| 1 | 1 | 3.0 WRITING | 3.1. Pre- Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, | By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture while writing, b) share ideas about the writing materials they know, | 1. Why do we write from left to write? 2. Why is it important to write legibly? 3. Why is it important to place materials correctly while writing? | - Learners are shown how to sit appropriately and position the exercise book correctly. - Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.1. Pre- Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, | By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture while writing, b) share ideas about the writing materials they know, | 1. Why do we write from left to write? 2. Why is it important to write legibly? 3. Why is it important to place materials correctly while writing? | - Learners are shown how to sit appropriately and position the exercise book correctly. - Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.1. Pre- Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, | By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture while writing, b) share ideas about the writing materials they know, | 1. Why do we write from left to write? 2. Why is it important to write legibly? 3. Why is it important to place materials correctly while writing? | - Learners are shown how to sit appropriately and position the exercise book correctly. - Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.1. Pre- Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, | By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture while writing, b) share ideas about the writing materials they know, | 1. Why do we write from left to write? 2. Why is it important to write legibly? 3. Why is it important to place materials correctly while writing? | - Learners are shown how to sit appropriately and position the exercise book correctly. - Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.1. Pre- Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, | By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture while writing, b) share ideas about the writing materials they know, | 1. Why do we write from left to write? 2. Why is it important to write legibly? 3. Why is it important to place materials correctly while writing? | - Learners are shown how to sit appropriately and position the exercise book correctly. - Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 3.0 WRITING | 3.1. Pre- Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, | By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture while writing, b) share ideas about the writing materials they know, | 1. Why do we write from left to write? 2. Why is it important to write legibly? 3. Why is it important to place materials correctly while writing? | - Learners are shown how to sit appropriately and position the exercise book correctly. - Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.1. Pre- Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, | By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture while writing, b) share ideas about the writing materials they know, | 1. Why do we write from left to write? 2. Why is it important to write legibly? 3. Why is it important to place materials correctly while writing? | - Learners are shown how to sit appropriately and position the exercise book correctly. - Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise. | By the end of the sub strand, the learner should be able to; a) demonstrate legible handwriting for effective communication, b) appreciate the importance of writing legibly for different purposes. | 1. Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.? | - cannot write neatly to improve their handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise. | By the end of the sub strand, the learner should be able to; a) demonstrate legible handwriting for effective communication, b) appreciate the importance of writing legibly for different purposes. | 1. Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.? | - cannot write neatly to improve their handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise. | By the end of the sub strand, the learner should be able to; a) demonstrate legible handwriting for effective communication, b) appreciate the importance of writing legibly for different purposes. | 1. Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.? | - cannot write neatly to improve their handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 3.0 WRITING | 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise. | By the end of the sub strand, the learner should be able to; a) demonstrate legible handwriting for effective communication, b) appreciate the importance of writing legibly for different purposes. | 1. Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.? | - cannot write neatly to improve their handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise. | By the end of the sub strand, the learner should be able to; a) demonstrate legible handwriting for effective communication, b) appreciate the importance of writing legibly for different purposes. | 1. Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.? | - cannot write neatly to improve their handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise. | By the end of the sub strand, the learner should be able to; a) demonstrate legible handwriting for effective communication, b) appreciate the importance of writing legibly for different purposes. | 1. Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.? | - cannot write neatly to improve their handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise. | By the end of the sub strand, the learner should be able to; a) demonstrate legible handwriting for effective communication, b) appreciate the importance of writing legibly for different purposes. | 1. Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.? | - cannot write neatly to improve their handwriting | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.3 Spelling Learners make incremental progress in writing more words correctly . Variations to this suggestion should be made by increasing the number of words to be spelt among learners who can write words correctly, with clarity and legibility . This is intended to take care of differentiated curriculum and learning. For those struggling with correct spelling, basic texts with simple words should be availed for practise. | By the end of the sub strand, the learner should be able to; a) spell and write the words learnt in the vocabulary lesson correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Why is it important to spell words correctly? 2. Why should we write legibly, correctly and correctly? | - Learners listen and repeat words as modeled, name the letters that make a word and write the word legibly and correctly. - Learners re-arrange jumbled letters to make four to five- letter words, in pairs/groups. - Learners use a letter box to make more words. - Learners engage in gap filling exercise, to make sensible words- first in pairs, then individually. - Learners check spelling of words from pictorial and digital children's dictionary, | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
