shapes and colors.

Describe the shapes, sizes of objects in the classroom using adjectives.

Appreciate the use of color, size and number to describe nouns.

What things do you see outside the classroom?

What color are they?

Learners construct sentences in pairs about the size of different objects.

Learners describe objects in the classroom using size, color and numbers.

Learners color pictures of various objects.

Repeat sentence structures containing describing words from a story, poem or conversation they have listened to.

Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 111

Oral questions, portfolio, observation

 

 

2

Reading Numbers and Our Classroom

Comprehension

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

Read short words with letter -sound /bl/ fr/ /fl/ /gr/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 112

Oral questions, portfolio, observation

 

 

3

Writing

Guided Writing

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

Recognize the correct form and meaning of the words to be used in filling in gaps.

Copy the sentences given correctly.

Copy the letter patterns Q, q, th, bl, fl, fr, gr, correctly neatly and legibly.

Which words contain the letter patterns bl, fr, gr?

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three-word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 109&113

Oral questions, portfolio, observation

 

7

1

Listening and Speaking

Do Not Waste

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

Which words can we get from the following sounds? /gl/ /fl/ /pl/ /cl/ gr/ /dr/ /tr/

Learners pronounce the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ by taking turns as modeled by the teacher or audio record.

Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

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

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 114-115

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Do Not Waste

Language structures and functions

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

Use imperatives for receiving and giving instructions/commands against wastage.

Respond to specific instructions for effective oral communication.

Appreciate the use of imperatives.

What does the Police officer say when arresting a criminal?

Learners listen to a short dialogue containing imperatives

Learners respond to simple imperatives 3. Learners practice the use of familiar imperatives in role play (parent-child)

Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 115

Oral questions, portfolio, observation

 

 

3

Reading

Do Not Waste

Comprehension

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

Read short words with letter -sound /cl/pl/ /fl/ /gr/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension.

Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 116

Oral questions, portfolio, observation

 

8

1

Listening and Speaking

Do Not Waste

Language structures and functions

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

Use imperatives for receiving and giving instructions/commands against wastage.

Respond to specific instructions for effective oral communication.

Recognise imperatives in day today communication.

What does the Police officer say when arresting a criminal?

Learners listen to a short dialogue containing imperatives

Learners respond to simple imperatives

Learners practice the use of familiar imperatives in role play (parent-child)

Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 118-119

Oral questions, portfolio, observation

 

 

2

Reading

Do Not Waste

Comprehension

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

Read short words with letter -sound /Pp/ /Bb/ /Tt/ /Kk/ /Qq/ Gg/ /Ff/ Vv/ /Ss/ /Jj/ /Mm/ /Nn/ Ll/ /Rr/ Ww/ /Yy/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension.

Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 120

Oral questions, portfolio, observation

 

 

3

WRITING

Guided Writing

Do Not Waste

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

Recognize the correct form and meaning of the words to be used in filling in gaps.

Copy the sentences given correctly.

Which words contain the letter patterns bl, fr, gr?

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three-word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 117&121

Oral questions, portfolio, observation

 

9

ASSESMENT