English Activities Grade 1-3 (1).pdf xu2d

REPUBLIC OF KENYA

LOWER PRIMARY LEVEL DESIGN: GRADE 1 – 3

LEARNING AREA: ENGLISH ACTIVITIES FOR LEARNERS WITH HEARING IMPAIRMENT

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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First Published in 2017

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9966-31-724-7 Published and printed by Kenya Institute of Curriculum Development

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FOREWORD The Basic Education Curriculum Framework (BECF) outlines the vision and mission for the curriculum reforms. The Vision of the curriculum reforms is to develop “An engaged, an empowered and ethical citizen “while the mission is to “To nurture the potential of every learner”. The framework adopts a Competency Based Curriculum and has identified seven core competences, namely; communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, learning to learn, and self-efficacy. It provides a variety of opportunities for identification and nurturing of learner’s potentials and talents in preparation for life and the world of work. It is geared towards making learning enjoyable. The curriculum designs are developed to enable implementation of the Basic Education Curriculum Framework. The design contain the National Goals of Education and outline the Early Years Education (EYE), subject general and specific learning outcomes. It also suggests a variety of learning experiences, assessment and links the topics to values, Pertinent and Contemporary Issues (PCI) and to other activity areas. It is my hope that all educators in Early Years Education level will anchor their delivery to these Curriculum Designs.

FRED MATIANG’I, PHD, EGH CABINET SECRETARY MINISTRY OF EDUCATION

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TABLE OF CONTENTS FOREWORD ............................................................................................................................................................................................. iii INTRODUCTION ...................................................................................................................................................................................... v The Curriculum Designs for Lower Primary are in four volumes: ............................................................................................................ vi LEARNING AREAS TIME ALLOCATION .......................................................................................................................................... vii NATIONAL GOALS OF EDUCATION ................................................................................................................................................ viii GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION ........................................................................................ x Essence Statement ................................................................................................................................................................................... x General Learning Outcomes................................................................................................................................................................... xi GRADE 1 .................................................................................................................................................................................................... 2 GRADE 2 .................................................................................................................................................................................................. 56 GRADE 3 ................................................................................................................................................................................................ 110

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INTRODUCTION The Lower Primary designs are meant for learners in Grade 1 to 3. They have taken cognisance of the various aspects of development of learners of that age cohort. The designs are comprehensive enough to guide the teachers to effectively deliver the curriculum. The teacher must understand the learning outcomes and be able to use the suggested learning experiences to achieve the outcomes. The teacher can also design own learning experiences as long as they achieve the designed learning outcomes. A variety of learning experiences will ensure that learners are engaged in the learning experience. Practical experiences will allow learners to retain more in the learning process. The designs allow the teachers to use a variety of assessment methods but in the end they must evaluate the achievement of the learning outcomes. The curriculum designs are very critical and teachers must make reference to them consistently.

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The Curriculum Designs for Lower Primary are in four volumes. However, some of the learning areas have been adapted to suit learners with hearing impairment. Volume One •

Kiswahili Activities- Kenyan Sign Language for learners with hearing impairment.

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Literacy

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English Activities – Adapted English Activities for learners with hearing impairment.

Volume Two •

Mathematics Activities

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Environmental Activities – Adapted Environmental Activities for learners with hearing impairment.

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Hygiene and Nutrition Activities

Volume Three •

Christian Religious Education

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Hindu Religious Education

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Islamic Religious Education

Volume Four •

Movement and Creative Activities – Adapted movement and Creative Activities for learners with hearing impairment. vi

LEARNING AREAS TIME ALLOCATION 1. 2. 3. 4. 5. 6. 7. 8. 9.

Learning Area Literacy Activities Kiswahili Language Activities/Kenyan Sign Language English Language Activities for learners with hearing impairment Mathematical Activities Environmental Activities for learners with hearing impairment Hygiene and Nutrition Activities Religious Activities Movement and Creative Activities for learners with hearing impairment Pastoral Programme of Instruction Total Lesson Per Week

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Lessons Per Week 5 3 3 5 5 2 3 8(*** 5 for PE) 1 35

NATIONAL GOALS OF EDUCATION 1. Foster nationalism, patriotism, and promote national unity Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for harmonious co-existence. 2. Promote social, economic, technological and industrial needs for national development Education should prepare the learner to play an effective and productive role in the nation. a) Social Needs Education should instill social and adaptive skills in the learner for effective participation in community and national development. b) Economic Needs Education should prepare a learner with requisite competences that a modern and independent growing economy. This should translate into high standards of living for every individual. c) Technological and Industrial Needs Education should provide the learner with necessary competences for technological and industrial development in tandem with changing global trends. 3. Promote individual development and self-fulfillment Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.

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4. Promote sound moral and religious values Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values. 5. Promote social equity and responsibility Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education; including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and ability through service learning. 6. Promote respect for and development of Kenya’s rich and varied cultures Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society. 7. Promote international consciousness and foster positive attitudes towards other nations Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect, appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this hip entails. 8. Good health and environmental protection Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote environmental preservation and conservation, including animal welfare for sustainable development.

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GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION By the end of early years’ education, the learner should be able to: 1. Demonstrate basic literacy and numeracy skills for learning. 2. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts. 3. Demonstrate appropriate etiquette in social relationships. 4. Apply creativity and critical thinking skills in problem solving. 5. Explore the immediate environment for learning and enjoyment. 6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing. 7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral development for balanced living. 8. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence. 9. Apply digital literacy skills for learning and enjoyment. Essence Statement English Language during the early years is intended to engage the learners in activities that allow them to use and progressively demonstrate the competences outlined. The emphasis in the presentation of the four language skills is to ensure that they are functional. The learners should also experience the interdependence of the competences across the skills, and find relevance of what they learn in their day to day contexts. Similarly, English language activities in Grade 1, 2, and 3 are expected to play a preparatory role in enabling learners to use it as a medium of learning from grade four, upwards. Concerted efforts to enrich learning at this level will gradually empower learners to exercise what they have acquired in the different functions that English language plays, at the national and global level. Teachers of learners with hearing impairement should use Signed Exact English(SEE) to facilitate learning and avoid using Signed English(SE) or Kenyan Sign Language(KSL). x

General Learning Outcomes By the end of Early Years Education, the learner should be able to: a) Listen/observe and respond appropriately to relevant information in a variety of contexts, b) Express self confidently using the language structures and the vocabulary acquired for interaction with others, c) Read with comprehension, a variety of short texts of about 200 words fluently and accurately, d) Read with comprehension a variety of texts for information and pleasure, e) Write simple sentences legibly and neatly to express ideas and feelings, f) Demonstrate the appropriate use of simple language structures and basic punctuation marks to communicate effectively.

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GRADE 1

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KEY: HoH – Hard of Hearing LWD – Learners With Deafness

GRADE 1 Strand

Sub- strand

Specific learning outcomes

1.0 Listening and Speaking (HoH)

1.1Attentive listening (HoH)

By the end of the sub strand, the learner should be able to: a) listen attentively during a conversation (HoH); • pay attention during a signed conversation.(LwD) b) respond to simple specific onedirectional instructions in oral communication (HoH); • respond to simple specific one directional instructions in signed communication. (LwD) c) appreciate the importance of listening attentively for effective communication (HoH); • appreciate the importance of paying attention for effective communication. (LwD)

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Observing & g (LwD)

• Paying attention (LwD)

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Suggested learning experiences

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Learner is shown demonstrations and pictures/ photos or models on the correct sitting postures Learners practise correct sitting posture. Learners practise good eye and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. (HoH) Learners respond through actions, like identifying objects by pointing, through g and in writing. (LwD) Learners give simple commands and obey by acting

Key inquiry question(s) 1. What do people do as they talk? (HoH) • What do people do as they sign? (LwD) 2. What do you do when someone’s is talking to you? (HoH) • What do you do when someone is g to you?(LwD) 3. Why do you look at

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or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking (HoH) and when g (LwD).

someone’s face as they talk?(HoH) • Why do you look at someone’s face as they sign? (LwD)

Core Competences to be developed: Communication and Collaboration will be achieved through pair and group work involving practise of good posture, use of facial expressions and familiar gestures, digital literacy Link to PCIs Life skills; self awareness, especially the use of body Values: Respect for others, through turn taking/g and in language appropriately for effective communication. speech. Links to other subjects: Linked to all the subjects in the school Suggested Community Service Learning activities: Interact curriculum, they require attentive listening (HoH) and paying with the community to share about gestures learnt and what they attention (LwD). mean, and report back what they found out about some body language like facial expressions used in the community. Suggested non formal activity to learning: Find out and Suggested assessment: Oral questions (HoH),signed questions say/sign if family practice attentive listening/paying (LwD), portfolio, observation attention skills. Suggested Learning Resources: Realia, Pictures and Photos on attentive listening (HoH) paying attention (LwD). Assessment rubrics Exceeding Expectations Able to sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker (HoH)/signer (LwD) longer than the required period

Meeting Expectations

Approaches Expectations

Able to sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker (HoH)/signer (LwD) during the required period

Able to sit upright but occasionally slides/slouches or fidgets and occasionally loses focus on the speaker (HoH)/signer (LwD) during the 3

Below Expectations Has difficulty sitting upright without sliding/slouching or fidgeting and rarely maintains focus on the speaker (HoH)/signer (LwD) during the required period

required period Always allow others to speak/sign without interrupting while demonstrating attentive listening (HoH)/paying attention (LwD) through their body language and verbal (HoH)/signed (LwD) response Able to follow several one directional instructions with ease

Allow others to speak (HoH)/sign(LwD) without interrupting while demonstrating attentive listening (HoH)/paying attention(LwD) through their body language and verbal response(HoH)/ signed response (LwD)

Able distinguish multiple key sounds (HoH)/letters (LwD) and words with ease.

Able to follow one directional instructions

Able to interpret and use body language (facial expressions and gestures) appropriately

Able to distinguish key sounds (HoH) /letters and words (LwD)

Allow others to speak (HoH)/sign(LwD) but with occasional interruptions

Able to follow someone directional instructions with assistance Able to distinguish some key sounds (HoH)/letters and words (LwD) Able to interpret and use body language ( several facial expressions) appropriately

Able to interpret and use body language ( all facial expressions) appropriately

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Rarely allows others to speak (HoH)/sign (LwD)without interrupting

Struggles to follow a few one directional instructions Able to distinguish a few key sounds (HoH)/letters and words (LwD) Able to interpret and use body language (a few facial expressions) appropriately

Strand 1.0 Listening and Speaking (HoH) Observing and g (LwD)

Sub strand 1.2 Pronunciation (HoH) • Fingerspelling (LwD)

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) discriminate the sounds in different spoken words for comprehension Teach 2-3 sounds a (HoH); week creating • discriminate the opportunities for letters in different more practice of signed words for sounds that are comprehension (LwD) different from first b) pronounce the words with language. the sounds in isolation in preparation for reading (HoH); • sign the words while fingerspelling the letters in isolation in preparation for reading (LwD), c) appreciate the variation in meaning of similar sounding words that look different (HoH); The following sounds (HoH)/ letters (LwD) will be practised through classroom conversation. The sounds practiced will help learners say words with similar sounds (HoH) 5


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In groups, learners could identify words which have the taught sounds (HoH). Learners who are deaf could identify the words which have the letters they were taught. Learners could pronounce the sounds by taking turns as modeled by the teacher or audio record (HoH). Learners who are deaf could fingerspell the letters by taking turns as modeled by the teacher, or a video record. Learners could construct simple sentences using words with the taught sounds (HoH) or signs (LwD). Learners could recite rhyming words that have the learnt sounds (HoH). Learners who are deaf could sign words with similar letters to the ones they learnt. Learners could practise distinguishing similar sounding words in small groups in response to picture

Key inquiry question(s) 1. Name any word that has the sound......(HoH) • Sign name any word that has the letter .....(LwD) 2. What sound do you hear at the beginning/middle/end of this word?....(HoH) • Which letter appears at the begining,middle and end of this word?....(LwD) 3. How do you say these words? .....(HoH) • How do you sign these words?.....(LwD)

Learners who are deaf will finger spell the letters that make up the word .

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/p/ - put, pit /b/ - bat, bad, bag /t / - top, tin /d/ - dog, door /i:/ - been, beat /ɪ/ - bin, big /b /- been, beat /k/ – cow, kettle, queen /g/ - go, get /f/ - frog, farm, cough /v/ - van / : /- ask, arm, far, car /ᴂ /- cat, mat / ð/ - this , that; /θ/ - thin, /u:/ - wool, fool, food, shoe /u/ - book, put, foot /s/ - sit, say /z /- zip, zero / ʒ/ - measure, pleasure, leisure /ʃ/- sheep, ship, shape, sure - stop, sorry, cloth / - hot, here, hear, hare /tʃ/- chair, chin /dʒ/ - jug, jump /m/ - man, mat /n/ - near, neck /ŋ/ -bring, ring, sing /l/ - let, list, lid,

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cues (HoH). Learners could practise distinguishing words with similar letters in small groups in response to picture cues (LwD) Learners could pronounce short words that have the learnt sounds, after listening to an audio record (HoH). Learners could fingerspell short words that have the learnt letters, after watching a video record (LwD). In groups, learners could identify minimal pairs with the learnt sounds (HoH)/ letters (LwD). Learners could say (HoH) /sign(LwD) words beginning with a common sound(HoH)/letter (LwD) e.g. set, soap; shop, shirt

/ r/ - rat, rope /w/ - walk, wheel, wave /j/ - yam, yatch, - but, cup, bum /ɔ:/- port, short, broad /ɜ:/- burn, burst, girl /e/- bed, pen, tell

Core Competences to be developed: – Communication and collaboration through working together in pairs and groups Learning to learn by improving pronunciation (HoH)/ finerspelling letters (LwD) to navigate through education, digital literacy Link to PCIs: Life Skills - (Effective Communication) and Link to Values: Respect, Responsibility, Unity Citizenship (Social cohesion) Links to other subjects: Links to all subjects since the Suggested Community Service Learning activities: Engaging sounds/letters learnt could be applied across board to help with in a conversation with friends and family from different ethnic oral/signed communication and reading in other areas of the communities and sharing new sounds/letters . curriculum, formally and informally. Suggested Non formal Activity to learning: Learners Suggested assessment: Oral/signed questions, portfolio, sing/sign songs with words that have the sound/letters during their observation play time. Suggested Learning Resources: Charts displaying pictures and sounds/letters, real objects, audio records, video clips Assessment rubrics Exceeding Expectations Learner always discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with a lot of ease (HoH). Learner always discriminates letters in different fingerspelt

Meeting Expectations Learner discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with ease (HoH). Learner discriminates

Approaches Expectations Learner sometimes discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with some difficulty (HoH). 7

Below Expectations Learner rarely discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with a lot of difficulty (HoH). Learner rarely discriminates letters in different fingerspelt words and

words and fingerspells the words with the letters in isolation correctly with a lot of ease (LwD).

letters in different signed words and fingerspells the words with the letters in isolation correctly with ease (LwD).

Learner sometimes discriminates letters in different fingerspelt words and fingerspells the words with the letters in isolation correctly with some difficulty (LwD).

fingerspells the words with the letters in isolation correctly with a lot of difficulty (LwD).

Strand

Sub strand


Listening and Speaking(HoH) Observing and paying attention(LwD)

1.3 Vocabulary

By the end of the sub strand, the learner should be able to: a) recognise new words used in the themes to acquire a range of vocabulary and their meaning; b) use new words in relevant contexts in oral communication (HoH); • use new words in relevant contexts in signed communication (LwD), c) enjoy using the vocabulary learnt to communicate confidently in various contexts. 8


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Learners could be guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners could listen attention to the teacher or an audio/video recording and mimic pronunciation in pairs and individually (HoH). Learners could pay attention to the teacher or a video recording and mimic fingerspelling in pairs and individually (LwD). Learners could recite rhymes, sing songs, individually in pairs or groups using the vocabulary related to the theme (HoH). Learners could sign rhymes,sign

Key inquiry question(s)

1. What other words have the same meaning as the words you have leant? 2. How do you use these words in sentences? 3. How are these words spelt? 4. How are these words pronounced/fingerspe lled?

The vocabulary developed will be based on the following sounds(HoH)/letters(LwD) that have been learnt in pronunciation(HoH)/fingers pelling(LwD). e.g. /p/ - put, pit /b/ - bat, bad, bag /t / - top, tin /d/ - dog, door /i:/ - been, beat /ɪ/ - bin, big /b /- been, beat /k/ – cow, kettle, queen /g/ - go, get /f/ - frog, farm, cough /v/ - van / : /- ask, arm, far, car /ᴂ /- cat, mat / ð/ - this , that; /θ/ - thin, /u:/ - wool, fool, food, shoe /u/ - book, put, foot /s/ - sit, say /z /- zip, zero / ʒ/ - measure, pleasure, leisure /ʃ/- sheep, ship, shape, sure - stop, sorry, cloth / - hot, here, hear, hare /tʃ/- chair, chin /dʒ/ - jug, jump

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sings, individually in pairs or groups using the vocabulary related to the theme(LwD). Learners could listen to the vocabulary used in short sentences/ short paragraphs/ teacher read aloud stories and practise using it in a language game in pairs (HOH, Learners could pay attention to the vocabulary used in short sentences/ short paragraphs/ teacher sign stories clearly and practise using it in a language game in pairs(LwD), Learners could use simple dialogues to practise the pronunciation/fingerspelling of the vocabulary. Learners could learn the meaning of the vocabulary through simple demonstrations. Learners could use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary(HoH). Learners use dialogues, signed rhymes, language games and signed songs individually, in pairs and in groups to practise

vocabulary(LwD). Learners interact with audio material to listen to the correct pronunciation of the vocabulary, where applicable(HoH). • Learners could watch videos to see correct fingerspelling of the vocabulary, where applicable(LwD). • Learners could practise matching simple short words with pictures and objects • Learners sing songs using the new words (HoH). • Learners sign sing songs using the new words(LwD). Core Competences to be developed: Communication and collaboration through pair and group activities, Self Efficacy through practicing and using the new words in communication, learning to learn can be achieved by applying the new vocabulary in other contexts, digital literacy Link to PCIs Able to accommodate all the PCIs as infused in the themes like Values: Respect, Responsibility, Love, Patriotism, Health and hygiene, Learner programs, Personal safety and security, Unity, Integrity, Social justice, Peace Citizenship, Life Skills, Environmental education, Service learning and parental engagement, Education for Sustainable Development. Links to other subjects: The words that are learnt able to be applied in all Suggested Community Service Learning activities subjects across the Curriculum. Engage in conversations with parents and other community to share new words. Suggested non-formal activity to learning: Getting more words with Suggested assessment: Oral(HoH)/signed(LwD) same sounds/letters learnt from interactions outside the classroom. questions, portfolio, observation Suggested Learning Resources: Realia, pictures/ photographs, charts, posters, audio and /or visual records, flash cards. /m/ - man, mat /n/ - near, neck /ŋ/ -bring, ring, sing /l/ - let, list, lid, / r/ - rat, rope /w/ - walk, wheel, wave /j/ - yam, yatch, - but, cup, bum /ɔ:/- port, short, broad /ɜ:/- burn, burst, girl /e/- bed, pen, tell

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Assessment rubrics Exceeding expectations Learner always recognises, comprehends the meaning of new words and applies them in relevant contexts correctly with a lot of ease.

Meeting expectations Learner recognises, comprehends the meaning of new words and applies them in relevant contexts correctly with ease.

Approaches expectations Learner sometimes recognises, comprehends the meaning of new words and applies them in relevant contexts correctly with some difficulty.

Below expectations Learner recognises, comprehends the meaning of new words and applies them in relevant contexts correctly with a lot of difficulty.

Strand

Sub strand

Themes


Listening and Speaking (HoH) observing and g (LwD)

1.4 Language structures and Functions

Welcome and Greetings (6 Lessons)

By the end of the sub strand, the learner should be able to: a) use the various realizations of the verb ‘to be’ to • introduce oneself or others, to talk about objects and to show politeness in day to day communication (HoH); • use the various realisations of the verb ‘to be’ to introduce oneself or others, to sign about objects and to show politeness in day to day • communication (LwD). b) recognize the present tense 11


Learners could introduce themselves politely and ask others their names using the verb ‘to be’, after teacher models. – I am Mota, My name is Mota, and who are you? What is your name? Learners could describe themselves using short sentences


1. 2. 3. 4.

Who are you? Who is she? Who is he? How do we greet people in the morning/aftrenoon / evening?

forms of the verb ‘to be’ in sentences; c) Appreciate the various forms of the verb ‘to be’ in • their day to day communication.

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with the verb ‘to be’ I am a boy, I am a girl Learners could describe people using the verb ‘to be’ (for example Mary is a girl) In pairs or groups, learners could talk about people and things around them (HoH)/ Sign about people and things around them (LwD) –This is a chair, door. Learners could be guided by the teacher to take part in a language game that allows each one of them to greet others, welcome others, introduce themselves and ask the class their names. In pairs, learners could be guided to

engage in question and answer dialogues using the verb ‘to be’ as an interrogative (What is this?, Who is this? ) Core Competences to be developed: Communication and collaboration, digital literacy, Learning to learn as they apply the structure to various contexts. Link to PCIs: Life skills; effective communication Citizenship; Values: Respect, Responsibility. gender issues in education Links to other subjects: The language structure is used in all Suggested Community Service Learning activities: Taking subjects. part in an activity where they able to welcome others. Suggested non formal activity to learning: Learners able to Suggested assessment: Oral/signed questions, portfolio, practice the self-introductions at home or ask their guardians/ relatives observation what their names are. They could also try and welcome visitors to a new place. Suggested Learning Resources: Realia, pictures/ photographs, audio-visual devices with a captions or an interpreter, recordings of greetings Assessment rubrics Exceeding Expectations Learner consistently uses the verb “to be” to introduce himself as well as others, ask and respond to questions, and describe things and people correctly. Able to use a variety of greetings appropriately at all times.

Meeting Expectations Approaches Expectations The learner is able to The learner sometimes uses the various use the verb” to be” to realizations of verb” to be” to introduce introduce himself, ask himself, ask and respond to questions, and and respond to describe things and people correctly. Able questions, and describe to greet others appropriately sometimes. things and people correctly. Able to greet others appropriately at all times. 13

Below Expectations The learner rarely uses the various realizations of the verb” to be” to introduce himself, ask and respond to questions, and describe things and people correctly. Able to greet others appropriately a few times.

Strand

Sub strand

Theme


Language structures and functions

School


By the end of the sub strand, the learner should be able to: a) construct simple sentences Subjectabout objects in the verb classroom, with correct agreement subject-verb agreement for (am, is, are) effective communication; b) recognize correct use of subject-verb agreement to (6 Lessons) in statements and questions; c) appreciate the importance of subject verb agreement for fluency.



