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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
ACTIVITIES AT HOME AND AT SCHOOL
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with the target letter-sound combinations in oral texts - pronounce words with the target letter-sound combinations correctly - use the new words learnt to communicate confidently in various contexts - identify words with the target letter-sound combinations in oral texts - articulate new vocabulary related to activities at home and school - appreciate the importance of using correct vocabulary in communication |
The learner is guided to:
- listen to an oral text with words containing the target letter-sounds combinations - point out words with target sound combinations from conversations - practice saying words with target letter-sound combinations - construct sentences using new words - develop a talking tree using vocabulary learnt The learner is guided to: - play 'spin the wheel' with words featuring target letter-sounds - make sentences using vocabulary related to activities - talk about things they do at home and at school - match vocabulary with appropriate pictures |
Why do we pronounce words correctly?
What words can we use to talk about activities at home and school? |
Oxford Progressive Primary English Learner's Book pg. 2
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 3 Audio-visual aids Flash cards Vocabulary charts |
Oral questions
Observation
Peer assessment
Oral presentations Observation Role play |
|
| 2 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations in a text - read a text accurately at the right speed - appreciate the importance of reading with expression |
The learner is guided to:
- pick out words containing the target letter-sound combinations from a written text - read words with the target letter-sound combinations - engage in timed reading of a text displaying appropriate emotions - take part in word building activities |
How do we show emotions when reading a story?
|
Oxford Progressive Primary English Learner's Book pg. 4
Story books Flash cards Word charts |
Reading aloud
Observation
Timed reading
|
|
| 2 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- blend sounds to form words correctly - read grade-appropriate text with appropriate pace - value fluency in reading for comprehension |
The learner is guided to:
- match cards with letter combinations to form words - read stories with appropriate tone and expression - participate in readers' theater activities - engage in paired reading of short texts |
Why is reading at the right speed important?
|
Oxford Progressive Primary English Learner's Book pg. 5
Digital devices Story books Flash cards |
Reading fluency tests
Peer assessment
Observation
|
|
| 2 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify characters and setting in a text - make predictions about story outcomes - appreciate reading texts for information |
The learner is guided to:
- look at pictures and title to predict story events - read a print or digital text related to the theme - identify the main idea/topic/purpose in a text - discuss the setting and characters in a story |
How can we tell how a story will end?
|
Oxford Progressive Primary English Learner's Book pg. 6
Story books Digital devices Picture charts |
Written questions
Oral responses
Story retelling
|
|
| 3 | 1-2 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- use context clues to infer word meanings - answer direct and indirect questions about a text - value reading for information and pleasure - recognize sentences with subject-verb agreement in a text - construct sentences with correct subject-verb agreement - appreciate the importance of correct grammar in communication |
The learner is guided to:
- respond to direct questions by locating answers in the text - answer indirect questions using prior knowledge - infer meanings of new words using context clues - make connections between story events and personal experiences The learner is guided to: - read and pick out target grammar items from a text - list sentences featuring the grammar items - construct sentences based on pictures showing singular and plural subjects - play a language game on subject-verb agreement |
How can we tell where events have taken place in a story?
What order should words follow in a sentence? |
Oxford Progressive Primary English Learner's Book pg. 7
Story books Digital texts Charts Oxford Progressive Primary English Learner's Book pg. 7 Sentence strips Picture cards Charts |
Comprehension questions
Story mapping
Character analysis
Gap filling exercises Sentence construction Oral questions |
|
| 3 | 3 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- identify correct subject-verb patterns in sentences - use singular and plural subjects with matching verbs - show interest in using correct grammar in communication |
The learner is guided to:
- construct sentences using singular and plural objects at home and school - complete sentences with the correct form of the verb - play language games involving subject-verb agreement - edit sentences with incorrect subject-verb agreement |
What makes a sentence correct?
|
Oxford Progressive Primary English Learner's Book pg. 8
Sentence strips Grammar charts Digital resources |
Written exercises
Peer assessment
Observation
|
|
| 3 | 4 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write long words and descenders clearly - value the importance of clear and legible handwriting |
The learner is guided to:
- look at sample text with good handwriting - point out aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations - copy words related to the language pattern |
Why should we write neatly?
