SCHOOL

Listening and Speaking

Pronunciation and Vocabulary

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

- Distinguish words with the target letter-sound combinations in conversations.
- Use vocabulary related to the theme to communicate in various contexts.
- Respond to specific simple two-directional instructions using new words in oral communication.
- Realize the importance of listening attentively and pronouncing words correctly for effective communication.

The learner is guided to:
- Listen to audio-visual recordings of songs, story/teacher read aloud stories, among others, with the target letter–sound combination.
- Pick words with the target letter–sound combination: bl as in blue, sp as in spoon, sc as in school, sk as in sky, ck –as in kick.
- Practice using the target letter-sound combinations to form word.
- Construct simple sentences using new words.
- Develop a talking tree collaboratively with peers using the new words.
- Respond to two-directional instructions without interrupting as modeled by the teacher or peers.

Why should we listen attentively when other people are talking?

Skills in English Learner's Book pg. 2
-Dictionary
-Audio-visual recordings
-Chart paper
-Markers
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

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

- Distinguish words with the target letter-sound combinations in conversations.
- Use vocabulary related to the theme to communicate in various contexts.
- Respond to specific simple two-directional instructions using new words in oral communication.
- Realize the importance of listening attentively and pronouncing words correctly for effective communication.

The learner is guided to:
- Listen to audio-visual recordings of songs, story/teacher read aloud stories, among others, with the target letter–sound combination.
- Pick words with the target letter–sound combination: bl as in blue, sp as in spoon, sc as in school, sk as in sky, ck –as in kick.
- Practice using the target letter-sound combinations to form word.
- Construct simple sentences using new words.
- Develop a talking tree collaboratively with peers using the new words.
- Respond to two-directional instructions without interrupting as modeled by the teacher or peers.

Why should we listen attentively when other people are talking?

Skills in English Learner's Book pg. 3
-Audio-visual recordings
-Flash cards
-Picture cards
-Teacher's Guide
Skills in English Learner's Book pg. 5
-Video clips
-Audio recordings
-Timer
-Teaching charts
Skills in English Learner's Book pg. 6
-Reading charts

Observation -Oral questions -Oral presentation -Checklists

Reading

Comprehension

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meaning of vocabulary words related to the theme.
- Answer direct and indirect questions for comprehension.
- Realize the importance of reading for lifelong learning.

The learner is guided to:
- Discuss pictures and the title of a text with peers and make predictions.
- Read a text and locate phrases and sentences to get the meaning of new words.
- Locate sentences containing answers to direct questions.
- Interact with the text and answer indirect questions using contextual clues.

How do pictures help us to know what the story is about? -How do we get the meaning of words from a text?

Skills in English Learner's Book pg. 7
-Story books
-Pictures
-Teacher's Guide
Skills in English Learner's Book pg. 10
-Comprehension charts

Observation -Oral questions -Written questions -Checklists

Language Use
Writing

The verb 'to be' (is, are)
Handwriting

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

- Recognize the correct use of the verbs to be is and are in sentences.
- Use the present tense forms of the verb 'to be' correctly, to construct simple sentences.
- Adopt the use of the present tense forms of the verb 'to be' in their day-to-day conversation.

The learner is guided to:
- Listen to a story, poem or conversation from audio recording/teacher model containing is and are.
- Identify sentences showing present tense forms of the verb 'to be' from the text.
- Describe own and other learners' demonstrated actions using is and are.
- Ask and answer questions using is and are, collaboratively with peers observing turn taking.
- Practise the use of is and are during role play, language games or songs.

How do we talk about what is happening at the present?

Skills in English Learner's Book pg. 3
-Audio recordings
-Grammar charts
-Teacher's Guide
Skills in English Learner's Book pg. 13
-Role play materials
Skills in English Learner's Book pg. 16
-Charts
-Digital devices

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise descenders in long words in a text.
- Form all descenders correctly in long words, legibly and neatly for correct word formation.
- Realise the importance of writing long words correctly, legibly and neatly for different purposes.

The learner is guided to:
- Watch videos on how to write long words with descenders from a digital device, or as modelled by the teacher or peers and identify descenders in long words in a text.
- Copy long words forming all the descenders correctly, legibly and neatly.
- Write words with descenders from a dictation correctly, legibly and neatly.
- Write long words related to the theme in response to a picture prompts.

Why should we write clearly?