1. What is Sarah Learners could construct doing? appropriate sentences on 2. What are Sarah pictures showing singular and Farah and plural subjects doing? • Learners could be guided to 3. What are you construct sentences about doing? actions demonstrated by one or many learners • Learners could engage in simple question and answer dialogues about available realia representing singular and plural objects • Learners could construct sentences using singular and plural subjects at home e.g. animals, utensils etc. Core Competences to be developed: Communication and collaboration through question and answer dialogues; digital literacy, Learning to learn – constructing sentences about subjects in school and at home; Creativity and imagination – through demonstrations and construction of sentences Link to PCIs: Life skills; Effective communication Values: Unity, Respect Links to other subjects : Literacy and numbers in Suggested Community Service Learning activities: Helping peers to Mathematics communicate better through in English language, Suggested non-formal activity to learning: Suggested assessment: Oral/signed questions, portfolio, observation Constructing sentences about things found at home 14

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like plates, cups, knife, pot Suggested Learning Resources: Realia, charts with illustrations, pictures/ photographs, audio-visual recordings.

Assessment rubrics Exceeding Expectations Learner always constructs correct sentences with different subject and verbs to communicate effectively.

Meeting Expectations Learner constructs correct sentences with different subject and verbs to communicate effectively.

Approaches Expectations The learner sometimes constructs correct sentences with different subject and verbs to communicate effectively.

Strand

Sub strand Theme




By the end of the sub strand, the learner should be able to: a) use personal pronouns in relation to gender, number and objects appropriately in dialogues; b) pick out personal pronouns in oral conversations about of the family(HoH); • pick out personal pronouns in signed conversations about of the

Family Personal pronouns, e.g. I, you, it (6 Lessons)

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Below Expectations The learner rarely constructs correct sentences with different subject and verbs to communicate effectively.


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Learners could be guided to take part in a demonstration in relation to gender, number and objects. Learners could construct sentences using personal pronouns individually, in pairs or in small groups Learners could use pronouns in simple sentence constructions where appropriate Learners could discuss people and things in their home and


1. Who cooks for you? 2. Who plays with you at home? 3. Who buys you books? 4. Who tells you stories?

family(LwD), c) appreciate the use of personal pronouns in • effective communication; d) type personal pronouns in a computer. •

school using personal pronouns Learners could enact dialogues using personal pronouns Learners could listen to a text containing personal pronouns (HoH). • Learners could observe a signed text (Video) containing personal pronouns(LwD). Core Competences to be developed: Communication and collaboration, digital literacy. Creativity and imagination- in answering the key inquiry questions Link to PCIs: Life skills; interpersonal relationships, Link to Values: Respect for of the opposite sex. appreciation of gender. Links to other subjects :Languages, Religious Suggested Community Service Learning activities: Exchange of ideas on Education, Environmental activities references made about male and female in the community. Suggested Non formal Activity to learning: Suggested assessment: Oral/signed questions, portfolio, observation Using personal pronouns during play. Suggested Learning Resources: Charts, pictures/ photographs, audio-visual recordings of dialogues with structures on personal pronouns. Exceeding Expectations Learner always replaces nouns with personal pronouns with ease, picks out personal pronouns in oral conversation and uses them in relation to gender, number and objects appropriately in dialogues (HoH). Learner always replaces nouns

Meeting Expectations Learner picks out personal pronouns in oral conversation and uses them appropriately in relation to gender, number and objects in dialogues (HoH).

Approaches Expectations Learner struggles to pick out personal pronouns in oral conversation and occasionally uses them appropriately in relation to gender, number and objects in dialogues (HoH).

Learner picks out personal

Learner struggles to pick out 16

Below Expectations Learner rarely picks out personal pronouns in oral/signed conversation and hardly uses them appropriately in relation to gender, number and objects in dialogues (HoH). Learner rarely picks out personal pronouns in signed conversation

with personal pronouns with ease, picks out personal pronouns in a signed conversation and uses them in relation to gender, number and objects appropriately in dialogues (LwD). Strand

Sub strand

Listening and Language Speaking(HoH) structures and functions Observing and g(LwD)

pronouns in a signed conversation and uses them appropriately in relation to gender, number and objects in dialogues (LwD).

personal pronouns in a signed conversation and occasionally uses them appropriately in relation to gender, number and objects in dialogues (LwD).

Theme



Home Singular/ plural (addition of ‘s’ only)

By the end of the sub strand, the learner should be able to: a) use singular and plural forms of nouns to discuss objects at home; b) ask questions about numbers using “how many?”; c) distinguish between singular and plural nouns correctly to demonstrate an understanding of the concept of number; d) appreciate the importance of using singular and plural nouns for effective; oralcommunication (HoH) • appreciate the importance of using

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(6 Lessons)

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and hardly uses them appropriately in relation to gender, number and objects in dialogues (LwD).


1. How many ____ Learners could identify (e.g. hands, legs, objects in the classroom bags, pencils) do Learners could practice you have? simple question and answer 2. How many____ dialogues using (pens, bottles, constructions with ‘how cups etc) are many’ to talk/sign about red/blue? the objects identified. 3. How many, arms In pairs and groups, etc. are big/small, learners could group items long/short, in their school and home in round/rectangle columns of one and many are there? Learners could sing a song on ‘one’ and ‘many’ items (HoH) Learners could sign sing a song on ‘one’ and ‘many’ items(LwD) Learners could listen to a text containing singular and plural nouns (HoH).

singular and plural • Learners could pay nouns for effective attention to a text signed containing singular and communication plural nouns (LwD). (LwD); Core Competences to be developed: : Digital literacy, Critical thinking and problem solving, Communication and collaboration –In pairs/ small groups learners can work grouping items. Link to PCIs: Citizenship – social cohesion (working Link to Values: Respect, Responsibility together in groups) Links to other subjects: All subjects have the plural Suggested Community Service Learning activities: Helping others learn concept. about plurals and count with them. Suggested non- formal activity to learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, Naming of items in the school and home observation Suggested Learning Resources: Charts, pictures/ photographs with singular and plural nouns, audio-visual recordings of dialogues with sentence structures on plurals of nouns. Assessment rubrics Exceeding Expectations Learner always uses singular and plural forms of nouns to discuss different objects, and distinguishes between singular and plural nouns correctly to demonstrate an understanding of the concept of number

Meeting Expectations Learner uses singular and plural forms of nouns to discuss objects, and distinguishes between singular and plural nouns correctly to demonstrate an understanding of the concept of number

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Approaches Expectations The learner uses singular and plural forms of nouns to discuss a few objects, and occasionally distinguishes between singular and plural nouns correctly to demonstrate an understanding of the concept of number

Below Expectations The learner hardly uses singular and plural forms of nouns to discuss objects correctly, and rarely distinguishes between singular and plural nouns to demonstrate an understanding of the concept of number

Strand

Sub strand

Theme

Listening and Speaking (HoH)


Time


By the end of the sub strand, the learner should be able to: Present a) use present simple tense Simple forms to discuss the time tense of the day (morning, midday, evening); b) apply simple present tense (6 Lessons) to sequence routine or daily activities in oral Communication (HoH); • apply simple present tense to sequence routine or daily activities in signed communication (LwD). c) appreciate the use of language to discuss routine activities.

Suggested learning experiences Key inquiry question(s)

1. What do you do Learners could respond to every day questions based on daily Observing before you routines and g come to school? • Learners could tell each (LwD) other their daily routines in 2. What do you do pairs/small groups at break time? • Learners could report what they do when they go home 3. What do you do • Learners could respond to when you are simple questions happy? demonstrating the use of simple present tense and routine activities • Learners could repeat sentence structures containing simple present tense from a story they have listened (HoH). • Learners could repeat sentence structures containing simple present tense from a signed story they have paid attention to (LwD). Core Competences to be developed: Digital literacy (as the learners interact with the audio visual materials)Communication and collaboration (pair and group practice in sentences about routine activities) Link to PCIs: Life skills -Self esteem as they develop language Link to Values: Respect, Responsibility 19

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for expressing daily routines; Communiy Service learning Links to other subjects : Environmental activities

Suggested Community Service Learning activities: Observe and discuss daily routines of of their family/ community.

Suggested non-formal activity to learning: Songs Suggested assessment: Oral/signed questions, portfolio, about daily activities outside the classroom. observation Suggested Learning Resources: Charts, pictures/ photographs on routine activities, audio-visual recordings of dialogues with sentence structures on present simple tense. Assessment Rubrics Exceeding Expectations Learner uses the present simple tense forms confidently to sequence many routine activities, and discusses different times of the day. Strand

Meeting Expectations Learner uses the present simple tense forms confidently to sequence routine activities, and discusses different times of the day.

Sub strand Theme

Listening and Language Speaking(HoH) structures and observing and functions g (LwD)

Weather and Our Environment Present continuous tense (6 Lessons)

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) use the present continuous tense to describe on-going activities related to the weather and the environment; b) discuss on-going actions for effective communication(s); 20

Approaches Expectations Learner struggles to use the present simple tense forms to sequence some routine activities, and discusses different times of the day.

Below Expectations The learner rarely uses the present simple tense forms to sequence routine activities. Needs a lot of to discuss different times of the day.


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Learners could demonstrate actions of language activities in class Learners could be guided to construct sentences about ongoing demonstrations Learners could respond to simple questions using the

Key inquiry question(s) 1. What are you doing? 2. What is the teacher doing?

c) respond to questions using the present continuous • tense; d) appreciate communicating ideas using the present continuous tense in • oral/signed communication(HoH). • appreciate communicating ideas using the present continuous tense in • signed communication(LwD)

present continuous tense Learners could ask and answer questions in pairs/groups about what is happening Learners could repeat sentence structures containing simple present continuous tense from a story they have listened(HoH) Learners could repeat sentence structures containing simple present continuous tense from a story they have paid attention to (LwD). Core Competences to be developed: Communication and collaboration, learning to learn, Self efficacy,Digital literacy Link to PCIs: ESD- Environmental education Link to Values: Respect, Responsibility Life skills- effective communication Links to other subjects : It links to all the other subjects because present Suggested Community Service Learning activities: continuous tense is used in sentence construction in various subjects Environmental preservation Suggested Non formal Activity to learning: Using the present Suggested assessment: Oral(HoH)/signed(LwD) continuous tense during play questions, portfolio, observation Suggested Learning Resources: Charts, pictures/ photographs on ongoing activities, audio-visual recordings of dialogues with sentence structures on present continuous tense.

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Assessment Rubrics Exceeding Expectations The learner always describes activities, asks and responds to questions about ongoing activities correctly, using the present continuous tense.

Strand

Sub strand

Meeting Expectations The learner describes activities, asks and responds to questions about ongoing activities correctly, using the present continuous tense.

Theme

Listening and Language Hygiene Speaking(HoH) structures and functions Simple past observing and tense g(LwD) (6 Lessons)

Approaches Expectations The learner occasionally describes activities, asks and responds to questions about ongoing activities correctly, using the present continuous tense.

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) discuss personal hygiene activities using simple past tense; b) use simple past tense to report on simple activities they carried out in the past; c) appreciate/enjoy communicating ideas using the simple past tense/.


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Below Expectations The learner rarely describes activities, asks and responds to questions about ongoing activities correctly, using the present continuous tense.

Learners could respond to simple questions on activities in the past. Learners could engage in games using verbs from present simple to past simple tense ,in small groups Learners could group verbs/take part in fishing game on verbs in the simple past tense Learners could


1. What did you do in the morning before coming to school? 2. What did the head teacher say at the assembly? 3. What did the teacher do before we started out lesson?

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construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile Learners could repeat sentence structures containing simple past tense from a story they have listened to (HoH). Learners could repeat sentence structures containing simple past tense from a story they have paid attention to (LwD).

Core Competences to be developed: Communication and collaboration, digital literacy. Link to PCIs: Health Education; hygiene and nutrition Link to Values: Unity Links to other subjects : Hygiene and Suggested Community Service Learning activities: Sharing knowledge Nutrition(routines e.g. brushed teeth) about hygiene and the importance of keeping ourselves clean Suggested non-formal activity to learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, Report the activities they were involved in at school to observation their parents/guardians Suggested Resources:Charts, pictures/ photographs on grooming activities, audio-visual recordings of dialogues with sentence structures on personal hygiene using simple past tense

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Assessment rubrics Exceeding Expectations Learner always uses the simple past tense to ask and respond to questions about hygiene correctly, using the simple past tense.

Meeting Expectations Learner uses the simple past tense to ask and respond to questions about hygiene correctly, using the simple past tense.

Strand

Sub strand

Theme

Listening and Speaking (HoH) Observing and g (LwD)


Myself/ Parts of the body

Approaches Expectations Learner sometimes uses the simple past tense to ask and respond to questions about hygiene correctly, using the simple past tense.

Specific learning outcomes Suggested learning experiences

By the end of the sub strand, the learner should be able to: Demonstratives a) use demonstratives to for singular discuss body parts and and plurals gender; b) identify singular and plural nouns; (6 Lessons) c) appreciate the use of different demonstratives when communicating about objects that are near and far.

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Below Expectations Learner has difficulty using the simple past tense to ask and respond to questions about hygiene correctly, using the simple past tense.


1. What things In pairs, learners could be able to you see aided by picture prompts to inside the attach a demonstrative to classroom? either a singular or plural noun (able to display a video clip). 2. What things Learners could use objects able to you see that are near and far in the outside the classroom to illustrate the classroom? correct use of demonstratives (This/ That); (These/Those) 3. What do we use Learners could use simple to smell/ phrases to discuss parts of the talk/sign/ hold a body, in pairs or small groups pencil? (HoH) Learners could use simple signed phrases to discuss parts of the body, in pairs or small

groups (LwD) Learners could identify demonstratives correctly to show location of singular and plural items for effective communication • Learners could be assisted to choose appropriate demonstratives for the singular and plural nouns identified • Learners could repeat sentence structures containing demonstratives from a story they have listened to (HoH). • Learners could repeat sentence structures containing demonstratives from a story they have paid attention to (LwD). Core Competences to be developed: Communication and collaboration; Self Efficacy;Digital literacy •

Link to PCIs: Life skills; effective communications Education for sustainable development ; Environmental Education); ESDGender issues; Learner Programmes- self-awareness

Link to Values: Respect, Responsibility

Links to other subjects: Number in Mathematics, parts of the body in K.S.L use of demonstratives in all subjects.

Suggested Community Service Learning activities: Getting to learn about parts of the body in local languages/KSL and sharing about the names in English.

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Suggested non-formal activity to learning: Peers discuss about Suggested assessment: Oral(HoH)/signed(LwD) objects outside the classroom to illustrate the correct use of questions, portfolio, observation demonstratives Suggested Learning Resources: Charts, pictures/ photographs and models of parts of the body, audio-visual recordings of dialogues with sentence structures on parts of the body. Assessment Rubric Exceeding expectations Learner is consistently able to use demonstratives appropriately for communication about a variety of singular and plural nouns that are near and far.

Meeting expectations Approaches expectations Below Expectations Learner is able to use Learner sometimes uses Learner has difficulty to differentiate demonstratives demonstratives for demonstratives for singular and appropriately for communication about some plural nouns, that are near and those communication about singular and plural nouns that far. singular and plural nouns that are near and far. that are near and far. Strand Sub strand Theme Specific learning outcomes Suggested learning Key inquiry experiences question(s) Listening and Language Family By the end of the sub strand, Speaking(HoH) structures and the learner should be able functions Noun Sets to: observing and a) recognise the sets of 1. Which word • Learners could discuss g (LwD) (6 Lessons) nouns denoting male would you about male and female and female within the replace with of the family to family setting; mother/sister/aunt illustrate the concept of b) use the sets of nouns ? gender sets denoting male and 2. Which word • Learners could name/sign female within the family would you name the of a to communicate replace with nuclear family based on a effectively ; father/brother/unc picture/video clip/ photo. c) appreciate the gender le? • In groups learners could be sets in communicating guided to discuss about: effectively about family 26

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the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother. Core Competences to be developed: Digital literacy ,Communication and collaboration, learning to learn using different references for male and female of the family. Link to PCIs: Citizenship; social cohesion; focus on family Link fto Values: Respect for both gender. Life skills: Self-awareness based on gender Links to other subjects : Religious Education: Roles of male and female family Suggested Community Service Learning activities: Seeking knowledge about male and female relatives from their parents or guardians Suggested non-formal activity to learning: Poems about male and female Suggested assessment: characters during their free time. Oral(HoH)/signed(LwD) questions, portfolio, observation Suggested Learning Resources: Charts, pictures/ photographs and models of of the family, audio-visual recordings of dialogues with sentence structures on male and female of the family. Assessment rubrics Exceeding expectations Meeting expectations Approaches expectations Below Expectations Learner is able to construct Learner is able to Learner has some difficulty Learner has difficulties communicating simple sentences about male and constructs simple sentences constructing simple correctly about a few male and female female of the nuclear about male and female sentences about some male of the nuclear family. family, and a few of of the nuclear and female of the the extended family, with a lot of family. nuclear family. ease.

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Strand

Sub strand

Listening and Language Speaking(HoH) Structures and functions Observing and g(LwD)

Theme Safety Simple prepositions (in, on, under, between, behind, in front, inside, outside) (6 Lessons)

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) use prepositions to discuss personal safety, security and simple injuries; b) recognise the location given by prepositions in oral construction of sentences (HoH); • recognize the location given by prepositions in signed construction of sentences (LwD) c) appreciate the use of pre-positions for indicating location.


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Learners could describe 1. What can you see in the various positions of classroom? realia as is displayed in 2. Where are the the classroom. objects Learners could engage in mentioned? hide and find game in 3. Who is: small groups to locate In front of you? various objects/play a Behind you? digital game. Under the tree. Learners could construct sentences based on the objects used in the hide and find game. Learners could discuss where objects are found in their homes Learners could repeat sentence structures containing prepositions from a story they have listened to (HoH). Learners could repeat sentence structures containing prepositions from a story they have paid attention to (LwD)

Core Competences to be developed: Critical thinking and problem solving; Creativity and imagination; digital literacy Link to PCIs: ESD-Safety and security Link to Values: Resepect, Love, Responsibility, Life skills (effective communication), Citizenship - social cohesion through hide Unity and find game. Links to other subjects : All subjects that mention positions of objects, places Suggested Community Service Learning and people activities: Sharing with community about safety in their environment. Suggested non-formal activity to learning: Language games Suggested assessment: Oral(HoH)/signed(LwD) mentioning where objects in their homes are found questions, portfolio, observation Suggested Learning Resources: Charts, pictures/ photographs of people ad objects in different positions, audio-visual recordings of people and objects in different positions. Assessment Rubrics Exceeding expectations Learner is able to recognise and use a variety simple prepositions to describe the location of objects accurately.

Meeting expectations Learner is able to recognise and use simple prepositions to describe the location of objects accurately.

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Approaches expectations Learner is sometimes able to recognise and use some simple prepositions to describe the location of some objects.

Below Expectations Learner is able to recognise simple prepositions but has difficulty using them to describe the location of objects.

Strand

Sub strand

Listening and Language Speaking(HoH) Structures and observing and functions g(LwD)

Theme Community leaders

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) use the articles ‘a’, ‘an’ and ‘the’ to discuss about; community leaders; b) identify objects and attach articles to them in; conversations, c) appreciate the use of articles in effective communication.



Learners could name objects 1. What did you see on your way to in the classroom and attach school/market? appropriate articles to them. 2. What do you see • Learners could name objects (6 Lessons) in our classroom? in a picture/ photograph/video clip by using correct articles • Learners could mention some objects/items in the homes using the correct articles • Learners could engage in language games involving use of a/an/ and the articles • Learners could repeat sentence structures containing articles from a story they have listened to (HoH). • Learners could repeat sentence structures containing articles from a story they have paid attention to (LwD). Core competency to be developed: Digital literacy, communicatin and collaboration Link to PCIs: citizenship Link to values: Respect for leaders Articles ; a, an, the

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Suggested Community Service Learning activities: Engaging with adults in conversations about respect for leaders around the home and the community. Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, observation

Suggested non formal activity to learning: engaging in conversations with peers, emphasising on the use of article a, an and the. Suggested learning resources:pictures, audio visual materials,digital litracy Suggested Assessment Rubric Exceeding Expectations The learner is able to identify and use different articles suitably in conversations to communicate about various objects. Strand

Sub strand

Listening and Language Speaking(HoH) Structures and functions observing and g (LwD)

Meeting Expectations The learner is able to identify and use articles suitably in conversations to communicate about objects.

Theme


Living Together Use of possessives; my, our, her, his, their, its

a) Use possessives to discuss about social cohesion in various contexts. b) Recognize possessives in oral communication (HoH), • recognize possessives in signed communication (LwD), Appreciate the use of possessiveness to show ownership in speech communication (HoH).

(6 Lessons)

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Approaches Expectations The learner identifies and uses some articles with difficulty in conversations to communicate about objects

Below Expectations The learner identifies but has difficulty using articles suitably in conversations to communicate about objects

Suggested learning experiences • Learners could role play ownership of items/objects • Learners could use signed phrases to illustrate ownership (my pen, his book)

Key inquiry question(s) 1. What does your father, mother, friend, sister, teacher have? 2. Whose ____ is it?

appreciate the use of possessives to show ownership in signed communication (LwD) Core Competences to be developed: Communication and collaboration, Digital literacy, self-efficacy e.g. being assertive about what belongs to you Link to PCIs: Life skills (Effective communication) Link to Values: Unity, Respect (for other people’s property) Links to other subjects : All subjects Citizenship (living together Suggested Community Service Learning activities: Sharing about respect for other people’s property Suggested non-formal activity to learning: Find out what people Suggested assessment: Oral(HoH)/signed(LwD) own at home and share the findings at school. questions, portfolio, observation Suggested Learning Resources: Charts, pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on possessives. •

Exceeding expectations

Meeting expectations

Learner enjoys using a range of possessives appropriately in conversation to show ownership of a variety of objects and people.

Learner uses possessives appropriately in conversation, to show ownership of objects and people.

Approaches expectations Learner sometimes uses a few possessives appropriately in conversation, to show ownership of objects and people.

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Below Expectations Learner hardly uses possessives appropriately in conversation, to show ownership of objects and people.

