2026 KICD CBC Curriculum Design5 Strands · 16 Sub-strands43 Suggested Lessons

Grade 1 Literacy Activities Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 1 Literacy Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 1 Literacy Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 1 Literacy Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 1
Major Strands: 5 Strands
Annual Lessons: 43 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 1 Literacy Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 Main Strand	1.3 Story Telling	By the end of the sub strand, the learner should be able to; a) listen attentively and confidently respond to stories b) use a variety of thematic vocabulary c) develop an interest in listening to oral stories	1. Who tells us stories?	- Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources(self, peers, teacher, a resource person(if available), audio recorded stories - Learners record their stories and listen to them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.3 Story Telling	By the end of the sub strand, the learner should be able to; a) appreciate their culture and values as taught through oral stories b) empathise with familiar people in stories c) develop their creative and imaginative power as they create mental images of the oral stories	1. When are stories told? 2. What do stories teach us?	- Learners respond to oral questions related to the story learned or orally recreate a story - Learners role play, ask questions, tell stories and sing songs related to the story learnt(themes: self, family, and home), in pairs and small groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.3 Story Telling	By the end of the sub strand, the learner should be able to; a) develop their creative and imaginative power as they create mental images of the oral stories	1. What do stories teach us?	- Learners role play, ask questions, tell stories and sing songs related to the story learnt(themes: self, family, and home), in pairs and small groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.3 Story Telling	By the end of the sub strand, the learner should be able to; a) develop their creative and imaginative power as they create mental images of the oral stories	1. What do stories teach us?	- Learners role play, ask questions, tell stories and sing songs related to the story learnt(themes: self, family, and home), in pairs and small groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.3 Story Telling	By the end of the sub strand, the learner should be able to; a) develop their creative and imaginative power as they create mental images of the oral stories	1. What do stories teach us?	- Learners role play, ask questions, tell stories and sing songs related to the story learnt(themes: self, family, and home), in pairs and small groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	1.3 Story Telling	By the end of the sub strand, the learner should be able to; a) develop their creative and imaginative power as they create mental images of the oral stories	1. What do stories teach us?	- Learners role play, ask questions, tell stories and sing songs related to the story learnt(themes: self, family, and home), in pairs and small groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.3 Story Telling	By the end of the sub strand, the learner should be able to; a) develop their creative and imaginative power as they create mental images of the oral stories	1. What do stories teach us?	- Learners role play, ask questions, tell stories and sing songs related to the story learnt(themes: self, family, and home), in pairs and small groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.5 Conversation	By the end of the sub strand, the learner should be able to; a) listen attentively and actively participate in conversations in different contexts	1. Who do we talk to?	- Learners role play or dramatise a conversation involving issues relating to the theme my home - Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups - Learners associate the keywords displayed with those in the conversation listened to	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.5 Conversation	By the end of the sub strand, the learner should be able to; a) recognize and use vocabulary related to the themes myself, my family, my school, and my home b) appreciate taking turns while engaged in collaborative conversations	1. What do we talk about?	- Learners record audios of conversations and listen to them - Learners watch videos of different conversations - /guardians in conversations in different contexts e.g. at home, in church	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.5 Conversation	By the end of the sub strand, the learner should be able to; a) appreciate taking turns while engaged in collaborative conversations	1. What do we talk about?	- /guardians in conversations in different contexts e.g. at home, in church	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Main Strand	1.5 Conversation	By the end of the sub strand, the learner should be able to; a) appreciate taking turns while engaged in collaborative conversations	1. What do we talk about?	- /guardians in conversations in different contexts e.g. at home, in church	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.5 Conversation	By the end of the sub strand, the learner should be able to; a) appreciate taking turns while engaged in collaborative conversations	1. What do we talk about?	- /guardians in conversations in different contexts e.g. at home, in church	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.5 Conversation	By the end of the sub strand, the learner should be able to; a) appreciate taking turns while engaged in collaborative conversations	1. What do we talk about?	- /guardians in conversations in different contexts e.g. at home, in church	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.5 Conversation	By the end of the sub strand, the learner should be able to; a) appreciate taking turns while engaged in collaborative conversations	1. What do we talk about?	- /guardians in conversations in different contexts e.g. at home, in church	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 SPEAKING	2.1 Imitation	By the end of the sub strand, the learner should be able to; a) acquire a range of vocabulary for communication in different contexts b) use appropriate vocabulary to express self in different contexts	-	- The learners are guided to brainstorm on who, how, when and why people communicate - Learners listen to and practice conversations in different contexts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 1 Literacy Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 1 Literacy Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Main Strand

2 Sub-strands4 Lessons

1.1 1.3 Story Telling

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

listen attentively and confidently respond to stories
use a variety of thematic vocabulary
develop an interest in listening to oral stories
appreciate their culture and values as taught through oral stories
empathise with familiar people in stories
develop their creative and imaginative power as they create mental images of the oral stories

Key Inquiry Questions (KIQs)

Who tells us stories?
When are stories told?
What do stories teach us?