Skills in English Learner's Book pg. 17
-Writing materials
-Sample texts
-Digital devices
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

ACTIVITIES AT HOME

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise words with the target letter-sound combinations accurately in various contexts.
- Articulate words with target letter-sounds combination for clarity in communication.
- Use new words related to the theme to communicate in various contexts.
- Respond to specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model of the target letter-sound combinations: /tʃ/ as in match, /əʊ/ goat, no, / ʃ/ as in shop, cl as in clean.
- Pronounce the target letter-sound combinations taking turns.
- Pick out words with the target letter-sound combinations.
- Take photos/record video clips about activities in the home and discuss its content.
- Use dialogues/rhymes/tongue twisters/language games and songs to practise vocabulary related to the theme.
- Respond correctly to two-directional instructions related to the theme.

Why should we listen attentively? -Why should we pronounce sounds and words

Skills in English Learner's Book pg. 19
-Audio recordings
-Digital devices
-Charts
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

- Recognise words with the target letter-sound combinations accurately in various contexts.
- Articulate words with target letter-sounds combination for clarity in communication.
- Use new words related to the theme to communicate in various contexts.
- Respond to specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model of the target letter-sound combinations: /tʃ/ as in match, /əʊ/ goat, no, / ʃ/ as in shop, cl as in clean.
- Pronounce the target letter-sound combinations taking turns.
- Pick out words with the target letter-sound combinations.
- Take photos/record video clips about activities in the home and discuss its content.
- Use dialogues/rhymes/tongue twisters/language games and songs to practise vocabulary related to the theme.
- Respond correctly to two-directional instructions related to the theme.

Why should we listen attentively? -Why should we pronounce sounds and words

Skills in English Learner's Book pg. 20
-Rhymes
-Tongue twisters
-Digital devices
-Teacher's Guide
Skills in English Learner's Book pg. 24
-Video clips
-Digital texts
-Timer

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words with the target letter-sound combinations from a text in preparation for reading.
- Pronounce words with the target sounds accurately.
- Read a text accurately at the right speed, displaying the appropriate feelings or emotions for fluency.
- Realise the importance of reading fluently.

The learner is guided to:
- Watch a video clip on reading fluency and respond to questions from the teacher and peers.
- Pick out words featuring the target letter-sound combinations: /cl/ and /ɔʊ/ from various texts.
- Practise reading a short print or digital text featuring words with the target blend expressively and fluently.
- Engage in timed reading of a text displaying appropriate feelings or emotion.
- Practise reading texts with peers for fluency.

How do we show feelings when reading?

Skills in English Learner's Book pg. 25
-Reading charts
-Emotion cards
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make connections between the text and their daily life experiences.
- Infer meanings of new words from the context.
- Read a text to answer direct and indirect questions correctly.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

The learner is guided to:
- Discuss pictures and the title of a text with peers and make predictions.
- Read simple digital or print texts related to the theme, and locate phrases and sentences to get the meaning of words.
- Locate sentences containing answers to direct questions and answer the questions.
- Interact with the text and answer indirect questions.
- Summarise the story in a few words.
- Brainstorm on the relevance of the story to their day-to-day activities.

How do we answer question from a text? -How do we make sure we understand what we read?

Skills in English Learner's Book pg. 28
-Story books
-Digital texts
-Pictures
-Teacher's Guide
Skills in English Learner's Book pg. 29
-Comprehension charts
-Interactive materials

Observation -Oral questions -Written questions -Checklists

Language Use

The verb 'to be' (was, were)

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

- Recognise the correct use of the verb 'to be' (was, were) in sentences.
- Use correct subject-verb agreement to construct simple sentences about activities in the home.
- Realize the importance of subject-verb agreement in conversation for effective communication.

The learner is guided to:
- Listen to a digital text containing 'was' and 'were' and identify sentences with the target grammar item.
- Type sentences based on pictures on a digital device (using was and were).
- Use the verb to be to construct sentences from actions demonstrated by peers.
- Play a language game using the verb to be (was, were).

What were you doing at home yesterday?

Skills in English Learner's Book pg. 30
-Digital devices
-Grammar charts
-Picture cards
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use

The verb 'to be' (was, were)

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

- Recognise the correct use of the verb 'to be' (was, were) in sentences.
- Use correct subject-verb agreement to construct simple sentences about activities in the home.
- Realize the importance of subject-verb agreement in conversation for effective communication.

The learner is guided to:
- Listen to a digital text containing 'was' and 'were' and identify sentences with the target grammar item.
- Type sentences based on pictures on a digital device (using was and were).
- Use the verb to be to construct sentences from actions demonstrated by peers.
- Play a language game using the verb to be (was, were).

What were you doing at home yesterday?

Skills in English Learner's Book pg. 32
-Digital devices
-Language games
-Grammar materials
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise ascenders in long words in a text.
- Write long words correctly, legibly and neatly forming all ascenders for correct word formation.
- Realize the importance of writing long words correctly, legibly and neatly for different purposes.