Strand

Sub strand

Theme

Listening and Language Technology Speaking Structures (Mobile Phone) (HoH) and functions W-H questions observing i.e. and g What, where, (LwD) who 6 Lessons

Specific learning outcomes Suggested learning experiences By the end of the sub strand, the learner should be able to: a) ask questions about • Learners could role play technology phone using activities that will elicit ‘what’, ‘who’ and use of where, who and ‘where’; what b) use what, who and • Learners could ask where to denote person, questions using the object, and place; who, what and c) appreciate the use of where in pairs/small what,who and where to groups seek information. • Learners could use songs/short poems to practice the use of the who, what and where (HoH) • Learners could use signed songs/short signed poems to practice the use of the who, what and where (LwD) • Learners could use simple questions and dialogues • Learners could repeat sentence structures containing WH33


1. What is the name of your friend? 2. Where is their home? 3. Who is your best friend?

questions from a story they have listened to (HoH). • Learners could repeat sentence structures containing WHquestions from a story they have paid attention to (LwD). Core Competences to be developed: developed Communication and collaboration, Self-efficacy,Learning to learn,Digital literacy Link to PCIs: Life skills (effective communication) Link to Values: Respect, Responsibility, Unity Links to other subjects : Seek information in all subjects Suggested Community Service Learning activities: Helping others to use gadgets in communication Suggested non-formal activity to learning: Learners can Suggested assessment: Oral(HoH)/signed(LwD) questions, visit of the community and find out information like name, portfolio, observation interest, places they have visited Suggested Learning Resources: Charts, pictures/ photographs and models of people using mobile phones, audio-visual recordings of dialogues with telephone conversations that have “ Wh” questions. Exceeding Expectations



Learner always frames questions correctly using a variety of Wh- words to get information

Learner frames questions correctly using Wh- words to get information

Learner sometimes frames questions correctly using some Wh-words to get information

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Below Expectations Learner hardly uses Wh- words correctly to get information

Strand

Sub strand Listening and Language Speaking(HoH) Structures and Observation functions and g(LwD)

Theme


Numbers and Our Classroom 6 Lessons Describing words (size, colour, number values in tens, cardinal numbers from 1- 30)

By the end of the sub strand, the learner should be able to: a) use describing words to talk about cardinal numbers; shapes and colours(HoH); • use describing signed words to discuss cardinal numbers, shapes and colours(LwD), b) describe the shapes, sizes of objects in the classroom using; adjectives; c) appreciate the use of colour, size and number to describe nouns.

(6 Lessons)


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1. What things do Learners could group you see objects according to their outside the size- (big/small), color- (red, classroom? orange, yellow and numbers 2. What colour Learners could describe are they? objects in the classroom 3. How many are using size, colour and they? numbers Learners could colour pictures of various objects Learners could identify things in the environment that have different colours Learners could construct sentences in pairs about the size, colour and numbers of different objects Learners could count one (1) to thirty to describe objects (30) Learners could colour different drawings of objects appropriately Learners could repeat sentence structures containing describing words from a story they have

listened to (HoH). Learners could repeat sentence structures containing describing words from a signed story they have paid attention to (LwD) Core Competences to be developed: Digital literacy, Communication and collaboration: Creativity and imagination. Link to PCIs: Life skills (Effective communication); ESD- Environemtal Link to Values: Unity, Responsibility Education Links to other subjects : Mathematics (counting) Suggested Community Service Learning activities: Helping friends and semi-literate of the community with counting. Suggested non-formal activity to learning: Describe objects Suggested assessment: Oral(HoH)/signed(LwD) in their homes and share with other of the family differences in questions, portfolio, observation colour and size, they can describe the days they do not go to school using ordinal numbers (Saturday and Sunday) Suggested Learning Resources: Realia, charts, pictures/ photographs and models of objects with different colours and sizes, audiovisual recordings of dialogues with sentence structures on colours, sizes and shapes. •

Suggested Assessment Rubric Exceeding Expectations Learner always demonstrates the ability to describe objects accurately using different numbers, sizes and shapes.

Meeting expectations Learner demonstrates the ability to describe objects accurately using different numbers, sizes and shapes

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Approaches expectations Learner sometimes demonstrates the ability to describe objects using a few numbers, sizes and shapes

Below Expectations Learner demonstrates a lot of inaccuracy in describing objects using numbers, sizes and shapes.

Strand

Sub strand

Listening and Language Speaking(HoH) structures and Observation functions and g(LwD)

Theme


Do Not Waste

By the end of the sub strand, the learner should be able to: a) use imperatives for receiving and giving instructions/ commands against wastage; b) respond to specific instructions for effective oral communication(HoH); • respond to specific instructions for effective signed communication(LwD), c) recognize imperatives in day today activities; d) appreciate the use of imperatives.



1. What does Learners could listen to a this picture short dialogue containing of a police imperatives (HoH) officer • Learners could pay attention (6 Lessons) mean? to a short signed dialogue containing imperatives (LwD) 2. What does the teacher • Learners respond to simple do when the imperatives class is • Learners practice the use of making familiar imperatives in role noise? play (parent-child) • Learners identify imperatives around the school compound • Learners suggest imperatives for their class • Learners could repeat sentence structures containing imperatives from a story they have listened to (HoH). • Learners could repeat sentence structures containing imperatives from a story they have paid attention to (LwD). Core Competences to be developed: Digital literacy, Communication and collaboration (working in pairs) Creativity and Imagination as they suggest imperatives for their class. Link to PCIs: Citizenship - Appreciation of imperatives (Do’s and Don’ts) Link to Values: Responsibility over what is Life skills – Respect for values, rules and regulations, effective communication at their disposal, stewardship 37

Imperatives

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Links to other subjects: Relevant to all subjects because it is part of the language that is used during instruction.

Suggested Community Service Learning activities: Sharing with friends ing what is at our disposal carefully. Suggested non-formal activity to learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, • Identify imperatives around the school compound portfolio, observation • Mention rules to be followed during play and practice them Suggested Learning Resources: Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. Suggested Assessment Rubric Exceeding expectations Learner uses and responds to the language of commands and instructions with ease in day to day interaction as required.

Meeting expectations Learner uses and respond to the language of commands and instructions in day to day interaction as required.

Approaches expectations Learner sometimes uses and responds to the language of commands and instructions in day to day interaction as required.

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Below Expectations Learner struggles to use and respond to the language of commands and instructions in day to day interaction as required.

Strand

Sub strand

2.0 Reading

2.1 Pre Reading

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) demonstrate appropriate posture in preparation for reading; b) identify small and capital letters of the alphabet for reading preparedness; c) appreciate the importance of positioning materials appropriately for reading.



1. How do the people Learners could demonstrate and you know sit when practice the correct body posture reading? while reading • Learners could place book in the correct book position and practice 2. How do the people you know place turning the pages of a book books and • Learner could turn over the pages newspapers while of a book from left to right for reading? easy reading • Learners could track print 3. Which do you like through finger pointing as the reading? teacher reads • Learners could differentiate shapes, colours and sizes of objects • Learners could track print through finger pointing for easy identification of letters and focus eyes on a line or word Core Competences to be developed: Digital litercy, Communication and collaboration , Critical thinking and problem solving, rearranging of objects Link to PCIs: Life skills: self-awareness (appropriate body Link to Values: Responsibility over reading materials under posture) their custody. Links to other subjects : Relevant to all learning areas in the Suggested Community Service Learning activities: curriculum as it prepares learners for reading across the Observation of people’s sitting and positioning of reading curriculum. materials and helping them. 39

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Suggested non-formal activity to learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, Demonstrating good postures during play time. portfolio, observation Suggested Learning Resources: Charts, pictures/ photographs and models of good body postures as one prepares to read, audiovisual recordings of appropriate postures.

Assessment Rubric Exceeding expectations Learner consistently demonstrates appropriate body posture and identifies capital and small letters.

Meeting expectations Learner demonstrates appropriate body posture and identifies capital and small letters.

Approaches expectations Learner sometimes demonstrates appropriate body posture and identifies capital and small letters.

Strand

Sub strand



Reading

2.2 PHONICS Letter sound knowledge: Phonic Reading at letter sound level (HoH) Letter shape knowledge (LwD) Teach two to three sounds -to- letter matches per week (HoH). Teach two to three handshapes to match the letters per week (LwD)

By the end of the sub strand, the learner should be able to: a) familiar letter sounds • for reading preparedness in English (HoH); • familiar letter • shapes and letter signs for reading preparedness in English (HoH). b) unfamiliar letter • sounds for reading preparedness in English including digraphs; (HoH); 40

Below expectations Learner rarely demonstrates appropriate body posture and identifies capital and small letters. Key inquiry question(s)

Learners could recognise letters 1. Which letters can you to produce the of the alphabet as the teacher following sounds? models. i. i…… Learners could recognise and ii. ii……(HoH) name letters and their sounds 2. Which letters can you by reading from flash cards in to get the following printed or digital format words? (HoH). i. i-----Learners could recognize and ii. ii------(LwD) finger spell the letters by 3. What is the difference reading the words from flash between letters and cards in print or digital sounds?(HoH) format.(LwD)

A, a M, m T, t E, e S, s L, l I, i P, p J, j ck a_e i_e o_e u_e K, k _ ge _ ce sh ch Y, y V, v e, ee (me, been) wh ee, ea ay, ai oo Z, z -ge (age) -ce (rice) ss, ll ng,

unfamiliar letters shapes and letter signs for reading preparedness in English including digraphs (LwD). c) given consonants and blend them to produce sounds for reading preparedness. (HoH); • given consonants and fingerspell them to form words for reading preparedness(LwD) d) appreciate the difference. between letters and sounds in the first language and English, for reading preparedness (HoH). • Appreciate the difference between letter shapes and signs for reading preparedness.(LwD) •

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Learners could engage in sound 4. What is the difference between letters and matching activities using words?(LwD) pocket charts, digital flash cards, charts and flash cards on a word tree (HoH). Learners could engage in fingerspelling and matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree (LwD). Learners could sing rhyming songs and recite rhymes related to phonics(HoH) Learners could sign sing rhyming songs and sign rhymes related to phonics(LwD) Learners could play a fishing game by identifying specific sounds (HoH). Learners could play a fishing game by identifying specific letters (LwD).

l blends (calm) s blends (mask, task) r blends (drip, drop) Core Competences to be developed: Communication and collaboration is enhanced through group and pair activities,digital literacy Link to PCIs: Life skills (learner develops self-esteem and Link to Values: Respect, Responsibility, Love confidence as their reading competence improves); Life Skills: effective communcation (Learners name and recognise letters) Links to other subjects: Relevant to all learning areas. All Suggested Community Service Learning activities: Learners are because they can read words in other subjects given take home charts to read with their parents. Suggested non-formal activity to learning: Suggested assessment: Oral(HoH)/ signed(LwD) questions, portfolio, Learners use puns and riddles at their leisure time. observation Suggested Learning Resources: Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. Assessment Rubric Exceeding expectation Learner consistently names letters and their sounds and s sounds to read short words and a few long ones with letter-sound correspondence Strand Reading

Sub strand 2.3 Word Reading Read two to three words per week starting with words with letter-sound

Meeting expectation Learner names letters and their sounds and s sounds to read short words with letter sound correspondence.

Approaches expectation Learner names letters and their sounds and s sounds to read short words with letter sound correspondence with some difficulty

Specific learning outcomes Suggested learning experiences By the end of the sub strand, • Learners could sounds to the learner should be able read short words with letter to: sound correspondence, in pairs a) read short words with then individually(HoH). letter -sound • Learners could letters to correspondence in read short words with letter 42

Below expectation Learner names letters and their sounds and s sounds to read short words with letter sound correspondence with a lot of difficulty Key inquiry question(s) 1. What are some of the words that you can read? 2. What are some of the words you cannot read?

corrrespondence and gradually introducing words without lettersound corrspondence(HoH)

preparation for phrasal reading (HoH); • read short words with letter -hand shape correspondence in Read two to three preparation for words per week signed phrasal starting with words reading(LwD), with letter-handshape b) read short words without corrrespondence and letter- sound gradually introducing correspondence using words without letterword attack skills in handshape preparation for phrasal corrspondence(LwD). reading(HoH); • read short words without letter- hand shape correspondence using word attack skills in preparation for signed phrasal reading(LwD), c) read grade level vocabulary orally, from print and digital formats for enjoyment(HoH). • read grade level vocabulary using signs, from print and digital formats

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hand shape correspondence, in pairs then individually (LwD). Learners could sound out words with letter sound correspondence (phonically regular) for reading (HoH). Learners could fingerspell words with letter -shape correspondence (phonically regular) for reading (LwD). Learners could watch audio/visual recording of words without letter sound/shape correspondence and use look and say, exposure and other word attack skills to read these words. Learners could sound out words without letter sound correspondence (sight words), as modelled (HoH). Learners could fingerspell words without letter sound correspondence (sight words), as modelled (LwD). Learners could recognise and read aloud familiar words in groups, pairs and individually (HoH). Learners could recognise and clearly sign read familiar

for enjoyment (LwD) • • •

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•

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words in groups, pairs and individually (LwD). Learners could read from word cards and match to pictures Learners could play word bingo Learners could play word ladder game by putting words on top of one another as they pronounce (HoH). Learners could play word ladder game by putting words on top of one another as they fingerspell (LwD). Learners could sing songs and recite rhymes related to phonics(HoH). Learners could sing songs and recite rhymes related to phonics (LwD). Learners could be guided to engage in meaningful word building activities using pocket charts, digital flash cards, charts, flash cards on a word tree. Learners could play language games aimed at improving their reading for example, fishing game by identifying specific spoken/signed words

and other games related to rhymes. Core Competences to be developed: Digital literacy (as the learners manipulate audio visual materials), Communication and collaboration and self-efficacy, through group work as well as reading activities and games.. Link to PCIs: Life skills (effective communication, Link to Values: Unity , Responsibility(as learners play word ladder confidence and self-esteem are developed through reading) games) Links to other subjects: All subjects because they can read Suggested Community Service Learning activities: Use available words in other subjects. reading resources at home like newspapers to pick out words which can be read to people who cannot. Suggested non-formal activity to learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, observation Suggested Learning Resources: Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of words that have been learnt. Assessment Rubric Exceeding expectation Learner always recognizes and reads long words with letter-sound correspondence, uses word attack skills to read words without letter sound correspondence (HoH). Learner always recognizes and reads long words with letter-hand shape correspondence, uses word attack skills to read words without letter -hand shape correspondence (HoH).

Meeting expectation Learner mostly recognizes and reads short words with lettersound correspondence and grade level vocabulary using word attack skills (HoH).

Approaching expectation Learner sometimes recognizes and reads short words with letter-sound correspondence, grade level vocabulary using word attack skills (HoH).

Below expectation Learner recognizes and reads short words with letter-sound correspondence, grade level vocabulary using word attack skills with a lot of difficulty (HoH).

Learner mostly recognizes and reads short words with letterhand shape correspondence, and grade level vocabulary using word attack skills (LwD)

Learner sometimes recognizes and reads short words with letter-hand shape correspondence, grade level vocabulary using word attack skills (LwD)

Learner recognizes and reads short words with letter-hand shape correspondence, grade level vocabulary using word attack skills with a lot of difficulty (LwD).

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Strand

Sub strand


Reading

2.4 Connected text and fluency

By the end of the sub strand, the learner should be able to: a) read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading; b) observe basic punctuation marks (comma, full stop and question marks as they read for coherence; c) read about five-ten(5-10) words accurately per minute for fluency; d) appreciate reading connected words for meaning.



1. What do you do In groups, learners could practice when you cannot reading aloud while observing read some words in punctuation as modelled by the a sentence? teacher and independently (HoH). • In groups, learners could practice sign 2. What do you do when reading a long reading clearly while observing word? punctuation as modelled by the teacher and independently(LwD) • In pairs, learners could practice reading decodable and non-decodable words in isolation. • In small groups, learners could practice reading unfamiliar sentences containing decodable and nondecodable words. • Learners could read writing on the school walls and other buildings, for example, places of worship. • Learners could be progressively assessed on the number of words they can read per minute Core Competences to be developed: Digital Literacy, Communication and collaboration and self-efficacy. Link to PCIs: (Effective communication, through reading aloud) Link to Values: Unity (Reading in pairs) Links to other subjects All, because they can read words in other Suggested Community Service Learning activities: Help subjects. of the community to read words. Suggested non-formal activity to learning: Use Suggested assessment: Oral(HoH)/signed(LwD) questions, •

46

available reading resources at home e.g. newspapers to pick out portfolio, observation words which can be easily read. Suggested Learning Resources: Realia, charts, pictures/ photographs ,newspaper cuttings. Assessment Rubric Exceeding Expectation Learner consistently applies a variety of skills to read a wide range of words without lettersound correspondence (HoH). Learner consistently applies a variety of skills to read a wide range of words without letterhand shape correspondence (LwD). Strand

Sub strand

Reading

2.5 Comprehension

Meeting Expectation Learner applies a variety of skills to read a wide range of words without letter- sound correspondence (HoH).

Approaching Expectation Learner sometimes applies a variety of skills to read words without letter- sound correspondence (HoH).

Below Expectation Learner rarely applies a variety of skills to read words without letter- sound correspondence (HoH).

Learner applies a variety of skills to read a wide range of words without letter- hand shape correspondence (LwD).

Learner sometimes applies a variety of skills to read words without lettershape correspondence. (LwD)

Learner rarely applies a variety of skills to read words without lettershape correspondence (LwD).

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) read the title to make predictions about a story; b) respond to a text of about 60 words to show comprehension; c) respond to direct and indirect questions from a text of about


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Learners could observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. In groups, learners could discuss the title and pictures of comprehension, make predictions of what will happen from what they can see. Learners could read simple sentences 47


1. What do you think the story is about? 2. Which are some of the words you have read from the story? 3. What does the title tell us about the story?

60 words in short aloud in groups, pairs, and individually. simple sentences to • Learners could read or listen to a text show comprehension; then answer questions (HoH). d) Appreciate reading • Learners could read or observe a signed pictures and texts for text then answer questions (LwD) enjoyment and • Learners could read a text or view information. pictures for enjoyment and information. Core Competences to be developed: The core competences of digital literacy, critical thinking and problem solving are achieved through interaction with different print and digital texts on varied themes. Link to PCIs: All the PCI’s can be addressed through Link to Values: Respect, Responsibility, comprehension ages on themes about health and hygiene, safety and security, financial literacy, ESD: Animal Welfareidentifyinnng annimals Links to other subjects: There is a link to all subjects Suggested Community Service Learning activities: Learners can share ideas from information texts Suggested non-formal activity to learning: Learners Suggested assessment: Oral(HoH)/signed(LwD) questions, can read story books with peers, listen to indigenous stories from portfolio, observation elders, watch television, visit library etc. Suggested Learning Resources: Story book, poems, audio-visual recordings of short stories. Assessment Rubric Exceeding expectation Learner always demonstrates comprehension by responding correctly to questions on the text, makes accurate predictions from the title, pictures and other cues in a text.

Meeting expectation Learner demonstrates comprehension by responding correctly to questions on the text, makes accurate predictions from the title and pictures in a text.

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Approaching expectation Learner sometimes demonstrates comprehension by responding correctly to some questions on the text, makes a few accurate predictions from the title and pictures in a text.

Below expectation Learner rarely demonstrates comprehension by responding correctly to questions on the text, makes a few accurate predictions from the title and pictures in a text

Strand 3.0 Writing

Sub strand 3.1 Pre-Writing

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) demonstrate appropriate posture in preparation for writing with ease; b) exhibit appropriate eye hand coordination in preparation for writing; c) appreciate the importance of using materials for writing appropriately to write.


Key inquiry question(s

1. How do you sit when Learners could demonstrate writing? appropriate sitting position in 2. How do you place small groups and in pairs your books on the • Learners could be guided to sit table when writing? appropriately, in preparation for 3. Which materials do writing . you use for writing? • Learners could be shown the appropriate writing materials. • Learners could be shown how to position the exercise book correctly. • Learners could be shown how to hold pencils/ colouring materials correctly • Learners could practice how to write from left to right. • Learners could colour and draw different shapes and letters. • Learners could dotted lines to make letters and patterns, draw patterns and shapes, trace letters and shapes, mould letters using plasticine or clay. • Learners could be shown how to use their exercise books well. Core Competences to be developed: Digital literacy, Creativity and imagination, self efficacy, critical thinking and problem solving Link to PCIs: Life skills-appropriate posture writing with ease, Link to Values: Responsibility over writing materials.; self awareness Unity(working nin pairs and small groups) 49

•

Links to other subjects :All subjects

Suggested Community Service Learning activities: visiting older citizens Suggested assessment: Oral(HoH) /signed(LwD) questions, portfolio, observation

Suggested non-formal activity to learning: Observe how people sit when they are writing, and share with them what they were taught at school. Suggested Learning Resources: Realia, charts, pictures/ photographs and models of good sitting postures in readiness for writing.

Assessment Rubric Exceeding Expectations The learner is able to: exhibit appropriate body posture while writing, is aware of a variety of writing materials, holds and positions writing materials appropriately, maintains focus and follows lines when writing and takes good care of writing materials. Strand Writing

Meeting expectations The learner is able to: exhibit appropriate body posture while writing, holds and positions writing materials appropriately, maintains focus and follows lines when writing and takes good care of writing materials.

Sub strand Specific learning outcomes 3.2 By the end of the sub strand, the Handwriting learner should be able to: a) form letters correctly in of shape and size for effective communication; b) draw letter patterns correctly for neat handwriting; c) write from left to right to communicate effectively.

Below Expectations The learner is unable to: sit properly while writing, hold or position writing materials appropriately, maintain focus or follow lines when writing and does not take care of writing materials.


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• •

Learners could copy letter patterns. Learners could practice correct letter formation from models in on the board, chart, pattern books. Learners could draw and label objects. Learners could practise writing letters 50

Approaches expectations With assistance the learner is able to: sit properly while writing, hold and position writing materials appropriately, maintain focus sometimes and follows lines when writing and is occasionally careless with writing materials.

Key inquiry question(s) 1. How do you sit when writing? 2. How do you write this letter? 3. How do you take care of your exercise books?

•

and words from left to right. Learners could dots to complete patterns/ letters

Core Competences to be developed: Creativity and imagination, self efficacy, critical thinking and problem solving Link to PCIs: Life skills-Effective communication Link to Values: Responsibitiy (learners draw and lable objects) Links to other subjects :All subjects Suggested Community Service Learning activities: visiting older citizens Suggested non-formal activity to learning: Look at Suggested assessment: Oral(HoH) /signed(LwD) questions, how other people form letters and compare the formations with portfolio, observation what they learnt. Are they can help others write better? Suggested Learning Resources: Realia, charts, pictures/ photographs and illustrations of writing. Assessment Rubric Exceeding expectations Learner consistently writes letters and words, whose forms are legible in of size and shape. All the letters and words are on the line, and are well spaced.

Meeting expectations Learner writes letters and words, whose forms are legible in of size and shape. All the letters and words are on the line, and are well spaced.

Strand

Sub strand


Writing

3.3 Spelling

By the end of the sub strand, the learner should be able to: a) spell words based on sounds they have learnt for effective writing (HoH); • spell words based on letters they have learnt


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•

Learners could listen and write the words read aloud by the teacher (HoH) Learners could observe 51

Approaches expectations With assistance, learner writes letters and words, whose forms are legible in of size and shape. Some of the letters and words are not on the line, and are not well spaced.

Below Expectations The learner is unable to write letters and words, whose forms are legible in of size, shape and spacing.


