| 1 | 1 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility. | By the end of the sub strand, the learner should be able to; a) demonstrate neat and legible handwriting for effective communication, b) appreciate the importance of writing neatly and legibly for different purposes. | 1. Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.? | - people in the sorrounding community sit and position materials as they write. - They could be sensitized on how to sit appropriately | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more | By the end of the sub strand, the learner should be able to; a) spell and write words correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Which letters make the following word…? 2. How do we spell the following words: 1), --- 2)---? 3. Which letter is missing to make the following word: mat m-t? 4. How do we spell the name of this picture/object? | - In groups, learners form correct words from long words. - Peers compete in language games where a group dictates words as the other(s) write them down. - Learners confirm the spelling from the dictionary - Learners use word puzzles and jigsaw puzzles to make more familiar words. - Learners write short sentences in exercise book or computer as the teacher dictates. - Learners re-arrange jumbled letters to make four to five- letter words. - Learners play age appropriate spelling | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more | By the end of the sub strand, the learner should be able to; a) spell and write words correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Which letters make the following word…? 2. How do we spell the following words: 1), --- 2)---? 3. Which letter is missing to make the following word: mat m-t? 4. How do we spell the name of this picture/object? | - In groups, learners form correct words from long words. - Peers compete in language games where a group dictates words as the other(s) write them down. - Learners confirm the spelling from the dictionary - Learners use word puzzles and jigsaw puzzles to make more familiar words. - Learners write short sentences in exercise book or computer as the teacher dictates. - Learners re-arrange jumbled letters to make four to five- letter words. - Learners play age appropriate spelling | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 3.0 WRITING | 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more | By the end of the sub strand, the learner should be able to; a) spell and write words correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Which letters make the following word…? 2. How do we spell the following words: 1), --- 2)---? 3. Which letter is missing to make the following word: mat m-t? 4. How do we spell the name of this picture/object? | - In groups, learners form correct words from long words. - Peers compete in language games where a group dictates words as the other(s) write them down. - Learners confirm the spelling from the dictionary - Learners use word puzzles and jigsaw puzzles to make more familiar words. - Learners write short sentences in exercise book or computer as the teacher dictates. - Learners re-arrange jumbled letters to make four to five- letter words. - Learners play age appropriate spelling | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more | By the end of the sub strand, the learner should be able to; a) spell and write words correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Which letters make the following word…? 2. How do we spell the following words: 1), --- 2)---? 3. Which letter is missing to make the following word: mat m-t? 4. How do we spell the name of this picture/object? | - In groups, learners form correct words from long words. - Peers compete in language games where a group dictates words as the other(s) write them down. - Learners confirm the spelling from the dictionary - Learners use word puzzles and jigsaw puzzles to make more familiar words. - Learners write short sentences in exercise book or computer as the teacher dictates. - Learners re-arrange jumbled letters to make four to five- letter words. - Learners play age appropriate spelling | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more | By the end of the sub strand, the learner should be able to; a) spell and write words correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Which letters make the following word…? 2. How do we spell the following words: 1), --- 2)---? 3. Which letter is missing to make the following word: mat m-t? 4. How do we spell the name of this picture/object? | - In groups, learners form correct words from long words. - Peers compete in language games where a group dictates words as the other(s) write them down. - Learners confirm the spelling from the dictionary - Learners use word puzzles and jigsaw puzzles to make more familiar words. - Learners write short sentences in exercise book or computer as the teacher dictates. - Learners re-arrange jumbled letters to make four to five- letter words. - Learners play age appropriate spelling | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more | By the end of the sub strand, the learner should be able to; a) spell and write words correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Which letters make the following word…? 2. How do we spell the following words: 1), --- 2)---? 3. Which letter is missing to make the following word: mat m-t? 4. How do we spell the name of this picture/object? | - In groups, learners form correct words from long words. - Peers compete in language games where a group dictates words as the other(s) write them down. - Learners confirm the spelling from the dictionary - Learners use word puzzles and jigsaw puzzles to make more familiar words. - Learners write short sentences in exercise book or computer as the teacher dictates. - Learners re-arrange jumbled letters to make four to five- letter words. - Learners play age appropriate spelling | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more | By the end of the sub strand, the learner should be able to; a) spell and write words correctly for effective communication, b) appreciate the importance of writing words clearly, legibly and correctly for different purposes. | 1. Which letters make the following word…? 2. How do we spell the following words: 1), --- 2)---? 3. Which letter is missing to make the following word: mat m-t? 4. How do we spell the name of this picture/object? | - In groups, learners form correct words from long words. - Peers compete in language games where a group dictates words as the other(s) write them down. - Learners confirm the spelling from the dictionary - Learners use word puzzles and jigsaw puzzles to make more familiar words. - Learners write short sentences in exercise book or computer as the teacher dictates. - Learners re-arrange jumbled letters to make four to five- letter words. - Learners play age appropriate spelling | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