|
Oxford Progressive Primary English Learner's Book pg. 9
Handwriting charts Lined paper Sample texts |
Handwriting exercises
Observation
Peer assessment
|
|
| 3 | 5 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly in words with descenders - write neatly and legibly for effective communication - show commitment to improving handwriting skills |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation exercises and write sentences - practice writing words with proper spacing and alignment - assess their own handwriting using set criteria |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 10
Handwriting models Lined exercise books Picture prompts |
Dictation exercises
Handwriting samples
Self-assessment
|
|
| 4 | 1-2 |
SHARING DUTIES AND RESPONSIBILITIES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to teacher model or audio recording of target letter-sound combinations ('dr', 'fl', 'fr', 'gl') - pronounce target letter-sound combinations by taking turns - listen to and say tongue twisters with target sounds |
Why should we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 12
Audio recordings Flash cards Tongue twisters |
Oral questions
Pronunciation drills
Observation
|
|
| 4 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to sharing duties and responsibilities - respond to three-directional instructions - value the importance of sharing responsibilities |
The learner is guided to:
- sing songs or recite poems with target letter-sound combinations - construct simple sentences using new vocabulary - dramatize or role play sharing of responsibilities - listen and respond to three-directional instructions |
How can we share duties at home and at school?
|
Oxford Progressive Primary English Learner's Book pg. 13
Picture cards Word charts Audio recordings |
Role play
Oral presentations
Following instructions
|
|
| 4 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read target words accurately with correct pronunciation - value the importance of reading fluently |
The learner is guided to:
- pick out words containing target letter-sound combinations from a written text - read words with letter-sound combinations correctly - engage in timed reading displaying appropriate expression |
Why should we check our speed while reading?
|
Oxford Progressive Primary English Learner's Book pg. 14
Story books Flash cards Digital devices |
Reading aloud
Timed reading
Observation
|
|
| 4 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read a grade-appropriate text with proper rhythm - use punctuation marks correctly when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- read texts of different genres paying attention to punctuation - practice reading sentences containing decodable and non-decodable words - recite poems about sharing duties and responsibilities |
How can we read a text with expression?
|
Oxford Progressive Primary English Learner's Book pg. 15
Reading materials Digital devices Flash cards |
Reading assessments
Performance tasks
Peer evaluation
|
|
| 5 | 1-2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in a text - make predictions about story outcomes - appreciate reading for understanding - locate answers to direct questions in a text - infer answers to indirect questions - show interest in making connections between texts and real-life |
The learner is guided to:
- read printed or digital text and pick out words related to the theme - look at pictures and title to predict what will happen - infer meanings of new words using contextual clues The learner is guided to: - discuss the text and locate sentences with answers to direct questions - answer inferential questions using contextual clues - make connections between events in the text and real life - engage in language games using vocabulary learned |
How can we tell how a story will end?
How does a story help us understand our responsibilities? |
Oxford Progressive Primary English Learner's Book pg. 15
Story books Picture charts Digital resources Oxford Progressive Primary English Learner's Book pg. 16 Story books Question cards Vocabulary charts |
Comprehension questions
Story prediction
Observation
Comprehension tests Oral discussions Story mapping |
|
| 5 | 3 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- identify different forms of the verb 'do' in a text - use the different forms of the verb 'do' correctly - appreciate the importance of using verb forms correctly |
The learner is guided to:
- listen for forms of verb 'do' from audio recording or teacher model - construct sentences related to the theme using different forms of verb 'do' - recite poems/sing songs about the theme using verb 'do' |
What duties do you like doing?
|
Oxford Progressive Primary English Learner's Book pg. 17
Sentence strips Digital devices Audio recordings |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 5 | 4 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- distinguish between forms of verb 'do' in different contexts - apply the verb 'do' correctly in communication - value accurate use of verb forms in communication |
The learner is guided to:
- type sentences using different forms of the verb 'do' onto digital devices - play language games using different forms of the verb 'do' - complete sentences with appropriate forms of the verb 'do' |
What duties have you done this week?
|
Oxford Progressive Primary English Learner's Book pg. 18
Digital devices Grammar charts Sentence strips |
Written exercises
Language games
Digital exercises
|
|
| 5 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - form letters correctly and consistently - value the importance of neat handwriting |
The learner is guided to:
- look at sample of text with good handwriting - identify aspects of good handwriting (spacing, alignment) - copy letter patterns of target letter-sound combinations |
How do we write words?