Suggested Experiences

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources(self, peers, teacher, a resource person(if available), audio recorded stories
Learners record their stories and listen to them
Learners respond to oral questions related to the story learned or orally recreate a story
Learners role play, ask questions, tell stories and sing songs related to the story learnt(themes: self, family, and home), in pairs and small groups

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 1.5 Conversation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

listen attentively and actively participate in conversations in different contexts
recognize and use vocabulary related to the themes myself, my family, my school, and my home
appreciate taking turns while engaged in collaborative conversations

Key Inquiry Questions (KIQs)

Who do we talk to?
What do we talk about?

Suggested Experiences

Learners role play or dramatise a conversation involving issues relating to the theme my home
Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups
Learners associate the keywords displayed with those in the conversation listened to
Learners record audios of conversations and listen to them
Learners watch videos of different conversations
/guardians in conversations in different contexts e.g. at home, in church

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

2.0 SPEAKING

5 Sub-strands11 Lessons

2.1 2.1 Imitation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

acquire a range of vocabulary for communication in different contexts
use appropriate vocabulary to express self in different contexts
respond confidently to communication in different contexts
exhibit appropriate mannerisms during conversation in different contexts

Suggested Experiences

The learners are guided to brainstorm on who, how, when and why people communicate
Learners listen to and practice conversations in different contexts
Learners simulate communication at home ( with parent/guardian, sister, brother ), in pairs, small groups and whole class.
The learners role play various scenarios of communication based on the theme (my home)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 2.2 Responding to instructions and questions

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

respond confidently to simple oral questions and instructions from different media
use appropriate words in giving and responding to instructions and

Key Inquiry Questions (KIQs)

What do you do when you want something?
How do you respond when asked to do something?

Suggested Experiences

Learners practice asking and answering questions in pairs or groups
Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 2.3 Phonological Awareness

Term 13 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

name and say letters representing sounds
blend given letter sounds to make syllables and syllables to form words
segment syllables to letter sounds and words to syllables
appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables

Key Inquiry Questions (KIQs)

What are some of the sounds we hear?
How do we say to the sounds?

Suggested Experiences

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups
Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups
Learners say and point to pictures with sight words
Learners sing songs (themes: myself, my home, my community)
sounding words to members of the community.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 2.4 Talk About

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

use acquired vocabulary to talk about self appropriately
identify themselves with people, objects and places in their environment
demonstrate interest to use names of people, places, and objects within the environment
express personal emotions, feelings, and opinions about people, places, and objects

Key Inquiry Questions (KIQs)

Who/what do you like?
Why do you like him/her/it?

Suggested Experiences

Learners practice rules on social interactions (turn-taking, respecting others opinions)
Learners engage in conversations to talk about self(name, class, age and gender), home, and community, in pairs and groups,
Learners observe the teacher modelling effective speaking skills
Learners record their speech and listen as teacher observes

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 2.5 Presentation skills

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

use a variety of vocabulary to express self appropriately

Key Inquiry Questions (KIQs)

What does a good presenter do?

Suggested Experiences

Learners are guided to name activities in the order in which they occur (daily routine activities, market days, school and religious days)
Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

3.0 READING

4 Sub-strands13 Lessons

3.1 3.1 Phonemic awareness

Term 1 Term 24 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

practice left-right eye movement with accuracy
isolate sounds in a word
segment words that start with similar sounds
recognize all the letters of the alphabet in the language of the catchment area

Key Inquiry Questions (KIQs)

Learners sound and read words to practice left-eye movement(left –right orientation) Learners identify words that begin with similar sounds(letter –sound recognition) Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds Learners recognize and read all the letters of the alphabet in the language of the catchment area(visual discrimination)?

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 3.2 Phonic development

Term 24 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

develop knowledge of letter-sound recognition
build phonemes into syllables
read and sound syllables
relate syllables to their sounds

Key Inquiry Questions (KIQs)

How do we make words?

Suggested Experiences

Learners match letter cards to sounds
Learners practice letter-sound matching(letter sound recognition)
Learners build letters into syllables
Learners match diagraphs to words that contain them (ng,ny, ng, dh,th)
Learners blend and segment sounds to build syllables into words

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 3.3 Reading phrases and sentences

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

read aloud short phrases and sentences accurately
read unfamiliar words based on phonic knowledge
develop an interest in reading new words, phrases and sentences

Key Inquiry Questions (KIQs)

Learners are assisted in reading and predicting the meaning of new words Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games(lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation?