1. Which letters form the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these

for effective writing (LwD), b) write words appropriately for legibility; c) appreciate writing words clearly, legibly and correctly.

and write the words signed words: by the teacher (LwD). 1), --- 2) ---? (learners who are hard of hearing • Learners spell the words to spell orally while those who are they have written deaf to fingerspell) • Learners make three-letter words from jumbled letters 4. Which letter is missing to complete the following word: m-t? to demonstrate creativity • Learners identify letters that make up the word for effective spelling • Learners name the letters that make the word (HoH). • Learners fingerspell the letters that make the word (LwD) • Learners could copy words legibly and correctly. • Learners could use a jig zaw puzzle locally assembled by the teacher to make words. • Learners could form words using letters in their names individually, then in pairs and groups, generate as many words as they can from a set of their names. Core Competences to be developed: Creativity and imagination, self efficacy; critical thinking and problem solving Link to PCIs: Life Skills- effective communnication (learners Link to Values: Responsibility (learners use the jigsaw puzzle spell/fingerspell words and name letters) assembled by teacher) 52

Links to other subjects :All subjects

Suggested Community Service Learning activities: Find out the full names of people cannot read and write and show them how their names are written using capital letters. Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, observation

Suggested non-formal activity to learning: Share with peers names of places around the school and scroll the names during play time. Suggested Learning Resources: Realia, charts, pictures/ photographs, word trays and models of different words.

Assessment Rubric Exceeding Expectation Learner always spells and writes all dictated words correctly, clearly and legibly. The learner able to also use words to make simple sentences.

Meeting Expectation Learner spells and writes dictated words correctly, clearly and legibly. The learner able to also use them to make simple sentences

Approaches expectations Learner able tonot spell and write some dictated nnwords correctly, clearly and legibly .Able to only use some words to make simple sentences.

Strand

Sub strand



Writing

3.4 Punctuation

By the end of the sub strand, the learner should be able to: a) use capital and small letters for correctly for names and proper nouns; b) appreciate the use of capital letters, small letters and full stops in writing.

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Learners could be shown the capital and the small letters. Learners could be shown how to use the capital and the small letter correctly. Learners in pairs/individually could practice writing their names. The correctly written capital and small letter could be displayed.

Below Expectations Learner able tonot spell and write many dictated words correctly, clearly and legibly. Able tonot use the words to make simple sentences. Key inquiry question(s) 1. What is the name of this letter? 2. What is the first letter of your name? 3. When do we use capital letters?

Core Competences to be developed: Digital literacy, Communication and collaboration ; Self -efficacy. Link to PCIs: Citizenship ;social cohesion (learners in pairs practise writing their names)

Link to Values: Unity (learners work in pairs)

Links to other subjects : All subjects

Suggested Community Service Learning activities: Learners help community write using capital and small letters. Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, observation

Suggested Non-formal activity to learning: Play language games wit their peers and help those who have not mastered the use of capital and small letters. Suggested Learning Resources: Realia, charts, pictures/ photographs, audio visual materials and models of small and capital letters. Assessment Rubric Exceeding Expectations Learner recognises and uses punctuation marks, capital and small letters correctly in a sentence. He/she is also able to use them to make a short paragraph

Meeting Expectations Learner recognises and uses punctuation marks, capital and small letters correctly in a sentence

Strand

Sub strand


Writing

3.5 Guided Writing

By the end of the sub strand, the learner should be able to: a) write words from a picture prompt for effective communication; b) recognise the correct form and meaning of the words to be used in filling in gaps; c) appreciate the importance of writing correct words to express meaning.


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Approaches Expectations With assistance, learner recognises and uses punctuation marks, capital and small letters correctly

Learners could observe and respond to picture prompts appropriately. Learners could write a three word sentence using the prompts. Learners could be guided in filling in the gaps correctly and meaningfully.

Below Expectations Learner cannot recognise and use punctuation marks correctly.


1. What items are found in the school? 2. What items are found at home? 3. Which animals are kept at home? 4. How do you get to your home from school?

In groups and pairs, learners could match pictures with words. Core Competences to be developed: Digital literacy, Communication and Collaboration, Creativity and imagination, self efficacy, critical thinking and problem solving Link to PCIs: Life skills-effective communication; CitizenshipLink to Values: Responsibilty (Learners observeand respond to social cohesion (learners work in groups and in pairs) picture prompts appropriately). Links to other subjects :Languages, Nutrition and Hygiene Suggested Community Service Learning activities: Suggested non-formal activity to learning: Look out Suggested assessment: Oral(HoH)/signed(LwD) questions, for objects or items that they have not been taught about and make portfolio, observation an attempt to name them. They should confirm with the teacher whether the names have been written correctly. Suggested Learning Resources: Realia, charts, pictures/ photographs that prompt learners to write. •

Assessment Rubric Exceeding Expectations Learner fills gaps using correct words and writes words from picture prompts with ease.


Approaches expectations

Below Expectations

Learner fills gaps using correct words and writes words from picture prompts.

Learner fills gaps using correct words and writes words from picture prompts with some difficulty.

Learner fills gaps using correct words and writes words from picture prompts with a lot difficulty.

Suggested Learning Resources Word processors, charts, posters, video resources, computer, tablets, multimedia word lists, charts, letter cards, digital and printed stories, whiteboards, television, mobile phone, poems and songs, pictures and photos, newspapers, word wheel, word slides, encyclopedia, flash cards, newspaper cuttings, course books, flip charts, drawings, charts, letter name cards, teacher/ pupil demonstrations, chalkboard, dictionaries, pictures, illustrations, web resources, class readers etc.

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GRADE 2

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KEY: HoH – Hard of Hearing. LwD – Learners who are Deaf Strand

Sub strand


1.0 Listening and Speaking (HoH) Observing and g (LwD

1.1 Attentive listening (HoH)

By the end of the sub strand, the learner should be able to: a) listen attentively during a conversation(HoH); • pay attention during a signed conversation (LwD, b) respond to specific simple two directional instructions in oral communication (HoH); • respond to specific simple two directional instructions in signed communication (LwD, c) appreciate the importance of listening attentively for effective communication (HoH).

Paying Attention (LwD


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• appreciate the importance of paying attention for effective communication(LwD. • 57


1. Why should we Learners could listen practise correct sitting attentively/pay posture, good eye attention when are , appropriate talking/g in facial expressions as the classroom? they listen attentively/pay attention to a conversation. Learners could respond to 2. Why should we instructions, listen obey instructions without interrupting as from our teachers? modeled (HoH) Learners could respond to signed instructions, pay attention without interrupting as modeled (LwD Learners practice

interpreting facial expressions and gestures in small groups and pairs as 3. Why is it important illustrated in posters, to listen attentively pictures and actual during demonstration through communication? role play. (HoH) • Sit upright ( without • Why is it sliding/slouching or important to fidgeting) and pay maintain focus on the attention speaker for effective during communication(HoH) communicat ion? (LwD • Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the signer for effective communication(LwD Core Competences to be developed: Digital literacy, Communication and Collaboration will be achieved through pair and group work involving use of familiar gestures. Link to PCIs: Life skills especially the interpretation and use of body Link to Values: Respect, Responsibility, language appropriately for effective communication Links to other subjects: Linked all the subjects in the school curriculum. Suggested Community Service Learning activities: Interact with the community and learn about the culturally acceptable and unacceptable tonal variation/speech/sign fluency in the community. Suggested non-formal activity to learning: Dramatisation on Suggested assessment: Oral/signed questions, listening and speaking portfolio, observation 58

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of attentive listening/paying attention, audio-visual recordings of pictures on attentive listening/paying attention.

Exceedingexpectations Can sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker/signer longer than the required period

Meeting expectations Can sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker/signer during the required period

Always allows others speak/sign without interrupting while demonstrating attentive listening through their body language and verbal response

Allows others to speak/sign without interrupting while demonstrating attentive listening/paying attention through their body language and verbal response

Can follow ‘three -directional’ instructions

Can follow twodirectional instructions

Can distinguish multiple consonant clusters and key words/signs

Can distinguish all targeted key sounds/letters and words/signs

Can interpret and use a variety of body language (facial expressions and gestures) appropriately

Can follow some twodirectional instructions Can distinguish some targeted key sounds/letters and words/signs

Can interpret and use some aspects of body language (facial Can interpret and use targeted expressions) body language ( facial appropriately expressions and gestures) appropriately 59

Approaches expectations Can sit upright but occasionally slides/slouches or fidgets and occasionally loses focus on the speaker/signer during the required period Allows others to speak/sign but with occasional interruptions

Below expectations Rarely sits upright without sliding/slouching or fidgeting and rarely maintains focus on the speaker/signer during the required period Rarely allows others to speak/sign without interrupting Can follow onedirectional instructions Can distinguish a few targeted key sounds/letters and words/signs Can interpret and use a few aspects of body language (facial expressions) appropriately

Strand Listening and Speaking (HoH)

Sub strand 1.2 Pronunciation (HoH)

Observing and g (LwD)

7 lessons

fingerspelling words (LwD

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) recognize the digraphs in different spoken words (HoH); • recognize the digraphs in different signed words(LwD), b) pronounce words with digraphs correctly for clear communication (HoH), • fingerspell words with digraphs correctly for clear communication (LwD)



Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio/video record (HoH). Learners fingerspell letters forming digraphs by taking turns, and as a whole class as modeled by the teacher or a video record (LwD).

1. Which words start or end with the sound …? (HoH) • Which words start or end with the letters …? (LwD)

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Learners give examples of words that have the learnt digraph sounds for clear communication (HoH) Learners give examples of words that have the learnt digraph letters for clear communication (LwD)

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Learners are guided to practise

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c) appreciate reading words with the digraphs in a variety of genres. Two- letter consonant 60

2. Which words have …sound in the following poem/song/story? (HoH) • Which words have …letters in the following poem/song/story? (LwD)

blends/fingerspell bl - black, bloom, blue cl - clay class, clap, climb fl - flew, floor, flour gl - glass, glue sl - sleep, slow tw - twelve, twenty nk - sink, ink br - brown, break, bread cr - crop, cry dr - dry, draw, drop fr - front, from gr - green, grass pr - pray, present tr - try, train, tree sm - small, smart sn - snore, snail, snake sp - spin, spit still - steel, still sw - sweet, swing, sweep Deaf learners to finderspell the letters and the words.

new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds/letters (HoH). 3. How do you pronounce the • Learners are guided to practise following new words with the learnt sound…? (HoH) letters in pairs in response to picture cues, sound prompts • How do you and lists of words with the fingerspell the sounds/letters (LwD). following letters…? (LwD) • Identify names of peers, teachers and objects that have the sound in the classroom, the school and at home • In pairs, use meaningful phrases and simple sentences with words that have the sound (HoH). • In pairs, use meaningful phrases and simple sentences with words that have the letters (LwD) Core Competences to be developed: Digital literacy developed as the learners manipulate the audio visual materials, Communication and Collaboration through pair and group activities, Self-efficacy through practicing and using the new words in communication, Learning to learn can be achieved by applying the new vocabulary in other contexts. Link to PCIs: Can accommodate all the PCIs as infused in the Link to Values: Respect for cultural/ linguistic diversity as themes like Health and hygiene, Learner programs, Personal demonstrated in the various sounds. safety and security, Citizenship, Life Skills, Environmental education, programs, Service learning and parental engagement, Education for Sustainable Development. 61

Links to other subjects : The words that are learnt can be applied in all subjects across the Curriculum Suggested non-formal activity to learning: Helping peers and others with pronunciation of sounds learnt (HoH). Helping peers and others with fingerspelling of the digraph letters learnt (LwD)

Suggested Community Service Learning activities: Reciting/g poems to the sick children, reading religious texts to other children/with parents or guardians Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, observation

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of learnt sounds, audio-visual recordings of minimal pairs Assessment Rubric Exceeding Expectations Identifies more than three words with the sound and articulates the sound accurately with ease (HoH).

Meeting Expectations Identifies one or two words with the sound and articulates the sound accurately (HoH).

Approaching Expectations Some problems with pronunciation /intonation/ of the sound/ that may interfere with communication (HoH).

Below Expectations Multiple problems with pronunciation/intonation that may interfere with communication (HoH).

Identifies more than three words with the letters and fingerspells them clearly with ease (LwD).

Identifies one or two words with the letters and fingerspells the letters accurately (LwD).

Some problems with g of the letters that may interfere with communication (LwD).

Multiple problems with g that may interfere with communication (LwD).

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Strand

Sub strand



1.3 Vocabulary

Observation and g (LwD)

6 lessons

By the end of the sub strand, the learner should be able to: a) recognise new words used • in the theme to acquire a range of vocabulary and their meaning; b) pronounce the vocabulary related to the theme correctly and discuss their meanings for effective communication (HoH); • sign the vocabulary related to the theme correctly for effective communication (LwD), c) use the vocabulary learnt to communicate confidently in various contexts; d) enjoy using the vocabulary by participating in dialogues, rhymes, language games and signed songs. The vocabulary will be developed based on the sounds already learnt in pronunciation of the words (HoH). 63



Learners could practise the 1. What words have you learnt? pronunciation of the vocabulary and talk about activities related to the theme using the new words (HoH). • Learners could practise the g of the vocabulary and discuss activities related to the theme using the new words (LwD). • Learners could mimic the pronunciation of the vocabulary in pairs 2. What are the meanings of the words you have and individually after learnt? listening to an audio recording of words with the target sounds and discuss their meanings (HoH). • Learners could mimic the g of the vocabulary in pairs and individually after 3. How do you use these watching a video words in sentences?

The vocabulary will be developed based on the letters already learnt in g the words (LwD). bl - black, bloom, blue cl - clay class, clap, climb fl - flew, floor, flour gl - glass, glue sl - sleep, slow tw - twelve, twenty nk - sink, ink br - brown, break, bread cr - crop, cry dr - dry, draw, drop fr - front, from gr - green, grass pr - pray, present tr - try, train, tree sm - small, smart sn - snore, snail, snake sp - spin, spit still - steel, still sw - sweet, swing, sweep Deaf learner to fingerspell the letters and the words.

recording of words with the target letters (LwD). •

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Learners could recite longer rhymes, sing songs or play language games individually in pairs or groups using the vocabulary related to the theme (HoH). • Learners could sign longer rhymes, sign sing songs or play language games individually in pairs or groups using the vocabulary related to the theme (LwD). Learners could be guided to use the vocabulary correctly through demonstrations in the classroom, use of realia, pictures, verbal/signed or situational contexts and synonyms . Learners could be guided to access meaning of vocabulary from pictorial dictionaries and practice

4. How are these words spelt? (LwD) • How are these words pronounced? (HoH)

•

them in sentences individually, in pairs and/ or groups Learners could be guided to develop a talking tree using the vocabulary related to the theme

Core Competences to be developed: • Communication and Collaboration through pair and group activities • Self Efficacy through practicing and using the new words in communication • Learning to learn can be achieved by applying the new vocabulary in other contexts • Digital literacy can be developed as the audio visual materials. . Link to PCIs: Can accommodate all the PCIs as infused in the themes like Link to Values: Unity-participating in dialogues, Health and hygiene, Learner programs, Personal safety and rhymes tongue twisters, language games and songs; security, Citizenship, Life Skills, Environmental education, Responsibility- learners develop a talking tree using programs, Service learning and parental engagement, Education for vocabulary related to theme Sustainable Development. Links to other subjects: The words that are learnt can be applied in all Suggested Community Service Learning activities: Subjects across the Curriculum. Sharing knowledge about vocabulary learnt with of the community. Suggested non-formal activity to learning, Engage in Suggested assessment: Oral (HoH) ,signed (LwD) conversations using vocabulary learnt with peers outside the classroom. questions, portfolio, observation Suggested Learning Resources: Realia, charts, pictures/ photographs of objects and items on learnt words, audio-visual recordings of dialogues, stories and poems with new words. (Captions and video to be in sign language). Assessment Rubric ExceedingExpectations Uses a range of vocabulary to communicate confidently in relevant contexts.

Meeting Expectations Uses vocabulary learnt in the theme to communicate confidently in relevant contexts.

Approaches Expectations Limited in applying the vocabulary learnt in the theme to relevant contexts 65

Below Expectations Exhibits numerous challenges in applying the vocabulary learnt in the theme to relevant contexts.

Strand

Sub strand

Theme



1.4 Language structures and Functions

School

By the end of the sub-strand, the learner should be able to: a) use the past forms of the verb ‘to be’ correctly, to construct simple sentences about things in the past; b) recognize the correct use of the past tense forms of the verb ‘to be’ in sentences; c) enjoy the use of the past tense forms of the verb ‘to be’ in their day to day conversation.


No. of Lessons: 7

The verb ‘to be’ (was, were)


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Learners could describe their own and other pupils’ demonstrated actions using was and were using simple sentences. In small groups, learners could describe the activities of people using the past forms of the verb ‘to be’ (e.g. Mary was in class) In pairs, learners ask questions using the verb ‘to be’ as an interrogative (e.g. Was Mary in class?) Learners could take part in role play and language games that allow them to take turns in various actions and asking questions using past form of the verb ‘to be’ Learners could describe pictures showing various actions Learners could listen to a story containing the forms was and were

Key inquiry question(s) 1. what were you doing when the bell for break rung? 2. Where were your friends when you came to school?

3.What other thing did you see as you came to school?

Core Competences to be developed: Digital Literacy, Communication and collaboration, creative thinking Link to PCIs: Life skills (effective communication) Link to Values: Respect, Responsibility, Unity Links to other subjects: Relevant to all subjects because the structure is Suggested Community Service Learning applicable in speech and writing across the curriculum. activities: Taking time to recite/sign simple poems about the past and asking friends to tell them about the past. They could then use was and were based on the conversation. Suggested non-formal activity to learning: Learners make some Suggested assessment: Oral (HoH)/ signed (LwD) observations based on key inquiry questions and then construct sentences questions, portfolio, observation that involve singular and plural subjects on actions that happenned at home and the surrounding environment. Suggested Learning Resources: Realia, charts, pictures/ photographs and models of verbs “was” and “were”, audio-visual recordings of dialogues with sentence on “was” and “were” . (Visual should be in sign language).

Assessment Rubric ExceedingExpectations Learner constructs correct sentences, asks and responds to questions using ‘was, were’ forms of the verb 'to be’ with ease.

Meeting Expectations Learner constructs correct sentences, asks and respond to questions using ‘was, were’ forms of the verb 'to be’.

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Approaching Expectations Learner sometimes constructs sentences, asks and responds to few questions using ‘was, were’ forms of the verb 'to be'.

Below Expectations Learner rarely constructs sentences, and struggles to ask and respond to questions using ‘was, were’ forms of the verb 'to be'.

Strand

Sub strand

Theme


Language Activities in structures and the Home functions Subject(6 Lessons) verb agreement e.g. was, were



By the end of the sub strand, the learner should be able to: a) recognize the correct use of subject-verb agreement in sentences; • b) use correct subject verb agreement to construct simple sentences about activities in the home; c) appreciate the importance • of subject- verb agreement in conversations for effective communication. •

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Learners could construct correct sentences based on pictures showing singular and plural subjects In pairs/small groups learners could construct sentences on demonstrated actions of activities in the home by one or more learners Learners could construct sentences using displayed realia representing singular and plural subjects at home and school. Learners construct sentences using singular and plural subjects at home like animals and utensils. Learners listen to a story containing was and were (HoH).


1. How many books is Sarah holding?

2. What are some of the items found at home?

3. What are some of the items found at school?

4. What are some of the domestic animals you know?

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Learners pay attention to a signed story containing was and were (LwD).

Core Competences to be developed: Communication and collaboration through pair and group work to enhance the correct usage of subject-verb agreement Learning to learn – By constructing sentences about subjects at home Creativity and imagination – through demonstrations and construction of sentences. Digital literacy-developed as the learner use the audio visual materials. Link to PCIs: Life skills -Effective communication, Service Link to Values: Respect, Responsibility, Unity (learners make learning and parental involvement ; ESD- Animal welfare sentences in pairs and groups) Links to other subjects: This is relevant to all subjects because it is Suggested Community Service Learning activities: Reading useful in talking about the past, which generally occurs in all to those who cannot read and sharing about the past. subjects. Suggested non-formal activity to learning: Constructing Suggested assessment: Oral(HoH) /signed (LwD)questions, sentences that involve singular and plural subjects on actions that portfolio, observation happen at home and the surrounding environment Suggested Learning Resources: Realia, charts, pictures/ photographs and models of subject-verb agreement audio-visual recordings of dialogues with subject verb-subject

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Assessment Rubric Exceeding Expectations Learner consistently recognizes and uses subject-verb agreement correctly in simple sentences about home activities.

Meeting Expectations Learner recognizes and uses subject-verb agreement correctly in simple sentences about home activities.

Approaches Expectations Learner sometimes recognizes and uses subjectverb agreement correctly in simple sentences about home activities.

Below Expectations Learner rarely recognizes and uses subject-verb agreement correctly in simple sentences about home activities.

Strand

Sub strand Theme


Language Structures and Functions



By the end of the sub strand, the learner should be able to: Objective a) use objective pronouns pronouns correctly to construct him, her, them simple sentences about and you, us , me transport; b) pick out objective (6 Lessons) pronouns to improve oral communication (HoH); • pick out objective pronouns to improve signed communication, c) appreciate the use of object pronouns for effective communication.


Transport

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In groups learners could 1. What do you use to come to school? recite a rhyme containing objective pronouns (HOH) In groups learners could 2. What does your father/ mother/ sign a rhyme containing brother/ use to go objective to the market/ pronouns(LWD) shop/ visit your Learners could work in aunt/uncle? pairs to construct sentences using objective pronouns Learners could construct sentences on the means of transport locally available and the

objective pronouns.e.g. This car belongs to Amina. It belongs to her. • Learners could listen to a read story on means of transport containing objective pronouns(HOH) • Learners could to pay atteinon to a signed story on means of transport containing objective pronouns(LWD) Core Competences to be developed: Communication and collaboration, Self efficacy, digital literacy Link to PCIs: Life skills -self-awareness (making sentences based on their body parts) Link to Values: Respect, Responsibility, Unity (reciting poems in pairs annd groups) Links to other subjects: This is linked to all subjects because it forms a basis for Suggested Community Service Learning communication whenever a noun has been previously referred to. activities: Share how project pronouns are used and compare meaning in local languages. Suggested non-formal activity to learning: Learners could discuss about Suggested assessment: themselves using object pronouns. Oral(HOH)/signed(LWD) questions, portfolio, observation Suggested Learning Resources: Realia, charts, pictures/ photographs and audio-visual recordings of dialogues with object pronouns. (Audio -Visual should be in sign language). Exceeding Expectations Learner always picks out and uses both subject and

Meeting Expectations Learner picks out and uses object pronouns correctly in

Approaching Expectations Learner sometimes picks out and uses object pronouns 71

Below expectations Learner rarely picks out and uses object pronouns correctly in simple

object pronouns correctly in simple sentences. simple sentences. Strand Sub strand Theme Listening and Speaking(HOH)/ Observing and g (LWD)


Time and Months of the Year

No. of Lesssons: 7

The verb to have Have Has Had

correctly in simple sentences. Specific learning outcomes


By the end of the sub strand, the learner should be able to: a) use various forms of • the verb to have as a main verb to discuss months of the year, o’clock, am and pm • for effective communication; b) recognize correct use of the forms of the • verb to have in different contexts; c) appreciate the correct use of the verb to have for effective communication. •

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sentences.