The learner is guided to:
- Look at samples of correct, clear, and legible handwriting from a text.
- Observe peer/teacher demonstration of well-shaped letters.
- Model ascenders using different materials.
- Copy words and letter patterns ascenders featuring the target letter-sound combinations 'dr', 'fr', 'fl', 'gl'.
- Copy sentences with ascenders from charts/flash cards/chalkboard.
- Write words related to the theme in response to a picture prompts.

Why is it important to shape letters well? -What do you consider to be a good handwriting?

Skills in English Learner's Book pg. 33
-Charts
-Flash cards
-Clay/plasticine
-Writing materials
-Teacher's Guide
Skills in English Learner's Book pg. 35
-Handwriting samples
-Picture prompts

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

TRANSPORT

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise the target letter-sound combinations in words from an oral text.
- Pronounce words with the target letter-sound combinations accurately.
- Use new words related to the theme in short sentences.
- Respond to specific simple two-directional instructions using new words in oral communication.
- Realize the importance of listening attentively and responding appropriately for effective communication.

The learner is guided to:
- Listen to an oral text featuring the target letter-sound combinations: /s/ as in dress, /l/-call, tall, 'fl' as in flew, / eɪ / as in way, grey.
- Say words with the target letter-sound combinations.
- Sing simple songs or recite poems with words which have the target letter-sound combinations.
- Pronounce new words related to the theme from flash cards/picture cues/sound prompts.
- Discuss meaning of new words with the target sounds with peers.
- Construct sentences using the new words.
- Listen and respond to two-directional instructions as modelled by peers/teacher.

Why should we listen attentively when other people are talking?

Skills in English Learner's Book pg. 37
-Audio recordings
-Flash cards
-Picture cards
-Charts
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise the target letter-sound combinations in words from an oral text.
- Pronounce words with the target letter-sound combinations accurately.
- Use new words related to the theme in short sentences.
- Respond to specific simple two-directional instructions using new words in oral communication.
- Realize the importance of listening attentively and responding appropriately for effective communication.

The learner is guided to:
- Listen to an oral text featuring the target letter-sound combinations: /s/ as in dress, /l/-call, tall, 'fl' as in flew, / eɪ / as in way, grey.
- Say words with the target letter-sound combinations.
- Sing simple songs or recite poems with words which have the target letter-sound combinations.
- Pronounce new words related to the theme from flash cards/picture cues/sound prompts.
- Discuss meaning of new words with the target sounds with peers.
- Construct sentences using the new words.
- Listen and respond to two-directional instructions as modelled by peers/teacher.

Why should we listen attentively when other people are talking?

Skills in English Learner's Book pg. 38
-Songs
-Poems
-Sound prompts
-Flash cards
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words with target letter-sound combinations in sentences.
- Read words related to the theme fluently, with accuracy and expressions.
- Realise the correspondence between spoken words and written words for fluency in reading.

The learner is guided to:
- Point out words from the text with target letter-sound combinations ('fl', 'ey').
- Watch videos or listen to the teacher model reading with fluency and say the words.
- Read a print/digital text aloud at the benchmark level of 65 words per minute and pick out decodable and non-decodable words.
- Use word attack skills such as look and say to recognise and read words related to the theme.
- Play word ladder and pronounce words or listen to audio/visual recording of words without letter sound correspondence.

Why should we read fluently?

Skills in English Learner's Book pg. 42
-Video clips
-Digital texts
-Timer
-Word ladder games
-Teacher's Guide
Skills in English Learner's Book pg. 43
-Audio-visual recordings
-Reading materials

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make predictions about a story based on the title and pictures.
- Infer the meanings of words from the context.
- Respond to direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Read the title and look at the pictures to make predictions about the story.
- Discuss the possible outcome of the story with peers.
- Read a text and locate phrases and sentences to get the meaning of new words.
- Locate sentences containing answers to direct questions and use them to answer questions.
- Respond to indirect questions using contextual clues.
- Role play the events in story for comprehension.

Why is it important to understand what we read?

Skills in English Learner's Book pg. 44
-Story books
-Pictures
-Role play materials
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading

Comprehension

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

- Make predictions about a story based on the title and pictures.
- Infer the meanings of words from the context.
- Respond to direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Read the title and look at the pictures to make predictions about the story.
- Discuss the possible outcome of the story with peers.
- Read a text and locate phrases and sentences to get the meaning of new words.
- Locate sentences containing answers to direct questions and use them to answer questions.
- Respond to indirect questions using contextual clues.
- Role play the events in story for comprehension.

Why is it important to understand what we read?

Skills in English Learner's Book pg. 45
-Comprehension texts
-Pictures
-Question prompts
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Language Use

Singular and plural objective pronouns

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

- Recognise the correct use of singular and plural objective pronouns in sentences.
- Use singular and plural objective pronouns to construct simple sentences related to the theme.
- Realise the importance of singular and plural objective pronouns in communication.

