CBE · Upper Primary
Grade 5 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 5 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 5
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 5 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Listening Comprehension · Pronunciation and Vocabulary: Listening Comprehension: Dialogue · Pronunciation and Vocabulary: Polite Words Phrases and Expressions · Pronunciation and Vocabulary: Word Stress (contrast between, nouns/verbs, verb /adjectives) · Listening Comprehension: Sounds/ Adjectives
Reading
Extensive Reading: Use of Reference Materials · Intensive Reading: Oral Narrative (about 400 words) Poem of about 5 Stanzas · Intensive Reading Narrative of about 400 words) · Intensive Reading: Comprehension ( Visuals) · Extensive Reading: Fiction and Non Fiction Materials
Grammar in Use
Word Classes: Demonstrative Determiners · Language Pattern: Use of too…to/for and Use of Must/Should with an Adverb/Adverbial · Word Class: Possessive Pronouns · Word Class: Comparatives and Superlatives forms of Regular and Irregular adjectives. Order of Adjectives
Writing
Functional Writing: Filling Forms · Creative Writing: Open ended Compositions · Mechanics of Writing: Handwriting: Joined/ (cursive script) · Functional Writing : A Reply to a Friendly Letter · Creative Writing: Narrative Compositions
| 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 Listening Comprehension | By the end of the lesson, the learner should be able to: recognise sounds, words, and phrases correctly; use words and phrases related to the theme in sentences correctly. | The learner is guided to: listen to an oral narrative in pairs or groups; identify words and phrases containing the sounds /ʌ/ /ɑː / from a print or audio text; say words and phrases related to the theme accurately; construct sentences using words and phrases with peers. | Why should we say the sounds in words, phrases, and sentences correctly?; How can we improve our pronunciation?; 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 | |
| 1 | 2 | Listening and Speaking | Pronunciation and Listening Comprehension | By the end of the lesson, the learner should be able to: listen for the main idea and specific details for effective communication; respond to information from an oral text; adopt attentive listening for effective communication. | The learner is guided to: say tongue twisters containing the selected sounds collaboratively with peers; write sentences and phrases containing the selected sounds and words; make an audio recording of a poem containing the sounds /ʌ/ and /ɑː /; play the audio recording and obtain feedback. | Why should we say the sounds in words, phrases, and sentences correctly?; How can we improve our pronunciation?; 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 | |
| 1 | 3 | Reading | Extensive Reading: Use of Reference Materials | By the end of the lesson, the learner should be able to: select relevant reference materials on a variety of subjects; spell words correctly for effective communication. | The learner is guided to: select appropriate print and non-print reference materials (dictionaries, junior encyclopaedias, and, subject-specific encyclopaedias); read selected reference materials independently. | Why do you read books?; Which type of books do you enjoy reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Extensive Reading: Use of Reference Materials | By the end of the lesson, the learner should be able to: read a variety of materials independently for information and pleasure; use reference materials to find the required information; adopt the use of reference materials for lifelong learning. | The learner is guided to: look for information related to the theme from reference materials; report and discuss what they have read with peers; visit a library to find reference materials for information related to the theme. | Why do you read books?; Which type of books do you enjoy reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Grammar in Use | Word Classes: Demonstrative Determiners | By the end of the lesson, the learner should be able to: identify demonstrative determiners in a variety of texts; use demonstrative determiners correctly. | The learner is guided to: identify demonstrative determiners from a text such as this, these, that, those; read sentences containing demonstrative determiners in print or electronic materials; construct sentences using demonstrative determiners with peers. | How do you identify objects that are near or far?; How do we show that objects being referred to are singular or more? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Grammar in Use | Word Classes: Demonstrative Determiners | By the end of the lesson, the learner should be able to: promote the use of the correct demonstrative determiner to use during communication. | The learner is guided to: make sentences containing demonstrative determiners from a substitution table; use demonstrative determiners to fill gaps in sentences; search for more examples of sentences containing demonstrative determiners in print and digital texts. | How do you identify objects that are near or far?; How do we show that objects being referred to are singular or more? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Functional Writing: Filling Forms | By the end of the lesson, the learner should be able to: record specific details in a variety of forms; design a form to obtain the required information. | The learner is guided to: search for sample forms from the internet, individually; select the information to be filled in a form collaboratively. | Why do we fill forms?; Why is it important to fill forms accurately?; What details do we fill in forms? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Functional Writing: Filling Forms | By the end of the lesson, the learner should be able to: acknowledge the importance of filling forms correctly. | The learner is guided to: fill a form related to the theme using the following details: personal information, school information, parents/guardians details, religion/county information, favourite sport, hobby among others; discuss the importance of filling forms correctly with peers,; design a form to obtain information with peers and upload it online. | Why do we fill forms?; Why is it important to fill forms accurately?; What details do we fill in forms? | 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: Listening Comprehension: Dialogue | By the end of the lesson, the learner should be able to: identify words, phrases, and sentences containing the target sounds; construct sentences orally using words related to the theme. | The learner is guided to: identify words with these sounds: /p/ /b/ from print materials such as newspapers, magazines; listen to audio-visual recordings of dialogue containing the sounds /b/ /p/; 8isualiz saying tongue twisters with the sounds /b/ /p/; discuss with peers the vocabulary used in the text and construct sentences using the vocabulary. | Why should we listen carefully?; Why do we take turns when 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 | Pronunciation and Vocabulary: Listening Comprehension: Dialogue | By the end of the lesson, the learner should be able to: listen for the main idea and specific details for effective communication; interpret a speaker’s feelings and emotions (non-verbal cues) correctly during an oral presentation; realise the importance of non-verbal cues and appropriate word choice in communication. | The learner is guided to: respond correctly to questions based on the dialogue; role plays the events depicted in the dialogue; interpret gestures, eye contacts, and facial expressions correctly. | Why should we listen carefully?; Why do we take turns when talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Intensive Reading: Oral Narrative (about 400 words) Poem of about 5 Stanzas | By the end of the lesson, the learner should be able to: identify characters, places, and events in a story for comprehension; predict events in a text for comprehension. | The learner is guided to: make predictions of what a story is about; what happens next in a story using the title/pictures in a story; infer the meaning of words from the context; use their imagination to 9isualize the events in a story; draw pictures, diagrams, or posters of events in the story. | Why is the title of a poem or a story important?; How do we predict events in a story or poem?; How do we tell the meaning of unknown words in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Intensive Reading: Oral Narrative (about 400 words) Poem of about 5 Stanzas | By the end of the lesson, the learner should be able to: respond correctly to factual and inferential questions for comprehension; use contextual clues to infer the meaning of words for comprehension; recommend appropriate reading techniques to peers. | The learner is guided to: read poems of not more than five stanzas; read a narrative of up to 400 words silently; retell a narrative or recite a poem and create a video or audio recording of the story. | Why is the title of a poem or a story important?; How do we predict events in a story or poem?; How do we tell the meaning of unknown words 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 | Writing | Creative Writing: Open ended Compositions | By the end of the lesson, the learner should be able to: select relevant points when planning a composition; write an open ended composition creatively. | The learner is guided to: brainstorm and discuss possible points to include in their composition; write the first paragraph with peers while observing correct punctuation and spelling; complete the composition individually of about (100-150 words); proofread their compositions collaboratively. | How do we express ideas on different topics?; Why do we share ideas? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Creative Writing: Open ended Compositions | By the end of the lesson, the learner should be able to: advocate for the use of; e) creativity in writing among peers. | The learner is guided to: display the completed compositions in class; conduct a gallery walk and give feedback; search and read compositions online. | How do we express ideas on different topics?; Why do we share ideas? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Listening and Speaking | Pronunciation and Vocabulary: Polite Words Phrases and Expressions | By the end of the lesson, the learner should be able to: identify polite words, phrases, and expressions in oral contexts; construct sentences orally using words related to the theme. | The learner is guided to: listen to correct pronunciation of sounds, phrases, and expressions from the teacher, audio-visual recordings among others; practise saying the sound /ɔɪ/ in words; practise using polite words and phrases with peers. | Why should you use polite expressions when talking to others?; Why should you listen to others attentively?; Which words, phrases, or expressions do we use to show politeness? | 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: Polite Words Phrases and Expressions | By the end of the lesson, the learner should be able to: listen for specific sounds in words, phrases, and expressions; use polite words, phrases, and expressions to compliment others; recommend appropriate words and phrases for expressing politeness. | The learner is guided to: role play the use of polite words, phrases, and expressions during meals; access correct pronunciation of sounds, words, phrases, and expressions from digital texts; listen to/recite poems with words featuring the target sounds. | Why should you use polite expressions when talking to others?; Why should you listen to others attentively?; Which words, phrases, or expressions do we use to show politeness? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Intensive Reading Narrative of about 400 words) | By the end of the lesson, the learner should be able to: relate events in the story with their life experiences; predict events in a text for comprehension. | The learner is guided to: make predictions on a story when reading; use their imagination to visualise the events in a story. | How do you get information from a text?; Which things do you predict or visualize in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Intensive Reading Narrative of about 400 words) | By the end of the lesson, the learner should be able to: create mental images from the events in a story; respond to factual and inferential questions correctly; relate events in a reading text to real life experiences. | The learner is guided to: scan and skim texts for new words and information with peers; answer factual and inferential questions from the texts; use digital devices to read online stories for comprehension. | How do you get information from a text?; Which things do you predict or visualize in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Grammar in Use | Language Pattern: Use of too…to/for and Use of Must/Should with an Adverb/Adverbial | By the end of the lesson, the learner should be able to: identify sentences featuring the target language patterns; use the language patterns in sentences correctly. | The learner is guided to: make sentences with too…to/for from a substitution table. For example, ‘The stone is too heavy for Nanjala to lift.’; construct sentences using : ‘must/should with an adverb/adverbial’ for example, We must brush our teeth every day. | How do you identify correct sentences?; Why is it important to use sentences correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Grammar in Use | Language Pattern: Use of too…to/for and Use of Must/Should with an Adverb/Adverbial | By the end of the lesson, the learner should be able to: Promote the use sentence patterns correctly for clarity of communication. | The learner is guided to: recite poems with the target language pattern; discuss instances when the sentence patterns are used, in small groups; fill in blank spaces in sentences using the patterns. | How do you identify correct sentences?; Why is it important to use sentences correctly? | 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 5 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary: Stress and Intonation · Pronunciation and Vocabulary: Interactive Listening · Pronunciation and Vocabulary: Oral Narrative Featuring Proverbs and Sayings · Speaking Fluency: Narrative of about 150 words
Reading
Intensive Reading Comprehension Dialogues · Extensive Reading: Fiction and Non- Fiction Texts (1000-1250 words) Poems (not more than 5 stanzas) · Fluency in Reading (Texts of about 400 words)
Grammar in Use
Word Class: Determiners: Quantifiers: Few/ a few, little/ a little, a lot of/ lots of, each, all, enough, most, least · Tense: Future Time using will/shall · Sentences: Use of Double Imperatives: Question Tags on the Verb to be
Writing
Creative Writing: Pictorial Composition · Mechanics of Writing: Punctuation- Use of the Commas Use of Double Quotation Marks · Creative Writing: Narrative Composition (120 -160 words) Similes and Proverbs · Mechanics of Writing: Punctuation Marks Apostrophe Exclamatio n Mark
Grammar Word in Use
Intensive Reading: Descriptive Fictional or Non-Fictional Texts (about 400 words)
| 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: Stress and Intonation | By the end of the lesson, the learner should be able to: sort statements and questions based on rising and falling intonation; pronounce words and phrases with the target sounds correctly. | The learner is guided to: reproduce appropriate patterns of stress and intonation in speech; sort the statements and questions on the basis of rising or falling intonation collaboratively with peers; practise saying words, phrases and sentences with the sounds /f/ and /v/. | Why should we pronounce sounds and words correctly?; Why do we raise our voices when asking questions?; How can you change your voice to show different meanings? | 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: Stress and Intonation | By the end of the lesson, the learner should be able to: construct sentences orally using words related to the theme. | The learner is guided to: say tongue twisters with the sounds /f/ and /v/ collaboratively; watch a video of a dialogue in which statements and questions are used. | Why should we pronounce sounds and words correctly?; Why do we raise our voices when asking questions?; How can you change your voice to show different meanings? | 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: Stress and Intonation | By the end of the lesson, the learner should be able to: use stress and intonation appropriately in statements and questions; advocate the need for correct stress and intonation in varied contexts. | The learner is guided to: recite a choral verse with peers; use the right intonation on a role play on telephone conversation; sing songs featuring stress and intonation. | Why should we pronounce sounds and words correctly?; Why do we raise our voices when asking questions?; How can you change your voice to show different meanings? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Intensive Reading Comprehension Dialogues | By the end of the lesson, the learner should be able to: select unfamiliar words and phrases from a reading text. | The learner is guided to: make connections between the characters in the text and the people they know; relate events in the dialogue to their experiences. | How do we tell the meaning of words?; What makes you a good reader? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Intensive Reading Comprehension Dialogues | By the end of the lesson, the learner should be able to: use contextual clues to infer the meaning of words. | The learner is guided to: read and role play a dialogue of about about 400 words collaboratively with peers. | How do we tell the meaning of words?; What makes you a good reader? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Intensive Reading Comprehension Dialogues | By the end of the lesson, the learner should be able to: respond to direct and inferential questions for comprehension. | The learner is guided to: pick out main ideas from the dialogue. | How do we tell the meaning of words?; What makes you a good reader? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Intensive Reading Comprehension Dialogues | By the end of the lesson, the learner should be able to: relate events in the story to their own experiences. | The learner is guided to: answer direct and inferential questions based on the dialogue; infer the meaning of words from the context (for example, from words occurring before or after). | How do we tell the meaning of words?; What makes you a good reader? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Grammar in Use | Word Class: Determiners: Quantifiers: Few/ a few, little/ a little, a lot of/ lots of, each, all, enough, most, least | By the end of the lesson, the learner should be able to: identify quantifying determiners in a variety of texts; use quantifying determiners appropriately in a variety of contexts. | The learner is guided to: read a passage related to the theme and identify quantifying determiners from the passage collaboratively; match quantifying determiners with corresponding countable and uncountable nouns; list quantifying determiners that can be used with both countable and uncountable nouns. | Which words do we use to show amount or quantity?; Why is it important to tell the quantity of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Grammar in Use | Word Class: Determiners: Quantifiers: Few/ a few, little/ a little, a lot of/ lots of, each, all, enough, most, least | By the end of the lesson, the learner should be able to: judge the appropriateness of quantifying determiners in oral and written texts. | The learner is guided to: read sentences containing quantifying determiners from the internet with peers; construct sentences using quantifying determiners with nouns with peers; complete sentences by filling in gaps using the correct quantifying determiners. | Which words do we use to show amount or quantity?; Why is it important to tell the quantity of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Creative Writing: Pictorial Composition | By the end of the lesson, the learner should be able to: choose possible topics for pictorial compositions; create a composition based on the visuals or pictures. | The learner is guided to: interpret pictures collaboratively with peers; match the pictures with the different parts of a composition: beginning, middle and end; watch a variety of animations, videos and sample write pictorial compositions collaboratively with peers; arrange different pictures logically to write a story coherently. | Why do we enjoy looking at pictures?; What messages do pictures communicate? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Writing | Creative Writing: Pictorial Composition | By the end of the lesson, the learner should be able to: judge visuals appropriately for creativity in writing. | The learner is guided to: write a pictorial composition of about 120 - 160 words; proof read the pictorial composition; display their compositions in the classroom. | Why do we enjoy looking at pictures?; What messages do pictures communicate? | 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: Interactive Listening | By the end of the lesson, the learner should be able to: identify words, phrases or sentences with the target sound; construct sentences orally using words related to the theme. | The learner is guided to: select words with the sound: /ə/ and the diphthongs: /ɪə/ and /eɪ/ from a dialogue; take turns to read a dialogue collaboratively. | Why should we pronounce sounds and words correctly?; Why should you give others a chance to speak?; How do you tell if someone is happy or sad? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: pronounce sounds correctly for accuracy in speech. | The learner is guided to: interrupt a conversation appropriately; view a video of conversation and list words or phrases used to interrupt politely. | Why should we pronounce sounds and words correctly?; Why should you give others a chance to speak?; How do you tell if someone is happy or sad? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: use words and non-verbal cues to express different moods; challenge others to listen interactively for effective communication. | The learner is guided to: say the target sounds as modelled from a recording; make sentences with words containing the sound: /ə/ and the diphthongs: /ɪə/ /eɪ/. | Why should we pronounce sounds and words correctly?; Why should you give others a chance to speak?; How do you tell if someone is happy or sad? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Extensive Reading: Fiction and Non- Fiction Texts (1000-1250 words) Poems (not more than 5 stanzas) | By the end of the lesson, the learner should be able to: select relevant reading materials from a collection of books; read a variety of materials for information and pleasure. | The learner is guided to: skim through reading materials to obtain the main idea; preview texts to determine suitability and relevance. | What kind of information do you find in books?; Why is it necessary to read many books?; What do you consider when choosing a material to read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Extensive Reading: Fiction and Non- Fiction Texts (1000-1250 words) Poems (not more than 5 stanzas) | By the end of the lesson, the learner should be able to: judge the. | The learner is guided to: scan materials for specific details collaboratively; select appropriate reading materials from a library; read the selected materials individually. | What kind of information do you find in books?; Why is it necessary to read many books?; What do you consider when choosing a material to read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Grammar in Use | Tense: Future Time using will/shall | By the end of the lesson, the learner should be able to: identify words that indicate future time in sentences; use will and shall to express future time correctly. | The learner is guided to: pick sentences which express future time from a text; make sentences from a substitution table; answer questions on future time using will/shall collaboratively; construct sentences using will/shall collaboratively. | Which words do we use to show future time?; How do you tell the time something happened?; What will you do tomorrow? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Grammar in Use | Tense: Future Time using will/shall | By the end of the lesson, the learner should be able to: collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts. | The learner is guided to: role play activities they plan or wish to do in future with peers; watch videos offline or online and identify sentences featuring future time with peers; use computers, tablets or mobile phones to listen to audio materials featuring future time; make predictions (events, weather among others using will and shall; create display charts with sentences which feature will and shall. | Which words do we use to show future time?; How do you tell the time something happened?; What will you do tomorrow? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Writing | Mechanics of Writing: Punctuation- Use of the Commas Use of Double Quotation Marks | By the end of the lesson, the learner should be able to: identify commas and double quotation marks in written texts; use the comma and double quotation marks correctly in sentences. | The learner is guided to: read a short text and identify punctuation marks used collaboratively with peers; use commas to show pauses between words, phrases or clauses; complete sentences using double quotation marks and commas. | Which punctuation marks do you know?; Why do we punctuate sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Writing | Mechanics of Writing: Punctuation- Use of the Commas Use of Double Quotation Marks | By the end of the lesson, the learner should be able to: advocate the use of correct punctuation in written communication. | The learner is guided to: pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources; play punctuation games with peers; create posters or charts with sentences with double quotation marks and commas and display them in class. | Which punctuation marks do you know?; Why do we punctuate sentences? | 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 5 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Mechanics of Writing: Punctuation Marks Apostrophe Exclamatio n Mark · Creative Writing: Descriptive Composition (120 -160 words) · Use of Interrogatives · Functional Writing: Appointment Diary Journal (3 days) · Word Class: Prepositions
Listening and Speaking
Pronunciation and Vocabulary: Interactive Listening Choral verse Narrative in Dialogue Format (Conversation Narrative) · Pronunciation and Vocabulary: Listening Fluency Non-verbal cues · Pronunciation and Vocabulary: Speaking Fluency (Content from other Learning areas) Making a Speech · Pronunciation and Vocabulary: Intensive Listening (Dialogue containing similes)
Reading
Intensive Reading Factual Texts of about 400 Words · Intensive Reading: Reading with Technology · Intensive Reading: Poems, Songs and Tongue Twisters · Extensive Reading Variety of texts such as Newspapers, magazines, class readers and poems.
