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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 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
READING
|
Visual discrimination
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Identify differences and similarities in objects and pictures at home and at school |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could identify odd-one out pictures, objects from a set of pictures or objects respectfully
|
What visual discrimination experiences do children enjoy?
|
Charts realia
|
Observatio oral questions
|
|
| 1 | 3 |
READING
|
Visual discrimination
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Identify differences and similarities in objects and pictures at home and at school |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could identify odd-one out pictures, objects from a set of pictures or objects respectfully
|
What visual discrimination experiences do children enjoy?
|
Charts realia
|
Observatio oral questions
|
|
| 1 | 4 |
READING
|
Visual discrimination
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Match and pair pictures and objects at home and at school |
Creative thinking, critical thinking
|
Unity, responsibility
|
In pairs and small groups, learners could be involved in playing visual discrimination games, fix jigsaw puzzles among other visual discrimination activities
|
What visual discrimination experiences do children enjoy?
|
Charts realia
|
Observatio oral questions
|
|
| 1 | 5 |
READING
|
Visual discrimination
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Take pleasure in visual discrimination activities at home and at school |
Creative thinking, critical thinking
|
Unity, responsibility
|
In pairs and small groups, learners could be involved in playing visual discrimination games, fix jigsaw puzzles among other visual discrimination activities
|
What visual discrimination experiences do children enjoy?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 1 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
" strand, learners : Recall objects, colours and pictures in the" immediate environment |
Creative thinking, critical thinking
|
Unity, responsibility
|
Individually, in pairs or small groups, learners could be engaged in visual memory games
|
What do you see around the home?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 2 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
" strand, learners : Recall objects, colours and pictures in the" immediate environment |
Creative thinking, critical thinking
|
Unity, responsibility
|
Individually, in pairs or small groups, learners could be engaged in visual memory games
|
What do you see around the home?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 3 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Recall letters of the alphabet in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
In pairs or small groups, learners could be guided to play letter memory games.
|
What do you see around the home?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 4 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Recall letters of the alphabet in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
In pairs or small groups, learners could be guided to play letter memory games.
|
What do you see around the home?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 5 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Talk about what they have seen in the immediate environment |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could visit a learning corner within the class and recall what they saw.
|
What do you see around the home?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 1 |
READING
|
Reading posture
|
By the end of the
lesson, the learner
should be able to:
strand, learners Identify correct reading posture in pictures. |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be guided to visit a local library to experience reading posture
|
How do we sit when reading
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 2 |
READING
|
Reading posture
|
By the end of the
lesson, the learner
should be able to:
strand, learners Identify correct reading posture in pictures. |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be guided to visit a local library to experience reading posture
|
How do we sit when reading
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 3 |
READING
|
Reading posture
|
By the end of the
lesson, the learner
should be able to:
strand, learners Sit appropriately when reading in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could practise sitting properly when picture reading in class.
|
How do we sit when reading
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 4 |
READING
|
Reading posture
|
By the end of the
lesson, the learner
should be able to:
strand, learners Enjoy participating in activities on reading posture in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could sing songs and recite poems and rhymes related to appropriate reading posture
|
How do we sit when reading
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 5 |
READING
|
Reading posture
|
By the end of the
lesson, the learner
should be able to:
strand, learners Enjoy participating in activities on reading posture in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could sing songs and recite poems and rhymes related to appropriate reading posture
|
How do we sit when reading
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 1 |
READING
|
Letter recognition
|
By the end of the
lesson, the learner
should be able to:
strand, learners Match upper case letters with corresponding lower case letters in class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be engaged in matching upper and lower case letters using skittle game.
|
How do we match lower and upper case letters
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 2 |
READING
|
Letter recognition
|
By the end of the
lesson, the learner
should be able to:
strand, learners Match upper case letters with corresponding lower case letters in class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be engaged in matching upper and lower case letters using skittle game.
|
How do we match lower and upper case letters
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 3 |
READING
|
Letter recognition
|
By the end of the
lesson, the learner
should be able to:
strand, learners Match upper case letters with corresponding lower case letters in class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could label objects using letter stickers and encouraged to identify the letters.
|
How do we match lower and upper case letters
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 4 |
READING
|
Letter recognition
|
By the end of the
lesson, the learner
should be able to:
strand, learners Take pleasure in letter matching activities in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Individually or in small groups, learners could be engaged in activities related to letter recognition games e.g. letter
fishing games, letter sorting |
How do we match lower and upper case letters
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
READING
|
Letter recognition
|
By the end of the
lesson, the learner
should be able to:
strand, learners Take pleasure in letter matching activities in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Individually or in small groups, learners could be engaged in activities related to letter recognition games e.g. letter
fishing games, letter sorting |
How do we match lower and upper case letters
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 1 |
READING
|
Reading syllables
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Read syllables in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be engaged in blending sounds to make syllables
e.g ta, pa, da, ma |
How do we blend letter sounds to make syllables
?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 2 |
READING
|
Reading syllables
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Demonstrate ability to read syllables in class. |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be encouraged to read syllabuses
|
How do we blend letter sounds to make syllables
?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 3 |
READING
|
Reading syllables
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Demonstrate ability to read syllables in class. |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be encouraged to read syllabuses
|
How do we blend letter sounds to make syllables
?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
READING
|
Reading syllables
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Enjoy participating in activities that involve reading syllables |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could practise reading syllables in pairs and small groups
|
How do we blend letter sounds to make syllables
?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 5 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
" strand, learners : Demonstrate ability to blend syllables to read three to four letter" words in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
"Learners could be engaged in blending syllables to form three to four
letter words and" guided to read the words |
How do we blend syllables to make words?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Read three to four letter words correctly in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could practise reading three and four letter words in pairs and small groups
|
How do we blend syllables to make words?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Read three to four letter words correctly in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could practise reading three and four letter words in pairs and small groups
|
How do we blend syllables to make words?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Enjoy participating in activities that involve reading three to four letter words in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be involved in a variety of activities to read three to four letter words.
