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| WK | LSN | STRAND | S-STRAND | LESSON LEARNING OUTCOMES | CORE COMPETENCE | VALUES | L EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 5 | 5 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Articulate vowels correctly in and out of school |
Effective communication
|
Unity peace
|
Learners could observe and imitate articulation of vowel sounds (a, e, i, o,
|
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Articulate consonants correctly in and out of school |
Effective communication
|
Unity peace
|
Learners should be encouraged to practise articulating consonant sounds. |
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Articulate consonants correctly in and out of school |
Effective communication
|
Unity peace
|
Learners should be encouraged to practise articulating consonant sounds. |
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Demonstrate awareness of letter- sound correspondence in class |
Effective communication
|
Unity peace
|
Learners could be encouraged to articulate letter sounds after the teacher
|
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4-5 |
READING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Hold a book top side up in and out of school Demonstrate ability to turn pages from right to left when opening a page in and out of school |
Communication and collaboration,
digital literacy
Communication and collaboration, digital literacy |
Responsi bility
|
Learners could be engaged in a book handling
activities and be guided to hold books top side up and turn pages from right to le Learners could view a video clip depicting holding a book top side up and turning pages from right to left and be guided to imitate |
How do we hold books
when reading?
How do we hold books when reading? |
Charts Realia
|
Observatio oral questions
|
|
| 7 | 1 |
READING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in book handling and storage activities in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could sing rhymes related to holding books top side up and turning pages from right to left
|
How do you open pages of a book when reading
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 2 |
READING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in book handling and storage activities in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could sing rhymes related to holding books top side up and turning pages from right to left
|
How do you open pages of a book when reading
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 3 |
READING
|
Reading readines s skills
|
By the end of the
lesson, the learner
should be able to:
|
Communication and collaboration, digital literacy
|
Responsi bility
|
In pairs or in groups, learners could arrange pictures from left to right.
|
How do you move your eyes when reading
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4-5 |
READING
|
Reading readines s skills
|
By the end of the
lesson, the learner
should be able to:
|
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be engaged in a picture walk
activity and guided to turn pages from right to left |
How do you move your eyes when reading
|
Charts realia
|
Observatio oral
questions
|
|
| 8 | 1 |
READING
|
Reading readines s skills
|
By the end of the
lesson, the learner
should be able to:
Turn pages from right to left when opening a page |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be engaged in a picture walk activity and guided to turn pages from right to left
|
How do you move your eyes when reading
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 2 |
READING
|
Print awarene ss
|
By the end of the
lesson, the learner
should be able to:
should be able to Talk about pictures in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be provided with relevant pictures and encouraged to talk about them.
|
What pictures do you enjoy looking at?
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 3 |
READING
|
Print awarene ss
|
By the end of the
lesson, the learner
should be able to:
Demonstrate awareness of print in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be engaged in
|
What pictures do you enjoy looking at?
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 4-5 |
READING
|
Print awarene ss
Visual discrimi nation |
By the end of the
lesson, the learner
should be able to:
Enjoy reading pictures in and out of school Talk about similarities in objects and pictures in class |
Communication and collaboration, digital literacy
Decision making, Critical thinking |
Responsi bility
Peace unity |
Learners could view picture cut outs depicting stories and be encouraged to answer questions on the story in
pairs or in small groups Learners could be engaged in games that enhance visual discrimination e.g. fixing jigsaw puzzles. |
What pictures do you enjoy looking at?
