LISTENING

Common greetings and farewell

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

Respond appropriately to general greetings at home and at school.
Respond appropriately to time related greetings at home and at school.
Respond appropriately to farewell at home and at school.
Respond appropriately to farewell with reference to time at home and at school.
Enjoy responding appropriately to greetings and farewell at home and at school

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Love Respect 

Learners could observe and imitate greetings and farewell.

learners could be asked to practise greeting and bidding farewell.

could listen to songs, poems and rhymes on general and time related greetings and farewell.

could be encouraged to respond to greetings every morning and respond to farewell whenever need arises.
could be encouraged to respond to each
other

Who do you meet every day? What time is it likely to happen? How do you greet them at that time

Realia

Observ ation Oral questions

LISTENING

Listerning

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


Respond appropriately to a variety of listening experiences in and out of class.
Demonstrate enjoyment in a variety of listening experiences

Communication and collaboration Critical thinking and problem solving Self efficacy Digital literacy Imaginative and creative

Love Respect Patience

Learners could be
involved in listening to recorded songs, poems and rhymes and be guided to imitate.

could be asked to record clips of their own activities and view them in class. The activities may include learners singing, telling stories, reciting poems and rhymes.
earners could listen to short and

interesting stories while mimicking some characters in the story.

could be encouraged to sing or dance in response to instrumental music.


could be encouraged to enjoy the listening
experiences by
using tone variation, puppets, pictures, costumes, animated stories, musical instruments among others.

could be asked to listen to short stories from a selected resource person, about things in the immediate environment e.g trees, animals and people and be encouraged to ask, answer questions or retell parts of the story

What do children enjoy listening to? What makes listening interesting/en joyable

Realia

Observat ion Oral questions

LISTENING

Listerning

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


Respond appropriately to a variety of listening experiences in and out of class.
Demonstrate enjoyment in a variety of listening experiences

Communication and collaboration Critical thinking and problem solving Self efficacy Digital literacy Imaginative and creative

Love Respect Patience

Learners could be
involved in listening to recorded songs, poems and rhymes and be guided to imitate.

could be asked to record clips of their own activities and view them in class. The activities may include learners singing, telling stories, reciting poems and rhymes.
earners could listen to short and

interesting stories while mimicking some characters in the story.

could be encouraged to sing or dance in response to instrumental music.


could be encouraged to enjoy the listening
experiences by
using tone variation, puppets, pictures, costumes, animated stories, musical instruments among others.

could be asked to listen to short stories from a selected resource person, about things in the immediate environment e.g trees, animals and people and be encouraged to ask, answer questions or retell parts of the story

What do children enjoy listening to? What makes listening interesting/en joyable

Realia

Observat ion Oral questions

LISTENING

Listerning

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


Respond appropriately to a variety of listening experiences in and out of class.
Demonstrate enjoyment in a variety of listening experiences

Communication and collaboration Critical thinking and problem solving Self efficacy Digital literacy Imaginative and creative

Love Respect Patience

Learners could be
involved in listening to recorded songs, poems and rhymes and be guided to imitate.

could be asked to record clips of their own activities and view them in class. The activities may include learners singing, telling stories, reciting poems and rhymes.
earners could listen to short and

interesting stories while mimicking some characters in the story.

could be encouraged to sing or dance in response to instrumental music.


could be encouraged to enjoy the listening
experiences by
using tone variation, puppets, pictures, costumes, animated stories, musical instruments among others.

could be asked to listen to short stories from a selected resource person, about things in the immediate environment e.g trees, animals and people and be encouraged to ask, answer questions or retell parts of the story

What do children enjoy listening to? What makes listening interesting/en joyable

Realia

Observat ion Oral questions

LISTENING

Active Listening

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


Respond to simple instructions in and out of class.
Take turns during conversations in and out of school.
Take pleasure in responding to simple instructions in and out of class.
Enjoy taking turns in a conversation in and out of school

