CBE · Lower Primary
Grade 3 English Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English Activities scheme of work for Grade 3 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 3
- Subject
- English Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 3 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and speaking
Pronunciation and vocabulary
Reading
Fluency · Comprehension · Pronunciation and Vocabulary
Language Use
Subject-verb agreement · Forms of verb ‘do’ · Indefinite pronouns: (nobody, anybody, somebody) · Singular and plurals of irregular nouns
Writing
Handwriting Long words and descenders · Handwriting · Hand writing
| 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 words with the target letter –sound combinations in oral texts. | The learner is guided to: listen to an oral text with words containing the target –letter sounds combinations as modelled by peers, teacher or audio recording; point out words with the target sound combinations from a conversation watch videos on conversations with words featuring the target letter-sounds: bl, br, ch, cl. | Why do 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 | Listening and speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: pronounce the words with the target letter-sound combinations in preparation for reading. | The learner is guided to: practise saying words with the target letter-sound combinations, with peers. | Why do 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 | Listening and speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: use the new words learnt to communicate confidently in various contexts. | The learner is guided to: play word game with peers involving target sound. | Why do 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 | Listening and speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: realize the role of listening attentively and speaking clearly for effective communication. | The learner is guided to: use new words to construct sentences with peers and give feedback to each other; develop a talking tree using vocabulary learnt. | Why do 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 | 5 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with target letter-sound combinations in a text; read a text accurately, at the right speed and with expression. | The learner is guided to: watch a video clip/listens to an audio recording/teacher model of target sounds; pick out words containing the target letter-sound combinations: bl, br, ch, cl, from a written text. | How do we show emotions when reading a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: realise the correspondence between spoken words and written words in various contexts. | The learner is guided to: read words with the target letter–sound combinations from either print or digital stories; engage in timed reading of a text (90 words per minute) displaying the right emotions and feelings, with peers; take part in word building activities using pocket charts, print and digital flash cards. | How do we show emotions when reading a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Comprehension | By the end of the lesson, the learner should be able to: identify characters and setting in a text for comprehension; make predictions and anticipate possible outcomes of a story. | The learner is guided to: look at pictures and title of a text and predict the likely order of events in a story, with peers; read a print or digital text, related to the theme; identify the main idea/ topic/ purpose in a text; discuss the setting and characters in a story, with peers. | 1) How can we tell how a story, poem or conversation will end? 2) How can we tell where events have taken place? 3) How can we tell the characters in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: use context clues to infer meanings of words in a text; answer simple direct and indirect questions based on a text; adopt talking about a text read for comprehension. | The learner is guided to: respond to direct questions by locating sentences with the answers; answer indirect questions using prior knowledge of the target theme; list key words or phrases related to the theme from a grade appropriate text. | 1) How can we tell how a story, poem or conversation will end? 2) How can we tell where events have taken place? 3) How can we tell the characters in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Language Use | Subject-verb agreement | By the end of the lesson, the learner should be able to: recognise sentences with subject-verb agreement in a text; use subject-verb agreement to construct sentences related to the theme. | The learner is guided to: read and pick out the target grammar item from a text; list sentences featuring the grammar items from a text. | 1) What order should words follow in a sentence? 2) What makes a sentence correct? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Language Use | Subject-verb agreement | By the end of the lesson, the learner should be able to: realize the role of subject-verb agreement in communication. | The learner is guided to: construct sentences based on pictures showing singular and plural subjects, with peers; construct sentences using singular and plural objects at home and at school; play a language game on subject-verb agreement. | 1) What order should words follow in a sentence? 2) What makes a sentence correct? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Writing | Handwriting Long words and descenders | By the end of the lesson, the learner should be able to: recognise aspects of good handwriting for effective communication; write long words and descenders in clear legible handwriting. | The learner is guided to: look at a sample text with good handwriting; point out aspects of good handwriting in a text; copy letter patterns of the target letter-sound combinations (bl, br, ch, cl), with peers. | Why should we write neatly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Handwriting Long words and descenders | By the end of the lesson, the learner should be able to: advocate for the importance of writing clearly and legibly for effective communication. | The learner is guided to: copy words related to the language pattern; write words related to the theme in response to a picture prompt; listen to a dictation on sentences using subject-verb agreement and write them. | Why should we write neatly? | 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: recognize words with the target letter-sound combinations in words and sentences; pronounce the target letter-sound combinations in words and sentences. | The learner is guided to: listen to the teacher model or an audio recording the target letter-sound combinations (‘dr’, ‘fl’, ‘fr’ and ‘gl’); pronounce the target letter-sound combinations by taking turns; listen to and say tongue twisters with the target letter-sound combination; sing simple songs or recite poems with target letter-sound combinations. | 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 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: use the vocabulary learnt to communicate appropriately in various contexts; respond to simple specific three-directional instructions in oral communication; realise the role of listening attentively and correct pronunciation for effective communication. | The learner is guided to: construct simple sentences with peers using the new words and give feedback to each other; dramatise or role play sharing of responsibilities and duties using vocabulary learnt; listen and respond to three directional instructions, with peers. | 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 | Reading | Fluency | By the end of the lesson, the learner should be able to: Identify words with the target letter sound combinations for ease of reading; read a grade-appropriate text accurately, at the right speed and with expression. | The learner is guided to: watch a video or listen to an audio clip as teacher or peer models words featuring the target letter-sound combinations- ‘dr’, ‘fl’, ‘fr’ and ‘gl’; pick out words containing the target letter-sound combinations from a written text. | Why should we check our speed 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 | Fluency | By the end of the lesson, the learner should be able to: adopt reading simple, short texts in a variety of genres. | The learner is guided to: engage in timed reading of a text displaying appropriate expression, with peers; read texts of different genres paying attention to punctuation, facials expressions, pace, pitch, and volume individually, with peers. | Why should we check our speed while reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Comprehension | By the end of the lesson, the learner should be able to: Identify words related to the theme; make predictions and anticipate possible outcomes in a story for comprehension. | The learner is guided to: read a printed or digital text and pick out words related to the theme; look at pictures and title of a text and say what will happen in the story; infer meanings of new words using contextual clues; discuss the text with peers and locate sentences containing answers to the direct questions based on the text. | How can we tell how a story/ poem will end?; How can we tell where the events in a story are taking place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: use contextual clues to infer meanings of new words; answer direct and inferential questions for comprehension; adopt the reading texts for lifelong learning. | The learner is guided to: answer inferential questions based on the text read using contextual clues; make connections between events in the text and real life experiences; engage in a language game using the vocabulary learnt. | How can we tell how a story/ poem will end?; How can we tell where the events in a story are taking place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Language use | Forms of verb ‘do’ | By the end of the lesson, the learner should be able to: identify different forms of the verb ‘do’ in a print or digital text; use different forms of the verb ‘do’ to construct sentences for effective communication. | The learner is guided to: listen for the forms of verbs ‘do’ from an audio recording/ video clip or as modelled by the peers or the teacher; construct sentences related to the theme using the different forms of the verb ‘do.’. | What duties do you like doing?; What duties have you done this week? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Language use | Forms of verb ‘do’ | By the end of the lesson, the learner should be able to: realize the importance of using the different forms of the verb ‘do’ in communication. | The learner is guided to: recite poems/sing songs about the theme, while using the different forms of the verb ‘do’,with peers; type sentences formed using the different forms of the verb ‘do’ onto a digital device in pairs; play a language game with peers using the different forms of the ‘verb to do.’. | What duties do you like doing?; What duties have you done this week? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Writing | Handwriting | By the end of the lesson, the learner should be able to: recognise aspects of good handwriting for effective communication; write words related to the theme in clear and legible handwriting. | The learner is guided to: look at sample of a text with good handwriting; identify aspects of good handwriting such as letter formation, spacing, alignment, capitalisation. | How do we write words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Writing | Handwriting | By the end of the lesson, the learner should be able to: realize the importance of writing correctly, clearly and legibly for different purposes. | The learner is guided to: copy letter patterns of the target letter-sound combinations (dr’, ‘fl’, ‘fr’ and ‘gl’),with peers; write words related to the theme in response to a picture prompt; listen to a dictation on sentences using various forms of the verb ‘do’ and write them. | How do we