Grammar in Use
Word Class: Conjunctions · Word Class: Nouns (which only occur in singular or plural)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Mechanics of Writing: Punctuation Marks Apostrophe Exclamatio n Mark | By the end of the lesson, the learner should be able to: identify the apostrophe and exclamation mark in sentences; punctuate sentences correctly using the apostrophe and the exclamation mark; collaborate with others to punctuate own or provided documents. | The learner is guided to: listen to a short oral text and write the text with the correct punctuation marks; underline the apostrophe and exclamation marks in a text with peers; construct sentences using the apostrophe and exclamation mark; watch online videos or slides about the correct use of the apostrophe and exclamation mark; create and display charts or posters with sentences in which the apostrophe and exclamation mark are used collaboratively with peers; conduct a gallery walk and view the charts made by each group of peers. | Which punctuation marks do you know?; Why do we punctuate sentences? | 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: Interactive Listening Choral verse Narrative in Dialogue Format (Conversation Narrative) | By the end of the lesson, the learner should be able to: identify different moods in a narrative or a choral verse. | The learner is guided to: listen to a narrative and retell it while expressing different moods or feelings; construct sentences orally collaboratively with peers. | Why should you interrupt others politely?; How do you show different moods and feelings when listening to someone?; Which words do you use to join an on-going conversation? | 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: Interactive Listening Choral verse Narrative in Dialogue Format (Conversation Narrative) | By the end of the lesson, the learner should be able to: use words and phrases with the selected sound in sentences; interrupt politely during a conversation. | The learner is guided to: say words containing the sounds /s/ and /z/ with peers; watch a video of a conversational narrative or a choral verse online or offline. | Why should you interrupt others politely?; How do you show different moods and feelings when listening to someone?; Which words do you use to join an on-going conversation? | 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: Interactive Listening Choral verse Narrative in Dialogue Format (Conversation Narrative) | By the end of the lesson, the learner should be able to: challenge others to listen interactively during conversations. | The learner is guided to: take turns during a conversation; engage in a dialogue and practise interrupting one another politely. | Why should you interrupt others politely?; How do you show different moods and feelings when listening to someone?; Which words do you use to join an on-going conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Intensive Reading Factual Texts of about 400 Words | By the end of the lesson, the learner should be able to: relate the ideas in a text to their experiences; respond to factual and inferential questions correctly. | The learner is guided to: skim through a text and obtain the main idea; scan through a text to obtain specific information; discuss and relate ideas to their experiences collaboratively with peers. | Why do we read books?; Why should we make notes when reading?; What makes you a good reader? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Intensive Reading Factual Texts of about 400 Words | By the end of the lesson, the learner should be able to: summarise the main ideas in a text for comprehension; encourage others to pay attention to detail when reading. | The learner is guided to: read a text independently and retell it in own words; answer direct and inferential questions from the text; watch a video on leisure time and write the main points. | Why do we read books?; Why should we make notes when reading?; What makes you a good reader? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Grammar in Use | Word Class: Conjunctions | By the end of the lesson, the learner should be able to: identify conjunctions in texts for effective communication. | The learner is guided to: listen to a short dialogue and identify conjunctions; make sentences from a substitution table using but, or, yet, because, since and also. | Why do you join words and sentences?; How do you join words or sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Grammar in Use | Word Class: Conjunctions | By the end of the lesson, the learner should be able to: use conjunctions correctly in communication. | The learner is guided to: construct sentences using conjunctions with peers; fill in blank spaces using conjunctions in sentences or paragraphs. | Why do you join words and sentences?; How do you join words or sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Grammar in Use | Word Class: Conjunctions | By the end of the lesson, the learner should be able to: judge the correctness and appropriateness of conjunctions in oral and written texts. | The learner is guided to: create a display chart of sentences containing conjunctions with peers; conduct a gallery walk and give feedback to each group. | Why do you join words and sentences?; How do you join words or sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Creative Writing: Descriptive Composition (120 -160 words) | By the end of the lesson, the learner should be able to: describe people or things mentioned in a text. | The learner is guided to: read a sample composition from print or electronic sources; talk about people or things