The learner is guided to:
- Listen to a story/poem/conversation featuring objective pronouns, (me, us, you, him/her, them).
- Pick out singular and plural objective plurals in the text.
- Discuss how pronouns have been used in the text with peers.
- Construct correct sentences using singular and plural objective pronouns orally with peers and give feedback.
- Answer questions using objective pronouns.

How do we talk about a person without mentioning their name?

Skills in English Learner's Book pg. 47
-Grammar charts
-Story materials
-Question prompts
-Teacher's Guide
Skills in English Learner's Book pg. 48
-Grammar materials
-Pronoun charts
-Practice exercises

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise ascenders and descenders in long words.
- Write long words forming all ascenders and descenders, correctly, legibly and neatly.
- Realise the importance of forming all ascenders and descenders appropriately in writing long words.

Learner is guided to:
- Watch videos on how to write long words with ascenders and descenders from a digital device, or as modeled by the teacher or peers.
- Practice writing the letters in the air.
- Observe displayed flash cards and copy the letters.
- Copy long words with the target letter-sound combinations (fl- and -ey).
- Practise writing long word forming ascenders and descenders with peers.
- Write words related to the theme from a dictation, in response to a picture prompt.

How do we write words?

Skills in English Learner's Book pg. 49
-Videos
-Digital devices
-Flash cards
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing

Handwriting

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

- Recognise ascenders and descenders in long words.
- Write long words forming all ascenders and descenders, correctly, legibly and neatly.
- Realise the importance of forming all ascenders and descenders appropriately in writing long words.

Learner is guided to:
- Watch videos on how to write long words with ascenders and descenders from a digital device, or as modeled by the teacher or peers.
- Practice writing the letters in the air.
- Observe displayed flash cards and copy the letters.
- Copy long words with the target letter-sound combinations (fl- and -ey).
- Practise writing long word forming ascenders and descenders with peers.
- Write words related to the theme from a dictation, in response to a picture prompt.

How do we write words?

Skills in English Learner's Book pg. 50
-Handwriting samples
-Picture prompts
-Dictation materials
-Writing materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

MONTHS OF THE YEAR

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise words with the target letter-sound combinations in oral texts.
- Articulate words with the target letter-sound combinations for effective communication.
- Pronounce the words related to the theme accurately.
- Use the new words to construct sentences in various contexts.
- Realise the importance of using appropriate words in a variety of contexts.

The learner is guided to:
- Pronounce words with the target letter-sound combinations as modelled by the teacher or peers: / ŋ / ing as in thing; / ŋ, / iː/ as in happy in words ending with letter y, st as in stick, gl as in glass.
- Say tongue twisters/poems/songs containing the target letter-sound combinations, with peers.
- Pronounce the words related to the theme accurately.
- Construct simple sentences orally using the new words, with peers and give feedback.
- Make a talking tree using the new words.

Why should we pronounce words correctly?

Skills in English Learner's Book pg. 52
-Audio recordings
-Tongue twisters
-Poems
-Talking tree materials
-Teacher's Guide
Skills in English Learner's Book pg. 53
-Songs
-Word lists
-Picture prompts

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words containing the target letter-sound combinations in preparation for reading.
- Read a text accurately, at the right speed and with expression.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

Learner is guided to:
- Select words featuring the target letter-sound combinations (/ ŋ /,/ iː/, -y, st, gl-) in a text, with peers.
- Practise reading words with the letter-sound combinations, with peers.
- Engage in timed reading (65 words per minute), observing stress and intonation.
- Read a short print or digital text featuring words with the target letter-sound combinations expressively and fluently.
- Practise reading sentences aloud containing non-decodable words with target letter-sound combinations.

Why should we pronounce sounds correctly? -Why should we read a story at the right speed?

Skills in English Learner's Book pg. 57
-Digital texts
-Timer
-Reading materials
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency

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

- Identify words containing the target letter-sound combinations in preparation for reading.
- Read a text accurately, at the right speed and with expression.
- Adopt reading simple, short narratives and informational texts in a variety of genres.

Learner is guided to:
- Select words featuring the target letter-sound combinations (/ ŋ /,/ iː/, -y, st, gl-) in a text, with peers.
- Practise reading words with the letter-sound combinations, with peers.
- Engage in timed reading (65 words per minute), observing stress and intonation.
- Read a short print or digital text featuring words with the target letter-sound combinations expressively and fluently.
- Practise reading sentences aloud containing non-decodable words with target letter-sound combinations.

Why should we pronounce sounds correctly? -Why should we read a story at the right speed?

Skills in English Learner's Book pg. 58
-Reading charts
-Sound combinations cards
-Timer
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Identify words related to the theme in a text.
- Make predictions and anticipate possible outcomes in a text for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt retelling a story to check understanding.

