1
Strand 1.0
Listening and Speaking
6 Sub-strands16 Lessons in Term 3
1.1 Ex tensive Reading: Narratives
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the
- characters m a
- narrative for
- comprehension
- retell the
- flow of the
- events in the
- story for
- express Ion
- appreciate the
- moral
- lessons
- from
- stories for
- lifelong
- learning
Key Inquiry Questions (KIQs)
- What should you consider when reading silently?
- How do you keep a record of learnt vocabulary?
Learning Experiences
- team up with peers to collect a variety Of narratives from the community
- read level readers and identify the characters in the stories
- make a summary of events in the narratives , find meaning Of vocabulary used from c ontext
- use a dictionary to confirm meaning Of vocabulary from texts
- make a list of synonyms and opposites Of words from the vocabulary identified
- discuss lessons leamt from level readers
- visit a library to select a grade appropriate material for individual reading _
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Functional Writing: Friendly Letter
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Functional Writing: Friendly Letter.
Key Inquiry Questions (KIQs)
- uestio s Why do we write friendly letters ?
Learning Experiences
- work collaboratively to collect samples of friendly letters from print and non-print sources
- identify components of a friendly discuss with peers the various components from the sample friendly letters, compose a friendly letter related to the theme, team up with peers to type the friendly letter on a digital device, proofread their friendly letters and organise the friendly letters in their
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Language Strategies on Daily Experiences
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe
- national
- events
- fluently and
- with
- expression
- compose
- songs
- based On
- patriotism for
- expression
- value the
- place Of
- national
- days in
- promoting
- ethnic
- cohes ion
Key Inquiry Questions (KIQs)
- estio s Why do we celebrate days ?
- _ How can we describe an interestingly?
Learning Experiences
- listen to and watch recorded events On national days, work collaboratively to build a vocabulary bank on words related to national days, work jointly with peers to describe the events and activities fluently, with accuracy and with expression, listen to each other describing events and identify adverbs used, work collaboratively to compose patriotic songs for a national day, team up with peers to perform the patriotic songs during an indigenous day interclass festival
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Reading Comprehension
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Reading Comprehension.
Key Inquiry Questions (KIQs)
- Questi s How can we make accurate predictions in stories?
Learning Experiences
- select a reading material based On the theme, predict events and preview text based on the theme, work jointly with peers to make notes on the events of the texts
- read simple passages on national days and answer questions, elicit topical words from passages on national days and infer the meaning from discuss events in the stories read with ers
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 F unctional Writing: Recipe
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in F unctional Writing: Recipe.
Key Inquiry Questions (KIQs)
- How do you write clear instructi ?
Learning Experiences
- discuss different components Of recipes with peers
- identify adverbs that can be used when giving instructions in rec ipes and write them on flashcards, team up to play a language game Involving role playing various adverbs (of manner) used in recipes with peers, collaborate with peers to write a recipe on a cultural food from their community , share their recipes with other groups in class, team up to design a creative recipe hook and organise the various recipes shared in the book
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Sub-strand 72
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- areas skills for the CSL activity
- Identify resources required for the activity (locally available materials)
- Stagger the activities across the term (set dates and time for the activities) Communicate to learners, parents/caregwers\guardians, school administration, teachers and Other relevant stakeholders in the school community
- Identify and develop assessment tools. 2) Implementation of CSL Activity Assigning roles to learners Ensure every learner actively participates in the activity
- Observe learners as they carry out the CSL activity and record feedback Use an appropriate assessment tool to assess both the process and the product (assess leamer's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.