1
Strand 1.0
Writing
5 Sub-strands30 Lessons in Term 3
1.1 Guided Wr iting
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the meaning of vocabulary used in
- apply acquired vocabulary to sentences in varied contexts
- appreciate the importance of Ising urabulary to writing
Learning Experiences
- read simple sentences on activities undertaken at different times of the and give the meaning of the underlined words from the context, match words and phrases related to moments of the day * ± ) to their meaning, work collaboratively to use dictionaries or online resources to look up the meaning of words in the given texts
- use the identified words to construct simple sentences, rearrange scrambled up words and sentences to write correct sentences with lwers , 47 Suggested Inquiry uestion s What strategies can you use to vocabulary?
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Guided Writing
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify vocabulary related to the theme from texts
- organise ideas and views in coherent paragraphs
- value the of01der while writing for clarity of express Ion. THEME S: FUN AND ENJOYMENT
Key Inquiry Questions (KIQs)
- Questi s How do you orgamse your writing for clarity of?
Learning Experiences
- read short paragraphs and list down vocabulary related to hobbies and interests look at the displayed pictures and create word maps of the vocabulary with peers, play a game of charades as Ewers guess the hobbies and interests portrayed, construct simple and short paragraphs on what they like and don 't like doing for enjoyment and fun (e.g. create a mood board with descriptions of their preferred hobbies and interests
- discuss the importance of engaging in hobbies and interests with 49
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Guided Writing
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- list down nouns in varied contexts
- use appropriate sentence structures to convey meamng effectively in writing
- exhibit confidence in using a variety of sentence structures m writing
Key Inquiry Questions (KIQs)
- How can vary Ing I mprove your writing?
Learning Experiences
- The leamer is guided to: listen to a recording and write down a list of food items eaten at different meal times -xtü . look at a list of words in a crossword puzzle and circle out nouns, then use them to write simple sentences, work with peers to rearrange the words and phrases provided to make correct sentences
- use the sentence starter given to complete the text in a coherent manner
- make a balanced meal from the list of food items provided in terms of the different times of the day
- use pictures,'drawings and simple sentences to create a simple description of their favourite dishes, team up with peers to discuss the 51
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Guided Writing
6 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 Guided Writing.
Key Inquiry Questions (KIQs)
- How can writing fluency be enhanc ed?
Learning Experiences
- underline names ofbody parts from a list of words collaboratively (e.g. -i. N- -i etc.) , match names of parts of the body with their correct functions from a table (e.g. — trace out characters on parts of the body and their functions following the correct stroke order (6
- reconstruct a paragraph with missing or scrambled sentences in a logical and work collaboratively to write a simple about parts of the body and their functions, recite the poem for their Ewers to provide feedback, identify the challenges encountered in their writing and propose solutions or strategies to address them collabora 53
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Guided Writing
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- make use of familiar and unfamiliar words in writing
- compose simple descriptive texts about their preferences
- show interest in writing clearly for effective
Key Inquiry Questions (KIQs)
- Questi s How can one effectively?
Learning Experiences
- work jointly to find the meaning of unfamiliar words using dictionaries online resources
- compose simple s entences using the vocabulary related to weather pattems (e.g. yrntiän use the pictures depicting the different activities carried out during various weather patterns to write short descriptions, describe the weather using simple sentences choose a weather pattem of their cl»ice and a creative presentation with pictures and Simple descriptions, team up with peeß to observe the weather forecast of their locality for a period and create log with descripticms of the various weather 55
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.