What do you see around class |
Charts realia
|
Observatio oral questions
|
|
| 9 | 1 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Talk about differences in objects and pictures in class. |
Decision making, Critical thinking
|
Peace unity
|
Learners could be engaged in identifying
|
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 2 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Talk about differences in objects and pictures in class. |
Decision making, Critical thinking
|
Peace unity
|
Learners could be engaged in identifying
|
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 1-2 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Talk about differences in objects and pictures in class. |
Decision making, Critical thinking
|
Peace unity
|
Learners could be engaged in identifying
|
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 3 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in visual discrimination activities in and out of class |
Decision making, Critical thinking
|
Peace unity
|
Learners could match and pair objects and pictures.
|
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 4-5 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Recall objects, colours and pictures in class |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory
games. In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 1 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Recall letters of the alphabet in books and charts. |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 2 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Talk about what they have seen in class |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 3 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
tell about what they have seen in class |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 4-5 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
tell about what they have seen in class Talk about what they have seen in class |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games pairs and small groups, learners could be engaged in interactive digital visual memory games. |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 1 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in visual memory activities in and out of class |
Decision making, Critical thinking
|
Peace unity
|
pairs and small groups, learners could be engaged in interactive digital visual memory games.
|
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 2 |
READING
|
Readin g Posture
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate reading posture when reading in and out of class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be encouraged to practise the correct reading posture after observing a demonstration on sitting properly when picture reading
|
What is inappro priate reading posture
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 3 |
READING
|
Readin g Posture
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate reading posture when reading in and out of class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be encouraged to practise the correct reading posture after observing a demonstration on sitting properly when picture reading
|
What is inappro priate reading posture
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 4-5 |
READING
|
Readin g Posture
|
By the end of the
lesson, the learner
should be able to:
Identify correct reading postures in pictures or in class. Enjoy participating in reading posture activities in class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be guided to sing songs and recite poems and rhymes related to appropriate reading posture
Learners could record themselves as they practise correct reading posture and receive positive feedback |
What is inappro priate reading posture
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 1 |
READING
|
Letter Recogni tion
|
By the end of the
lesson, the learner
should be able to:
Recognize letters of the alphabet in upper case in and out of class |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be guided to identify letters on print in the immediate environment
|
Which play experien ces enhance letter recognit ion
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 2 |
READING
|
Letter Recogni tion
|
By the end of the
lesson, the learner
should be able to:
Match upper case letters with corresponding lower case letters in class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be asked to match upper and lower case letters incorporated in children
|
Which play experien ces enhance letter recognit ion
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 3 |
READING
|
Letter Recogni tion
|
By the end of the
lesson, the learner
should be able to:
Match upper case letters with corresponding lower case letters in class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be asked to match upper and lower case letters incorporated in children
|
Which play experien ces enhance letter recognit ion
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 4-5 |
READING
WRITING |
Letter Recogni tion
Book handling skills |
By the end of the
lesson, the learner
should be able to:
Enjoy participating in letter recognition activities in and out of class : Demonstrate how to handle books properly |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could compete in letter recognition games and encouraged to show fairness in winning and acceptance in loosing
Learners could observe as teacher demonstrates how to turn pages from right to left |
Which play experien ces enhance letter recognit ion
How do we arrange books on shelves |
Charts realia
|
Observatio oral questions
|
|
| 13 |
Mid term break |
||||||||||
| 14 | 1 |
WRITING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in book handling activities |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page
|
How do we arrange books on shelves
|
Charts realia
|
Observatio oral questions
|
|
| 14 | 2 |
WRITING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in book handling activities |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page
|
How do we arrange books on shelves
|
Charts realia
|
Observatio oral questions
|
|
| 14 | 3 |
WRITING
|
Book handling skills
Writing readines s skills |
By the end of the
lesson, the learner
should be able to:
Participate in storing books properly in and out of school |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page
|
How do we arrange books on shelves
|
Charts realia
|
Observatio oral questions
|
|
| 14 | 4-5 |
WRITING
|
Writing readines s skills
|
By the end of the
lesson, the learner
should be able to:
Scribble from left to right and top to bottom on a page Turn pages from right to left as they scribble |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could practise turning pages from right to left as they scribble on each
page. In groups, learners could be guided to scribble from left to right on a page. Learners could observe a demonstration on how to turn pages and practise turning pages from right to left |
How do we hold a writing tool?
|
Charts realia
|
Observatio oral questions
|
|
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