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

Grade 3 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 3 Literacy Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 3 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 3 Literacy Activities in Term 2.

Class / Grade
Grade 3
Pre-Primary Level
Learning Area
Literacy Activities
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 3 Literacy Activities Term 2 Scheme of Work Table

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

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
112.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) use acquired words to form sentences and read them accurately at an appropriate speed

1. Why is meaning important in reading?

- Learners practice reading at an appropriate speed and with understanding

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
212.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 READING2.2 Reading comprehension

By the end of the sub strand, the learner should be able to;

a) develop an interest in reading widely on varied subjects

1. Why is meaning important in reading?

- Learners are guided to share their opinions based on texts read

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
53.0WRITING3.1 Sentence formation

By the end of the sub strand, the learner should be able to;

a) write a variety of compound and complex sentence

1. How do we construct sentences?

- Learners observe as teacher explicitly models use of sentence punctuation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
313.0WRITING3.1 Sentence formation

By the end of the sub strand, the learner should be able to;

a) write a variety of compound and complex sentence

1. How do we construct sentences?

- Learners observe as teacher explicitly models use of sentence punctuation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
23.0WRITING3.1 Sentence formation

By the end of the sub strand, the learner should be able to;

a) write a variety of compound and complex sentence

1. How do we construct sentences?

- Learners observe as teacher explicitly models use of sentence punctuation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
33.0WRITING3.1 Sentence formation

By the end of the sub strand, the learner should be able to;

a) write a variety of compound and complex sentence

1. Why do we?

- Learners practice methods of taking notes and compare with one another, in pairs and groups,

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
43.0WRITING3.1 Sentence formation

By the end of the sub strand, the learner should be able to;

a) write a variety of compound and complex sentence

1. Why do we?

- Learners practice methods of taking notes and compare with one another, in pairs and groups,

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
53.0WRITING3.1 Sentence formation

By the end of the sub strand, the learner should be able to;

a) write a variety of compound and complex sentence

1. Why do we?

- Learners practice methods of taking notes and compare with one another, in pairs and groups,

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 3 Literacy Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 3 Literacy Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

2.0 READING

1 Sub-strand5 Lessons in Term 2

1.1 2.2 Reading comprehension

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • read with accuracy, fluency, and understanding
  • read through texts to make personal judgments or opinions on the subjects of the text
  • locate information in a text
  • use acquired words to form sentences and read them accurately at an appropriate speed
  • develop an interest in reading widely on varied subjects
Key Inquiry Questions (KIQs)
  • Why is meaning important in reading?
Learning Experiences
  • Learners answer and generate questions from texts read
  • Learners are encouraged to make connections between materials read and real life
  • Learners use vocabulary acquired to construct grammatically correct sentences
  • Learners practice reading at an appropriate speed and with understanding
  • Learners are guided to share their opinions based on texts read
Teaching Resources

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

2
Strand 2.0

3.0WRITING

1 Sub-strand5 Lessons in Term 2

2.1 3.1 Sentence formation

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • write a variety of compound and complex sentence
Key Inquiry Questions (KIQs)
  • How do we construct sentences?
  • Why do we?
Learning Experiences
  • Learners observe as teacher explicitly models use of sentence punctuation
  • Learners practice methods of taking notes and compare with one another, in pairs and groups,
Teaching Resources

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

3
Strand 3.0

3.0 WRITING

2 Sub-strands10 Lessons in Term 2

3.1 3.2 Spelling instruction

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • use a range of spelling strategies to correct misspelled words
  • apply rules of spelling in writing
  • appreciate the importance of accurate spelling in texts
Key Inquiry Questions (KIQs)
  • Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e.(sing the song avocado, papaya, banana x2 fruits are life) Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling relay Learners brainstorm on new words learned and practice spelling them in writing(punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read?
Learning Experiences
  • community to conduct word studies of new words and share with other learners in
  • class
Teaching Resources

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

3.2 3.3 Handwriting

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • use capital letters correctly
  • use appropriate spacing between words
  • use legible and neat handwriting to communicate effectively
  • appreciate the importance of linking words in paragraph development
Key Inquiry Questions (KIQs)
  • Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words?
Teaching Resources

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

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

Complete annual curriculum scope for Grade 3 Literacy Activities showing the term-by-term distribution of all 4 strands.

Term 1View Term 1 →
  • 1.0 LISTENING AND SPEAKING
  • 2.0 READING
Term 2Current
  • 2.0 READING
  • 3.0WRITING
  • 3.0 WRITING
Term 3View Term 3 →
  • 3.0 WRITING

Other Grade 3 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in Grade 3.

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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:

Help & Answers

Frequently Asked Questions: Grade 3 Literacy Activities Term 2

What strands and sub-strands are covered in Grade 3 Literacy Activities Term 2?

In Term 2, Grade 3 Literacy Activities covers the following main strands: 2.0 READING, 3.0WRITING, 3.0 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 3 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 3 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.