|
Oxford Progressive Primary English Learner's Book pg. 19
Handwriting patterns Sample texts Lined paper |
Handwriting exercises
Observation
Self-assessment
|
|
| 6 | 1-2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to the theme legibly - apply correct spacing and alignment in writing - show commitment to improving handwriting |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation on sentences using forms of the verb 'do' and write them - practice handwriting with proper letter size and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 20
Lined exercise books Picture prompts Handwriting models |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 6 | 3 |
ETIQUETTE
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify and pronounce words with letter-sound combinations ('cr', 'pl', 'st', 'sn') - use words with target letter-sound combinations to create sentences - practice tongue twisters, rhymes or poems with target sounds |
How do we learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 22
Audio recordings Tongue twisters Flash cards |
Pronunciation drills
Oral questions
Observation
|
|
| 6 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to etiquette appropriately - respond to three-directional instructions - value the importance of polite language |
The learner is guided to:
- listen to audio/video recording of conversations on etiquette - identify words related to etiquette from the conversations - respond to three-directional instructions - play language games matching vocabulary to pictures |
Why should we listen attentively?
|
Oxford Progressive Primary English Learner's Book pg. 23
Digital devices Picture cards Word charts |
Role play
Matching exercises
Following instructions
|
|
| 6 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - show interest in reading various texts |
The learner is guided to:
- recognize words with target letter-sound combinations from a text - identify words with the target letter-sound combinations - read a text displaying appropriate emotions and feelings |
Why is reading without hesitation important?
|
Oxford Progressive Primary English Learner's Book pg. 25
Story books Word cards Reading charts |
Reading aloud
Timed reading
Observation
|
|
| 7 | 1-2 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with expression - pay attention to punctuation when reading - appreciate the importance of reading fluently - identify the main idea in a text - retell events in a story sequentially - value reading for information |
The learner is guided to:
- engage in timed reading with peers and give positive feedback - read narratives paying attention to pace, pitch and volume - participate in readers' theater activities The learner is guided to: - read a story in print or digital form - pick the main idea or topic in the story - list the characters in the story with peers - discuss the setting of a story with peers |
How does reading with expression help listeners understand better?
How do we tell where events have taken place in a story? |
Oxford Progressive Primary English Learner's Book pg. 26
Story books Digital resources Reading materials Oxford Progressive Primary English Learner's Book pg. 26 Story books Digital texts Question cards |
Performance reading
Peer assessment
Observation
Comprehension questions Story retelling Character identification |
|
| 7 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- explain sequence of events in a story - summarize story content concisely - show interest in reading for pleasure |
The learner is guided to:
- explain what happens at beginning, middle and end of story - retell content of the story using the five-finger model - make connections between the story and personal experiences |
How do we identify characters in a story?
|
Oxford Progressive Primary English Learner's Book pg. 27
Story books Sequence cards Digital resources |
Story sequencing
Oral presentations
Written exercises
|
|
| 7 | 4 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- identify indefinite pronouns in a text - use indefinite pronouns correctly in sentences - appreciate the role of pronouns in communication |
The learner is guided to:
- listen to story/poem/conversation and identify indefinite pronouns - engage in question-answer dialogues using indefinite pronouns - create sentences using indefinite pronouns |
How do we refer to other people without mentioning their names?
|
Oxford Progressive Primary English Learner's Book pg. 28
Grammar charts Sentence strips Digital resources |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 7 | 5 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- apply indefinite pronouns in different contexts - construct meaningful sentences with indefinite pronouns - show interest in using pronouns correctly |
The learner is guided to:
- participate in language games involving indefinite pronouns - complete sentences using appropriate indefinite pronouns - edit sentences with incorrect pronoun usage |
When do we use indefinite pronouns in our speaking and writing?
|
Oxford Progressive Primary English Learner's Book pg. 29
Grammar charts Sentence strips Digital resources |
Written exercises
Language games
Peer assessment
|
|
| 8 | 1-2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words clearly and legibly - value neat handwriting for effective communication - form letters correctly and consistently - write words and sentences with proper spacing - show commitment to improving handwriting skills |
The learner is guided to:
- look at a sample text of good handwriting - identify aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations The learner is guided to: - listen to dictation on indefinite pronouns and write them - write words related to the theme in response to picture prompts - practice handwriting with proper letter formation and spacing |
Why is it important to write neatly and legibly?