|
How do we blend syllables to make words?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
strand, learners : Enjoy participating in activities that involve reading three to four letter words in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be involved in a variety of activities to read three to four letter words.
|
How do we blend syllables to make words?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
WRITING
|
Book handling
|
By the end of the
lesson, the learner
should be able to:
Demonstrate ability to handle books appropriately in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could practise arranging books appropriately (top side up).
|
How do we handle books
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 1 |
WRITING
|
Book handling
|
By the end of the
lesson, the learner
should be able to:
Arrange books properly in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could practise caring for and storing books in the appropriate places
|
How do we handle books
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 2 |
WRITING
|
Book handling
|
By the end of the
lesson, the learner
should be able to:
Arrange books properly in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could practise caring for and storing books in the appropriate places
|
How do we handle books
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 3 |
WRITING
|
Book handling
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in book handling activities in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be guided to sing songs and rhymes related to book handling, care and proper storage
|
How do we handle books
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4 |
WRITING
|
Book handling
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in book handling activities in and out of class |
Creative thinking, critical thinking
|
Unity, responsibility
|
Learners could be guided to sing songs and rhymes related to book handling, care and proper storage
|
How do we handle books
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 5 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
Demonstrate ability to blend syllables to read three to four letter words in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be engaged in blending syllables to form three to four letter words and guided to read the words
|
What activities enhance learner’s ability to read words?
|
Realia charts
|
Observation Oral questions
|
|
| 8 |
Mid Term |
||||||||||
| 9 | 1 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
Read three to four letter words correctly in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could practise reading three and four letter words in pairs and small groups
|
What activities enhance learner’s ability to read words?
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 2 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
Read three to four letter words correctly in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could practise reading three and four letter words in pairs and small groups
|
What activities enhance learner’s ability to read words?
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 3 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
Read three to four letter words correctly in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could practise reading three and four letter words in pairs and small groups
|
What activities enhance learner’s ability to read words?
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 4 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
Read three to four letter words correctly in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could practise reading three and four letter words in pairs and small groups
|
What activities enhance learner’s ability to read words?
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 5 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
Read three to four letter words correctly in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could practise reading three and four letter words in pairs and small groups
|
What activities enhance learner’s ability to read words?
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 1 |
READING
|
Reading three to four letter words
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in activities that involve reading three to four letter words in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be involved in a variety of activities to read three to four letter wor
|
What activities enhance learner’s ability to read words?
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
writing
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Arrange books properly in and out of class |
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
|
|
| 11 | 2 |
writing
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Arrange books properly in and out of class |
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
|
|
| 11 | 3 |
writing
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Arrange books properly in and out of class |
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
|
|
| 11 | 4 |
writing
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in book handling activities in and out of class |
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
|
|
| 11 | 5 |
writing
|
Writing readiness skills
|
By the end of the
lesson, the learner
should be able 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
|
|
| 12 | 1 |
writing
|
Writing readiness skills
|
By the end of the
lesson, the learner
should be able to:
" lesson, the learner " Turn pages from right to left during a writing activity 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. |
How do we hold a writing
tool?
|
Realia charts
|
Observation Oral
questions
|
|
| 12 | 2 |
writing
|
Writing readiness skills
|
By the end of the
lesson, the learner
should be able to:
" lesson, the learner " Turn pages from right to left during a writing activity 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. |
How do we hold a writing
tool?
|
Realia charts
|
Observation Oral
questions
|
|
| 12 | 3 |
writing
|
Writing readiness skills
|
By the end of the
lesson, the learner
should be able to:
" lesson, the learner " Turn pages from right to left during a writing activity 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. |
How do we hold a writing
tool?
|
Realia charts
|
Observation Oral
questions
|
|
| 12 | 4 |
writing
|
Writing readiness skills
|
By the end of the
lesson, the learner
should be able to:
" lesson, the learner " Turn pages from right to left during a writing activity 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. |
How do we hold a writing
tool?
|
Realia charts
|
Observation Oral
questions
|
|
| 12 | 5 |
writing
|
Writing readiness skills
|
By the end of the
lesson, the learner
should be able to:
" lesson, the learner " Turn pages from right to left during a writing activity 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. |
How do we hold a writing
tool?
|
Realia charts
|
Observation Oral
questions
|
|
| 13 | 1 |
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?
|
Realia charts
|
Observation Oral
questions
|
|
| 13 | 2 |
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?
|
Realia charts
|
Observation Oral
questions
|
|
| 14 |
End Term Assessment |
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Your Name Comes Here