The learner is guided to:
- Observe pictures and the title of the text and make predictions on the outcome of the story with peers.
- Read a printed or digital text related to the theme.
- Infer the meanings of new words using contextual clues.
- Respond orally to direct questions based on a text they have read.
- Locate sentences containing answers to direct questions.
- Respond to inferential questions using contextual clues.
- Make connections between the story and their experiences.

How do we tell what the story is about?

Skills in English Learner's Book pg. 60
-Digital texts
-Pictures
-Comprehension questions
-Teacher's Guide
Skills in English Learner's Book pg. 61
-Story books
-Question prompts
-Context clue cards

Observation -Oral questions -Written questions -Checklists

Language Use

Simple Past Tense

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

- Recognise simple past tense verb forms from texts.
- Use simple past tense to discuss past activities.
- Realise the use of past tense in everyday communication.

The learner is guided to:
- Identify simple past tense verbs from print and digital text.
- Select sentences containing simple past tense from a text or conversation.
- Construct sentences using simple past tense on demonstrated actions and report to peers.
- Construct sentences from a substitution table with peers and give feedback.
- Engage in games, involving time and months of the year to change verbs from simple present to simple past tense, with peers.

How do we talk about what happened in the past? -What did you do last week?

Skills in English Learner's Book pg. 63
-Digital texts
-Grammar charts
-Substitution tables
-Language games
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Language Use
Writing

Simple Past Tense
Handwriting

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

- Recognise simple past tense verb forms from texts.
- Use simple past tense to discuss past activities.
- Realise the use of past tense in everyday communication.

The learner is guided to:
- Identify simple past tense verbs from print and digital text.
- Select sentences containing simple past tense from a text or conversation.
- Construct sentences using simple past tense on demonstrated actions and report to peers.
- Construct sentences from a substitution table with peers and give feedback.
- Engage in games, involving time and months of the year to change verbs from simple present to simple past tense, with peers.

How do we talk about what happened in the past? -What did you do last week?

Skills in English Learner's Book pg. 64
-Grammar materials
-Practice exercises
-Time and month references
-Teacher's Guide
Skills in English Learner's Book pg. 66
-Handwriting samples
-Letter patterns
-Picture prompts
-Writing materials

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Handwriting

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

- Recognise aspects of good handwriting for effective communication.
- Write words in clear and legible handwriting.
- Form words related to the theme from the target letters.
- Realize the importance of writing clearly and legibly for effective communication.

The learner is guided to:
- Observe samples of texts with good handwriting.
- Identify aspects of good handwriting such as letter formation, spacing, alignment, capitalization.
- Copy letter patterns of the target letter-sound combinations (gl, y).
- Form words related to the vocabulary learnt from the target letters.
- Write words related to the theme in response to a picture prompt.

How do we write words?

Skills in English Learner's Book pg. 67
-Good handwriting examples
-Target letters
-Picture prompts
-Writing practice materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

SHOPPING

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognise the target letter-sound combinations in spoken words and sentences.
- Pronounce the letter-sound combinations in a variety of words and sentences.
- Use the vocabulary learnt to communicate in various contexts.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model featuring the letter-sound combinations: nt as in sent, sl as in sleep, words ending with ar such as jar, nd as in hand, nk as in ink, drink.
- Pronounce the letter-sound combinations in words.
- Listen to tongue twisters, poems or songs and identify words with the target letter-sound combinations e.g. slippers, jar.
- Say tongue twisters, sing simple songs or recite poems with the taught sounds.
- Recognise new words related to the theme and use them to construct sentences.
- Use the class shop to role play shopping activities/watch a video about shopping and construct sentences about it.

Why should we look at people as we talk to them?

Skills in English Learner's Book pg. 69
-Audio recordings
-Tongue twisters
-Class shop materials
-Video clips
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

- Recognise the target letter-sound combinations in spoken words and sentences.
- Pronounce the letter-sound combinations in a variety of words and sentences.
- Use the vocabulary learnt to communicate in various contexts.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model featuring the letter-sound combinations: nt as in sent, sl as in sleep, words ending with ar such as jar, nd as in hand, nk as in ink, drink.
- Pronounce the letter-sound combinations in words.
- Listen to tongue twisters, poems or songs and identify words with the target letter-sound combinations e.g. slippers, jar.
- Say tongue twisters, sing simple songs or recite poems with the taught sounds.
- Recognise new words related to the theme and use them to construct sentences.
- Use the class shop to role play shopping activities/watch a video about shopping and construct sentences about it.

Why should we look at people as we talk to them?