How can we improve our handwriting? |
Oxford Progressive Primary English Learner's Book pg. 30
Handwriting patterns Sample texts Lined paper Oxford Progressive Primary English Learner's Book pg. 31 Lined exercise books Picture prompts Handwriting models |
Handwriting exercises
Observation
Self-assessment
Dictation exercises Handwriting samples Peer assessment |
|
| 8 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly and consistently - write words and sentences with proper spacing - show commitment to improving handwriting skills |
The learner is guided to:
- listen to dictation on indefinite pronouns and write them - write words related to the theme in response to picture prompts - practice handwriting with proper letter formation and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 31
Lined exercise books Picture prompts Handwriting models |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 8 | 4 |
CHILD RIGHTS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - articulate words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - pronounce target letter-sound combinations taking turns - sing songs or recite poems with target letter-sound combinations |
Why should we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 33
Audio recordings Flash cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 8 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use new words related to child rights correctly - construct sentences using vocabulary on child rights - show awareness of child rights through communication |
The learner is guided to:
- construct simple sentences using new words about child rights - role play issues related to child rights - present talks to parents about child rights using appropriate vocabulary |
How can we talk about our rights?
|
Oxford Progressive Primary English Learner's Book pg. 34
Picture cards Word charts Digital resources |
Role play
Oral presentations
Observation
|
|
| 9 | 1-2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - read words with target sounds correctly - value reading fluently with expression - read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- select words with target letter-sound combinations from a chart - read words with target letter-sound combinations - practice reading sentences with decodable and non-decodable words The learner is guided to: - engage in timed reading of grade-appropriate texts - read with appropriate facial expressions and emotions - recite a choral verse related to child rights |
What makes us read a story at a good speed?
Why is reading with expression important? |
Oxford Progressive Primary English Learner's Book pg. 36
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 37 Story books Poetry books Digital resources |
Reading aloud
Timed reading
Observation
Performance reading Timed reading Peer assessment |
|
| 9 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict likely outcomes in a story - infer meanings of words using context clues - value reading for understanding |
The learner is guided to:
- observe pictures and title of a text to predict story events - infer meanings using contextual clues - answer direct questions by locating sentences with answers |
Why do we predict what will happen in a story before reading?
|
Oxford Progressive Primary English Learner's Book pg. 39
Story books Picture charts Question cards |
Comprehension questions
Story prediction
Observation
|
|
| 9 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer indirect questions using context clues - show interest in connecting text to personal experiences |
The learner is guided to:
- respond to indirect questions using context clues - connect events in the story with real-life experiences - discuss with peers how stories relate to child rights |
How do stories help us understand our rights?
|
Oxford Progressive Primary English Learner's Book pg. 40
Story books Digital texts Question cards |
Written exercises
Oral discussions
Story connections
|
|
| 9 | 5 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- recognize sentences with subject-verb agreement - use subject-verb agreement correctly in sentences - appreciate the importance of correct grammar |
The learner is guided to:
- listen to stories or conversations and identify subject-verb agreement - make sentences from substitution tables - construct sentences related to child rights using subject-verb agreement |
How do we tell the number of things/people in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 41
Grammar charts Sentence strips Digital resources |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 10 | 1-2 |
Language Use
Writing |
Subject-verb agreement
Handwriting |
By the end of the
lesson, the learner
should be able to:
- identify correct and incorrect subject-verb patterns - apply subject-verb agreement rules in writing - show interest in using correct grammar - recognize aspects of good handwriting - write words related to child rights legibly - value neat handwriting for effective communication |
The learner is guided to:
- play language games matching subjects with appropriate verbs - edit sentences with incorrect subject-verb agreement - construct sentences about child rights with correct subject-verb agreement The learner is guided to: - look at sample of correct, clear, and legible handwriting - write words ensuring good handwriting and correct spelling - write phrases in response to picture prompts related to child rights |
Why is subject-verb agreement important in communication?
Why do we write neatly and legibly? |
Oxford Progressive Primary English Learner's Book pg. 42
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 43 Handwriting models Lined paper Picture prompts |
Written exercises
Language games
Peer assessment
Handwriting exercises Observation Self-assessment |
|
| 10 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly with consistent size - write sentences related to child rights neatly - show commitment to improving handwriting |
The learner is guided to:
- write sentences related to child rights with good handwriting - practice handwriting with proper letter formation and spacing - assess their own handwriting using set criteria |
How can we make our handwriting better?
|
Oxford Progressive Primary English Learner's Book pg. 44
Lined exercise books Handwriting models Assessment rubrics |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 10 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly with consistent size - write sentences related to child rights neatly - show commitment to improving handwriting |
The learner is guided to:
- write sentences related to child rights with good handwriting - practice handwriting with proper letter formation and spacing - assess their own handwriting using set criteria |
How can we make our handwriting better?