In groups learners could recite a rhyme containing the forms of the verb to have(HOH) In groups learners could sign a rhyme containing the forms of the verb to have(HOH) Learners could work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have Learners could construct sentences based on pictures that involve the verb to have Learners could construct sentences based on their body parts e.g. I have two


1. How many months does a year have? 2. How many eyes, mouths, ears does Jane/John have?

eyes I have ten fingers • Learners could construct sentences on the things they have at home and at school. • Learners could listen to a story containing forms of the verbs to have(HOH) • Learners could pay attention to a story containing forms of the verbs to have(LWD) Core Competences to be developed: Communication and collaboration; Self efficacy, digital literacy Link to PCIs: Life skills -self-awareness (learners construct sentences based on Link to Values: Unity, Respect their body parts) Links to other subjects : Science, Religious Education,KSL Suggested Community Service Learning activities: Discussion of what/people in the community own Suggested non-formal activity to learning: Communicating about Suggested assessment: Oral(HOH)/signed the things use have at school and home. (LWD)questions, portfolio, observation Assessment Rubric Exceeding Expectations Learner constructs correct sentences with various forms of the verb “to have” with a lot of ease.

Meeting Expectations Learner constructs correct sentences with forms of the verb “to have” with ease.

Approaching Expectations Learner constructs correct sentences with various forms of the verb “to have” with some difficulty. 73

Below expectations Learner constructs correct sentences with various forms of the verb “to have” with a lot of difficulty.

Strand

Sub strand

Theme

Listening and Speaking(HOH)/ Observing and g(LWD)


Shopping (Things we Buy) Plurals of irregular nouns (-ies, ves)

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) use plural forms of nouns to construct simple sentences for effective; communication, b) distinguish between singular and plural nouns, including irregular nouns for clear communication; c) appreciate the importance of plurals in communicating about numbers.



1. What can you see In small groups, in this picture? learners form plurals No. of of specific words Lessons: 7 taking ‘ies’, ‘ves’ and irregular forms • Learners recite/sign poems containing plurals of specific words • Learners construct sentences based on pictures of nouns that take the taught forms • In groups, learners construct sentences about market, shop, supermarket and shopping lists using the plural forms of irregular nouns • Learners listen to a story containing plurals of irregular nouns Core Competences to be developed: Communication and collaboration,self efficacy Link to PCIs: Life skills: Effective communication ; ESD- financial literacy Link to Values: Respect, Responsibility, Unity 74

•

Links to other subjects: Mathematics Suggested non-formal activity to learning: Learners could discuss the nouns they know that take ‘ves’, ‘-ies’ form Assessment Rubric Exceeding Expectations Learner consistently identifies nouns that take the ‘ies’, ‘ves’ plural forms and irregular forms, uses them to construct correct sentences.

Meeting Expectations Learner identifies nouns that take the ‘ies’, ‘ves’ plural forms and irregular forms, uses them to construct correct sentences.

Strand

Sub strand

Strand Listening and Speaking (HoH)

Language The Garden structures and functions Present continuous tense


Theme

(6 Lessons)

Approaching Expectations Learner occasionally identifies nouns that take the ‘ies’, ‘ves’ plural forms and irregular forms, uses them to construct correct sentences.


Below expectations Learner rarely identifies nouns that take the ‘ies’, ‘ves’ plural forms and irregular forms, uses a few of them to construct correct sentences.


By the end of the sub strand, the learner should be able to: a) use present continuous • tense to discuss the food we eat/health and nutrition for effective; communication, b) change verbs from • present simple to continuous tense in a given context; c) appreciate the importance of communicating ideas using the present • 75

Suggested Community Service Learning activities: Learners peers in learning those plurals Suggested assessment: Oral/signed questions, portfolio, observation


Learners could construct sentences from ongoing demonstrations

1. Which foods do we eat at home?

In small groups, learners could take part in competition in changing verbs from simple present to present continuous tense. Learners could take part in

2. What is the continuous tense form of the following verbs? 3. What is the

continuous tense.

demonstrations, then the teacher doing? rest take part in asking and answering questions using the present continuous tense • Learners could construct sentences based on pictures • Learners could report on what they can see happening around their school. Core Competences to be developed: Communication and collaboration, learning to learn, self efficacy Link to PCIs: Health Education- hygiene and nutrition Link to Values: Responsibility, Respect Links to other subjects: However, it also links to all the other subjects Suggested Community Service Learning present continuous tense is used in sentence construction in various subjects activities: Encouraging good eating habits in the community. Suggested non-formal activity to learning: Learners can look Suggested assessment: Oral (HoH)/signed (Lwd) around the school compound during break time or lunch time and construct questions, portfolio, observation sentences on any ongoing events Suggested Resources: Realia, pictures Assessment Rubric Exceeding Expectations Learner uses present continuous tense to discuss ongoing actions with a lot ease.



Below expectations

Learner uses present continuous tense to discuss ongoing actions with ease.

Learner uses present continuous tense to discuss ongoing actions with some difficulty.

Learner uses present continuous tense to discuss ongoing actions with a lot difficulty.

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Strand

Sub strand

Theme




Accidents Past continuous tense

By the end of the sub strand, the learner should be able to: a) describe actions using the past continuous tense for effective communication; b) change verbs from present simple to continuous tense to enhance communication; c) respond to questions using the past continuous tense about hygiene, simple injuries and first aid; d) appreciate the importance of communicating ideas using the past continuous tense.

(6 Lessons)


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Learners could construct sentences using past continuous tense In small groups learners could take part in changing verbs from simple present to continuous tense Learners could take part in demonstrations, then the rest ask and answer questions using the past continuous tense Learners could respond to simple questions using the past continuous tense


1. What was your parent/guardian doing when you got home? 2. What is the continuous tense form of the following present simple verbs? 3. What were you doing when you got hurt?

How do we communicate about things that happened in the past? Core Competences to be developed: Digital literacy, Communication and collaboration; Critical thinking and problem solving, digital literacy Link to PCIs: Citizenship -social cohesion; ESD- disaster risk reduction Link to Values: Respect, responsibility Links to other subjects : Religious education Suggested Community Service Looking around the school and home to check for dangers that can 77

4.

cause accidents. Suggested assessment: Oral(HoH)/signed(LWD) questions, portfolio, observation

Suggested non-formal activity to learning: Report on what they found their parents/guardians were doing when they got home. Suggested Resources: Realia, pictures, photos, flip charts, digital media. Assessment Rubric Exceeding Expectations Learner consistently uses present continuous tense to discuss actions that were ongoing in the past appropriately. Strand Listening and Speaking (HoH) Observing and g (LwD)

Sub strand Language structures and functions

Meeting Expectations Learner sometimes uses present continuous tense to discuss actions that were ongoing in the past.

Theme


Classroom

By the end of the sub strand, the learner should be able to: • use ordinal and cardinal numbers to construct correct sentences for effective communication; • use ordinal and cardinal numbers to group objects that are in the classroom for effective communication; • appreciate the importance of cardinal and ordinal numbers in communication.

Numbers (Cardinal and ordinal numbers) (6 Lessons)

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Approaches Expectations Learner uses present continuous tense to discuss actions that were ongoing in the past with some difficulty. Suggested learning experiences

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Below expectations Learner uses present continuous tense to discuss actions that were ongoing in the past with a lot of difficulty. Key inquiry question(s)

1. How many months In pairs, learners could use are there in a year? ordinal and cardinal numbers to construct correct sentences 2. Which is the tenth Learners could use objects month of the year? that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers Learners could group objects in of number Learners could talk about the number of objects in the

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•

classroom in groups, pairs and individually Learners could identify things in the environment and count them Learners could listen to a read poem, story or text containing cardinals and ordinals(HOH) Learners could pay attention to a signed poem, story or text containing cardinals and ordinals(LWD)

Core Competences to be developed: Communication and collaboration;Self-efficacy, digital literacy Link to PCIs: Financial literacy, Education for sustainable development; Link to Values: Responsibility, Unity, Respect environmental education Links to other subjects: Mathematics Suggested Community Service Learning activities: Helping parents, neighbours etc to number various items, animals, crops etc Suggested non-formal activity to learning: Suggested assessment: Oral(HOH)/signed(LWD) They can describe their birth order using ordinal numbers e.g. first born, questions, portfolio, observation second born etc. Compare objects in the school and at home to illustrate the correct use of numbers Suggested Resources: Flip charts, audio-vusual recordings.

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Assessment Rubric Exceeding Expectations

Approaching Below expectations Expectations Learner always uses cardinal Learner mostly uses cardinal and ordinal Learner sometimes uses Learner hardly uses cardinal and ordinal numbers correctly to numbers correctly to discuss the number cardinal and ordinal and ordinal numbers correctly discuss the number and order of and order of various things. numbers correctly to to discuss the number and various things. discuss the number and order of various things. order of various things. Strand Sub strand Theme Specific learning outcomes Suggested learning Key inquiry question(s) experiences Listening and Language The farm By the end of the sub strand, Speaking(HOH)/ structure the learner should be able to: Word sets: Observing and and a) use the gender sets of 1. Can a bull/ox give us • In groups, learner gender sets g(LWD) functions animals correctly in a milk? could discuss the for animals/ conversation; males and females of people b) use opposites correctly in a 2. Is it good or bad to domestic animals. conversation to discuss tell lies? • Teacher could guide Opposites of honesty and respect; learners to discuss things c) state the opposites of opposites of seasons/ 3. When do you wake seasons/ time and sizes; time and sizes up? (6 Lessons) d) enjoy a word game using (based on height, gender sets and opposites in length, width etc communicating ideas • Learners could 4. When do you go to construct sentences sleep? using words for male and female animals that are familiar, and are guided to use those that are unfamiliar • Learners could work 80


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with pictures to show opposites. Learners could rearrange objects to show opposites

Core Competences to be developed: Communication and collaboration, Self-Efficacy, digital literacy Link to PCIs: Citizenship (social cohesion), Life skills (effective Link to Values: Cooperation. communication) and ESD Links to other subjects: Environmental activities. Suggested Community Service Learning activities: Discuss with community names given to male and female animals. Suggested non-formal activity to learning: Learners can take a walk Suggested assessment: Oral(HOH)/signed(LWD) around the school compound/ environment and identify items which can be questions, portfolio, observation described using opposites Suggested Resources: Realia, pictures ,audio visual Assessment Rubrics Exceeding Expectations Learner is able to construct simple sentences using the male and female forms for animals, with a lot of ease. Learner is ble to engage in a conversation involving opposites of animals

Meeting Expectations Learner correctly constructs simple sentences using the male and female forms for animals, with ease

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Approaching Expectations Learner constructs simple sentences using the male and female forms for animals, with some difficulty

Below Expectations Learner constructs simple sentences using the male and female forms for animals, with a lot of difficulty

Strand

Sub strand Theme


Listening and Speaking (HOH)

Language structure and functions

By the end of the sub strand, the learner should be able to: a) use simple prepositions accurately to describe the position, location and direction of things; b) identify prepositions in oral conversations (HOH); • identify prepositions in signed conversations(LWD), c) appreciate use of prepositions to describe the position and location of people, places and things.

Observing and g (LWD)

Position and direction Prepositions (Beside above, over, through, below, across, to, at) (6 lessons)


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1. Where do you Learners could listen to keep your and answer oral questions books/cups…. from stories(HOH) 2. Where are the Learners could pay school toilets? attention to and answer 3. Where do you signed questions from play? stories(LWD) Learners could demonstrate various positions involving the prepositions learnt (work in groups) In pairs, learners could construct sentences orally using pre-positions Learners could sing short songs/rhymes or play language games containing the prepositions(HOH) Learners could sign sing short songs/rhymes or play language games containing the prepositions (LWD)

Learners could listen to a story containing prepositions(HOH) • Learners could pay attention to a story containing prepositions(LWD) Core Competences to be developed: Communication and collaboration, Self efficacy,digital literacy Link to PCIs: Citizenship (social cohesion), Life skills (effective Link to Values: Sense of responsibility especially, in communication) regard to how we place objects and where we position ourselves, obedience, respect. Links to other subjects : Environmental activities Suggested Community Service Learning activities: Learners can help of the community to keep themselves and objects safe. Suggested non-formal activity to learning: Learners can place Suggested assessment: Oral(HOH)/ signed objects at different points in relation to the prepositions learnt (LWD)questions, portfolio, observation Learners can describe the location of various things in their home and school environment Suggested Resources: Realia, flash cards, pictures, audio-visual •

Assessment Rubric Exceeding Expectations

Meeting Expectations Learner recognizes and uses simple prepositions to describe the position, location and direction of objects correctly most of the time.

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Approaching Expectations Learner sometimes recognizes and uses simple prepositions to describe the position, location and direction of objects correctly.

Below Expectations Learner rarely recognizes and uses simple prepositions to describe position, location and direction of objects correctly.

Strand

Sub strand

Theme




Environment (Taking a Walk) a, an and the

By the end of the sub strand, the learner should be able to: a) use a, an and the correctly in conversations; b) identify and discuss things in the environment using articles correctly in longer conversations; c) appreciate the use of articles in effective communication.



Learners name objects in the 1. What items and animals school environment and attach do you see in appropriate articles to them Observing (6 Lessons) school? • Learners observe objects in a and g picture and use correct articles (LWD) • Learners engage in question and answer dialogues to discuss about some objects/items in the neighborhood using the correct articles • Learner listens to a story, poem or text containing a, an and the • Learner pays attention to a story, poem or text containing a, an and the Core Competences to be developed: Communication and collaboration; Self-efficacy,digital literacy Link to PCIs: Life skills -effective communication; ESD- environmental Link to Values: Respect, Responsibility, Unity education. Links to other subjects: All subjects Suggested Community Service Learning activities: Learners could share and compare how people and objects are referred to in their communities. Suggested non-formal activity to learning: Learners can name/sign Suggested assessment: Oral (HOH)/signed discuss the things that they use during play. (LWD)questions, portfolio, observation Suggested Resources: flashcards,charts,realia,audio-visuals 84

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Assessment Rubric Exceeding Expectations Learner always identifies and uses the articles ‘a, an’ and ‘the’ in long conversations correctly.


Approaching Expectations

Below expectations

Learner identifies and uses the articles ‘a, an’ and ‘the’ conversations correctly most of the time.

Learner sometimes identifies and uses the articles ‘a’, ‘an’ and ‘the’ in conversations correctly

Learner rarely identifies and uses the articles a’, an’ and ‘the’ in conversations correctly.

Strand

Sub strand Theme




By the end of the sub strand, the learner should be able to: a) use possessives correctly to show ownership; b) recognize the correct use of possessives in oral/signed; communication, c) enjoy asking and answering questions about technology using possessives.

Technology Possessives Mine, yours, ours, hers, his


Learners could role play ownership of Observing items and objects and g • In pairs/ small (LWD) groups, learners (6 Lessons) could construct sentences using possessives based on the role play • Learners could discuss the things that they/ their parents/guardians/ own, using possessives Core Competences to be developed: Communication and collaboration, Self efficacy,digital literacy 85

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1.Whose pen is this?

Link to PCIs: Citizenship -social cohesion; Life skills -effective communication; service learning and parental engagement Links to other subjects : Environmental activities Suggested non-formal activity to learning: Learners can talk about the things that their guardians/ parents own. Sugggested Resources: Realia, pictures, audio-visual (to be in sign language) Assessment Rubric Exceeding Expectations Learner always uses possessives correctly to show ownership of different objects and relationships.

Strand

Meeting Expectations Learner uses possessives correctly to show ownership of different objects and relationships.

Sub strand

Listening and Language Speaking(HOH) structure and functions Observing and g(LWD)

Cultural Activities Wh questions What, where, when, whose (6 Lessons)

Approaching Expectations Learner sometimes uses possessives correctly to show ownership of different objects as well as relationships.

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) ask questions using ‘what’, ‘when’ ‘whose’ and ‘where’ correctly to get information about simple ceremonies like a wedding; b) use what, when, 86

Link to Values: Respect for people’s property,Unity, Responsibility (ownership of items and objects) Suggested Community Service Learning activities: Sharing ideas on technology with those who are not well informed. Suggested assessment: Oral(HOH) /signed(LWD)questions, portfolio, observation


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Learners could role play activities that lead to the use of what, where, when, whose Learner could answer questions on What, where, when, whose

Below Expectations Learner rarely uses possessives correctly to show ownership of different objects and relationships. Key inquiry question(s)

1. When do you wake up? 2. Whose pen is this? 3. Where is your home?

where and whose to denote, object, time, place and ownership, c) appreciate the use of what, where, when and whose to seek information.

appropriately Learners could engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups • Learners could take part in games that allow them to ask questions using the wh- words • Sing/recite/short poems to practice the use of what, where, when and whose (HoH) • sign short poems to practice the use of what, where, when and whose (LwD) • Listen to a text containing what, where, when, whose (HoH) • observe a signed text containing what, where, when, whose (LwD) Core Competences to be developed: Communication and collaboration; Self efficacy,digital literacy 87

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Link to PCIs: Citizenship (social cohesion); Life skills (effective communication) Links to other subjects : Environmental activities and Kenyan Sign Language

Link to Values: Unity (dialogues)

Suggested Community Service Learning activities: Learning from community about our culture Suggested non-formal activity to learning: Learners act out cultural Suggested assessment: Oral(HOH)/signed(LWD) activities during play. questions, portfolio, observation Suggested Resources: Pictures, flip chart, audio-visual devices. Teache/learner demonstration. Assessment Rubric ExceedingExpectations The learner always frames questions correctly to get information using what, where, when and whose.

Meeting Expectations The learner frames questions correctly to get information using what, where, when and whose most of the time.

Approaching Expectations The learner sometimes frames questions correctly to get information using what, where, when and whose.

Below Expectations The learner hardly frames questions correctly to get information using what, where, when and whose.

Strand

Sub strand

Listening and Speaking(HOH)

Language Child labour structure Describing and functions words (size, colour, shape)

Observing and g (LWD)

Theme

(6 Lessons)

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) use describing words in relation to size, colour and shape; b) identify different colours of objects found in the 88


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Learners could group objects in Size-(big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number Learners could describe objects in the classroom using size,


1. Which of these items are bigger?

environment; c) appreciate the use • of colour, size ,shape and number to discuss child labour. •

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colour and number Learners could colour pictures of various objects Learners could identify things in the environment that have different colours Learners could construct sentences in pairs using the different objects, and identify their number. Learner could colour different shapes of objects and describe them appropriately Learner could listen to a text containing describing words (HOH) Learner could pay attention to 1. a signed text containing 2. describing words(LWD)

2. Which of these items are smaller? 3. What colour are they?

4. How many are they?

5. What do they look like?

Core Competences to be developed: Communication and collaboration; critical thinking and probelm solving,digital literacy Link to PCIs: Life skills -effective communication; Citizennship- child Link to Values: Respect (for diversity in colour), care and protection Responsibility (colouring of pictures of various objects) Links to other subjects : Mathematics, Kenyan Sign Language Suggested Community Service Learning activities: (describing words) Learners can help community to understand disadvantages of child labour. Suggested non-formal activity to learning: Describe objects Suggested assessment: Oral(HOH)/(LWD)signed in their homes questions, portfolio, observation Suggested Resources: realia, flashcards, audio visual

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Assessment Rubric ExceedingExpectations Learner always uses accurate descriptions for the size, colour and shapes of objects. Strand

Sub strand

Listening and Language Speaking(HOH) structures and Observing and functions g (LWD)

Meeting Expectations Learner uses accurate descriptions for the size, colour and shapes of objects most of the time.

Theme


Caring for others

By the end of the sub strand, the learner should be able to: a) use conjunctions to words and short sentences during in a conversation; b) use conjunctions to discuss caring for the sick, hungry, the elderly and people with special needs; c) appreciate the differences in people and things in their environment.

Conjunctions ‘and’ but ‘because’ (6 Lessons)

Approaching Expectations Learner sometimes uses inaccurate descriptions for the size, colour and shapes of objects.

Below Expectations Learner uses a lot of inaccurate descriptions for the size, colour and shapes of objects.



1. Why was the Learners could group items baby crying? and discuss about them using 2. Who was the conjunction “and” playing hide and • Learners could contrast find? objects or people in the classroom using ‘but’ in pairs/small groups • Sing and recite poems (HOH) • sign poems (LWD) • Listen to a story and answer oral/verbal questions (HOH). • Pay attention to a story and answer signed questions (LWD). Core Competences to be developed: Communication and collaboration; Self-efficacy; Creativity and imagination Link to PCIs: Citizenship-Diversity, Life skills Effective communication; Link to Values: Love, Patriotism, Unity, Respect, ESD-poverty eradication. Responsibility 90

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Links to other subjects: Mathematics, Religious education and in the area of addition using conjuctions.

d) Suggested Community Service Learning activities: Make time to care for the sick, hungry, the elderly and people with special needs.

Suggested non-formal activity to learning: Cconstruct sentences using: and, because, but. Suggested Resources: Pictures, audio-visual devices, realia

Suggested assessment: Oral(HOH) /signed(LWD) questions, portfolio, observation

Assessment Rubric ExceedingExpectations


Learner consistently uses conjunctions Learner uses conjunctions to to words correctly in simple words correctly in simple sentences during a conversation. sentences during a conversation.

Strand

Sub strand


2.0 Reading

2.1 Pre-reading

By the end of the sub strand, the learner should be able to: a) demonstrate appropriate • posture in preparation for reading/g; b) learner applies word identification techniques while reading; c) appreciate the importance of • positioning materials 91

No. of Lesssons: 4

Approaching Expectations Learner uses conjunctions to words correctly in simple sentences, with some difficulty, during a conversation.


Learners could practice sitting in the appropriate posture, hold a book in the right position and turn the pages carefully while reading. Through role play and language games, learners

Below expectations Learner has a lot of difficulty using conjunctions to words correctly in simple sentences during a conversation.


1. How should you sit when you are reading? 2. How should you hold your book when you are reading?

appropriately while reading.

could practise focusing on a specific line or sentence while reading and track print through finger pointing as modeled. • Learners watch a video clip, look at posters, pictures and drawings of correct positioning of reading materials and then respond to questions from the teacher and peers. Core Competences to be developed: Communication and collaboration; Critical thinking and problem solving through rearranging objects, Digital literacy. Link to PCIs: Life skills (Effective communication, selfLink to Values: Responsibility, Unity, Respect. awareness, sitting in an appropriate posture) Links to other subjects: Links to all subjects in general because it Suggested Community Service Learning activities: Helping is important to maintain the right posture and position materials in community to adapt appropriate postures and good the right way while reading. habits that maintain books for long. Suggested non-formal activity to learning: Learners Suggested assessment: Oral (HOH)/signed (LWD) questions, should practice appropriate sitting posture and positioning of portfolio, observation reading materials in mock sessions with peers. Suggested Resources: pictures, charts, videos, teacher pupil demonstration Assessment Rubric Exceeding Expectations Learner consistently identifies words correctly as they read

Meeting Expectations Learner correctly identifies words correctly as they read most of the time.