Skills in English Learner's Book pg. 70
-Poems
-Songs
-Role play materials
-Shopping vocabulary cards
-Teacher's Guide
Skills in English Learner's Book pg. 72
-Digital texts
-Timer
-Reading materials

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words with the target sounds in varied texts.
- Pronounce words with the target sounds correctly.
- Read a text at the right speed, observing punctuation and displaying the right feelings and emotions for fluency.
- Adopt reading simple, short narratives and informational texts in a variety of genres fluently.

The learner is guided to:
- Identify and read words with the target letter sounds.
- Engage in timed reading at 65 words per minute, observing punctuations and displaying the right feelings and emotions.
- Read short print or digital texts related to the theme expressively and fluently.
- Practise reading sentences containing decodable and non-decodable words from print or digital sources with peers.

Why do we pause as we read texts? -What do we do if we cannot read a word?

Skills in English Learner's Book pg. 73
-Reading charts
-Punctuation cards
-Digital sources
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Realise the role of reading in life-long learning.

Learner is guided to:
- Discuss pictures and the title of a text and predict what will happen in the story, with peers.
- Read a printed or digital text (story/poem).
- Use contextual clues to get meaning of words.
- Locate sentences containing answers to direct questions in the text.
- Interact with the text answer indirect questions using contextual clues, with peers.
- Retell the story in own words.

How do we show that we have understood what we have read? -How can we predict how a story, poem or conversation will end? -How can we tell where events have taken place?

Skills in English Learner's Book pg. 75
-Digital texts
-Story materials
-Context clue cards
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Reading
Language Use

Comprehension
Plurals of irregular nouns

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Realise the role of reading in life-long learning.

Learner is guided to:
- Discuss pictures and the title of a text and predict what will happen in the story, with peers.
- Read a printed or digital text (story/poem).
- Use contextual clues to get meaning of words.
- Locate sentences containing answers to direct questions in the text.
- Interact with the text answer indirect questions using contextual clues, with peers.
- Retell the story in own words.

How do we show that we have understood what we have read? -How can we predict how a story, poem or conversation will end? -How can we tell where events have taken place?

Skills in English Learner's Book pg. 76
-Comprehension questions
-Story retelling prompts
-Pictures
-Teacher's Guide
Skills in English Learner's Book pg. 77
-Digital texts
-Grammar charts
-Digital devices
-Poems/songs

Observation -Oral questions -Written questions -Checklists

Language Use

Plurals of irregular nouns

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

- Identify plurals of irregular nouns in print and digital texts.
- Use plural of irregular nouns to construct sentences for effective communication.
- Realise the importance of using plural of irregular nouns in communication.

The learner is guided to:
- Recognize plural forms of irregular nouns from a written text or digital text.
- Form plurals of specific irregular nouns.
- Discuss with peers, personal shopping experiences using plurals of irregular nouns.
- Construct sentences using the plural forms of irregular nouns.
- Type sentences constructed onto a digital device.
- Recite poems/read texts/sing songs containing plurals of specific irregular nouns.

What things do we buy? -How do we refer to things when they are many?

Skills in English Learner's Book pg. 78
-Grammar materials
-Practice exercises
-Digital devices
-Teacher's Guide

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Spelling

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

- Recognise aspects of good handwriting for effective communication.
- Write correct spelling of grade appropriate words in the present and past simple tense clearly and legibly.
- Realize the importance of correct spelling of words for effective communication.

The learner is guided to:
- Read samples of texts with good handwriting.
- Discuss aspects of good handwriting such as letter formation, spacing, alignment, capitalisation, with peers.
- Copy letter patterns of the target letter-sound combinations (sl, ar), from a chart.
- Listen to a dictation on verbs in the present and past tense and write them.
- Share your work with peers and give feedback.
- Write words related to the theme correctly in response to a picture prompt.
- Type words and phrases on digital devices.

Why do we write? -How do we write words?

Skills in English Learner's Book pg. 80
-Text samples
-Charts
-Digital devices
-Dictation materials
-Picture prompts
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing
Listening and Speaking

Spelling
Pronunciation and Vocabulary

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

- Recognise aspects of good handwriting for effective communication.
- Write correct spelling of grade appropriate words in the present and past simple tense clearly and legibly.
- Realize the importance of correct spelling of words for effective communication.

The learner is guided to:
- Read samples of texts with good handwriting.
- Discuss aspects of good handwriting such as letter formation, spacing, alignment, capitalisation, with peers.
- Copy letter patterns of the target letter-sound combinations (sl, ar), from a chart.
- Listen to a dictation on verbs in the present and past tense and write them.
- Share your work with peers and give feedback.
- Write words related to the theme correctly in response to a picture prompt.
- Type words and phrases on digital devices.

Why do we write? -How do we write words?