Communication and collaboration Critical thinking and problem solving Self efficacy Imaginative and creative

Love Respect Peace Patience Responsibilit y

In pairs or small groups, learners could tell news in turns while others are listening.

could view recorded content using ICT devices and be guided to mimic/imitate.

could be given
simple instructions and encouraged to respond.
n pairs or small groups, learners could be guided to take turns in conversations.

should be encouraged to answer simple questions during conversations.

could be guided to ask questions during conversations.

could record clips of their own conversations and be encouraged to view them while receiving positive feedback.

could be asked to retell what others have said in a conversation.

could be guided to appreciate the contribution of
others during conversations

How do you show interest in a conversation ? When should you speak during a conversation ? How do you seek clarification in a conversation ? How can learners be guided to take turns in a conversation ? What activities are fun for learners to listen to?

Realia

Observat ion Oral questions

LISTENING

Passing information Auditory discrimi nation

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


Convey verbal messages effectively in and out of class.
Listen to information attentively for effective communication in and out of class.
Experience pleasure in passing verbal messages in and out of class

Recognize sounds in the environment.
Respond appropriately to sounds in the environment.
Enjoy listening to sounds in the environment

Critical thinking and problem solving Communication and collaboration Imaginative and creative Digital literacy

Respect Peace Responsibility Love

Learners could participate in activities that involve conveying messages to other learners or to teachers e.g. telephone games.

small groups, learners could practise conveying messages to each other.


could be guided to pay attention when listening to other children, teachers and parents and be

appreciated for passing messages effectively.

could be engaged in dialogue with each other.

could be involved in
conveying messages whenever an opportunity arises

What opportunities arise for children to pass verbal information? How can children be involved in passing verbal messages? What activities prepare learners to listen attentively?

Realia

LISTENING

Auditory Memory

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


Recall a variety of sounds in the environment.
Recall letter sounds in class.
Take pleasure in listening to sounds in the environment

Communication and collaboration Digital literacy Imaginative and creative

Respect Peace Patience Responsibilit y

Learners could be exposed to a variety of sounds in the environment and be encouraged to recall the sounds they heard.

could listen to letter sound, audio clips and articulate the letter sounds.

small groups, learners could be engaged in language games
e.g. letter sounds, letter names and fishing games.

could participate in conversations by exploring their prior experience.

could be guided to say what they heard at home or on the way to school

Realia

Observat ion Oral questions

LISTENING

Auditory Memory

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


Recall a variety of sounds in the environment.
Recall letter sounds in class.
Take pleasure in listening to sounds in the environment

Communication and collaboration Digital literacy Imaginative and creative

Respect Peace Patience Responsibilit y

Learners could be exposed to a variety of sounds in the environment and be encouraged to recall the sounds they heard.

could listen to letter sound, audio clips and articulate the letter sounds.

small groups, learners could be engaged in language games
e.g. letter sounds, letter names and fishing games.

could participate in conversations by exploring their prior experience.

could be guided to say what they heard at home or on the way to school

Realia

Observat ion Oral questions

LISTENING

Auditory Memory

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


Recall a variety of sounds in the environment.
Recall letter sounds in class.
Take pleasure in listening to sounds in the environment

Communication and collaboration Digital literacy Imaginative and creative

Respect Peace Patience Responsibilit y

Learners could be exposed to a variety of sounds in the environment and be encouraged to recall the sounds they heard.

could listen to letter sound, audio clips and articulate the letter sounds.

small groups, learners could be engaged in language games
e.g. letter sounds, letter names and fishing games.

could participate in conversations by exploring their prior experience.

could be guided to say what they heard at home or on the way to school

Realia

Observat ion Oral questions

LISTENING

Auditory Memory

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

Recall a variety of sounds in the environment.
Recall letter sounds in class.
Take pleasure in listening to sounds in the environment

Communication and collaboration Digital literacy Imaginative and creative

Respect Peace Patience Responsibilit y

Learners could be exposed to a variety of sounds in the environment and be encouraged to recall the sounds they heard.

could listen to letter sound, audio clips and articulate the letter sounds.

small groups, learners could be engaged in language games
e.g. letter sounds, letter
names and fishing games.

could participate in conversations by exploring their prior experience.

could be guided to say what they heard at home or on the way to school

What are the common sounds in the environment? What are the best ways of exposing learners to sounds? How can opportunities be presented for children to listen to these sounds?

