| 1 | 1 | 4.0 WRITING | 4.1 Word and sentence formation | By the end of the sub strand, the learner should be able to; a) identify and write upper and lower case letters in words and sentences correctly b) develop an interest in writing for pleasure | 1. Learners are guided to build simple sentence structures through identification of keywords Learners are guided to identify nouns and verbs in a sentence(subject/verb agreement) Learners re- organize jumbled words to form logical sentences (paragraph, punctuation) Learners written work is displayed to indicate writing progress Learners are guided to use writing, and other forms of representing for a variety of functions i.e. ask questions, express feelings, opinions, etc, in pairs, groups and whole class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 4.0 WRITING | 4.1 Word and sentence formation | By the end of the sub strand, the learner should be able to; a) develop an interest in writing for pleasure | 1. Learners are guided to build simple sentence structures through identification of keywords Learners are guided to identify nouns and verbs in a sentence(subject/verb agreement) Learners re- organize jumbled words to form logical sentences (paragraph, punctuation) Learners written work is displayed to indicate writing progress Learners are guided to use writing, and other forms of representing for a variety of functions i.e. ask questions, express feelings, opinions, etc, in pairs, groups and whole class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) write an increasing number of words and spell them correctly | 1. Why is it important to spell words correctly? | - Learners write newly learned words on a word tree | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) spell words with short and long vowel sounds and consonant clusters | 1. Why is it important to spell words correctly? | - Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 4.0 WRITING | 4.2 Spelling instruction | By the end of the sub strand, the learner should be able to; a) use phonic knowledge to spell and write familiar and unfamiliar words | 1. Why is it important to spell words correctly? | - Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 4.0 WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) use conventional spacing between words | 1. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.? | - communicating requests in written format | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 4.0 WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) use basic punctuation appropriately b) join letters to form meaningful words | 1. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.? | - communicating requests in written format | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 4.0 WRITING | 4.3 Handwriting | By the end of the sub strand, the learner should be able to; a) use capitalization appropriately b) appreciate the importance of clear and legible handwriting | 1. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.? | - handwriting for the learners to copy in their book | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
