| 1 | 1 | WRITING | 4.2 Syllable, word, and sentence formation | By the end of the sub strand, the learner should be able to; a) form words from syllables | 1. How are words formed? | - Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | WRITING | 4.2 Syllable, word, and sentence formation | By the end of the sub strand, the learner should be able to; a) form words from syllables | 1. How are words formed? | - Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | WRITING | 4.2 Syllable, word, and sentence formation | By the end of the sub strand, the learner should be able to; a) form words from syllables | 1. How are words formed? | - Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) use basic punctuation to convey the intended meaning | 1. 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)? | - improve the fine motor skills e.g. smearing mud, collecting materials for thatching | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) use legible handwriting to communicate effectively b) develop speed and ease of handwriting | 1. 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)? | - improve the fine motor skills e.g. smearing mud, collecting materials for thatching | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) acquire the skill of shaping different letters to write syllables, words, and sentences neatly b) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) handwrite letters, numbers, and symbols | 1. 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)? | - handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | WRITING | 4.4 Spelling instruction | By the end of the sub strand, the learner should be able to; a) apply the knowledge of blending and segmenting to write words | 1. 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? | - competitions bringing together learners from other schools in the community | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | WRITING | 4.4 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use proper letter formation with correct spacing to write words correctly | 1. 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? | - competitions bringing together learners from other schools in the community | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