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Approaching expectation Learner sometimes identifies words correctly as they read

Below Expectation Learner hardly identifies words correctly as they read

Strand 2.0 Reading

Sub strand 2.2 Letter sound knowledge (Phonic reading) No. of Lessons: 6

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) recognise and name letters and their sounds in preparation for reading (HoH), • recognise and fingerspell letters and their hand shapes in preparation for reading(LwD), b) sounds to read words with letter sound correspondence in preparation for reading(HoH) • letters to read words with letter sign correspondence in preparation for reading(LwD), c) appreciate the correspondence between spoken words and written words in various contexts (HoH). • appreciate the correspondence between signed words and written words in 93



Learners could be engaged in 1. How do we sound various letters? looking at printed or digital 2. How can we letter card to help them sounds to read words? recognise and name letters of the alphabet and their sounds (HoH). • Learners could be engaged in looking at printed or digital letter card to help them recognise and fingerspell letters of the alphabet and their hand shapes (LwD). • Learners could take part in word building activities using pocket charts, print and digital flash cards, etc. • Learners could take part in a fishing game, identifying specific spoken words, play rhyming games, singing rhyming songs and reciting rhyming poems (HoH). • Learners could take part in a fishing game, identifying specific signed words, play rhyming games, sign sing

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various context (LwD) Sounds for review m, a, t, e, s,l, p, f i, n, h, o, b, r, u, g d, w, j, c, y, Letter patterns ch, sh, wh, ng, th cvc-e -ore l blends beginning (fl, gl) -er-, -ir-, -ur-, -or- middle -oy -or s blends word initial (sk, sc) oi (in cvc) -ore th, -ow nk nd nt oa sound oo (in cvc) ou (cvc) r blends word initially:-tr-, br -ew l blends word initially:-gl,cl,fl,sl,bl l blends word initial-gl, cl, fl, sl, bl -er word ending (make verb a noun) Deaf learners to fingerspell the letters

rhyming songs and sign rhyming poems (LwD). In groups, learners could look for more words without letter- sound correspondence in a given text (HoH).

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In groups, learners could look for more words without letter sign correspondence in a given text (LwD). Learners could read grade level vocabulary in oral (HoH)/signed (LwD) and written text.

Core Competences to be developed: Digital literacy, Communication and collaboration is enhanced through group and pair 94

activities. Link to PCIs: : Life Skills (learner develops self-esteem and confidence as their reading competence improves) Links to other subjects :Languages, Nutrition and Hygiene

Link to Values: Respect, Responsibility (taking part in fishinng game), Unity (working in groups) Suggested Community Service Learning activities: Visiting older citizens and helping them with reading. Suggested non-formal activity to learning: Learners are Suggested assessment: Oral (HoH)/ Signed (LwD) questions, given take home charts to read with their parents. portfolio, observation Suggested Learning Resources: Word slides, word wheels, realia, charts, pictures/ photographs and models of blends, audio-visual recordings of consonant blends. (Visual recordings to be in sign language).

Assessment Rubric Exceeding Expectations Learner consistently names letters and their sounds and s sounds to read words with letter-sound correspondence (HoH). Learner consistently fingerspells letters emphasizing on their handshapes and s them to read words with lettershape correspondence (LwD).

Meeting Expectations Learner names letters and their sounds and s sounds to read words with letter- sound correspondence most of the time (LwD). Learner fingerspells letters and their shapes and s them to read words with lettershape correspondence most of the time (HoH).

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Approaching Expectation Learner names letters and their sounds and s sounds to read words with letter- sound correspondence with some difficulty (HoH). Learner fingerspells letters and their shapes and s them to read words with lettershape correspondence with some difficulty (LwD).

Below Expectation Learner names letters and their sounds but struggles to sounds to read words with letter- sound correspondence (HoH). Learner fingerspells letters and their shapes but struggles to them to read words with lettershape correspondence (LwD).

Strand

Sub strand


Reading

2.3 Word reading

By the end of the sub strand, the learner should be able to: a) read more complex grade • level vocabulary without letter sound correspondence in different formats (HoH); • read more complex grade level vocabulary without letter sign correspondence in different formats • (LwD). b) read a decodable text containing non-decodable words fluently; c) enjoy reading grade level vocabulary in a variety of genres. •

Word g 5 lessons


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1. How do you try to read Learners could recognise new words? and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say/sign, exposure, context clues etc. Learners could play word ladder game by placing words on top of one another as they pronounce words or listen to audio/visual recording of words without letter sound/letter shape correspondence Learners could listen to a story read by the teacher and identify words as instructed by the teacher (HoH) Learners could pay attention to a signed story read by the teacher and identify words as instructed by the teacher (LwD) Learners could read words without letter sound correspondence from either

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print or digital stories. Learners could recite poems, read texts for information and enjoyment (HoH) Learners could sign poems, read texts for information and enjoyment (LwD)

Core Competences to be developed: Communication and collaboration and self-efficacy are developed, through group work, reading activities and games. Link to PCIs: : Life skills (Effective communication, confidence Link to Values: Unity, Respect, Responsibility and self-esteem are developed through reading) Links to other subjects: All subjects require that learners read Suggested Community Service Learning activities: Helping words. of the community to read English words that are commonly used in the community. Suggested non-formal activity to learning: Use Suggested assessment: Oral questions, portfolio, observation available reading resources at home e.g. newspapers to pick out words which can be easily read. Suggested Learning Resources: Story books, poems ,newspaper cutting on children’s stories Assessment Rubric Exceeding Expectations Learner consistently applies a variety of skills to read a wide range of words without letter sound correspondence correctly. (HoH)

Meeting Expectations Learner applies a variety of skills to read a wide range of words without letter sound correspondence correctly (HoH).

Approaching expectation Learner occasionally/applies some skills to read a wide range of words without letter sound correspondence correctly (HoH).

Below expectation Learner rarely applies skills to read more words without letter sound/letter sign correspondence correctly.

Learner consistently applies a variety of skills to read a wide

Learner applies a variety of skills to read a wide range

Learner occasionally/applies some skills to read a wide range

Learner rarely applies skills to read more words without letter-

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range of words without letter letter sign correspondence correctly (LwD).

Strand Reading

Sub strand 2.4 Connected text reading

of words without letter sign of words without letter sign correspondence correctly (LwD). correspondence correctly (LwD).

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) observe basic punctuation marks as they read; b) read 10-15 words accurately per minute from a text; c) read a text transitioning from word by word to phrasal reading; d) appreciate reading simple, short narratives and informational texts in a variety of genres.


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Learners could read aloud as modeled in groups, pairs and individually and pick out decodable (phonic) and nondecodable words (sight words) from print and digital texts in response to picture, video or animation prompts (HOH). Learners could sign read clearly as modeled in groups, pairs and individually and pick out decodable (phonic) and nondecodable words (sight words) from print and digital texts in response to picture, video or animation prompts. (LWD) Learners could read simple digital texts for enjoyment and information Learners could read while observing commas, full stops and question marks in pairs.

sign correspondence correctly (LwD).

Key inquiry question(s) 1. What do you do sometimes when you start to read and stop in the middle because you cannot continue? 2. What do you do if you cannot read a word? 3. How can you read many words in a given text?

Learners could practise reading unfamiliar sentences containing decodable and non-decodable words from printed text, charts, tablets, mobile phone, laptops, computers or overhead projector. Core Competences to be developed: Communication and collaboration are developed through group discussions. Digital literacy is enhanced through interaction with multimedia and accomplishing of reading tasks using ICT. Link to PCIs: : Life skills (Effective communication, through Link to Values: Unity, Respect, Responsibility reading) Links to other subjects: Link to all subjects because learners read Suggested Community Service Learning activities: words in all the other subjects. Reading stories for those who cannot read Suggested non-formal activity to learning: Watch the Suggested assessment: Oral (HOH)/signed (LWD) questions, television or use newspapers and magazines to pick out words portfolio, observation which can be easily read. Suggested Learning Resources: Realia, flash cards, pictures/ photographs and , audio-visual recordings of words without letter sound correspondence •

Assessment Rubric Exceeding Expectations Learner consistently reads a text transitioning from word to phrases fluently

Meeting Expectations Learner reads a text transitioning from word to phrases fluently most of the time.

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Approaching expectation Learner reads a text transitioning from word to phrases with some difficulty

Below expectation Learner reads a text transitioning from word to phrases with a lot difficulty

Strand

Sub strand


Reading

2.5 Comprehension

By the end of the sub strand, the learner should be able to: a) make predictions and anticipate possible outcomes of a story; b) identify the people or animals, where action takes place or the information in a text for comprehension; c) use common context clues to increase; comprehension of a text, d) answer simple direct and indirect questions based on a text they have read; e) enjoy discussing a text they have read.


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In pairs, learners could comprehend information through looking at pictures and title of a text/predict and say what will happen in the story. In pairs and groups, learners could discuss where the action is taking place, who is involved, using clues from pictures and the text. Learners could be guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners could interact with a printed or digital text, and follow a signed story and locate sentences (in pairs or groups) containing answers to direct questions, for information and enjoyment Learners could track text using their fingers


1. How can we predict how a story will end? 2. How can we tell where events have taken place? 3. How we tell the characters in a story?

Core Competences to be developed: Communication and collaboration will be achieved through group and pair activities. Critical thinking will be developed by responding to questions, observation of pictures and use of context clues to predict happenings in the story. Digital literacy developed as the learners interact with digital devices. Link to PCIs: ESD-animal welfare ; all other PCIs where Link to Values: Respect, Responsibility, Integrity applicable Links to other subjects: Links with all subjects since learners will Suggested Community Service Learning activities: Share apply context clues to comprehend and respond to questions in ideas from what has been read with those who cannot read. those subject areas. Suggested non-formal activity to learning: Learners Suggested assessment: Oral (HOH)/signed (LWD) questions, could pay attention to stories from their parents/guradians and then portfolio, observation re-tell them when they get to school. • They could also retell stories they have watched over the television or, read in newspapers, visit a library, interact with digital materials Suggested Learning Resources: Realia, charts, posters and audio visual materials on direct and indirect questions. Assessment Rubric Exceeding Expectations Learner makes accurate predictions, answers questions based on the text and makes a simple summary of the text

Meeting Expectations Learner makes predictions, answers questions based on the text and makes a simple summary of the text

Approaching expectation Learner makes predictions, answers questions based on the text and struggles to make a simple summary of the text

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Below expectation Learner makes predictions, answers questions based on the text and is not able to make a simple summary of the text

Strand

Sub strand



3.0 Writing

3.1. Pre- Writing

By the end of the sub strand, the learner should be able to: a) demonstrate appropriate • posture while writing; b) share ideas about the writing materials they know; • c) appreciate the importance of positioning writing materials appropriately while writing.


1. Why do we write from Learners are shown how to left to write? sit appropriately and position the exercise book correctly. 2. Why is it important to Learners practice using write legibly? appropriate writing materials, how to hold 3. Why is it important to pencils correctly and write place materials correctly from the left to right, with while writing? the teacher’s guidance. • Learners demonstrate different sitting positions in small groups and in pairs. • Learners draw patterns/shapes and trace dotted lines to make words. Core Competences to be developed: Communication and collaboration; Self-efficacy; Critical thinking and problem solving. Link to PCIs: Life skills-self awareness(body posture Link to Values: Responsibility, Respect, Integrity while reading) Links to other subjects : All subjects Suggested Community Service Learning activities: With guidance from parents/guardian, work with less fortunate children to dots on a piece of paper that stand for different words. The learners should then the dots and share with the teacher the dots they have ed to make words. Suggested non-formal activity to learning: Suggested assessment: Oral(HOH)/signed(LWD) questions, portfolio, Participating in poetry recitation contests observation Suggested Learning Resources: Realia, charts, posters on different.sitting positions in readiness for writing.

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Suggested Assessment Rubric ExceedingExpectations The learner is able to exhibit appropriate body posture while writing, is aware of a variety of writing materials, holds and positions writing materials appropriately, maintains focus and follows lines when writing. Strand

Sub strand

Writing

3.2 Handwriting

Meeting Expectations The learner is able to: exhibit appropriate body posture while writing, hold and position writing materials appropriately, and maintain focus and follows lines when writing.

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) demonstrate legible handwriting for effective communication; b) appreciate the importance of writing legibly for different purposes.


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Approaching Expectations With assistance, the learner is able to sit properly while writing, hold and position writing materials appropriately. Maintains focus sometimes and follows lines when writing.

Below Expectations The learner is unable to sit properly while writing, hold or position writing materials appropriately. Cannot maintain focus or follow lines when writing.


1. Why is it important to Learners could copy letters shape letters well? of the alphabet, letter patterns and words as 2. Do you consider to be a modelled. good handwriting? Learners could be guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners could observe peer demonstrations of wellshaped letters. Learners could draw, label objects, practise writing their names from left to right and use a digital device to

see correct letter formation. Core Competences to be developed: Creativity and imagination, self efficacy, critical thinking and problem solving Link to PCIs: Citizenship- social cohesion ; Learner Link to Values: Responsibilty (copying letters), Respect programme-peer demonstration Links to other subjects: Links to note- taking in all subjects. Suggested Community Service Learning activities: ing those who cannot write neatly to improve their handwriting Suggested non-formal activity to learning: The learners Suggested assessment: Oral (HoH)/ signed (LwD) questions, should then letters and show friends and family. Show the portfolio, observation teacher the work that has been done. Suggested Learning Resources: Realia, charts, posters on handwriting. Assessment Rubric Exceeding Expectations Learner consistently writes letters and words, whose forms are legible in of size and shape.

Meeting Expectations Learner writes letters and words, whose forms are legible in of size and shape most of the time.

Strand

Sub strand

Suggested learning outcomes

3.0 Writing

3.3 Spelling (HoH) Fingerspelling (LwD)

By the end of the sub strand, the learner should be able to: a) spell/fingerspell and write the • words learnt in the vocabulary lesson correctly for effective communication, b) appreciate the importance of writing words clearly, legibly • 104

Approaching Expectations With assistance, learner writes letters and words, whose forms are sometimes legible in of size and shape.

Below Expectations Learner unable to write letters and words, whose forms are legible in of size and shape


Learners could listen and repeat words as modeled, name the letters that make a word and write the word legibly and correctly. Learners could observe and

1. Why is it important to spell/fingerspell words correctly? 2. Why should we write legibly, correctly and

and correctly for different purposes.

repeat words as modeled, clearly? name the letters that make a word and write the word legibly and correctly. • Learners could re-arrange jumbled letters to make four to five- letter words, in pairs/groups. • Learners could use a letter box to make more words. • Learners could engage in gap filling exercise, to make sensible words- first in pairs, then individually. • Learners could check spelling of words from pictorial and digital children’s dictionary, and use a locally assembled jig saw puzzle to make more words. Core Competences to be developed: Communication and collaboration; Creativity and imagination; Self- efficacy. Link to PCIs: Life skills; Citizenship-social cohesion Link to Values: Responsibility, Respect Links to other subjects: Links to note- taking in all subjects. Suggested Community Service Learning activities: Visiting the community and helping them write words. Suggested non-formal activity to learning: Helping Suggested assessment: Oral(HOH)/signed(LWD) questions, peers to improve their hand writing portfolio, observation Suggested Learning Resources: Realia, charts, posters on neatly written words.

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Suggested Assessment Rubric ExceedingExpectations Learner always spells a range of dictated words correctly, orally and in writing, and often uses them to make simple sentences(HOH). Learner always fingerspells a range of dictated words correctly, through g and in writing, and often uses them to make simple(LWD) sentences.

Meeting Expectations Learner spells words correctly, orally and in writing, and uses them to make simple sentences most of the time(HOH)

Approaching Expectations Learner spells some dictated words correctly, orally and in writing and occasionally uses them to make simple sentences(HOH).

Below Expectations The learner has difficulty to spell/fingerspell and write dictated words correctly and rarely uses them to make simple sentences(HOH).

Learner fingerspells words correctly, through g and in writing, and uses them to make simple sentences most of the time(LWD).

Learner fingerspells some dictated words correctly,through g and in writing and occasionally uses them to make simple sentences(LWD).

The learner is not able to fingerspell and write dictated words correctly and rarely uses them to make simple sentences(LWD).

Strand

Sub strand



Writing

3.4 Punctuation

By the end of the sub strand, the learner should be able to: a) recognise appropriate punctuation marks in a text; b) use full stops, capital and small letters, question marks and exclamation marks correctly; c) appreciate use of capital letters, small letters, full stops, exclamation marks and question marks in writing.

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Learners are shown capital 1. When do we use capital letters? and the small letters. Learners engage in practice 2. When do we use small exercises on how to write letters? using capital and the small letters correctly. In pairs then individually, learners could practicese writing their names. Learners look at wall charts

chalk board, digital and print resources, displaying writing with the full stop, question mark and exclamation marks.

Core Competences to be developed: Communication and collaboration; Creativity and imagination; Self-efficacy. Link to PCIs: : Citizenship- social cohesion Link to Values: Unity , Respect, Love Links to other subjects: Links to note- taking in all subjects. Suggested Community Service Learning activities: Writing for those who cannot write. Suggested non-formal activity to learning: The learners Suggested assessment: Oral(HOH)/signed(LWD) questions, should identify sentences with question marks, exclamation marks and portfolio, observation full stops from different sources. They should bring them and share them with their classmates and the teacher. Suggested Learning Resources: Realia, charts, posters on different punctuation marks. Assessment Rubric ExceedingExpectations The learner is able to recognise and use punctuation marks, capital and small letters correctly in a sentence. He/she is also able to use them in a short paragraph



The learner is able to recognise and use punctuation marks, capital and small letters correctly in a sentence

With assistance the learner is able to recognise and use punctuation marks, capital and small letters correctly

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Below Expectations The learner is has difficulty to recognise and use punctuations marks

Strand Writing

Sub strand 3.5 Guided Writing

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) write words from a prompt to demonstrate mastery of vocabulary; b) recognise the correct form and meaning of the words to be used in filling in gaps; c) appreciate the importance of writing correct meaningful words, phrases and sentences.



Learners could respond to the 1. Why is it important to prompts presented to them and write write words in the the words correctly. correct order? • Learners could fill in the gaps 2. Why is it important to correctly guess the meaning of • Learners could re-arrange words to something? make short phrases and sentences. • Learners could write meaningful sentences in pairs from simple substitution table. • Learners could match pictures with words and simple sentences. • Learners could respond to a prompt and write paragraph of 3-4 meaningful simple sentences on a familiar topic. • In groups, learners could re-order jumbled up sentences to logical order and write two coherent paragraphs of about 5-10 sentences. • Learners could write meaningful sentences and paragraphs with the guidance of the teacher. Core Competences to be developed: Communication and collaboration through working in groups Link to PCIs: Life skills-Effective Communication Link to Values: Responsibity, Unity Links to other subjects: Links to note- taking in all subjects. Suggested Community Service Learning activities: Help other peers with guided writing. 108

Suggested non-formal activity to learning: Visiting a library Suggested assessment: Oral(HOH)/signed(LWD) in the community questions, portfolio, observation Suggested Learning Resources: Realia, slate and stylus, writing machine Assessment Rubric ExceedingExpectations Learner writes sentences from prompts and fills the gaps using correct words. He/she is also able to write a short paragraph based on a prompt

Meeting Expectations Learner writes sentences from a prompt and fill the gaps using correct words

Approaching Expectations With assistance, learner writes sentences using a prompt and fills in gaps correctly

Below Expectations Learner hsa difficulty writing sentences using a prompt

Suggested Learning Resources Word processors, charts, posters, video resources, tablets, multimedia word lists, letter cards, digital and printed stories, whiteboards, television, poems and songs, pictures and photos, newspapers, word wheel, word slides, encyclopedia, flash cards, newspaper cuttings, course books, flip charts, drawings, teacher/ pupil demonstrations, dictionaries, pictures, illustrations, web resources, class readers, desktop computer, radio, mobile phone, chalk board, white board, text books etc

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GRADE 3

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KEY: HoH – Hard of Hearing LwD – Learners who are Deaf

GRADE 3 Strand

Sub strand


1.0 Listening and Speaking (HoH)

1.1 Attentive Listening (HoH) • Paying attention (LwD)

By the end of the sub strand, the learner should be able to: a) listen attentively during a conversation; • Pay attention during a conversation(LwD), b) respond to simple specific threedirectional instructions in oral communication (HoH); • respond to simple specific threedimensional instructions in signed communication (LwD) c) appreciate the importance of listening attentively for effective; communication(HoH),

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Observing and g(LwD)

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1. What can we tell from Learners could be guided to people’s faces and practise correct sitting posture hand movements as in groups and pairs they talk?(HoH) ? Learners could engage in • What can we tell drama to practice good eye from people’s , appropriate facial faces and hand expressions and gestures in movements as small groups and in pairs. they sign?(LwD) Learners could identify key 2. Why do you look at sounds, key words and phrases someone’s face as for effective oral they speak? (HoH) communication(HoH) • Why do you look Learners could identify key at someone’s face letters, key words and phrases as they for effective signed sign?(LwD) communication(LwD) Learners could respond to 3. What is the instructions through actions, importance of orally and in writing (HoH). listening attentively? Learners respond to (HoH) instructions through actions,

g and in writing (LwD). • What is the importance of Learners practise in small groups and pairs to allow paying others to speak without attention?(LwD) interrupting (HoH). • Learners practise in small groups and pairs to allow others to sign without interrupting (LwD). • Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. • Learners take turns during group and pair work. • Learners mime or recite poem using both verbal and nonverbal communication (HoH). • Learners mime or sign poem using signed communication (LwD). Core Competences to be developed: Communication and Collaboration will be achieved through pair and group work involving use of familiar body language such as facial expressions and gestures,digital literacy. Link to PCIs: Life skills especially the interpretation and use of body Link to Values: Respect, Responsibility language appropriately for effective communication. Citizenship and life skills through moral values in the stories narrated and re-told by the learner. Links to other subjects: Linked to attentive listening/ paying attention Suggested Community Service Learning in all the subjects in the school curriculum. activities:Share some gestures and facial expressions learnt with friends and family and find out whether there •

appreciate the importance of paying attention for effective communication(LwD).

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are others to be learnt. Suggested non-formal activity to learning: Interact with peers Suggested assessment: Oral questions(HoH)/signed in the community using common gestures and facial expressions. questions(LwD), portfolio, observation Suggested Learning Resources: Pictures , photos, audio visual illustrations of attentive listening.(visuals should be in sign language) Assessment rubrics Exceeding expectations

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Learner is able to listen attentively during a conversation and responds correctly to simple, specific threedirectional instructions in oral communication (HoH). Learner is able to pay attention during a signed conversation and responds correctly to simple, specific threedirectional instructions in signed communication(LwD).

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Approaching expectations

Learner is able to • listen attentively during a conversation and responds correctly to simple, specific threedirectional instructions in oral communication (HoH). Learner is able to pay attention during a • signed conversation and responds correctly to simple, specific threedirectional instructions in a signed communication(LwD).