write words? | 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: recognise words with the target letter-sound combinations in a text; pronounce words with the target letter-sound combinations correctly. | The learner is guided to: identify and pronounce words and phrases with letter-sound combinations (‘cr’, ‘pl’, ‘st’ and ‘sn’) as modelled by the peers/ teacher/ audio recording; use words which have the target letter-sound combinations to create sentences; practise tongue twisters, rhymes or poems and pick out the target letter-sound combinations with peers. | How do we learn new words?; Why should we listen attentively? | 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: use vocabulary related to the theme to communicate in various contexts; respond to simple specific three-directional instructions in oral communication; appreciate the importance of listening attentively for effective communication. | The learner is guided to: listen to audio/video recording of a conversation on etiquette and identify words related to the theme; respond to simple specific three-directional; play a language game matching vocabulary learnt to pictures. | How do we learn new words?; Why should we listen attentively? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with target letter-sound combinations in preparation for reading; read a grade-appropriate text accurately, at the right speed and with expression. | The learner is guided to: recognise words with target letter-sound combinations (‘cr’ and ‘pl’, ‘st’ and ‘sn’) from a text; identify words with the target letter-sound combinations. | Why is reading without hesitation important? | 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 3 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary
Reading
Fluency · Comprehension
Language Use
Future time (will/shall) · Conjunctions (but, because) · Quantifiers (some, many, no, all, any) · Opposites · Prepositions (next to, around, near, by, along, after, under)
Writing
Spelling · Punctuation (The comma) · Punctuation
| 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 words with the target letter -sounds combinations in given words correctly; pronounce the words with the target letter-sound combinations in preparation for reading. | The learner is guided to: identify and pronounce words with letter-sound combinations sounds: (/dr/, /gr/, /shr/) as modelled by the peers/ teacher/ audio recording; use words which have the target letter-sound combinations to create sentences, with peers; recite alliterative words that have the sounds (/dr/, /gr/, /shr/). | What words do we use to talk about technology?; 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 | |
| 1 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: use vocabulary words related to the theme in relevant contexts; respond to simple specific three-directional instructions in oral communication; realise the importance of listening attentively and correct pronunciation for effective communication. | The learner is guided to: listen to audio/video recording of a conversation on technology and identify words related to the theme; respond to simple specific three-directional instructions; play in a language game with peers, matching the vocabulary learnt with pictures. | What words do we use to talk about technology?; 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 | |
| 1 | 3 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations in a text; read a text accurately, at the right speed and with expression. | The learner is guided to: pick out words with letter-sound combinations /dr/, /gr/, /shr/, from a chart; blend target sounds to read words with target letter-sound combinations ,with peers; read words with letters –sound combination correctly; read a text displaying the right facial expressions and tone. | How should we read?; What benefits do we get in reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Fluency | By the end of the lesson, the learner should be able to: realise the importance of reading accurately, at the right speed and with expression for effective communication. | The learner is guided to: engage in timed reading with peers taking appropriate pauses at punctuation marks; practise reading sentences containing decodable and non-decodable words; Participate in reader’s theatre and record what you have read in a personal journal. | How should we read?; What benefits do we get in reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions about a story based on the title and pictures; respond to direct and indirect questions to show comprehension. | The learner is guided to: predict what will happen after discussing the title and pictures in the story; infer meanings of new words in a text; answer direct by locating the sentences with the answers in a story. | What do the pictures tell us about the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Comprehension | By the end of the lesson, the learner should be able to: adopt reading pictures and texts for information. | The learner is guided to: respond to indirect questions from a text using prior knowledge; summarise a story/ poem/conversation and record; talk about their own experiences in relation to the story. | What do the pictures tell us about the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Language Use | Future time (will/shall) | By the end of the lesson, the learner should be able to: identify words that express future time/actions for effective communication; use ‘will’/’shall’ to talk about future time/ events. | The learner is guided to: recognise sentences with words that express the future time from a text; talk about what they plan to do after school to express the future time. | What will you and your classmates do at break time? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Language Use | Future time (will/shall) | By the end of the lesson, the learner should be able to: value the role of ‘will’and ‘shall’ in communicating future time/intentions. | The learner is guided to: ask and answer questions using words that express future time,with peers; sing a song/rhyme using ‘will’ and ‘shall’; listen to story, poem or conversation read by the teacher and respond to questions using ‘will’/’shall’. | What will you and your classmates do at break time? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Spelling | By the end of the lesson, the learner should be able to: spell words with the target letter-sound combinations for effective writing; write words related to the target theme appropriately for legibility. | The learner is guided to: spell the words with the letter combinations dr, gr, shr; fill in a crossword puzzles using words with the target letter sound combinations; write the words related to the theme from a dictation; make words related to the theme from jumbled letters. | Why is the correct spelling words important? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Spelling | By the end of the lesson, the learner should be able to: adopt writing words clearly, legibly and correctly. | The learner is guided to: copy words legibly and correctly from charts/ flash cards; generate as many words as they can from a set of their names, with peers; participate in a spelling bee activity with peers. | Why is the correct spelling words important? | 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: recognise words with the target letter-sound combinations from an oral text; use new words in relevant contexts to talk about safety. | The learner is guided to: The learner is guide to:; listen to a text featuring the target letter-sound combinations as modelled by the teacher, peer or from an audio recording; Pick out and pronounce words or phrases with the target letter-sound combinations (dw , tw ,nk and sq) from the text; use words related to the theme to talk about safety. | What words do we use to talk about safety?; 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 | |
| 3 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: respond to simple specific three-directional instructions in oral communication; realize the importance of listening attentively and correct pronunciation for effective communication. | The learner is guided to: listen to the vocabulary used in short sentences/ short paragraphs/teacher read aloud stories and practise using it in a language game with peers; engage in role play on stories related to safety, with peers; respond to simple specific three directional instructions. | What words do we use to talk about safety?; 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 | |
| 3 | 3 | Reading | Fluency | By the end of the lesson, the learner should be able to: recognise words with the target letter-sound combinations in a written text; read a grade-appropriate text accurately, at the right speed and with expression. | The learner is guided to: listen to words with the target letter-sound combinations (dw, tw, nk and ‘sq’ )from a digital device or as modeled by the teacher or peer; identify and pronounce words and phrases with the target letter-sound combinations; read a text, displaying the right facial expressions and tone when reading. | Why is it important to read words properly?; What helps someone to 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 | Fluency | By the end of the lesson, the learner should be able to: adopt the reading of a variety of texts for reading fluency. | The learner is guided to: engage in timed reading a text ( 90 words per minute) taking appropriate pauses at punctuation marks; practise reading sentences containing decodable and non-decodable words; participate in a readers theatre with peers where you read a text, story or poem related to the theme. | Why is it important to read words properly?; What helps someone to read fluently? | 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: identify the main idea in a text to show comprehension; make predictions about a story based on the title and pictures for comprehension. | The learner is guided to: look at pictures and read the title of a story to make predictions of what will happen in the text; read/ listen to a story from a digital device /as narrated by peers/teacher; respond to direct and indirect questions from a text in short simple sentences. | What do you think will happen in this story?; What do the pictures tell us about the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Comprehension | By the end of the lesson, the learner should be able to: respond to direct and indirect questions to show comprehension; adopt reading pictures and texts for information. | The learner is guided to: get clues from the story read to answer direct and indirect questions; identify the main idea in a story, poem or conversation on safety, with peers; talk about their own experiences in relation to the theme and the story. | What do you think will happen in this story?; What do the pictures tell us about the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Language Use | Conjunctions (but, because) | By the end of the lesson, the learner should be able to: identify the target conjunctions from a written text; join phrases using the target conjunctions for effective communication. | The learner is guided to: watch video clip/role and identify sentences and phrases with the target conjunctions; use the conjunctions ‘but’ and ‘because’ in sentences. | When do we use the words but/because in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Language Use | Conjunctions (but, because) | By the end of the lesson, the learner should be able to: realize the importance of communicating ideas using the conjunctions. | The learner is guided to: play a language game featuring the target conjunctions, with peers; take part in filling in a substitution table joining phrases using the conjunctions ‘but’ and ‘because’ with peers. | When do we use the words but/because in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Spelling | By the end of the lesson, the learner should be able to: recognise correct spelling of words with