Skills in English Learner's Book pg. 81
-Handwriting examples
-Spelling lists
-Digital devices
-Tense exercise materials
-Teacher's Guide
Skills in English Learner's Book pg. 84
-Audio recordings
-Rhyming words
-Picture cards
-Garden objects
-Language games

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

GARDEN

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify words with the target letter-sound combinations from an oral text.
- Pronounce words with the target letter-sound combinations in preparation for reading.
- Use words related to the theme in relevant contexts.
- Respond to simple specific two-directional instructions in oral communication.
- Realise the importance of listening attentively for effective communication.

The learner is guided to:
- Pronounce words and phrases with the letter-sound combinations: /ɪə/ as in near, ear, here, /θ/ as in thing, three path, /ð/ as in this, other, digraph wh as in when, where, the digraph tw as in two, twelve.
- Recite rhyming words that have the letter-sound combinations, with peers.
- Listen to and pronounce words related to the theme as used in short sentences, short paragraphs, teacher read aloud stories.
- Recite rhymes, sing songs, with peers using the vocabulary related to the theme.
- Use the vocabulary to construct oral sentences.
- Play a language game of matching vocabulary learnt to pictures and objects.
- Respond to simple specific two-directional instructions.

Why should we pronounce words correctly? -What do we find in a garden?

Skills in English Learner's Book pg. 85
-Song materials
-Rhymes
-Vocabulary cards
-Picture prompts
-Teacher's Guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Fluency

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

- Identify words with the target letter-sound combinations in preparation for reading.
- Pronounce words accurately when reading a text.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realize the importance of reading fluently for lifelong learning.

The learner is guided to:
- Pick out words with target letter-sound combinations /tw/ , /wh/, /ɪə/, /θ/, /ð/ from a chart.
- Read words containing the target letter-sound combinations correctly.
- Read a text displaying the right facial expressions and tonal variations, with peers.
- Engage in timed reading, displaying the right facial expressions and feelings when reading.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.
- Recite poems related to the theme.

How can we improve our reading speed? -How do we show feelings and emotions when reading?

Skills in English Learner's Book pg. 89
-Reading charts
-Timer
-Readers theatre materials
-Poems
-Teacher's Guide

Observation -Reading logs -Assessment rubric -Checklists

Reading

Fluency
Comprehension

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

- Identify words with the target letter-sound combinations in preparation for reading.
- Pronounce words accurately when reading a text.
- Read a grade-appropriate text accurately, at the right speed and with expression.
- Realize the importance of reading fluently for lifelong learning.

The learner is guided to:
- Pick out words with target letter-sound combinations /tw/ , /wh/, /ɪə/, /θ/, /ð/ from a chart.
- Read words containing the target letter-sound combinations correctly.
- Read a text displaying the right facial expressions and tonal variations, with peers.
- Engage in timed reading, displaying the right facial expressions and feelings when reading.
- Practise reading sentences containing decodable and non-decodable words.
- Participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem.
- Recite poems related to the theme.

How can we improve our reading speed? -How do we show feelings and emotions when reading?

Skills in English Learner's Book pg. 90
-Reading materials
-Facial expression cards
-Poetry books
-Teacher's Guide
Skills in English Learner's Book pg. 92
-Story books
-Pictures
-Context clue cards
-Summary prompts

Observation -Reading logs -Assessment rubric -Checklists

Reading

Comprehension

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

- Make predictions and anticipate possible outcomes in a story for comprehension.
- Use contextual clues to infer meanings of words.
- Answer direct and indirect questions for comprehension.
- Adopt reading texts for information.

The learner is guided to:
- Look at pictures and title of a text and say what will happen in the story, with peers.
- Read a story/poem/dialogue related to the theme.
- Use contextual clues to infer the meanings of words.
- Respond to direct questions by locating sentences containing answers.
- Answer indirect questions using contextual clues.
- Summarise the events in a story in a few words.

How can we predict the ending of a story, poem or conversation? -How can we tell where events in a story have taken place? -How can we tell the characters in a story?

Skills in English Learner's Book pg. 93
-Comprehension materials
-Story dialogues
-Question prompts
-Teacher's Guide

Observation -Oral questions -Written questions -Checklists

Language Use

Past Continuous Tense

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

- Identify words in past continuous tense for effective communication.
- Change verbs from present continuous to past continuous tense in a given context.
- Realize the importance of communicating ideas using the past continuous tense.

The learner is guided to:
- Listen to a story/poem/conversation containing sentences with past continuous tense.
- Pick out verbs in past continuous tense from a text.
- Take turns in asking and answering questions using the past continuous tense, with peers.
- Construct sentences in past continuous tense based on pictures related to the theme.
- Play language games that involve changing verbs from simple continuous to past continuous tense.

What were the learners doing in school yesterday?

