2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 1 Literacy Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 1 Literacy Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 1 Literacy Activities Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 1 Literacy Activities in Term 2.

Class / Grade: Grade 1
Learning Area: Literacy Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 1 Literacy Activities Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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70 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	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) isolate sounds in a word	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) segment words that start with similar sounds	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 READING	3.1 Phonemic awareness	By the end of the sub strand, the learner should be able to; a) recognize all the letters of the alphabet in the language of the catchment area	1. 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)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	3.0 READING	3.2 Phonic development	By the end of the sub strand, the learner should be able to; a) develop knowledge of letter-sound recognition	1. How do we make words?	- Learners match letter cards to sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 READING	3.2 Phonic development	By the end of the sub strand, the learner should be able to; a) build phonemes into syllables	1. How do we make words?	- Learners practice letter-sound matching(letter sound recognition)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 READING	3.2 Phonic development	By the end of the sub strand, the learner should be able to; a) read and sound syllables	1. How do we make words?	- Learners build letters into syllables	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 READING	3.2 Phonic development	By the end of the sub strand, the learner should be able to; a) relate syllables to their sounds	1. How do we make words?	- Learners match diagraphs to words that contain them (ng,ny, ng, dh,th) - Learners blend and segment sounds to build syllables into words	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 READING	3.2 Phonic development	By the end of the sub strand, the learner should be able to; a) relate syllables to their sounds	1. How do we make words?	- Learners blend and segment sounds to build syllables into words	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 1 Literacy Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 1 Literacy Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

3.0 READING

4 Sub-strands13 Lessons in Term 2

1.1 3.1 Phonemic awareness

4 Suggested LessonsTerm 2

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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 3.2 Phonic development

4 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 3.3 Reading phrases and sentences

2 Suggested LessonsTerm 2

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?

Learning Experiences

members

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.4 3.4 Reading comprehension

3 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

4.0 WRITING

1 Sub-strand3 Lessons in Term 2

2.1 4.1 Letter Sounds and letter names-Phonics

3 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 3.0

WRITING

1 Sub-strand3 Lessons in Term 2

3.1 4.2 Syllable, word, and sentence formation

3 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 1 Literacy Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 1 Literacy Activities showing the term-by-term distribution of all 5 strands.

Term 1View Term 1 →

1.0 Main Strand
2.0 SPEAKING
3.0 READING

Term 2Current

3.0 READING
4.0 WRITING
WRITING

Term 3View Term 3 →

WRITING

Other Grade 1 Schemes of Work for Term 2

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

Kiswahili Activities (Term 2)English Activities (Term 2)Mathematics Activities (Term 2)Environmental Activities (Term 2)Hygiene and Nutrition Activities (Term 2)Christian Religious Education (Term 2)Hindu Religious Activities (Term 2)Islamic Religious Education (Term 2)

Explore Schemes for Other CBC Grades

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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: Grade 1 Literacy Activities Term 2

What strands and sub-strands are covered in Grade 1 Literacy Activities Term 2?

In Term 2, Grade 1 Literacy Activities covers the following main strands: 3.0 READING, 4.0 WRITING, WRITING. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 1 Literacy Activities in Term 2?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 1 Literacy Activities Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.