CBE · Lower Primary
Grade 1 English Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English Activities scheme of work for Grade 1 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 1
- Subject
- English Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 1 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and vocabulary
Reading
Pre-reading Letter - sound Knowledge · Pre-reading
Language use
Verb ‘to be’ · Subject-verb agreement · Pronouns (‘I, you’) · Singular and plurals (add -s and -es) · Present Simple Tense
Writing
Pre-writing · Handwriting
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: recognise the letters and their corresponding sounds for effective communication. | The learner is guided to: listen to an oral text with words containing the sounds corresponding to the letters a-h; take turns to pronounce sounds /a:/ /æ/ (cat), / ɜː/( bird) , / ɑː/ (car) /ə/ (about) b: /b/c: /k/, /s/ d: /d/e: /e/ (bed), /iː/ (peel) /f:/ /f/ g: /g/ h:/ /h/, as modelled by peers, the teacher or an audio recording. | Why do we greet people?; How do we greet people at different times of the day? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: pronounce words with the target sounds accurately for effective communication. | The learner is guided to: match sounds to corresponding letters. | Why do we greet people?; How do we greet people at different times of the day? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: use words related to greetings in everyday conversations. | The learner is guided to: talk about pictures/photos of people greeting one another. | Why do we greet people?; How do we greet people at different times of the day? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: realize the importance of greetings in diverse contexts. | The learner is guided to: watch videos of people greeting each other; use non-verbal cues such as eye. | Why do we greet people?; How do we greet people at different times of the day? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Pre-reading Letter - sound Knowledge | By the end of the lesson, the learner should be able to: identify an appropriate posture for reading preparedness; read words containing the target letters correctly. | The learner is guided to: select the appropriate sitting position from pictures, videos and teacher’s demonstration; position self and reading materials appropriately; turn pages of a book from right to left for easy reading; track print through finger reading. | How do we sit while reading?; How do we position our books while reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Pre-reading Letter - sound Knowledge | By the end of the lesson, the learner should be able to: realize the importance of correct posture in preparation for reading. | The learner is guided to: pick out words with letters (a-h) from flash cards or charts; match target letters with the sounds they represent; read 2-3 letter words containing the target sounds. | How do we sit while reading?; How do we position our books while reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Language use | Verb ‘to be’ | By the end of the lesson, the learner should be able to: identify the present tense forms of the verb ‘to be’ in sentences; use the present tense realisations of the verb ‘to be’ to greet and introduce oneself and others. | The learner is guided to: participate in language games and songs using the present tense form of the verb ‘to be’; watch videos of children greeting one another and introducing themselves; observe as peers introduce themselves using the verb ‘to be,’; introduce himself/herself politely using the verb ‘to be’. | How do we introduce ourselves?; How do we greet people in the morning/afternoon/ evening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Language use | Verb ‘to be’ | By the end of the lesson, the learner should be able to: acknowledge the various present tense forms of the verb ‘to be’ in day-to-day communication. | The learner is guided to: describe himself/herself, and other people using the verb ‘to be’; practise various types of greetings using appropriate language e.g., how are you? I am fine; role play various types of greetings using the verb ‘to be’. | How do we introduce ourselves?; How do we greet people in the morning/afternoon/ evening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Pre-writing | By the end of the lesson, the learner should be able to: recognise appropriate sitting posture in preparation for writing; exhibit appropriate eye-hand coordination in preparation for writing. | The learner is guided to: look at pictures, watch videos on appropriate sitting posture; practise sitting in the right posture in pairs or small group; position the exercise book correctly; hold pencils/ colouring materials correctly. | Why is it important to sit properly when writing?; How do we place our books when writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Pre-writing | By the end of the lesson, the learner should be able to: realize the role of correct posture and positioning of materials in writing. | The learner is guided to: practise writing from the left to the right; join dotted lines to make letters and patterns; draw and colour different shapes and letters; draw patterns and shapes, trace letters and shapes, mould letters using plasticine or clay. | Why is it important to sit properly when writing?; How do we place our books when writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: identify words featuring the target sounds for effective communication. | The learner is guided to: identify the target sounds from short passages: o i: /iː/ (feet), /ɪ / (fit) /aɪ/ (price) o j: /ʤ/ (just) o k: /k/ o l: /l/ o m: /m/ o n: /n/ o o: for example / ɒ/ (lot), /ɔː/ (cot) o p: /p/. | Which words do we use to talk about school?; How can we listen attentively to others? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: articulate the target sounds correctly for effective communication. | The learner is guided to: take pictures of items during a nature walk around the school and name them. | Which words do we use to talk about school?; How can we listen attentively to others? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: make sentences using words related to the theme. | The learner is guided to: use a Frayer model to discuss the meaning of words related to the theme; construct sentences using words related to the theme. | Which words do we use to talk about school?; How can we listen attentively to others? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: realise the role of listening in communication. | The learner is guided to: sing songs and recite poems related to the theme, play language games depicting the school environment. | Which words do we use to talk about school?; How can we listen attentively to others? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Reading | Pre-reading | By the end of the lesson, the learner should be able to: identify small and capital letters of the alphabet for reading preparedness; demonstrate appropriate posture in preparation for reading. | The learner is guided to: pick out small letters with their corresponding capital letters from flash cards or charts; match small and capital letters of the alphabet; identify reading materials that are correctly positioned; focus eyes on a line or word. | How do people sit when reading?; How do people place books and newspapers while reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Pre-reading | By the end of the lesson, the learner should be able to: realize the importance of positioning materials appropriately for reading. | The learner is guided to: track print through finger pointing as the teacher reads letters I to P; observe each other’s sitting posture and give feedback; demonstrate and practise positioning reading materials appropriately; practise turning over the pages of a book from left to right. | How do people sit when reading?; How do people place books and newspapers while reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Language use | Subject-verb agreement | By the end of the lesson, the learner should be able to: identify the correct use of subject-verb agreement in statements and questions; construct simple sentences related to the theme with correct subject-verb agreement for effective communication. | The learner is guided to: listen to a story and identify sentences with subject-verb agreement; ask each other questions using the target language pattern; engage in a dialogue using singular and plural items (I, she/he, they). | How do you talk about a person, an object or a place?; How do we talk about many people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Language use | Subject-verb agreement | By the end of the lesson, the learner should be able to: acknowledge the importance of subject-verb agreement for fluency. | The learner is guided to: construct sentences about pictures showing singular and plural forms; construct sentences about actions demonstrated by peers; recite poems featuring singular and plural forms. | How do you talk about a person, an object or a place?; How do we talk about many people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Pre-writing | By the end of the lesson, the learner should be able to: identify appropriate sitting posture in preparation for writing; demonstrate appropriate eye hand co-ordination in preparation for writing. | The learner is guided to: look at each other’s sitting posture and identify the correct posture for writing; work collaboratively with peers to demonstrate and practise the correct body posture for writing; identify writing materials that are correctly positioned; demonstrate and practise positioning writing materials appropriately. | How do we sit when writing?; How do we write? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Pre-writing | By the end of the lesson, the learner should be able to: realize the importance of positioning oneself and writing materials appropriately in preparation for writing. | The learner is guided to: practise writing from the left to the right; draw and colour different shapes; role play how to use their exercise books well. | How do we sit when writing?; How do we write? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: link the target letters of the alphabet with their sound appropriately. | The learner is guided to: listen and point out the sounds of the letters: q, r, s, t, u,v,w,x, y, z as modelled by the teacher; say the sounds of the letters as the teacher points at them. | Why should we pronounce words correctly?; How can we listen attentively during conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: use words related to the theme correctly in oral communication. | The learner is guided to: watch a video/ listen to a story related to the theme. | Why should we pronounce words correctly?; How can we listen attentively during conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: respond to verbally and non-verbally to simple one directional instructions. | The learner is guided to: talk about family members. | Why should we pronounce words correctly?; How can we listen attentively during conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: realize the role of correct pronunciation in conversations. | The learner is guided to: role play responding to simple instructions using appropriate eye contact and facial expressions; use dialogues/rhymes/tongue twisters/ language games/ songs to practise vocabulary related to the theme. | Why should we pronounce words correctly?; How can we listen attentively during conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Pre-reading | By the end of the lesson, the learner should be able to: name the target letters in preparation for reading; read the sounds corresponding to the target letters fluently. | The learner is guided to: name the letters q, r, s, t, u,v,w,x, y, z and practise saying their corresponding sounds; articulate the target sounds and write the corresponding letter, in pairs. | Why do we learn sounds? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 1 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Word Reading · Fluency
Language Use
1 Present continuous tense · Simple past tense (adding -ed/- d) · Demonstratives · Common and proper nouns · Simple prepositions (in, on, under, between, behind, in front, inside, outside)
Writing
Spelling · Punctuation (capital letters and the full stop) · Punctuation (capital letters and question marks)
Listening and Speaking
Pronunciation and Vocabulary
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Word Reading | By the end of the lesson, the learner should be able to: identify words with the target sounds in preparation for reading. | The learner is guided to: The learner be guided to:; point out words with the sounds: /f/, /n/ /h/ /ɒ/ and / / ɔː/. | Why should we pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Word Reading | By the end of the lesson, the learner should be able to: pronounce words with the target sounds accurately. | The learner is guided to: select words with the target sounds from a chart; read words including words with target letters sounds. | Why should we pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Word Reading | By the end of the lesson, the learner should be able to: realise the importance of reading words accurately. | The learner is guided to: read words about weather and the environment with minimal hesitations; practise reading sentences containing decodable words. | Why should we pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Language Use | 1 Present continuous tense | By the end of the lesson, the learner should be able to: identify ongoing activities in and out of school. | The learner is guided to: name the activities going on in the school compound; recite poems/sing songs featuring the present continuous tense. | What is going on in the school compound? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Language Use | 1 Present continuous tense | By the end of the lesson, the learner should be able to: use the present continuous tense to describe on-going activities related to weather and the environment. | The learner is guided to: answer questions about ongoing activities related to the theme, in pairs or groups; listen to a story with present continuous tense. | What is going on in the school compound? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Language Use | 1 Present continuous tense | By the end of the lesson, the learner should be able to: adopt communicating ideas using the present continuous tense. | The learner is guided to: retell portions of a short story in the present continuous tense, for example, ‘the hare was going…; role play events with peers using the present continuous tense. | What is going on in the school compound? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Writing | Spelling | By the end of the lesson, the learner should be able to: recognise words featuring the target letters in written texts; spell 3-5 letter words featuring the target letters for writing fluency. | The learner is guided to: identify words featuring the target capital and small letters: Ff, Hh, Nn, Oo; sit appropriately when writing down words related to the theme from a dictation; practise holding pencils/ colouring materials correctly. | Why should we spell words correctly?; What makes one’s handwriting readable? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Spelling | By the end of the lesson, the learner should be able to: realise the need for correct spelling in written communication. | The learner is guided to: listen to an audio recording and write down target words; copy a list of sentences featuring the target words; create a poster featuring the target words with peers. | Why should we spell words correctly?; What makes one’s handwriting readable? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: identify words with the target sounds in an oral text. | The learner is guided to: listen to an audio recording/clip about hygiene; Pick out words which have the sounds /b/, /r/, /u/ and /g/. | Why is it important to pronounce words correctly?; How do we learn to speak? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: pronounce words with the target sounds in preparation for reading. | The learner is guided to: recite alliterative words that have the target sounds as modeled by the peers/ teacher or audio record/clip. | Why is it important to pronounce words correctly?; How do we learn to speak? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: use new words related to the theme in a variety of contexts. | The learner is guided to: look at pictures from a story, and say the meaning of words related to the theme. | Why is it important to pronounce words correctly?; How do we learn to speak? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: realise the importance of listening attentively. | The learner is guided to: practise matching vocabulary learnt to pictures and objects; recite rhymes and sing songs, with peers. | Why is it important to pronounce words correctly?; How do we learn to speak? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Word Reading | By the end of the lesson, the learner should be able to: identify words with the target sounds and letters for reading competence; read non-decodable words featuring the target sounds for reading competence. | The learner is guided to: identify the sounds corresponding to the letters, Bb, Rr, Uu, Gg; identify and read non-decodable words with the sounds /b/, /r/ /u/ and /g/. | Why should we pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Word Reading | By the end of the lesson, the learner should be able to: realize the importance of word reading for lifelong learning. | The learner is guided to: listen to an audio recording containing non decodable words; practise reading non-decodable words on a word wall with peers and give feedback; read words related to the theme. | Why should we pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Language Use | Simple past tense (adding -ed/- d) | By the end of the lesson, the learner should be able to: identify words with - ed/ and -d from a written text; use simple past tense to discuss activities they carried out in the past. | The learner is guided to: Learner guided to:; identify sentences with simple past tense from a story, poem or conversation they have listened to. | What did you do in the morning before coming to school?; What did your family do last Saturday to keep the home clean? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Language Use | Simple past tense (adding -ed/- d) | By the end of the lesson, the learner should be able to: adopt communicating ideas using the simple past tense. | The learner is guided to: respond to simple questions related to the theme using the simple past; engage in games, changing verbs from present simple to past simple tense, in small groups/ pairs; construct oral sentences using simple past tense ending with -ed, -d, to talk about hygiene. | What did you do in the morning before coming to school?; What did your family do last Saturday to keep the home clean? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Spelling | By the end of the lesson, the learner should be able to: recognise words featuring the target letters in written texts; form the target letters correctly in terms of shape and size for effective communication. | The learner is guided to: pick out words related to the target letters; practise correct letter formation from models drawn on the board, chart or pattern books. | Why should people write neatly?; How can we spell words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Spelling | By the end of the lesson, the learner should be able to: write 3-5 letter words featuring the target sounds correctly for effective communication; realise the importance of writing words correctly. | The learner is guided to: differentiate neat handwriting from untidy ones, with peers; practise writing letters Bb, Rr, Uu, Gg neatly from the left to the right; draw and label objects. | Why should people write neatly?; How can we spell words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: identify the target sounds from an audio text. | The learner is guided to: listen to an audio recording of words featuring the target sounds(/k/, /d/ and /w/) or words modelled by the peers or teacher; pronounce the sounds by taking turns. | What do you do when someone is talking to you?; What is likely to happen if you pronounce a word wrongly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: pronounce words with the target sounds correctly for communication clarity. | The learner is guided to: match vocabulary learnt to pictures and objects. | What do you do when someone is talking to you?; What is likely to happen if you pronounce a word wrongly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: use new words related to the theme in relevant contexts. | The learner is guided to: recite poems featuring the target sounds. | What do you do when someone is talking to you?; What is likely to happen if you pronounce a word wrongly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: realise the importance of using words appropriately in communication. | The learner is guided to: construct sentences using vocabulary related to the theme; recite rhymes and sing songs related to the theme with peers. | What do you do when someone is talking to you?; What is likely to happen if you pronounce a word wrongly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target sounds in preparation for reading; read a grade-appropriate text at the right speed and with minimal hesitations. | The learner is guided to: point out words with the sounds /k/, /d/ and /w/; read 3-4 letter words including words with letters ‘c, d, w’ in a text; engage in timed reading (30 words per minute); practice reading sentences containing decodable and non-decodable words, with peers. | Why is it important to read at the right speed?; Why should we display the right feelings and expressions when reading a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Fluency | By the end of the lesson, the learner should be able to: display the right feelings or emotions when reading a text; realise the importance of reading fluency for effective communication. | The learner is guided to: participate in a readers theatre where he or she reads some lines or stanzas of a poem; display the right facial expressions and tone when reading; read a text with minimal hesitations. | Why is it important to read at the right speed?; Why should we display the right feelings and expressions when reading a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Language use | Demonstratives | By the end of the lesson, the learner should be able to: identify singular and plural nouns from a text; use demonstratives to talk about the theme. | The learner is guided to: use demonstratives in singular and plural to talk about objects identified; point at parts of the body and describe them using the words: (this/ that), (these/those) in pairs or small groups. | How do we tell others about near and far objects? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 1 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Comprehension · Fluency
Language Use
Adjectives · Use of possessives (my, our, her, his, their, its) · Yes/ No questions (with can, may, will) · Adverbs of Place · Interjections of surprise
Writing
Guided Writing
Listening and Speaking
Pronunciation and Vocabulary · Pronunciat ion and vocabulary
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions about a story related to the theme in preparation for reading; answer direct and indirect questions from a text to show comprehension. | The learner is guided to: discuss the pictures and the title, and make predictions; read words with the target sounds in a text of about 60 words. | What do the pictures and the title tell us about the story?; Which words have the target sounds? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Comprehension | By the end of the lesson, the learner should be able to: adopt reading pictures and texts for enjoyment and information. | The learner is guided to: take turns to read simple sentences in the story aloud, paying attention to the punctuation answer comprehension questions. | What do the pictures and the title tell us about the story?; Which words have the target sounds? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Language Use | Adjectives | By the end of the lesson, the learner should be able to: Identify adjectives used to describe objects and people; use base forms of one and two-syllable adjectives in relevant contexts. | The learner is guided to: name objects in the classroom and attach appropriate adjectives to them; talk about objects in a picture/photograph/video clip by using correct adjectives. | How do we talk about people, things or places? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Language Use | Adjectives | By the end of the lesson, the learner should be able to: appreciate the use of adjectives for effective communication. | The learner is guided to: engage in language games containing base forms of one and two-syllable adjectives; sing songs/rhymes, recite poems that use adjectives. | How do we talk about people, things or places? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: identify ideas depicted in different pictures related to the theme in preparation for writing; use 4-6 letter words to fill in gaps in sentences correctly. | The learner is guided to: talk about what they have seen in pictures with peers; engage in spelling games with words related to the theme and picture prompts in preparation for writing. | How do pictures help us to write? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: appreciate the importance of writing correctly in communication. | The learner is guided to: create sentences from pictures, with peers; match pictures and sentences; fill in gaps in sentences. | How do pictures help us to write? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: recognise the target sounds in words for effective communication. | The learner is guided to: listen to an audio recording/ read aloud passage and identify words with the sounds: /e /, / iː/, / eə /; practise sound discrimination using minimal pairs. | How would you know if someone is listening to you?; How do we learn to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: articulate words correctly to discriminate the target sounds. | The learner is guided to: recite poems/ rhymes/ tongue twisters using words with the target sounds observing turn taking rules; pick out the new words as used in short sentences/short paragraphs/teacher read-aloud stories. | How would you know if someone is listening to you?; How do we learn to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: use the vocabulary learnt in relevant contexts. | The learner is guided to: practise pronouncing words in response to picture cues. | How would you know if someone is listening to you?; How do we learn to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: realize the importance of proper pronunciation in oral communication. | The learner is guided to: construct simple sentences using new words; respond to simple one-directional instructions orally or by using appropriate gestures. | How would you know if someone is listening to you?; How do we learn to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target sounds in a text. | The learner is guided to: listen to short paragraphs and point out words with the target sounds: /e /, / iː/, /ea/,/iː/; read words with the target sounds correctly. | How do we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: read sentences in a text accurately, at the right speed and with expression for effective communication. | The learner is guided to: read simple sentences in a