the target letter-sound combinations from a written text; write compound sentences related to safety using target conjunctions for clarity in communication. | The learner is guided to: identify words with the target letter-sound combinations( dw-, tw-, -nk, and sq-) from a text; spell 4-6 letter words with the target letter-sound combinations from a dictation; organise jumbled letters to make 4-6 letter words with the target letter-sound combinations. | Why should 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 | 5 | Writing | Spelling | By the end of the lesson, the learner should be able to: attempt to write clearly, and legibly for effective communication. | The learner is guided to: spell 4-6 letter words related to the theme, with peers; copy 4 -6 letter words legibly and correctly; form words using the target letter-sound combination, with peers. | Why should we spell 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: recognise words with the target letter-sound combinations from an oral text; pronounce words with the target letter-sound combinations in preparation for reading. | The learner is guided to: identify and pronounce words and phrases with the target letter-sound combinations (-ft, -ct, -lt, -rd) as modelled by peers/ teacher/audio recording; use words which have the target letter-sound combinations to talk about caring for domestic animals, with peers; construct sentences using the new words. | What words do you use to talk about domestic animals?; Why is correct pronunciat ion important in speech? | 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 new words related to the theme in relevant contexts; respond to simple specific three-directional instructions in oral communication; realize the importance of listening attentively and correct pronunciation in communication. | The learner is guided to: recite rhymes/ sing songs using the vocabulary related to the theme, with peers; match vocabulary learnt to pictures and objects; respond to specific three-directional instructions in oral communication. | What words do you use to talk about domestic animals?; Why is correct pronunciat ion important in speech? | 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 letter-sound combinations from an oral text; pronounce words accurately when reading a text. | The learner is guided to: identify words with the target letter-sound combinations (- ft, -ct, -lt, -rd); read words with the target letter-sound combinations; read a text, displaying the right facial expressions and tone when reading; engage in timed reading taking appropriate pauses at punctuation marks. | Why should we read fluently?; Why do we pause when we read? | 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: read a grade-appropriate text accurately, at the right speed and with expression; realize the importance of reading fluently in effective communication. | The learner is guided to: recite poems about caring for domestic animals, with peers; reads sentences containing decodable and non-decodable words; participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem. | Why should we read fluently?; Why do we pause when we read? | 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: identify the sequence of events in a text show comprehension; make predictions about a story based on the title and picture. | The learner is guided to: predict what will happen in a story, based on the title and pictures in the text; read/ listen to a story from a digital device /as narrated by peers/teacher; get clues from the story read to answer direct and indirect questions. | What do the pictures tell us about the story?; What do you think will happen in the story? | 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 3 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary · Punctuation and Vocabulary
Reading
Fluency · Comprehension
Language use
Comparatives and superlatives (-er and –est) · Possessive pronouns · ‘Wh’ questions (why, whom, how) · Adverbs of manner · Interjections of displeasure
Writing
Guided Writing · Paragraphs · Guided Writing (factual paragraph)
| 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 words with the target letter-sound combinations in an oral text; pronounce words with the target letter-sound combinations in preparation for reading. | The learner is guided to: The learners are guide to:; identify and pronounce words and phrases with the target letter-sound combinations as modelled by the peers/ teacher or audio recording:-nkl, -pt,- nth, -nd; listen to the new words in short sentences/ short paragraphs/ teacher read aloud stories and give their meanings; construct sentences using the new words to talk about play time and games. | What can we tell from people’s faces and hand movements as they talk?; What words do you use to talk about playtime and sports? | 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: use new words related to the theme in relevant contexts; realise the importance of using the new words in conversations for effective communication. | The learner is guided to: practise the new words in a language game of matching vocabulary and pictures, with peers; recite rhymes/sing songs, using the vocabulary related to the theme; interpret facial expressions and gestures in posters/digital pictures/demonstration; listen and respond to simple specific three-directional instructions. | What can we tell from people’s faces and hand movements as they talk?; What words do you use to talk about playtime and sports? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations in preparation for reading in a written text; read a grade-appropriate text accurately, at the right speed and with expression. | The learner is guided to: pick out and read aloud words with the target letter-sound combinations: -nkl, -pt,-nth, -nd from a text; read words with letter –sound combinations correctly; read a text, displaying the right facial expressions and tone when reading. | What makes it easy to read well?; What helps someone to read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Fluency | By the end of the lesson, the learner should be able to: adopt reading simple short narratives for information. | The learner is guided to: engage in timed reading taking appropriate pauses at punctuation marks as they read a text; practise reading sentences containing decodable and non-decodable words; participate in a readers theatre with peers. | What makes it easy to read well?; What helps someone to read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions about a story based on the title and picture; infer meanings of new words using contextual clues. | The learner is guided to: look at the story title and pictures and guess what will happen in the story; get meanings of new words using contextual clues; respond to direct and indirect questions from a text; retell a story, poem or conversation based on the theme with peers. | What do you think will happen in the story?; What do you think we shall learn from the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Comprehension | By the end of the lesson, the learner should be able to: respond to direct and indirect questions from a text for comprehension; summarise information from a text for comprehension; adopt reading pictures and texts for information. | The learner is guided to: summarise the story read in one sentence; talk about their own experiences in relation to the story; role play scenarios in a story. | What do you think will happen in the story?; What do you think we shall learn from the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Language use | Comparatives and superlatives (-er and –est) | By the end of the lesson, the learner should be able to: recognise comparatives and superlatives used to describe people and things from a text; use comparatives and superlatives for effective communication. | The learner is guided to: read a story/ poem/conversation from a text book or a digital device and identify comparatives and superlatives; identify comparatives and superlatives used in varied sentences; talk about objects/people using superlatives and comparatives. | Which words can we use when comparing ourselves with others? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Language use | Comparatives and superlatives (-er and –est) | By the end of the lesson, the learner should be able to: realise the importance using comparatives and superlatives to describe people, things and places. | The learner is guided to: construct sentences using comparatives and superlatives with peers; role play a scenario related to the theme using compratives and superlatives; play a language game that require the use of comparative and superlatives. | Which words can we use when comparing ourselves with others? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: recognise the names of the objects in pictures related to the theme; write names from picture prompts to demonstrate mastery of vocabulary. | The learner is guided to: name different objects in pictures provided; respond to the prompts presented and write names of objects. | Why is it important to correctly write names of objects? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: realize the importance of writing correctly. | The learner is guided to: draw, colour and name the objects related to the theme, with peers; fill in gaps using the correct words; match pictures with their names. | Why is it important to correctly write names of objects? | 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 | Punctuation and Vocabulary | By the end of the lesson, the learner should be able to: By the end of the sub The strand, the learner should be able to:; recognise the target letter -sound combinations in given; words for effective communication; pronounce words with the target letter-sound. | The learner is guided to: listen attentively for the target letter sounds combinations (gr-pr- , -ew’) in different words from an audio recording, say words with the target letter sound combination and record using digital devices, listen to the new words in short sentences/ short paragraphs/ teacher read aloud stories and give their meaning, practise new words in response to picture cues, dramarise scenarios using the vocabulary words to talk about technology practise the new words in a language game of matching vocabulary and pictures, with peers. | Why should we listen attentively when other people are talking? | 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 | Punctuation and Vocabulary | By the end of the lesson, the learner should be able to: combinations in preparation for reading; articulate vocabulary related to the theme correctly; use vocabulary related to the theme in relevant contexts; realise the importance; of listening attentively, responding appropriately for effective communication. | The learner is guided to: listen attentively for the target letter sounds combinations (gr-pr- , -ew’) in different words from an audio recording, say words with the target letter sound combination and record using digital devices, listen to the new words in short sentences/ short paragraphs/ teacher read aloud stories and give their meaning, practise new words in response to picture cues, dramarise scenarios using the vocabulary words to talk about technology practise the new words in a language game of matching vocabulary and pictures, with peers. | Why should we listen attentively when other people are talking? | 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: identify words with the target letter -sound combinations correctly; read a variety of texts containing words related to the theme accurately ,at the right speed and correct expression. | The learner is guided to: pick out words with the target letter-sound combination (gr-pr-, -ew) from print or digital stories; read words with the target letter-sound combination; read a text, display the right facial expressions and voice when reading. | Why do we need to pronounnce 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 | Fluency | By the end of the lesson, the learner should be able to: adopt reading grade -level texts in a variety of genres. | The learner is guided to: engage in a timed reading taking appropriate pauses at punctuation marks when reading the text; play a word ladder game involving pronunciation from audio/visual recording of words learnt; participate in and record a readers theatre where he or she reads from a text. | Why do we need to pronounnce words correctly? | 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: make predictions on the outcomes of a story based on the theme; identify events in a text for comprehension. | The learner is guided to: look at pictures and title of a text and say what will happen in the story ,with peers; talk about events in a story; talk about the setting and the characters using picture clues. | How can we tell where events have taken place in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Comprehension | By the end of the lesson, the learner should be able to: infer the meanings of new words as used in the text; answer direct and indirect questions based on a text; acknowledge the importance of the information they have read in the text. | The learner is guided to: find the meaning of new words as used in a text; read the text and answer direct and indirect questions; retell the story, with peers. | How can we tell where events have taken place in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Language Use | Possessive pronouns | By the end of the lesson, the learner should be able to: identify sentences featuring possessive pronouns in a text; use possessive pronouns correctly in writing. | The learner is guided to: talk about the things that belong to them/ their parents/guardians, using possessive pronouns (mine, yours, ours, hers, his); role play ownership of items and objects in the classroom, with peers; construct sentences related to the theme using possessive pronouns, with peers. | How do you talk about things that belong to you / other 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 | Possessive pronouns | By the end of the lesson, the learner should be able to: realize the use of possessive pronouns in communication. | The learner is guided to: ask and answer questions using the possessive pronouns; sing songs/rhymes using the possessive pronouns; play language games involving use of possessives. | How do you talk about things that belong to you / other people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Paragraphs | By the end of the lesson, the learner should be able to: identify the general idea in jumbled sentences; write the sentences sequentially to form a paragraph. | The learner is guided to: study the jumbled sentences to establish the idea in each; discuss the main idea conveyed in the jumbled words. | Why is it important to put sentences in the correct order when writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Paragraphs | By the end of the lesson, the learner should be able to: advocate for the role of writing as a part of the learning process. | The learner is guided to: explore various possibilities with peers to get the correct order of the jumbled sentences; re-write the jumbled sentences according to the correct order. | Why is it important to put sentences in the correct order when writing? | 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: distinguish words with the target letter-sound combinations for effective communication; pronounce words with the target letter-sound combinations accurately. | The learner is guided to: listen and pick out words with the target letter sound combinations(-lf, - rf, spl-) from an audio clip/ poem/ story; practise saying words with the target sounds with peers; generate and list words with the target sounds; categorise different words according to each of the target sounds. | How can we use sounds to learn new words? | 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: identify vocabulary related to the theme correctly; use the new words related to the theme in short sentences; value the importance of using proper pronunciation and correct vocabulary in communication. | The learner is guided to: use new words to construct of sentences; engage in role plays and use words related to the theme, with peers; recite rhymes/sing songs which contain vocabulary related to the theme, with peers. | How can we use sounds to learn new words? | 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 letter-sound combinations in a text; read a grade-appropriate text accurately, at the right speed and with expressions. | The learner is guided to: pick out words with letter-sound combinations : (-lf, -rf, spl-) from a text; read words with letters –sound combination correctly; engage in timed reading of a text with minimal hesitations, displaying the right facial expressions and voice. | Why is it important to read at the right speed? | 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: adopt reading fluently for comprehension. | The learner is guided to: take appropriate pauses at punctuation marks as they read a text; practise reading sentences containing decodable and non-decodable words; participate in reading a text in readers’ theatre with peers and record on a digital device. | Why is it important to read at the right speed? | 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: make predictions about a story based on the title and pictures; respond to direct and indirect questions about the text to show comprehension. | The learner is guided to: look at the title of the story, pictures and guess what will happen in the story; locste sentences in the tet to answer direct questions; get clues from the story to answer indirect questions. | How do pictures and the title of a story help us to know what will happen in the story? | 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.
More Grade 3 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 3 English Activities so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.