Learner has some difficulty to listen attentively during a conversation making it hard to respond correctly to simple, specific threedirectional instructions in oral communication (HoH). Learner has some difficulty in paying attention during a signed conversation making it hard to respond correctly to simple, specific threedirectional instructions in signed communication(LwD). 113

Below expectations

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Learner has a lot of difficulty listening attentively during a conversation making it hard to respond correctly to simple, specific three-directional instructions in oral communication(HoH) Learner has a lot of difficulty in paying attention during a conversation making it hard to respond correctly to simple, specific three-directional instructions in signed communication(HoH)

Strand

Sub strand


Listening and Speaking (HoH)/ Observing and g(LwD)

Pronunciation (HoH)/ Fingerspelling(LwD) The sounds practised during pronunciation will help learners get familiar with the vocabulary(HoH)

By the end of the sub strand, the learner should be able to: a) recognise new words used in the theme (s) to acquire a range of vocabulary; b) pronounce the vocabulary related to the theme correctly for effective communication(HoH); • fingerspell the vocabulary related to the theme correctly for effective communication (LwD), c) appreciate the importance of using vocabulary to communicate confidently in various contexts. Sounds/letters:bl and br, ch and cl, dr and fl, fr and gl, cr and pl, st and sn, wr and pr, sm and st, sl and st Sounds/letters: sw and sp, sp and thr, dr and gr, gr and

The letters practised during pronunciation will help learners get familiar with the vocabulary(LwD) Teach 2-3 consonant blends per week, starting with sounds that have two consonants and moving progressively to sounds that have three consonants (HoH). Teach 2-3 consonant letters per week, starting with letters that have two consonants and moving

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1. Which sounds Learners could practise form the pronunciation of the following vocabulary and talk about words?(give activities related to the examples of theme using the new words learnt in words(HoH). Grade 2) Learners could practice • Which letters fingerspelling of the form the vocabulary and talk about following activities related to the words?(give theme using the new examples of words(HoH). words learnt Learners could recite in Grade 2) rhymes, sing songs, 2. How are these individually, in pairs or words groups using the vocabulary pronounced? related to the theme.(HoH) • How are Learners could sign these letters rhymes,sign sing , signed? individually, in pairs or groups using the vocabulary 3. Which of these related to the theme.(LwD) words have a Learners could be guided to similar use the vocabulary correctly

progressively to letters that have three consonants (LwD)

shr, dw and tw, nk and sq, ft and ct, lt and rd, lk and lf Sounds: lm and mp, mb and nt, nd and nch, nkl and pt, nth and nd, rm, gh, ts and ps, lf and rf •

spl - splash spr -spray str -string scr -scream

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through dramatisation and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms(HoH) Learners could be guided to use the vocabulary correctly through dramatisation and role play in the classroom, use of realia, pictures, signs or situational contexts and synonyms (LwD) Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.(HoH) Learners pay attention to the vocabulary used in signed and written sentences and use it in their own sentences and dialogues(LwD) In pairs and in groups, learners play language games, use tongue twisters, and songs to practise vocabulary(HoH) In pairs and in groups, learners play language

beginning/end sound? • Which of these words have a similar beginning/en d letters?

games and sign sing to practise vocabulary(LwD) • Learners interact with audio material to listen to the correct pronunciation of the vocabulary. • Learners interact with visual material to see the correct letter handshape of the vocabulary. • Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups. Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy. Link to PCIs: LifeSkills-Effecive communication Link to Values: Respect, Responsibility, Unity Links to other subjects :All subjects because the consonant blends/letters Suggested Community Service Learning appear in words across all subjects. activities: Find out if their friends are struggling with difficult sounds and practice with them to improve pronunciation Suggested Non-formalactivity to learning: Look for new words Suggested assessment: Oral (HoH)/signed(LwD) with learnt sounds/letters in the sorrounding environment, at home or school. questions, portfolio, observation Suggested Learning Resources: Picture and word cards with the consonant blends/letters, word wheels and audio/visual resources that are available.

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Assessment rubrics Exceeding expectations



Below Expectations

Learner is able to recognise and pronounces new words used in the theme and applies them correctly in relevant contexts(HoH).

Learner is able to recognise and pronounce new words used in the theme and applies them correctly in relevant contexts (HoH).

Learner has some difficulty recognising and pronouncing new words used in the theme making it difficult to apply them correctly in relevant contexts (HOH).

Learner has difficulty recognising and pronouncing new words used in the theme making it difficult to apply them correctly in relevant contexts (HoH)

Learner is able to recognise and fingerspell letters in new words used in the theme and applies them correctly in relevant contexts(LwD).

Learner is able to recognise and fingerspell letters in new words used in the theme and applies them correctly in relevant contexts(LwD).

Learner has some difficulty recognising and fingerspelling letters in new words used in the theme and applies them correctly in relevant contexts(HoH)

Learner has difficulty recognising and fimgerspelling letters in new words used in the theme making it difficult to apply them correctly in relevant contexts (LwD)

Strand

Sub strand

Listening and Speaking(HoH) Observing and g(LwD)

2.3 Vocabulary The vocabulary developed will be based on the following sounds/letters that have been learnt in pronunciation. Teach 2-3 words with consonant blends/letters per week.

Sounds/letters:bl and br, ch and cl, dr and fl,

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) recognise new words used in the theme (s) to acquire a range of vocabulary and their meaning; b) demonstrate the understanding of new words by applying them in relevant 117


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Learners could practise the pronunciation of the vocabulary and talk about activities related to the theme using the new words(HoH) Learners could practise the fingerspelling of the vocabulary and discuss about activities related to the theme


1. What other words have the same meaning as these words? 2. How are these words pronounced? • How are these words

fr and gl, cr and pl, st and sn, wr and pr, sm and st, sl and st Sounds/letters: sw and sp, sp and thr, dr and gr, gr and shr, nk and sq, ft and ct, lt and rd, lk and lf Sounds/letters: lm and mp, mb and nt, nd and nch, nkl and pt, nth and nd, rm, gh, ts and ps, and rf

contexts; c) use the vocabulary learnt to communicate confidently in various contexts.

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spl - splash spr -spray str -string scr –scream •

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using the new words(LwD) Learners could recite rhymes, sing songs, individually in pairs or groups using the vocabulary related to the theme(HoH) Learners could sign rhymes,sign sing, individually in pairs or groups using the vocabulary related to the theme(LwD) Learners could be guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms(HoH) Learners could be guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, signs or situational contexts and synonyms (LwD) Learners could listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues(HoH). Learners could listen to the

fingerspelt? 3. How do you use these words in sentences? 4. How are these words spelt/ fingerspelt?

vocabulary used in signed and written sentences and use it in their own sentences and dialogues(LwD). • In pairs and in groups, learners could play language games, use tongue twisters, sayings and songs to practice vocabulary(HoH). • In pairs and in groups, learners could play language games,sayings and signed songs to practice vocabulary(LwD). • Learners could interact with audio material to listen to the correct pronunciation of the vocabulary(HoH). • Learners could interact with visual material to pay attention to the correct fingerspelling of the vocabulary(LwD). • Learners could access meaning of vocabulary from pictorial dictionaries and practise them in sentences individually, in pairs and/ or groups. Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy. Link to PCIs: Life skill-Effective communication Link to Values: Responsibity, Respect, Unity, Patriotism Links to other subjects : All subjects because the vocabulary Suggested Community Service Learning activities: 119

appear in all subjects.

Comparing the sounds that are in local language and sharing with them some sounds in English. Suggested Non-formalactivity to learning: Using Suggested assessment: Oral(HoH)/signed(LwD) questions, riddles, puns and tongue –twisters outside class. portfolio, observation Suggested Learning Resources: Charts, word wheels, flash cards, word slides,laptops Assessment Rubrics Exceeding expectations Learner consistently recognises and acquires new words used in the theme and applies them in the relevant contexts correctly. Strand

Meeting expectations Learner is able to recognise and acquire new words used in the theme and applies them in the relevant contexts correctly.

Sub strand

Listening and 2.4. Language Speaking(HoH) Structures Observing and and Functions g(LwD)

Theme


Subjectverb agreement Activities at home and at school

By the end of the sub strand, the learner should be able to: a) construct sentences about daily activities using subject-verb agreement correctly; b) construct sentences on daily activities in relation to when they take place; c) recognise the correct use of subject-verb agreement to form appropriate sentences; 120

Time

Approaching Expectations Learner has some difficulty recognising and acquiring new words used in the theme making it difficult to apply them in the relevant contexts.

Below Expectations Learner has a lot of difficulty recognising and acquiring new words used in the theme and applies them in the relevant contexts correctly


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Learners could observe pictures showing singular and plural subjects and construct correct sentences. Learners could construct sentences on actions that have been demonstrated by


1. What is Sarah holding? 2. What are the girls holding? 3. What has Sarah done? 4. What have they done?

d) appreciate the importance of subject verb agreement to achieve effective communication.

classmates in pairs/small groups • Learners could construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils • Learner could listens to a story read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time.. Core Competences to be developed: Communication and collaboration –Working together in pairs and groups on sentences with subject-verb agreement; Learning to learn – Using subject verb agreement to construct sentences in contexts beyond the activity area; Creativity and imagination – Use of demonstrations and construction of sentences Link to PCIs: Life skills-effective communication; ESD-environmental Link to Values: Responsibility, Respect, Unity education, animal welfare Links to other subjects :Links to all subjects because written and oral/signed Suggested Community Service Learning communication all require constructions with subject and verb agreement. activities: Peer on what has been learnt. Suggested Non-formalactivity to learning: Constructing sentences Suggested assessment: Oral(HoH)/signed(LwD) with singular and plural subjects on actions that happen at home and the questions, portfolio, observation surrounding environment. Suggested Learning Resources: Realia, pictures and photos, digital resources Assessment rubrics 121

Exceeding expectations Learner is always able to constructs sentences and responds to questions using subject and verb agreement correctly.

Strand

Meeting Expectations Learner constructs sentences and responds to questions using subject and verb agreement correctly.

Sub strand

Listening and Language speaking(HoH)/ structures and Observing and functions paying attention(LwD)

Approaching expectations Learner has some difficulty constructing sentences and responding to questions using subject and verb agreement correctly.

Theme


Sharing duties and responsibilities

By the end of the sub strand, the learner should be able to: a) use indefinite pronouns to discuss about daily • activities at home and at school; b) identify indefinite pronouns in • communication about home and school; c) enjoy using indefinite pronouns in their day to day communication. •

Indefinite pronouns: Nobody Anybody Somebody

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Below expectations Learner has alot of difficulty constructing sentences and responding to questions using subject and verb agreement correctly.



Learners could engage 1. Who has picked my pen? in question and answer 2. Who is in the dialogues using room? indefinite pronouns 3. Who can drink Learners could water? participate in language games involving the use of the indefinite pronouns Learners could be guided to practise oral sentences using indefinite pronouns in

pairs and in groups(HoH) • Learners could be guided to practise signed sentences using indefinite pronouns in pairs and in groups.(LwD) • Learner listens to a story read by the teacher or from computing devices, and responds to questions based on indefinite pronouns(HoH). • Learner pays attention to a signed story read by the teacher or from computing devices, and responds to questions based on indefinite pronouns(LwD). Core Competences to be developed: Communication and collaboration,digital literacy Link to PCIs: Citizenship – social cohesion through group work; Life Skills – Link to Values:, Responsibility ; Respect (working Effective communication ; ESD- Environmental education together) Links to other subjects : Environmental Activities, Hygiene and Nutrition

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Suggested Community Service Learning activities: Helping others with manual work at home as learnt through the theme.

Suggested Non-formal activity to learning: Take part in an action Suggested assessment: Oral(HoH)/signed(LwD) to help a friend or adult as a sign of responsibility. questions, portfolio, observation Suggested Learning Resources: Flash cards with indefinite pronouns, word wheels, charts, audio/visual clips with sentence constructions with indefinite pronouns. Assessment rubricss Exceeding expectations Learner is able to consistently use indefinite pronouns correctly in conversation and writing.

Meeting expectations Learner is able to use indefinite pronouns correctly in conversation and writing.

Approaching expectations Learner has some difficulty in uing indefinite pronouns correctly in conversation and writing.

Strand

Sub strand

Theme

Listening and speaking(HoH)/ Observing and paying attention


Environment By the end of the sub (things around us) strand, the learner should be able to: Child rights (give a) use plural forms of me a chance) irregular nouns to discuss about things Singular and and people at home plurals of and in school for irregular nouns effective; e.g. communication, foot –feet b) identify singular and tooth –teeth plural forms of mouse – mice irregular nouns for ox - oxen effective oral communication (HoH); 124


Below expectations Learner has alot of difficulty in using indefinite pronouns correctly in conversation and writing.


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In small groups learners could form plurals of specific words taking the singular and plural forms of irregular nouns. Learners could recite poems containing the singular and plural forms of irregular nouns(HoH). Learners could sign


1. What are the plural forms of these nouns? 2. How do you say these pairs of nouns?

poems containing the singular and plural forms of irregular nouns(LwD). Learners coud be guided to construct sentences based on pictures the singular and plural forms of irregular nouns. Learner could listen to a story read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular nouns (HoH). • learner could pay attention to a signed story read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular nouns(LwD). Core Competences to be developed: Communication and collaboration, digital literacy Link to PCIs: ESD-Environmetal Education Link to Values: Respect for diversity, Unity Links to other subjects : indigenous languages, Literacy Suggested Community Service Learning Mathematics activities: Share with community the identify singular and plural forms of irregular nouns for effective signed communication • • (LwD), c) distinguish between singular and plural irregular nouns for appropriate communication at • home and in school; d) enjoy games involving the singular and plural forms of irregular nouns. •

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importance of taking care of children and not abusing them Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, observation

Suggested Non-formal activity to learning: Learners should find out the plurals of different nouns (objects, animals and people) in their indigenous languages and report back in English Suggested Learning Resources: Pictures, photos, realia, computers, flash cards Assessment Rubricss Exceeding expectations Learner is always able to use various forms of irregular plurals correctly



Learner is able to use various forms of irregular plurals correctly

Learner has some difficulty in using various forms of irregular plurals correctly

Below expectations Learner has alot of difficulty in using various forms of irregular plurals.

Strand

Sub strand

Theme



Listening and speaking (HoH)/ observing and g(LwD)


Future time (will/shall)

By the end of the sub strand, the learner should be able to: a) use ‘will’/’shall’ to discuss about what they would want to become in future; b) identify words that express future time/actions for effective oral; communication (HoH), 126

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Occupation (people and their work) Technology (Using a computer)

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Learners could discuss what they plan to do after school that day or the following day to express the future tense Learners could ask and answer questions using the future time Learners could sing a song/rhyme using ‘ will’ and ‘shall’, to express future time(HoH)

Key inquiry question(s) 1. What will you do at break time? 2. What will you do at lunch time? 3. What will you do when you grow up?

identify words that • express future time/actions for effective signed communication • (LwD), c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions. •

Learners could sign sing a song/rhyme using ‘ will’ and ‘shall’, to express future time(LwD) Learners could listen to story read by the teacher or from computing devices, and respond to questions based on future time(HoH). Learners could pay attention to signed story read by the teacher or from computing devices, and respond to questions based on future time(LwD). Core Competences to be developed: Communication and collaboration, digital iteracy Link to PCIs: ESD- Disaster Risk Reduction Link to Values: Respect, Responsibility, Unity Links to other subjects :all subjects Suggested Community Service Learning activities: Getting in touch with different professionals and finding out about their work. Suggested non-formal activity to learning: A song/signed song, role Suggested assessment: Oral(HoH)/signed(LwD) play or game during leisure time using the future tense. questions, portfolio, observation Suggested Learning Resources: Photos, pictures, charts, audio and video clips. •

Assessment rubricss Exceeding expectations Learner is able to consistently expresses future intentions correctly using ‘will’ and ‘shall’

Meeting expectations Learner is able to use ‘will’ and ‘shall’ to express future intentions correctly

Approaching expectations Learner is able to use ‘will’ and ‘shall’ to express some future intentions 127

Below expectations Learner has difficulty using ‘will’ and ‘shall’ to express future intentions

Strand

Sub strand

Theme


Listening and speaking(HoH)/ Observing and paying attention


Safety

By the end of the sub strand, the learner should be able to: a) use opposites of higher level difficulty to construct simple sentences about safety at home,school and the environment; b) identify the opposite of a group of words for effective oral; communication(HoH), • identify the opposite of a group of words for effective signed communication (LwD), c) enjoy conversations using opposites in communicating ideas.

Opposites


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Learners could use the opposites of a broad range of words (e.g present /absent, left /right, top/ bottom , back / front, outside /inside) In pairs and groups learners construct oral and written sentences using the opposites of familiar and unfamiliar words(HoH) In pairs and groups learners construct signed and written sentences using the opposites of familiar and unfamiliar words(LwD) Learner listens to story read by the teacher or from computing devices and respond to questions based on the theme and opposites(HoH). Learner pays attention to a signed story read by the teacher or from computing devices and respond to questions based on the theme and opposites(LwD).


1. What are the opposites of these words? 2. Where does the sun rise/ set?

Core Competences to be developed: Communication and collaboration, Self efficacy, digital literacy Link to PCIs: ESD- Disaster Risk Reduction Link to Values: Respect, Responsibility, Unity Links to other subjects : ESD (environmental education), Suggested Community Service Learning activities: Interacting with the community and looking out for what could be risky in the environments. Suggested Non-formalactivity to learning: Learners can take a walk Suggested assessment: around the school compound and identify what they can describe using opposites Oral(HoH)/signed(LwD) questions, portfolio, observation Suggested Learning Resources: Realia, pictures, flash cards, photos,audio-visual Assessment rubricss Exceeding expectations Meeting expectations Approaching expectations Below expectations Learner is always able to identify and use a variety of opposites in effective communication correctly.

Learner is able to Learner sometimes identifies and identifiy and use a uses a variety of opposites in variety of opposites in effective communication correctly. effective communication correctly.

Strand

Sub strand

Theme

Listening and speaking(HoH)/ Observing and paying attention(LwD)


Wild animals By the end of the sub strand, (visit to park) the learner should be able to: Prepositions a) use prepositions to • Next to, discuss the position and around, near, location of objects, by, beside, people, animals and


129

Learner has difficulties in identifying and using a variety of opposites in effective communication correctly.

Learners could work in groups to identify various positions of objects involving the prepositions learnt


1. Where is Mary seated? 2. Where is the

above, over places around the park; through, b) identify the correct use across, to and of prepositions in oral at. conversations(HoH); • identify the correct use of prepositions in signed conversations (LwD) c) appreciate use of prepositions to describe the different positions and locations of people, animals, places and things for effective oral communication.

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Learners could listen to a song and talk about the position and location of objects, animals, people and places(HoH). Learners could pay attention to a signed song and discuss the position and location of objects, animals, people and places(LwD). In pairs, learners could construct sentences orally using pre-positions(HoH) In pairs, learners could construct signed sentences using pre-positions(LwD) Learners describe the locations of things in their homes using the prepositions they have learnt. Learners look at some pictures that have been displayed and construct sentences using prepositions. Learners listen to a story about wild animals read by the teacher or from computing devices(HoH). Learners pay attention to a signed story about wild animals read by the teacher or from computing devices.

moon?

Core Competences to be developed: Communication and collaboration; Self efficacy,digital literacy Link to PCIs: ESD- Animal welfare Link to Values: Responsibility, Respect Links to other subjects : ESD (environmental education Suggested Community Service Learning activities: Taking care of the environment around the home. Suggested non-formal activity to learning: Learners can observe how Suggested assessment: Oral(HoH) objects are positioned in their homes and larger environment report back using /signed(LwD)questions, portfolio, observation the prepositions learnt Suggested Learning Resources: Realia, flash cards, pictures and photos showing positions, audio-visual Assessment rubrics Exceeding expectations Learner is always able to use prepositions accurately to describe a position and location of objects, people and places



Below expectations

Learner is able to use prepositions accurately to describe a position and location of objects, people and places

Learner has difficulties in using prepositions to describe a position and location of objects, people and places

Learner rarely in using prepositions to describe a position and location of objects, people and places

Strand

Sub strand

Theme


Listening and speaking(HoH) / Observing and g(LwD)


Saving

By the end of the sub strand, the learner should be able to: a) ask questions using • ‘what’, ‘when’ , ‘how’, ‘why’ and ‘where’ to learn about saving; b) respond correctly to questions using: ‘what’, • ‘when’ ‘whose’, ‘how’, 131

Suggested learning experiences Learners could role play activities that lead to the use of ‘what’, ‘when’ ‘whose’, ‘how’, ‘why’ and ‘where’ Learners could engage in meaningful question and

Key inquiry question(s) 1. Which words are used to ask questions? 2. How do we respond to the following questions?

‘why’ and ‘where’ appropriately for effective communication; c) identify wh-words in a story for effective oral communication(HoH); • identify wh-words in a story for effective signed communication (LwD), d) appreciate the use of WHWords for communication.

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answer dialogues using 3. How do you ‘what’, ‘when’ ‘whose’, read these ‘how’, ‘why’ and ‘where’ sentences? in pairs/small groups 4. How do we use wh-words for Learners could take part in communication? games that allow them to ask questions using the whwords Learners could recite short poems to practice the use of the use of ‘what’, ‘when’ ‘whose’, ‘how’, ‘why’ and ‘where’(HoH) Learners could sign short poems to practice the use of the use of ‘what’, ‘when’ ‘whose’, ‘how’, ‘why’ and ‘where’(LwD) Learners could listen to a story read by the teacher or from computing devices, and respond to questions about saving money or conserving other resources(HoH). Learners could pay attention to a signed story read by the teacher or from computing devices, and respond to questions about saving money or

conserving other resources(LwD).

Core Competences to be developed: Communication and collaboration, self efficacy,digital literacy 4. Link to PCIs: Citizenship (social cohesion) Link to Values: Respect, Responsibility Life skills (effective communication) Links to other subjects ESD (environmental education) Suggested Community Service Learning activities: Sensitizing peers, friends and other community on the need to conserve resources at their disposal. Suggested Non-formalactivity to learning: Learners can use role Suggested assessment: Oral(HoH)/signed(LwD) play to gather information from their peers using “wh” words. questions, portfolio, observation Suggested Learning Resources: Realia, pictures, computers, video clips Assessment Rubrics Exceeding expectations Meeting expectations Approaching expectations Below expectations Learner is able to use whLearner is able to use Learner sometimes uses wh- Learner hardly uses wh-words to words to frame questions Wh-words to obtain words to frame questions frame questions correctly. correctly. correct information most correctly. Learner is also able to use of the time. wh- words to obtain correct information

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Strand

Sub strand

Theme


Listening and Speaking (HoH)/

Language Structures and Functions

Describing words (size, shape, colours) The Festival

By the end of the sub strand, the learner should be able to: a) use adjectives to describe people, things and actions in a festival; b) describe given nouns in relation to shape, colour and size clearly in oral communication; c) appreciate the use of colour, size ,shape and number to describe nouns.