Realia

Observat ion Oral questions

LISTENING

Auditory Memory

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

Recall a variety of sounds in the environment.
Recall letter sounds in class.
Take pleasure in listening to sounds in the environment

Communication and collaboration Digital literacy Imaginative and creative

Respect Peace Patience Responsibilit y

Learners could be exposed to a variety of sounds in the environment and be encouraged to recall the sounds they heard.

could listen to letter sound, audio clips and articulate the letter sounds.

small groups, learners could be engaged in language games
e.g. letter sounds, letter
names and fishing games.

could participate in conversations by exploring their prior experience.

could be guided to say what they heard at home or on the way to school

What are the common sounds in the environment? What are the best ways of exposing learners to sounds? How can opportunities be presented for children to listen to these sounds?

Realia

Observat ion Oral questions

LISTENING

Commo n general and time- related greetings and farewell

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


Use a range of words for general greetings in school and at home.
Greet people verbally with reference to time
at home and at school.
Bid people farewell using appropriate words at home and at school.
Take pleasure in greeting and bidding farewell at home and at school.

Communication and collaboration Self efficacy Digital literacy Imaginative and creative

Love Respect Unity

Learners could listen to a radio program on general and time related greetings and farewell and be guided to imitate.

small groups, learners could practice using general and time related greetings and farewell.

could observe pictures or charts on greetings and farewell and practice greeting and bidding farewell.

could be encouraged to
respond to greetings and farewell using verbal and non- verbal language at relevant times.

could be guided to greet and bid farewell to visitors who come to class.

could be asked to greet and bid farewell to visitors and family

members at home using appropriate words.

could be encouraged to listen to and imitate general and time related greetings and farewell presented on video clips.

could practise general and time related greetings and farewell through role playing communication
with locally made phones

What opportunities arise for greetings and bidding farewell at home and at school? Who do you greet at home and at school? How do you greet people at different times of the day? How do you bid people farewell

Realia

Observat ion Oral questions

SPEAKING

Self- expression

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


Express own needs at home and at school.
Express emotions and feelings appropriately at home and at school.
Use appropriate vocabulary to express feelings and emotions in school and at home.
Use appropriate vocabulary to express own needs in school and at home.
Enjoy expressing themselves verbally at home and in school

Communication and collaboration Critical thinking and problem solving Self efficacy

Respect Peace Patience Responsibilit y

Learners could be involved in activities for recognizing emotions.

could name various emotions after observing a demonstration of variety of emotions.

could be encouraged to talk about how they feel and be appreciated for expressing their feelings and emotions appropriately.

could be guided to sing and act out different emotions.

could be asked to look at pictures depicting different feelings and emotions and identify them.


could sing songs and recite poems and rhymes on feelings and emotions


small groups, learners could practice expressing needs, feelings and emotions and respond to each other.


could observe or listen to the teacher expressing himself or herself.


could be encouraged to express themselves in school and at home.


could view video clips depicting various emotions and feelings and talk about them.

