| 1 | 1 | 2.0 READING | 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading. | 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. Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word? | - sitting and positioning of reading materials and helping them. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 2.0 READING | 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading. | 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. Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word? | - sitting and positioning of reading materials and helping them. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 2.0 READING | 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading. | 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. Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word? | - sitting and positioning of reading materials and helping them. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 2.0 READING | 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading. | 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. Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word? | - sitting and positioning of reading materials and helping them. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 2.0 READING | 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading. | 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. Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word? | - sitting and positioning of reading materials and helping them. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 2.0 READING | 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading. | 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. Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word? | - sitting and positioning of reading materials and helping them. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 2.0 READING | 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading. | 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. Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word? | - sitting and positioning of reading materials and helping them. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 2.0 READING | 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. 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, | By the end of the sub strand, the learner should be able to; a) match familiar letter shapes to letter sounds for reading preparedness in English, b) match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs , c) match common consonant blends/clusters to their sounds for reading preparedness, d) appreciate the difference between letters and sounds in the first language and English, for reading preparedness. | 1. Can you match letters of the alphabet and their sounds? | - Learners recognise letters of the alphabet as the teacher models. - Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. - Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree. - Learners singing rhyming songs and reciting rhymes related to phonics - Learners could play a fishing game by identifying specific sounds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 2.0 READING | 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. 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, | By the end of the sub strand, the learner should be able to; a) match familiar letter shapes to letter sounds for reading preparedness in English, b) match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs , c) match common consonant blends/clusters to their sounds for reading preparedness, d) appreciate the difference between letters and sounds in the first language and English, for reading preparedness. | 1. Can you match letters of the alphabet and their sounds? | - Learners recognise letters of the alphabet as the teacher models. - Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. - Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree. - Learners singing rhyming songs and reciting rhymes related to phonics - Learners could play a fishing game by identifying specific sounds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 2.0 READING | 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. 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, | By the end of the sub strand, the learner should be able to; a) match familiar letter shapes to letter sounds for reading preparedness in English, b) match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs , c) match common consonant blends/clusters to their sounds for reading preparedness, d) appreciate the difference between letters and sounds in the first language and English, for reading preparedness. | 1. Can you match letters of the alphabet and their sounds? | - Learners recognise letters of the alphabet as the teacher models. - Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. - Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree. - Learners singing rhyming songs and reciting rhymes related to phonics - Learners could play a fishing game by identifying specific sounds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 2.0 READING | 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. 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, | By the end of the sub strand, the learner should be able to; a) match familiar letter shapes to letter sounds for reading preparedness in English, b) match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs , c) match common consonant blends/clusters to their sounds for reading preparedness, d) appreciate the difference between letters and sounds in the first language and English, for reading preparedness. | 1. Can you match letters of the alphabet and their sounds? | - Learners recognise letters of the alphabet as the teacher models. - Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. - Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree. - Learners singing rhyming songs and reciting rhymes related to phonics - Learners could play a fishing game by identifying specific sounds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 2.0 READING | 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. 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, | By the end of the sub strand, the learner should be able to; a) match familiar letter shapes to letter sounds for reading preparedness in English, b) match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs , c) match common consonant blends/clusters to their sounds for reading preparedness, d) appreciate the difference between letters and sounds in the first language and English, for reading preparedness. | 1. Can you match letters of the alphabet and their sounds? | - Learners recognise letters of the alphabet as the teacher models. - Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. - Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree. - Learners singing rhyming songs and reciting rhymes related to phonics - Learners could play a fishing game by identifying specific sounds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 2.0 READING | 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. 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, | By the end of the sub strand, the learner should be able to; a) match familiar letter shapes to letter sounds for reading preparedness in English, b) match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs , c) match common consonant blends/clusters to their sounds for reading preparedness, d) appreciate the difference between letters and sounds in the first language and English, for reading preparedness. | 1. Can you match letters of the alphabet and their sounds? | - Learners recognise letters of the alphabet as the teacher models. - Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. - Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree. - Learners singing rhyming songs and reciting rhymes related to phonics - Learners could play a fishing game by identifying specific sounds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 2.0 READING | 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. 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, | By the end of the sub strand, the learner should be able to; a) match familiar letter shapes to letter sounds for reading preparedness in English, b) match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs , c) match common consonant blends/clusters to their sounds for reading preparedness, d) appreciate the difference between letters and sounds in the first language and English, for reading preparedness. | 1. Can you match letters of the alphabet and their sounds? | - Learners recognise letters of the alphabet as the teacher models. - Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. - Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree. - Learners singing rhyming songs and reciting rhymes related to phonics - Learners could play a fishing game by identifying specific sounds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 2.0 READING | 2.3 Word Reading Learners practise to two to three words per week starting with words with letter-sound corrrespondence and are gradually introduced to words without letter-sound correspondence. Variations to this suggestion should be made by increasing the number of words in instances where learners can comfortably read most words to take care of differentiated curriculum and learning. For those struggling with certain words, opportunities for more practice should be created. | By the end of the sub strand, the learner should be able to; a) read short words with letter -sound correspondence in preparation for phrasal reading, b) read short words without letter- sound correspondence using word attack skills in preparation for phrasal reading, c) read grade level vocabulary orally, from print and digital formats for enjoyment . | - | - Join sounds to read short words with letter sound correspondence, in pairs then individually - Sound out words with letter sound correspondence (phonically regular) for reading - Learners watch audio/visual recording of words without letter sound correspondence and use look and say, exposure and other word attack skills to read these words - Sound out words without letter sound correspondence (sight words), as modelled - Learners recognise and read aloud familiar words in groups, pairs and individually. - Read from word cards and match to pictures - Learners play word bingo - Learners play word ladder game by putting words on top of one another as they pronounce. - Learners could read words without letter sound correspondence from either print or digital format (multimedia) for enjoyment. - Learners sing songs and recite rhymes related to phonics - Learners are guided to engage in meaningful word building activities using pocket charts, digital flash cards, charts, flash cards on a word tree. - Learners play language games aimed at improving their reading for example, fishing game by identifying specific spoken words and other games related to rhymes. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