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Learners could group objects in of size, colour, shape and numbers Learners could describes objects in the classroom using size, colour and numbers Learners could colour different shapes of objects and describe them appropriately, first in pairs then individually. Learners could be guided to identify and construct simple sentences about things in the environment that have different colours, size, shape and number. Learners could listen to a descriptive story read by the teacher or from computing devices and identify adjectives. Learners could pay ttention to a descriptive


1. What things can you see outside? 2. What colours are they? 3. How many are they? 4. What are some of the shapes?

signed story read by the teacher or from computing devices and identify adjectives. Core Competences to be developed: Communication and collaboration, critical thinking, digital literacy Link to PCIs: Life skills (Effective Communication) Link to Values: Respect, Responsibility Links to other subjects :Mathematics (counting) Suggested Community Service Learning Kiswahili( describing words) activities: visiting older citizens Suggested Non-formalactivity to learning Suggested assessment: Oral(HoH)/ They can identify colour and shapes for different objects at home and in school signed(LwD) questions, portfolio, observation Suggested Learning Resources: Realia, computers, pictures, photos, flash cards Assessment rubrics Exceeding expectations Learner is able to demonstrate the ability to describe sizes and, shapes of objects accurately

Meeting expectations Learner demonstrates the ability to describe sizes and, shapes of objects accurately.

Approaching expectations Learner sometimes demonstrates the ability to describe sizes and, shapes of objects accurately

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Below expectations Learner demonstrates a lot of inaccuracy when describing sizes and, shapes of objects

Strand

Sub strand Theme

Listening and Language speaking structures (HoH)/ and functions Observing and g (LwD)

Comparatives and superlatives (-er and –est)



By the end of the sub strand, the learner should be able to: a) identify comparatives and superlatives that are used • to describe people and things during play time and sports day; • b) form comparatives and superlatives appropriately based on the given examples for effective communication; c) enjoy using comparatives and superlatives to • describe people, things and places.


1. What is the size Learners could put of a football? objects into 3 groups of different sizes 2. What is your best Learners could game? observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners could construct sentences using comparatives and superlatives to describe objects inside and outside the classroom, in pairs • Learners could read a story from text book or computing device identify sports comparatives and superlatives. Core Competences to be developed: Communication and collaboration: Working together in groups,digital literacy Link to PCIs: Life skills (effective communication) Link to Values: Responsibility Links to other subjects : Mathematics (Measurement) Suggested Community Service Learning activities: Play time and Sports

136

Measure length of windows, doors, tables, pictures and other objects at school and at home and talk about their different sizes. Suggested non-formal activity to learning: Using Suggested assessment: Oral(HoH)/signed(LwD) comparatives and superlatives during play time. questions, portfolio, observation Suggested Learning Resources: Measure length of windows, doors, tables and report back, between classrooms, between trees at home and at school Assessment Rubrics Exceeding Expectations Learner is able to consistently use appropriate comparatives and superlatives to show differences in people, things and places

Meeting Expectations Learner uses appropriate comparative and superlative to show differences in people, things and places most of the time

Approaching Expectations Learner sometimes uses appropriate comparative and superlative to show differences in people, things and places

Strand

Substrand

Theme


Listening and speaking(HoH)/ Observing and g(LwD)


Diseases and Foods we eat Conjunctions ‘and’ ‘but’ ‘because’

By the end of the sub strand, the learner should be able to: a) use conjunctions to discuss nutrition and diseases; b) distinguish the uses of conjunctions ‘and’ ‘but’ in sentences; c) enjoy using the conjunctions to convey different meaning. 137

Below Expectations Learner has difficulty in using appropriate comparative and superlative to show differences in people, things and places


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In groups, learners could group items and talk about them using more than one conjunction as individuals, Learners could contrast objects or people in the


1. Why is it important to have a healthy diet? 2. Name two vegetables that you know.

class room using ‘but’ in pairs/small groups • Learners could explain reasons using the conjunction because in question and answer dialogues • Learners could sing and recite poems about diseases and food we eat using conjunctions • Learners could sign sing and sign poems about diseases and food we eat using conjunctions • Learners could construct sentences using conjunctions based on a story they have read or listened/paid attention to. Core Competences to be developed: Communication and collaboration: Self-efficacy, creativity and imagination,digital literacy Link to PCIs: Healh Education-Hygiene and nutrition Link to Values: Unity, Respect, Responsibility Links to other subjects : Mathematics in the area of addition using Suggested Community Service Learning activities: ‘and’ Learners share information about healthy eating habits with friends and community . Suggested non-formal activity to learning: Learners discuss Suggested assessment: Oral(HoH)/signed(LwD) types of food that they have learnt about during lunch and other meal questions, portfolio, observation times. Suggested Learning Resources: Real food , pictures and photos of food, flash cards, video clips with food types 138

Assessment Rubrics Exceeding expectations Learner is always able to use conjunctions correctly to words, show contrast and give reasons

Meeting expectations Learner uses conjunctions correctly to words, show contrast and give reasons most of the time

Approaching expectations Learner sometimes uses conjunctions correctly to words, show contrast and give reasons.

Below expectations Learner hardly uses conjunctions correctly to words, show contrast and give reasons

Strand

Sub strand



3.0 Reading

Letter sound knowledge(HoH)/ letter signs knowledge(LwD): Phonic Reading

By the end of the sub strand, the learner should be able to: a) recognise longer words with more complex letter- sound correspondence for reading, (HoH); • recognise longer words with more letter-sign correspondence for reading, b) combine sounds to read longer words(HoH); • combine letters to read longer words(LwD), c) appreciate the combination of sounds

•

(Read 2-3 words per week starting with long words that have simple letter-sound correspondence and gradually introducing longer words with more complex lettersound correspondence) (HoH) (Read 2-3 words per week starting with long words that have

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In groups, learners could sort their names by the first, middle and last sounds(HoH). In groups, learners could sort their names by the first, middle and last letters(LwD), Learners could pair initial sound picture cards with the corresponding letter while playing memory game using flash cards(HoH). Learners could pair initial letters picture cards with the corresponding letter while playing memory game using flash cards(LwD). Learners could sort, illustrate and write first middle and last sounds of objects(HoH). Learners could sort, illustrate

Key inquiry question(s) 1. Which is the first, middle and last sound/letter of your name? 2. Which sounds/letters can be ed to make a word?

letter sign correspondence and gradually introducing longer words with more letter-signs correspondence) (LwD)

in reading(HoH); • appreciate the combination of letters in reading(LwD).

and write first middle and last letters of objects(LwD). • Learners could watch audio/visual recording of long words with more complex lettersound correspondence and use look and say, exposure and other word attack skills to read these words(HoH). • Learners could watch visual recording of long words with more complex letter-signs correspondence and use look and sign, exposure and other word attack skills to read these words(LwD). • Learners could identify and read longer words with more complex letter sound correspondence individually, in pairs and in groups from a list of words. The list could be digital/ printed/ in form of a chart or poster(HoH). • Learners could identify and read longer words with more complex letter sign correspondence individually, in pairs and in groups from a list of words. The list could be digital/ printed/ in form of a chart or poster(LwD). Core Competences to be developed: Working in groups and pairs will enhance collaboration and communication,digital literacy 140

Link to PCIs: Life Skills – Effective Communication Links to other subjects: All subjects because they can read words in other subjects.

Link to Values: Respect, Responsibility Suggested Community Service Learning activities: Learners help community with reading basic words that have letter sound(HoH)/letter sign(LwD) correspondence Suggested assessment: Oral(HoH)/ signed(LwD) questions, portfolio, observation

Suggested Non-formal activity to learning: Learners sing common songs and poems in their local languages, to listen to the letter- sound (HoH)/letter sign(LwD)correspondence during their leisure time. Suggested Learning Resources:Flash cards, realia, letter card, digital flash cards, mobile phone text books Assessment Rubrics Exceeding Expectations Learner is always able to read longer words with letter- sound correspondence and combines sounds to read longer words accurately(HoH). Learner is always able to read longer words with letter- signs correspondence and combines letters to read longer words accurately(LwD).

Meeting Expectations Learner reads longer words with letter- sound correspondence and combines sounds to read longer words accurately (HoH).

Approaching Expectations Learner sometimes reads longer words with letter- sound correspondence and struggles to combine sounds to read longer words(HoH).

Learner reads longer words with letter- sound correspondence and combines sounds to read longer words accurately (LwD).

Learner sometimes reads longer words with letter- signs correspondence and struggles to combine letters to read longer words (LwD).

141

Below Expectations Learner has difficulties reading longer words with letter sound correspondence and needs assistance to combine sounds to read longer words(HoH). Learner has difficulties reading longer words with letter sound correspondence and needs assistance to combine sounds to read longer words(LwD).

Strand

Sub strand


Reading

2.2 Word Reading

By the end of the sub strand, the learner should be able to: a) read more and longer words without letter- sound correspondence for effective communication (HoH); • read more and longer words without lettersigns correspondence for effective communication (LwD), b) read more and longer grade level vocabulary without letter sound correspondence in an appropriate text(HoH); • read more and longer grade level vocabulary without letter sign correspondence in an appropriate text (LwD), c) enjoy reading grade level vocabulary for effective reading.

(Read 8-10 new words per week starting with long words without lettersound correspondence and gradually introducing longer words without letter-sound correspondence) (Read 8-10 new words per week starting with long words without lettersign correspondence and gradually introducing longer words without letter-sign correspondence)

Suggested learning experiences •

•

•

•

•

•

• 142

Learners could recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other wordattack skills(HoH). Learners could recognise and read longer words as modeled by the teacher in group, pairs and individually through look and sign, exposure and other wordattack skills(LwD). Learners could play word ladder game by putting words on top of one another as they pronounce them(HoH). Learners could play word ladder game by putting words on top of one another as they clearly sign them(LwD). Learners could listen to audiovisual recording of words without letter-sound correspondence(HoH) Learners could watch a visual recording of words without letter-sign correspondence(LwD) Learners could read words on print or digital format to get

Key inquiry question(s) • What are some of the new words that you know? • Why do you enjoy reading some words? • How do you read words you have not seen before? • How many words can you make from a longer word?

correct pronunciation as the teacher models(HoH). • Learners could read words on print or digital format to get clear signs as the teacher models(LwD). • Learners could practise reading unfamiliar words using strategies e.g. chunking and finding roots and parts. Core Competences to be developed: Communication and collaboration and self-efficacy, digital literacy are the core competences developed, through group work as well as reading activities and games. Link to PCIs: Life skills (effective communication, confidence and Link to Values: Respect, Responsibility self-esteem are developed through reading Links to other subjects : Learners can read words in other subjects Suggested Community Service Learning activities: peers or other community who do not know how to read Suggested non-formal activity to learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio, observation • Use available reading resources at home e.g. newspapers to pick out words which can be easily read and more complex words.. Suggested Learning Resources: Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts. Assessment Rubrics Exceeding expectations Learner is always able to read gradelevel vocabulary and uses wordattack strategies to read more and longer words correctly with a lot of ease.

Meeting expectations Learner is able to read gradelevel vocabulary and uses wordattack strategies to read more and longer correctly words with ease.

Approaching expectations Learner has some difficulties reading gradelevel vocabulary and uses wordattack strategies to read more and longer words correctly,. 143

Below expectations Learner has a lot of difficulties reading grade -level vocabulary and uses few word -attack strategies to read more and longer words correctly.

Strand

Sub strand


Reading

2.3 Connected text and fluency

By the end of the sub strand, the learner should be able to: a) read a text of about 200 words transitioning from phrasal to fluent reading; b) read at least 15-20 words per minute accurately and fluently with expression; c) enjoy reading a variety of texts that are appropriate for the grade level.

(Read texts of between 120-200 words gradually increasing the length and improving accuracy and expression)


•

•

• •

•

•

144

Learners could read and interact with print or digital texts such as short ages, narratives, short poems aloud as modelled by the teacher Learners could read individually in the library under the guidance of the teacher Learners could are guided to read in small groups and pairs Learners could interact with different materials such as poems and narratives in both print and digital formats for comprehension Learners could read narratives, stories, poems and dialogues as they pay attention to punctuation marks and vary their voices in of pace, pitch and volume(HoH). Learners could read narratives, stories, poems and dialogues as they pay attention to punctuation marks and vary their sign in of


1. How can we increase our reading speed? 2. What do you love reading? 3. Which books do you enjoy reading? 4. When should we lower or raise our voice when reading? 5. What should we to do when reading?

pace(LwD). Learners could watch relevant television programmes that promote reading • Learners could play a reading game to see who completes reading a certain text first. Core Competences to be developed: Communication and collaboration,digital literacy critical thinking and problem solving and self-efficacy are developed through group work. Link to PCIs: Life skills (effective communication), Reading for Link to Values: Respect, Responsibility enjoyment boosts the learner’s self-esteem), Learner programmes Links to other subjects: All subjects since the learner will be able Suggested Community Service Learning activities: Read to read text in other subject areas efficiently. stories/religious texts to peers and neighbours. Suggested non-formal activity to learning: Look for Suggested assessment: Oral(HoH)/signed(LwD) questions, reading materials from school, home or library to practice reading portfolio, observation for fluency with the help of an older person or librarian Suggested Learning Resources: Slides and Flash Cards with phrases, charts with poems, story books,audio/visual recordings of stories to help learners with expression. •

Assessment Rubrics Exceeding expectations Learner always reads a text transitioning from phrasal to fluent reading accurately and with expression

Meeting expectations Learner reads a text transitioning from phrasal to fluent reading accurately and with expression

Approaching expectations Learner reads some texts transitioning from phrasal to fluent reading accurately

145

Below expectations Learner rarely reads a text transitioning from phrasal to fluent reading accurately.

Strand

Sub strand


Reading



2.4 Comprehension By the end of the sub strand, the learner should be able to: (Read texts of about a) make predictions based 1. What do you think • Learners could discuss the 200 words starting on the pictures and titles will happen in this picture/title before they read a by making simple and anticipate possible story? short print or digital text and predictions, retelling outcomes; 2. What familiar words make predictions. the stories and b) read and retell a story to are in this story? • Learners could practise gradually enhance oral reading a short text and retell 3. What have you learnt responding to communication(HoH); from the story? a story according to their questions that • read and retell a story understanding. require inference. to enhance signed • Learners could answer The stories increase communication questions after reading a text in length and (LwD), by getting clues from the complexity at c) answer simple direct and story read. intervals of two indirect questions based • Learners could discuss the weeks so that on a text of about 200 characters and events in the learners retell words; story in pairs and small stories in more d) appreciate the importance groups. details and respond of connecting personal • Learners could discuss about to more inferential experiences with what their own experiences in questions) happens in the story. relation to the story. Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy and self efficacy Link to PCIs: Life skills (effective communication) Reading for Link to Values: Respect, Responsibility, Patriotism enjoyment boosts the learner’s self-esteem) Learner programmes Links to other subjects: All subjects because the learner will be able to Suggested Community Service Learning activities: read text in other subject areas efficiently. Share ideas and values acquired from stories read with 146

peers and other of the community Suggested non-formal activity to learning: Compare Suggested assessment: Oral(HoH)/signed(LwD) characters in stories read to real life situations with peers during free questions, portfolio, observation time Suggested Learning Resources: Newspaper cuttings of simple stories, audio-visual narrations, picture books Assessment Rubrics Exceeding Expectations Learner is able to retell a story, predicts and anticipates possible outcomes based on pictures and titles and always answers questions correctly.

Strand 3.0 Writing

Meeting Expectations Learner is able to retell a story, predicts and anticipates possible outcomes based on pictures and titles and answers questions correctly.

Sub strand 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly

Specific learning outcomes By the end of the sub strand, the learner should be able to: a) demonstrate neat and legible handwriting for effective; communication, b) appreciate the importance of writing neatly and legibly for different purposes.

147

Approaching Expectation Learner retells some parts of a story, occasionally makes predictions or anticipates possible outcomes based on pictures and titles. Answers some questions correctly.

Below Expectation Learner has difficulties retelling parts of a story, occasionally makes predictions or anticipates possible outcomes based on pictures and titles. Rarely answers questions correctly


•

•

•

Learners could observe and copy models of well-shaped letters. Learner coulds model spacing of letters in words and sentences. Learners could write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces.

1. How do you write letter- ? 2. From where do you start writing in your exercise book? 3. Where do you place your note book when writing? 4. How do you sit when writing? 5. How do you take care

of your exercise books? Learners could draw and label objects. • Learners could copy sentences. • Learners could write simple words as teacher or peer dictates • Learners could write sentences as a peer or teacher dictates • Learners could interact with and discuss samples of good and bad handwriting in groups Core Competences to be developed: Creativity and imagination,self-efficac,digital literacy, critical thinking and problem solving Link to PCIs: Life skills-effective communication Link to Values: Unity, Respect, Responsibility Links to other subjects : All subjects because learners require Suggested Community Service Learning activities: neat and legible handwriting for effective communication. Observation of how the people in the sorrounding community sit and position materials as they write. They could be sensitized on how to sit appropriately Suggested non-formal activity to learning: Mould Suggested assessment: Oral(HoH)/signed(LwD) questions, letters and words using clay or plasticine; cut letters from papers portfolio, observation Suggested Learning Resources: Flash cards , letter cards, charts and digital flash cards, computer •

Assessment Rubrics Exceeding Expectations Learner is able to consistently writes letter patterns, words and sentences neatly.

Meeting Expectations Learner is able to write letter patterns, words and sentences neatly most of the times

Approaching Expectation Learner sometimes writes letter patterns, words and sentences neatly

148

Below Expectation Learner has difficulties writing letter patterns, words and sentences neatly

Strand

Sub strand

Writing 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences.



a) Spell and write words correctly for effective communication. b) Appreciate the importance of writing words clearly, legibly and correctly for different purposes.

•


1. Which letters make In groups, learners form correct the following words from long words. word…? • Peers compete in language 2. How do we spell the games where a group dictates following words: words as the other(s) write them 1), --- 2)--down. Learners confirm the 3. Which letter is spelling from the dictionary missing to make the • Learners could use word puzzles following word: ‘mat’ and jigsaw puzzles to make more m-t familiar words. • Learners write short sentences in 4. How do we spell the name of this exercise book or computer as the picture/object? teacher dictates. • Learners could re-arrange jumbled letters to make four to five- letter words. • Learners play age appropriate spelling games with their peers e.g. scramble Core Competences to be developed: Creativity and imagination, self-efficacy,digital literacy, critical thinking and problem solving Link to PCIs: Learner Programme-peer educattion Link to Values: Respect, Responsibility, Unity Links to other subjects :All subjects as learners need to spell all Suggested Community Service Learning activities: words peers and illiterate of the community to spell their names and other words correctly Suggested non-formal activity to learning: Listening Suggested assessment: Oral(HoH)/signed(LwD) questions, to words from a television or radio bulletin and writing them portfolio, observation down with the help of parents and siblings after school. 149

Suggested Learning Resources: Charts, posters, multimedia word lists, flash cards,audio-visual Assessment Rubrics Exceeding Expectations Learner is always able to spell and write words and sentences correctly Strand Sub strand Writing 3.3 Punctuation Learners use capital letters for proper nouns and progressively write sentences with correct punctuation marks.

Meeting Expectations Learner is able to spell and write words and sentences correctly

Approaching Expectation Learner sometimes spells and writes words and sentences correctly

Specific learning outcomes Suggested learning experiences By the end of the sub strand, the learner should be able to: a) recognise appropriate • In pairs/groups, learners could punctuation marks in a text; observe and practise the use of b) use full stops, capital and small capital and small letters in letters, question marks and proper nouns exclamation marks correctly; • Learners could practise writing c) appreciate use of capital letters, their names individually/ pairs, small letters, full stops and • Learners could observe samples exclamation marks in writing. of teacher’s display of sentences with correctly used exclamation marks, comma and question marks. • Learners could be guided to write sentences in which the comma, full stop, exclamation and question marks are used correctly. • Learners could engage in role play in which question marks and exclamation marks are used 150

Below Expectation Learner has difficulty spelling and writing words correctly Key inquiry question(s) 1. What punctuation mark is this? 2. Where do we use a fullstop,question mark,exclamation mark,capital and small letters? 3. What do you say when you score a goal(HoH)?

and then attempt to write down some sentences in groups.

Core Competences to be developed: Creativity and imagination, self-efficacy,digital literacy, critical thinking and problem solving Link to PCIs: Life skills- Effective communication Link to Values: Responsibility, Unity, Respect Links to other subjects : All subjects Suggested Community Service Learning activities: Help others who cannot use capital and small letters correctly Suggested non-formala ctivity to learning: Learners Suggested assessment: Oral(HoH) / signed(LwD)questions, should write down two questions to their parents, neighbours etc portfolio, observation Suggested Learning Resources: Charts illustrating the punctuation marks, letter name cards, plastacine for modelling capital letters and puntuation marks. Assessment Rubrics Exceeding expectations Learner consistently recognises and uses appropriate punctuation marks in a text

Meeting expectations Learner recognises and uses appropriate punctuation marks in a text.

Approaching expectations Learner sometimes recognises appropriate punctuation marks in a text

151

Below expectations Learner hardly recognises appropriate punctuation marks in a text

Strand

Sub strand


Writing

3.4 Guided Writing

By the end of the sub strand, the learner should be able to: a) write words from a prompt to demonstrate mastery of vocabulary; b) complete sentences; c) recognise the correct form and meaning of the words to be used in filling in gaps; d) re-arrange words to make short phrases and sentences; e) appreciate the importance of writing correct meaningful words, phrases and sentences.



1. How do you get to your Learners could be guided on the home from school? five steps of the writing process: 2. How do you get water planning, drafting, revising editing from the river? and writing the final piece 3. What is the meaning of • Learners could fill in gaps these words? correctly and sensibly. • In groups, learners could mime a situation and let others write about it. • Learners could write phrases in response to a picture prompt appropriately. • Learners could write meaningful sentences in pairs from simple substitution table. • Learners could write 3-4 simple short and correct meaningful sentences in response to a prompt. • Learners could write a paragraph of up to three simple sentences on a familiar topic. • Learners could write a short paragraph on a familiar topic following the five steps of writing. Core Competences to be developed: Communication and Collaboration as they work in pairs and groups, digital literacy Link to PCIs: Life skills- Effective Communication Link to Values: Responsibility •

152

Links to other subjects :all subjects

Suggested Community Service Learning activities: peers and friends who need help to write meaningful words, phrases and sentences. Suggested assessment: Oral(HoH)/ signed(LwD) questions, portfolio, observation

Suggested non-formal activity to learning: Learners look at something of their choice in their environment and write about it Suggested Learning Resources: Charts, pictures and photographs Assessment Rubrics Exceeding expectations Learner is able to write and recognise words from a prompt always

Meeting expectations Learner is able to write and recognise words from a prompt

Approaching expectations Learner sometimes writes and recognises words from a prompt always

Below expectations Learner rarely writes and recognises words from a prompt always

Additional Resources Word processors, charts, posters, video resources, computer, tablets, multimedia word lists, charts, letter cards, digital and printed stories, whiteboards, television, mobile phone, poems and songs, pictures and photos, newspapers, word wheel, word slides, encyclopedia, flash cards, newspaper cuttings, course books, flip charts, drawings, charts, letter name cards, teacher/ pupil demonstrations, chalkboard, dictionaries, pictures, illustrations, web resources, class readers etc.

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