How do we implore children to express themselves? What is the appropriate way of expressing feelings and emotions

Realia

Observat ion Oral questions

SPEAKING

Self- expression

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


Express own needs at home and at school.
Express emotions and feelings appropriately at home and at school.
Use appropriate vocabulary to express feelings and emotions in school and at home.
Use appropriate vocabulary to express own needs in school and at home.
Enjoy expressing themselves verbally at home and in school

Communication and collaboration Critical thinking and problem solving Self efficacy

Respect Peace Patience Responsibilit y

Learners could be involved in activities for recognizing emotions.

could name various emotions after observing a demonstration of variety of emotions.

could be encouraged to talk about how they feel and be appreciated for expressing their feelings and emotions appropriately.

could be guided to sing and act out different emotions.

could be asked to look at pictures depicting different feelings and emotions and identify them.


could sing songs and recite poems and rhymes on feelings and emotions


small groups, learners could practice expressing needs, feelings and emotions and respond to each other.


could observe or listen to the teacher expressing himself or herself.


could be encouraged to express themselves in school and at home.


could view video clips depicting various emotions and feelings and talk about them.

How do we implore children to express themselves? What is the appropriate way of expressing feelings and emotions

Realia

Observat ion Oral questions

SPEAKING

Polite language

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


Use appropriate
b)

Communication and collaboration Critical thinking and problem solving Self efficacy

Respect Peace Patience Responsibilit y

Learners could imitate making verbal requests
(e.g. please, thank you) after watching a demonstration.

small groups, learners could practice making requests and appreciating others.


could listen to stories that incorporate making requests and appreciating others.

learners could role play
making requests and appreciating others.

could be guided to deliberately model the habit of making requests and appreciating others as need arises.

could be encouraged to make requests and appreciate others during relevant situations in school and at
home.

could view video clips on request and appreciation and be guided to imitate making requests and appreciation

What do we say when requesting for something? What do we say when we receive something from somebody? What situations arise in and out of class to make requests and appreciate others

Realia

Observat ion Oral questions

SPEAKING

Polite language

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


Use appropriate
b)

Communication and collaboration Critical thinking and problem solving Self efficacy

Respect Peace Patience Responsibilit y

Learners could imitate making verbal requests
(e.g. please, thank you) after watching a demonstration.

small groups, learners could practice making requests and appreciating others.


could listen to stories that incorporate making requests and appreciating others.

learners could role play
making requests and appreciating others.

could be guided to deliberately model the habit of making requests and appreciating others as need arises.

could be encouraged to make requests and appreciate others during relevant situations in school and at
home.

could view video clips on request and appreciation and be guided to imitate making requests and appreciation

What do we say when requesting for something? What do we say when we receive something from somebody? What situations arise in and out of class to make requests and appreciate others

Realia

Observat ion Oral questions

SPEAKING

Audience Awareness

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

Demonstrate awareness of own voice in and out of class.
Speak clearly when talking to others in and out of class.
Speak loudly enough for the audience to hear in school and at home
Experience pleasure in varying own voice when

communicating with others.

Communication and collaboration Critical thinking and problem solving Self efficacy

Respect Peace Patience Responsibilit y

Learners could record pieces of their own voices and be asked to listen and identify own voice, be guided to project and vary their voices appropriately.

could be encouraged to listen to recorded pieces of other children

How should I speak to someone who is near? What should I do to my voice when the person I am speaking to moves away from me? What should I do to my voice for him/her to hear if he/she

Realia

Observat ion Oral questions

SPEAKING

Audience Awareness

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

Demonstrate awareness of own voice in and out of class.
Speak clearly when talking to others in and out of class.
Speak loudly enough for the audience to hear in school and at home
Experience pleasure in varying own voice when

communicating with others.