Suggested Experiences

members

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.4 3.4 Reading comprehension

Term 23 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

read simple texts fluently and with understanding
read aloud short texts and stories accurately
read at an appropriate speed for enjoyment
develop an interest in reading short stories with comprehension

Key Inquiry Questions (KIQs)

Learners are exposed to a variety of texts for reading Learners are guided to read sentences aloud for meaning Learners ask and answer simple questions related to materials read Learners are prompted to predict meaning from pictures Learners use learned vocabulary to construct simple sentences Learners identify and name characters from pictures?

Suggested Experiences

parents/those at home and discuss the meaning of what is read

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

4.0 WRITING

1 Sub-strand3 Lessons

4.1 4.1 Letter Sounds and letter names-Phonics

Term 23 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

write upper and lower case letters correctly
differentiate letters with visual similarities (bdp) (w, vym)
c) sound digraphs and consonant clusters
develop an interest in writing using uppercase and letter names correctly
handwrite letters, numbers, and symbols

Key Inquiry Questions (KIQs)

How are words formed?

Suggested Experiences

Learners say and write letter names correctly (unique to the indigenous languages)
Learners sound diagraphs and words with consonant clusters(ng, dh etc.)
Learners identify and write upper and lowercase letters (upper and lower case recognition)
Learners are guided to develop writing competence (left to right orientation, proper sitting posture, and shaping )
Learners practice writing letters in their books individually, in pairs and groups
Learners are guided to use a variety of resources and strategies to shape, colour, model letters
Learners write dictated letters and words [Letter sound confusion (b, p) (d, t) (m, n)]

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

WRITING

4 Sub-strands12 Lessons

5.1 4.2 Syllable, word, and sentence formation

Term 2 Term 33 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

segment words into syllables
form words from syllables

Key Inquiry Questions (KIQs)

How are words formed?

Suggested Experiences

Learners are guided to choose consonants and vowel blends e.g. - - ock, b-y – to complete a word
Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 4.3 Handwriting

Term 33 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

use basic punctuation to convey the intended meaning
use legible handwriting to communicate effectively
develop speed and ease of handwriting
acquire the skill of shaping different letters to write syllables, words, and sentences neatly
handwrite letters, numbers, and symbols

Key Inquiry Questions (KIQs)

Learners further practice their pre - writing skills ( how to grasp a pencil, use lined paper and how to sit when writing) Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc Learners practice sorting and grouping of letters based on specific features (ticks, tails, and hoops)?

Suggested Experiences

improve the fine motor skills e.g. smearing mud, collecting materials for thatching
handwriting

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.3 4.4 Spelling instruction

Term 33 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

apply the knowledge of blending and segmenting to write words
use proper letter formation with correct spacing to write words correctly
develop an interest in spelling and writing new words

Key Inquiry Questions (KIQs)

Learners make new words by playing spelling games (spelling bee, flash cards) in pairs and groups Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence) Learners are guided to use various forms of media to spell and write words Learners write dictated words correctly?

Suggested Experiences

competitions bringing together learners from other schools in the community

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.4 4.5 Creative Writing

Term 33 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

plan and organize ideas
learn from oral and reading activities to enrich their written words
apply knowledge of writing organizer to write a coherent story
apply knowledge of writing conventions to aid meaning and presentation

Key Inquiry Questions (KIQs)

Why do we write?
What do we write?

Suggested Experiences

Learners create stories from pictures provided(picture spark)
Learners are guided to write key words in the story
Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences(on the themes myself, my family or my home) in pairs and groups
Learners are guided to construct simple sentences for fluency and meaning

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 1 Literacy Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 1 Literacy Activities.

Term 1 Scheme13 Weeks

1.0 Main Strand
2.0 SPEAKING
3.0 READING

View Term 1

Term 2 Scheme14 Weeks

3.0 READING
4.0 WRITING
WRITING

View Term 2

Term 3 Scheme9 Weeks

WRITING

View Term 3

Other Grade 1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 1.

Kiswahili Activities Hub English Activities Hub Mathematics Activities Hub Environmental Activities Hub Hygiene and Nutrition Activities Hub Christian Religious Education Hub Hindu Religious Activities Hub Islamic Religious Education Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 1 Literacy Activities?

The official KICD strands for Grade 1 Literacy Activities are: 1.0 Main Strand, 2.0 SPEAKING, 3.0 READING, 4.0 WRITING, WRITING. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 1 Literacy Activities?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 1 Literacy Activities schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 1 Literacy Activities?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.