story aloud paying attention to the punctuation. | How do we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Fluency | By the end of the lesson, the learner should be able to: realize the importance of fluency in reading. | The learner is guided to: take part in timed-reading of a text of about displaying the right expressions; recite poems/ rhymes related to the theme with peers. | How do we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions about a story related to the theme based on the title and picture; read words that have the target sounds in a text related to the theme. | The learner is guided to: make predictions of what will happen after discussing the title and pictures in the text; read a story and identify words that have the sounds: /e /, /iː/, / eə /,/ with their meaning. | What do you think will happen in this story?; How can you tell that someone has understood a story?; What makes a story interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Reading | Comprehension | By the end of the lesson, the learner should be able to: respond to direct and indirect questions from a text to show comprehension; adopt reading pictures and texts for enjoyment and information. | The learner is guided to: talk about their own experiences in relation to the story, with peers; respond to direct and indirect questions from a text in print or digital device, using contextual clues; role play, with peers the events from a story. | What do you think will happen in this story?; How can you tell that someone has understood a story?; What makes a story interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Language Use | Use of possessives (my, our, her, his, their, its) | By the end of the lesson, the learner should be able to: recognise possessives from a written text; use possessives to talk about ownership in relation to the theme. | The learner is guided to: identify objects in the classroom and attach appropriate possessives to each; ask questions whose responses will include possessives such as: (my pen, his book) with peers. | Which words do we use to show ownership?; Why is it important to use possessives correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Language Use | Use of possessives (my, our, her, his, their, its) | By the end of the lesson, the learner should be able to: adopt the use of possessives to show ownership in oral communication. | The learner is guided to: engage in a role play to show ownership of various items; pick out possessives from a text; use possessives in phrases and sentences to illustrate ownership. | Which words do we use to show ownership?; Why is it important to use possessives correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: recognise the correct words to fill in gaps to complete sentences; fill in gaps in simple sentences for effective communication. | The learner is guided to: work with peers to match pictures with words; pick out correct words that can be used to fill in gaps in sentences appropriately. | Why is it important to write clearly and legibly?; What should you consider when selecting words to fill in gaps? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: realise the importance of writing complete sentences to express meaning. | The learner is guided to: use the words provided to fill in gaps correctly and meaningfully in given sentences; write short sentences using prompts. | Why is it important to write clearly and legibly?; What should you consider when selecting words to fill in gaps? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: identify targets sounds in words from an oral text. | The learner is guided to: listen to a print or digital text containing the target sounds: /ʊ/ and / eɪ / (pay, wait); practise sound discrimination using minimal with peers. | Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: articulate words with the target sounds accurately to discriminate the sounds. | The learner is guided to: pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories. | Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: use the vocabulary leant in relevant context. | The learner is guided to: infer the meaning of new words from stories, dialogues, and role plays. | Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: adopt using the vocabulary learnt to communicate effectively in various contexts. | The learner is guided to: construct simple sentences using new words learnt; practise pronouncing words in response to picture cues and record themselves, recite poems/ rhymes/ tongue twisters using words with the target sounds. | Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: use the title and the pictures to make predictions about a story; use context clues to infer the meanings of new words. | The learner is guided to: talk about the title and pictures of a story with peers; make predictions of where the action could be happening. | What do you see in the pictures?; Where do you think the events in story are happening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Comprehension | By the end of the lesson, the learner should be able to: answer direct and indirect questions from a text to show comprehension; recommend reading for enjoyment and information. | The learner is guided to: read a text ( about 60 words) aloud with peers; infer the meanings of words using contextual clues; answer comprehension questions related to the theme. | What do you see in the pictures?; Where do you think the events in story are happening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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