Communication and collaboration Critical thinking and problem solving Self efficacy

Respect Peace Patience Responsibilit y

Learners could record pieces of their own voices and be asked to listen and identify own voice, be guided to project and vary their voices appropriately.

could be encouraged to listen to recorded pieces of other children

How should I speak to someone who is near? What should I do to my voice when the person I am speaking to moves away from me? What should I do to my voice for him/her to hear if he/she

Realia

Observat ion Oral questions

SPEAKING

Naming

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

Convey verbal messages effectively to the teacher and to other learners.
Use relevant vocabulary to pass verbal information to the teacher and other learners.
Enjoy passing verbal messages to the teacher and other learners

Name objects, people, animals and colours in the immediate environment.
Take pleasure in naming objects, people, animals and colours in the immediate environment

Communication and collaboration Critical thinking and problem solving Self efficacy

Respect Peace Patience Responsibilit y

Learners could be encouraged to talk to each other or to the teacher about themselves.
could deliver verbal messages to other learners or to teachers in the school and be appreciated when they convey the messages effectively.

small groups, learners could tell and retell news and short stories.

could engage in dialogue with each other and among themselves.

hould be involved in passing verbal information whenever opportunities
arise.

could engage short discussions and be encouraged to answer questions.

could talk about what they are doing during activities and be guided to ask and respond to questions.

could view a video clip and then talk about it in pairs or in small groups.

could be encouraged to talk about what they saw in a field trip or nature walk.

Learners could be involved in naming objects, animals and people in class and within the school compound..

could recite poems and rhymes about
objects, people and colours.

could name colours with reference to objects in the environment.

could be engaged in identifying colours in the immediate environment.

could be taken for a nature walk and encouraged to identify colours.


could be engaged in vocabulary games and encouraged to use new words by integrating them their child play and daily experiences, and naturally weaving them in and out of

What do learners talk about in class or in school? What do learners like to tell the teacher about? What opportunities arise for learners to talk to each other? What do learners enjoy talking about? What do learners like to talk to each other about Which people are we likely to find at home, in school, at the market or in a hospital? What objects are we likely to find at home, in school, at the market or in a hospital

Realia

Observat ion Oral questions written questions

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

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

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

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

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

READING

Visual discrimi nation

By the end of the lesson, the learner should be able to:
Talk about similarities in objects and pictures in class

Decision making, Critical thinking

Peace unity

Learners could be engaged in games that enhance visual discrimination
e.g. fixing jigsaw puzzles.

What do you see around class

Charts realia

Observatio oral questions

READING

Visual discrimi nation

By the end of the lesson, the learner should be able to:
Talk about similarities in objects and pictures in class

Decision making, Critical thinking

Peace unity

Learners could be engaged in games that enhance visual discrimination
e.g. fixing jigsaw puzzles.

What do you see around class

Charts realia

Observatio oral questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

Decision making, Critical thinking

Unity, Respect

Learners could be guided to sing songs and recite poems and rhymes related to appropriate reading posture

What is inappro priate reading posture

Charts realia

Observatio oral questions

READING

Readin g Posture

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

Enjoy participating in reading posture activities in class.

Decision making, Critical thinking

Unity, Respect

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

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

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

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

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

READING

Letter Recogni tion

By the end of the lesson, the learner should be able to:
Enjoy participating in letter recognition activities in and out of class

Decision making, Critical thinking

Unity, Respect

Learners could compete in letter recognition games and encouraged to show fairness in winning and acceptance in loosing

Which play experien ces enhance letter recognit ion

Charts realia

Observatio oral questions

WRITING

Book handling skills

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

: Demonstrate how to handle books properly

Decision making, Critical thinking

Unity, Respect

Learners could observe as
teacher demonstrates how to turn pages from right to left

How do we arrange books on shelves

Charts realia

Observatio oral questions

WRITING

Book handling skills

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

: Demonstrate how to handle books properly

Decision making, Critical thinking

Unity, Respect

Learners could observe as
teacher demonstrates how to turn pages from right to left

How do we arrange books on shelves

Charts realia

Observatio oral questions

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

WRITING

Book handling 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

WRITING

Writing readines s skills

By the end of the lesson, the learner should be able to:
Demonstrate the ability to hold a writing tool properly in and out of class

Decision making, Critical thinking

Unity, Respect

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

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

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.

How do we hold a writing tool?

