| 1 | 1 | 3.0 WRITING | 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) form letters correctly in terms of shape and size for effective communication, b) draw letter patterns correctly for neat handwriting, c) write from left to right to communicate effectively. | 1. Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) form letters correctly in terms of shape and size for effective communication, b) draw letter patterns correctly for neat handwriting, c) write from left to right to communicate effectively. | 1. Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) form letters correctly in terms of shape and size for effective communication, b) draw letter patterns correctly for neat handwriting, c) write from left to right to communicate effectively. | 1. Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) form letters correctly in terms of shape and size for effective communication, b) draw letter patterns correctly for neat handwriting, c) write from left to right to communicate effectively. | 1. Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) form letters correctly in terms of shape and size for effective communication, b) draw letter patterns correctly for neat handwriting, c) write from left to right to communicate effectively. | 1. Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 3.0 WRITING | 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) form letters correctly in terms of shape and size for effective communication, b) draw letter patterns correctly for neat handwriting, c) write from left to right to communicate effectively. | 1. Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) form letters correctly in terms of shape and size for effective communication, b) draw letter patterns correctly for neat handwriting, c) write from left to right to communicate effectively. | 1. Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell | 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, b) write words appropriately for legibility, c) appreciate writing words clearly, legibly and correctly. | 1. How do we spell the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these words: 1), ---? 4. ? 5. Which letter is missing to complete the following word: m-t? | - Learners listen and write the words read aloud by the teacher - Learners spell the words they have written - Learners make three-letter words from jumbled letters to demonstrate creativity - Learners identify letters that make up the word for effective spelling - Learners name the letters that make the word. - Learners copy words legibly and correctly. - Learners use a jig zaw puzzle locally assembled by the teacher to make words. - Learners 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell | 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, b) write words appropriately for legibility, c) appreciate writing words clearly, legibly and correctly. | 1. How do we spell the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these words: 1), ---? 4. ? 5. Which letter is missing to complete the following word: m-t? | - Learners listen and write the words read aloud by the teacher - Learners spell the words they have written - Learners make three-letter words from jumbled letters to demonstrate creativity - Learners identify letters that make up the word for effective spelling - Learners name the letters that make the word. - Learners copy words legibly and correctly. - Learners use a jig zaw puzzle locally assembled by the teacher to make words. - Learners 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell | 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, b) write words appropriately for legibility, c) appreciate writing words clearly, legibly and correctly. | 1. How do we spell the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these words: 1), ---? 4. ? 5. Which letter is missing to complete the following word: m-t? | - Learners listen and write the words read aloud by the teacher - Learners spell the words they have written - Learners make three-letter words from jumbled letters to demonstrate creativity - Learners identify letters that make up the word for effective spelling - Learners name the letters that make the word. - Learners copy words legibly and correctly. - Learners use a jig zaw puzzle locally assembled by the teacher to make words. - Learners 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 3.0 WRITING | 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell | 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, b) write words appropriately for legibility, c) appreciate writing words clearly, legibly and correctly. | 1. How do we spell the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these words: 1), ---? 4. ? 5. Which letter is missing to complete the following word: m-t? | - Learners listen and write the words read aloud by the teacher - Learners spell the words they have written - Learners make three-letter words from jumbled letters to demonstrate creativity - Learners identify letters that make up the word for effective spelling - Learners name the letters that make the word. - Learners copy words legibly and correctly. - Learners use a jig zaw puzzle locally assembled by the teacher to make words. - Learners 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell | 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, b) write words appropriately for legibility, c) appreciate writing words clearly, legibly and correctly. | 1. How do we spell the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these words: 1), ---? 4. ? 5. Which letter is missing to complete the following word: m-t? | - Learners listen and write the words read aloud by the teacher - Learners spell the words they have written - Learners make three-letter words from jumbled letters to demonstrate creativity - Learners identify letters that make up the word for effective spelling - Learners name the letters that make the word. - Learners copy words legibly and correctly. - Learners use a jig zaw puzzle locally assembled by the teacher to make words. - Learners 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell | 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, b) write words appropriately for legibility, c) appreciate writing words clearly, legibly and correctly. | 1. How do we spell the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these words: 1), ---? 4. ? 5. Which letter is missing to complete the following word: m-t? | - Learners listen and write the words read aloud by the teacher - Learners spell the words they have written - Learners make three-letter words from jumbled letters to demonstrate creativity - Learners identify letters that make up the word for effective spelling - Learners name the letters that make the word. - Learners copy words legibly and correctly. - Learners use a jig zaw puzzle locally assembled by the teacher to make words. - Learners 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell | 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, b) write words appropriately for legibility, c) appreciate writing words clearly, legibly and correctly. | 1. How do we spell the name of this object? 2. Which letters make the following words…? 3. What is the spelling of these words: 1), ---? 4. ? 5. Which letter is missing to complete the following word: m-t? | - Learners listen and write the words read aloud by the teacher - Learners spell the words they have written - Learners make three-letter words from jumbled letters to demonstrate creativity - Learners identify letters that make up the word for effective spelling - Learners name the letters that make the word. - Learners copy words legibly and correctly. - Learners use a jig zaw puzzle locally assembled by the teacher to make words. - Learners 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.4 Punctuation Learners start by using capital letters for proper nouns and progressively use full stops in writing correct sentences. Variations to this suggestion should initially be made by increasing the proper nouns in | 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 | 1. What is the name of this letter? 2. What is the first letter of your name? 3. When do we use capital letters? | - Learners should be shown the capital and the small letters. - Learners should be shown how to use the capital and the small letter correctly. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