Skills in English Learner's Book pg. 94
-Grammar texts
-Verb charts
-Picture prompts
-Language games
-Teacher's Guide
Skills in English Learner's Book pg. 95
-Grammar materials
-Practice exercises
-Picture cards

Observation -Oral questions -Peer Assessment -Checklists -Written questions

Writing

Spelling

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

- Spell words with the target letter-sound combinations for effective writing.
- Write 3-7 letter words related to the theme correctly.
- Endorse writing words correctly clearly and legibly.

The learner is guided to:
- Read words with the target letter-sound combinations /tw/, /wh/, /ɪə/, /θ/, /ð/ from a word wall.
- Copy words with the letter-sound combinations.
- Spell words with the letter combinations from a dictation.
- Make words related to the theme from jumbled letters.
- Write 3-7 letter words that are related to the theme and read them aloud.
- Form words related to the theme using letters of their names, with peers.

How do we learn to spell words or names?

Skills in English Learner's Book pg. 97
-Word walls
-Letter combinations chart
-Jumbled letters
-Dictation materials
-Teacher's Guide

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

Writing
Listening and Speaking

Spelling
Pronunciation and Vocabulary

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

- Spell words with the target letter-sound combinations for effective writing.
- Write 3-7 letter words related to the theme correctly.
- Endorse writing words correctly clearly and legibly.

The learner is guided to:
- Read words with the target letter-sound combinations /tw/, /wh/, /ɪə/, /θ/, /ð/ from a word wall.
- Copy words with the letter-sound combinations.
- Spell words with the letter combinations from a dictation.
- Make words related to the theme from jumbled letters.
- Write 3-7 letter words that are related to the theme and read them aloud.
- Form words related to the theme using letters of their names, with peers.

How do we learn to spell words or names?

Skills in English Learner's Book pg. 98
-Spelling lists
-Word formation materials
-Name letter cards
-Teacher's Guide
Skills in English
-pg. 100
-Audio recordings
-Charts
-Lesson notes
-Skills in English
-pg. 104
-Road signs
-Rhyming words
-Digital devices

Written exercise -Peer and Self Assessment -Checklists -Assessment rubrics

ACCIDENTS

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

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

- Respond appropriately to simple specific two-directional instructions in oral communication.
- Realise the importance of pronouncing and using new words correctly for effective communication.

The learner is guided to:
- Listen to an audio recording/teacher model of the target letter-sound combinations.
- Listen to a text and identify new words.
- Use the vocabulary to construct sentences.
- Recite poems and sing songs on road safety.
- Draw and colour simple road signs.
- Respond to simple specific two-directional instructions.

1. Why do you look at someone's face as they speak? -2. Why is it important to pronounce words correctly?

Skills in English
-pg. 100
-Audio recordings
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 104
-Road signs
-Songs/poems
-Digital devices
-pg. 107
-Poems
-
-pg. 107
-Texts with decodable words
-
-pg. 109
-Readers theatre scripts

Observation -Oral questions -Oral presentations -Checklists

Reading

Comprehension

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

- Describe the characters and events in the text to show comprehension.
- Make predictions about a story based on the title and picture.
- Respond to direct and indirect questions in short simple sentences to show comprehension.

The learner is guided to:
- Look at the title and pictures in the text to make predictions.
- Discuss the setting and the characters in the story.
- Read a text related to theme and respond to direct questions.
- Respond to indirect questions using contextual clues.
- Retell a story with peers.
- Role play scenarios from the story.
- Talk about their own experiences in relation to the story.

1. What do you think will happen in this story? -2. What do the pictures tell us about the story?

Skills in English
-pg. 107
-Story books
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Pictures
-Digital texts
-
-Role play materials
-Charts

Observation -Oral questions -Reading comprehension -Peer assessment -Checklists

Language Use
Writing
Writing

Use of conjunctions
Spelling
Spelling

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

- Distinguish the uses of conjunction 'or' in sentences for effective communication.
- Use conjunction 'or' to construct sentences related to the theme.
- Adopt using conjunction 'or' in everyday communication.

The learner is guided to:
- Identify sentences featuring the conjunction 'or' from a text.
- Construct sentences using 'or' to show choice.
- Role play making choices using 'or' in incidents related to the theme.
- Sing and recite poems about safety using conjunction 'or'.

What do we say when we want to choose something from a group of things?

Skills in English
-pg. 107
-Charts
-Lesson notes
-Teacher's Guide
-Skills in English
-pg. 109
-Grammar exercises
-Digital devices
-
-Songs/poems
-Role play materials
-pg. 113
-Word lists
-Flash cards
-
-pg. 113
-Pocket charts
-
-Jumbled word cards

Observation -Oral questions -Written questions -Peer assessment -Checklists