|
Oxford Progressive Primary English Learner's Book pg. 44
Lined exercise books Handwriting models Assessment rubrics |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 10 | 5 |
OCCUPATIONS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to words with target letter-sound combinations: 'sl', 'st', 'sw', 'sp', 'thr' - pronounce words with target combinations - use words with target sounds to create sentences |
Why is it important to look at someone's face as they speak to you?
|
Oxford Progressive Primary English Learner's Book pg. 47
Audio recordings Flash cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 11 | 1-2 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to occupations appropriately - construct sentences about different occupations - show interest in learning about various occupations - identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- listen to stories and identify words related to occupations - look up meanings in pictorial dictionaries - sing songs/recite poems about occupations - develop a talking tree using vocabulary related to occupations The learner is guided to: - read words with target letter-sound combinations - point out words with target sounds from a text - engage in timed reading displaying appropriate emotions |
What words do you use to talk about occupations?
Why is it important to read fluently? |
Oxford Progressive Primary English Learner's Book pg. 48
Digital devices Picture dictionaries Word charts Oxford Progressive Primary English Learner's Book pg. 50 Story books Word cards Reading charts |
Role play
Oral presentations
Video recordings
Reading aloud Timed reading Observation |
|
| 11 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate texts with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- read a text paying attention to punctuation and tone - read grade-appropriate texts about occupations in the library - share what they have read with peers |
What makes it easy to read well?
|
Oxford Progressive Primary English Learner's Book pg. 51
Library books Digital resources Reading materials |
Performance reading
Book talks
Peer assessment
|
|
| 11 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify characters and setting in a text - make predictions about story outcomes - value reading for information |
The learner is guided to:
- look at pictures and title to predict likely events - talk about setting and characters using visual clues - infer meanings of new words in the story |
How can we tell what is going to happen next in a story?
|
Oxford Progressive Primary English Learner's Book pg. 51
Story books Picture charts Digital texts |
Comprehension questions
Story prediction
Character analysis
|
|
| 11 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer inferential questions about a text - show interest in connecting story events to real life |
The learner is guided to:
- read a story and answer direct questions - respond to indirect questions using context clues - identify main idea, topic, or purpose in a text - connect events in the story with real-life experiences |
How do stories help us understand different occupations?
|
Oxford Progressive Primary English Learner's Book pg. 52
Story books Question cards Digital resources |
Written exercises
Oral discussions
Story connections
|
|
| 12 | 1-2 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- identify irregular nouns in texts - distinguish between regular and irregular plurals - appreciate the importance of correct noun forms - use singular and plural forms of irregular nouns correctly - apply irregular noun forms in communication - show interest in using correct grammar |
The learner is guided to:
- pick out irregular nouns and their plural forms from a text - form plurals of specific words with irregular forms - construct sentences about occupations using irregular nouns The learner is guided to: - listen to stories/poems and respond to questions about irregular nouns - recite poems/read texts with irregular noun forms - play language games involving irregular plurals |
How do we talk about many things?
Why is it important to know singular and plural forms? |
Oxford Progressive Primary English Learner's Book pg. 53
Grammar charts Word cards Digital resources Oxford Progressive Primary English Learner's Book pg. 54 Grammar charts Sentence strips Digital resources |
Gap filling exercises
Matching activities
Written tests
Written exercises Language games Oral questions |
|
| 12 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words with proper letter formation - value neat handwriting for communication |
The learner is guided to:
- look at samples of texts with good handwriting - identify aspects of good handwriting - copy letter patterns of words with target letter-sound combinations |
How do we write words in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 56
Handwriting models Lined paper Sample texts |
Handwriting exercises
Observation
Self-assessment
|
|
| 12 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to occupations legibly - apply consistent spacing in writing - show commitment to improving handwriting |
The learner is guided to:
- listen to dictation on verbs in present and past tense - write words related to the theme in response to picture prompts - type words and phrases using digital devices |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 57
Lined exercise books Digital devices Picture prompts |
Dictation exercises
Handwriting samples
Digital typing
|
|
| 12 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to occupations legibly - apply consistent spacing in writing - show commitment to improving handwriting |
The learner is guided to:
- listen to dictation on verbs in present and past tense - write words related to the theme in response to picture prompts - type words and phrases using digital devices |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 57
Lined exercise books Digital devices Picture prompts |
Dictation exercises
Handwriting samples
Digital typing
|
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