Charts realia

Observatio oral questions

WRITING

Writing readines s skills

By the end of the lesson, the learner should be able to:
Turn pages from right to left as they scribble

Decision making, Critical thinking

Unity, Respect

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

Reading

Letter Recognitio n

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

Critical thinking Communication and collaboration

Unity Peace humility

Learners could be guided to identify letters on print in the immediate environment

Which play experience s enhance letter recognition

Realia charts

Observation Oral questions

Reading

Letter Recognitio n

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

Critical thinking Communication and collaboration

Unity Peace humility

Learners could be guided to identify letters on print in the immediate environment

Which play experience s enhance letter recognition

Realia charts

Observation Oral questions

Reading

Letter Recognitio n

By the end of the lesson, the learner should be able to:
Recognize letters of the alphabet in lower case in and out of class

Critical thinking Communication and collaboration

Unity Peace humility

Learners could be asked to match upper and lower case letters incorporated in children

Which play experience s enhance letter recognition

Realia charts

Observation Oral questions

Reading

Letter Recognitio n

By the end of the lesson, the learner should be able to:
Match upper case letters with corresponding lower case letters in class

Critical thinking Communication and collaboration

Unity Peace humility

Learners could fix letter jigsaws.
Learners could be guided to recognize letters on walls, charts, cards and labels to enhance letter recognitio

Which play experience s enhance letter recognition

Realia charts

Observation Oral questions

Writing

Book handling skills

By the end of the lesson, the learner should be able to:
Demonstrate how to handle books properly

Critical thinking Communication and collaboration

Unity Peace humility

Learners could observe as teacher demonstrates how to turn pages from right to left

In what ways do learners mishandle books

Realia charts

Observation Oral questions

Writing

Book handling skills

By the end of the lesson, the learner should be able to:
Demonstrate how to handle books properly

Critical thinking Communication and collaboration

Unity Peace humility

Learners could observe as teacher demonstrates how to turn pages from right to left

In what ways do learners mishandle books

Realia charts

Observation Oral questions

Writing

Book handling skills

By the end of the lesson, the learner should be able to:
Enjoy participating in book handling activities

Critical thinking Communication and collaboration

Unity Peace humility

Learners could observe as teacher demonstrates how to turn pages from right to left

In what ways do learners mishandle books

Realia charts

Observation Oral questions

Writing

Book handling skills

By the end of the lesson, the learner should be able to:
Enjoy participating in book handling activities

Critical thinking Communication and collaboration

Unity Peace humility

Learners could observe as teacher demonstrates how to turn pages from right to left

In what ways do learners mishandle books

Realia charts

Observation Oral questions

Writing

Book handling skills

By the end of the lesson, the learner should be able to:
Participate in storing books properly in and out of school

Critical thinking Communication and collaboration

Unity Peace humility

Learners should practise how to hold a book appropriately whenever opportunities arise.

In what ways do learners mishandle books

Realia charts

Observation Oral questions

Writing

Writing readiness skills

By the end of the lesson, the learner should be able to:
Demonstrate the ability to hold a writing tool properly in and out of class

Critical thinking Communication and collaboration

Unity Peace humility

Learners could observe a demonstration on how to turn pages and practise turning pages from right to left.

In what ways do learners mishandle books

Realia charts

Observation Oral questions

Writing

Writing readiness 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

Critical thinking Communication and collaboration

Unity Peace humility

In groups, learners could be guided to scribble from left to right on a page.

How do we hold a writing tool?

Realia charts

Observation Oral questions

Writing

Writing readiness 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

Critical thinking Communication and collaboration

Unity Peace humility

In groups, learners could be guided to scribble from left to right on a page.

How do we hold a writing tool?

Realia charts

Observation Oral questions

Writing

Writing readiness skills

By the end of the lesson, the learner should be able to:
Turn pages from right to left as they scribble

Critical thinking Communication and collaboration

Unity Peace humility

Learners could be encouraged to observe a demonstration on how to hold a writing tool and imitate

How do we hold a writing tool?