in the text. | How do we describe things or events?; Why is it important to describe things or events clearly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Writing | Creative Writing: Descriptive Composition (120 -160 words) | By the end of the lesson, the learner should be able to: create a descriptive composition related to the theme. | The learner is guided to: make sentences to describe how they spent their leisure time collaboratively; organise the sentences to make a paragraph collaboratively. | How do we describe things or events?; Why is it important to describe things or events clearly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Writing | Creative Writing: Descriptive Composition (120 -160 words) | By the end of the lesson, the learner should be able to: collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow. | The learner is guided to: write a descriptive composition individually; proof read the composition with peers. | How do we describe things or events?; Why is it important to describe things or events clearly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Listening and Speaking | Pronunciation and Vocabulary: Listening Fluency Non-verbal cues | By the end of the lesson, the learner should be able to: select words containing the target sound in sentences. | The learner is guided to: listen to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/; identify words with the sound /aɪ/ from texts. | Why is it important to listen carefully?; How can we become better listeners? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Listening and Speaking | Pronunciation and Vocabulary: Listening Fluency Non-verbal cues | By the end of the lesson, the learner should be able to: construct sentences orally using words related to the theme; listen for words with the sound /aɪ/ from an audio text. | The learner is guided to: practise saying selected tongue twisters collaboratively; make a three-minute speech with peers. | Why is it important to listen carefully?; How can we become better listeners? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Listening and Speaking | Pronunciation and Vocabulary: Listening Fluency Non-verbal cues | By the end of the lesson, the learner should be able to: interpret a speaker’s emotions and feelings correctly during oral presentations. | The learner is guided to: recite poems with peers; interpret non-verbal cues correctly. | Why is it important to listen carefully?; How can we become better listeners? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Intensive Reading: Reading with Technology | By the end of the lesson, the learner should be able to: relate ideas in the text to personal experiences; create mental images from the events, characters or places in a text. | The learner is guided to: infer the meaning of words from context; make connections between town experiences and events in the reading text; create pictures, mimes, videos or crossword puzzles in with peers. | Why is it important to relate what you read to real life experiences?; What digital resources can you use in your reading?; Why are digital materials more interesting to read than print ones? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Intensive Reading: Reading with Technology | By the end of the lesson, the learner should be able to: answer factual and inferential questions correctly; judge the appropriateness of digital texts on the basis of word choice, theme and interest. | The learner is guided to: search and read texts from the internet with peers; dramatise or role play events or characters in stories they have read online; print the visuals obtained from online sources and share or display in a gallery. | Why is it important to relate what you read to real life experiences?; What digital resources can you use in your reading?; Why are digital materials more interesting to read than print ones? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Writing | Use of Interrogatives | By the end of the lesson, the learner should be able to: identify interrogatives in sentences correctly. | The learner is guided to: mention the words used to ask questions - how, what, when, why, who; use the wh-words and how to ask questions; construct questions using the pattern: how much more…, when/who/why/what else with peers for example, who else attended the ceremony? how much more sugar was bought?. | Why do we ask questions?; How do we ask questions?; Why do we write words correctly?; Which words do you find difficult to write?; How do we learn to spell words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Writing | Use of Interrogatives | By the end of the lesson, the learner should be able to: use interrogatives accurately in sentences. | The learner is guided to: use the interrogatives with: else, much … to complete sentences, The learner should be guided to:; discuss with peers words they find difficult to spell; make a presentation on correct spelling homophones and homonyms; write words from a dictation by the teacher or from an audio-visual recording. | Why do we ask questions?; How do we ask questions?; Why do we write words correctly?; Which words do you find difficult to write?; How do we learn to spell words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Writing | Use of Interrogatives | By the end of the lesson, the learner should be able to: adopt the use of interrogatives used in oral and written texts. end of the sub the learner should to: selected words for effective homophones and in sentences the use of spelling of words peers. | The learner is guided to: play spelling games with peers; for example, scramble or scrabble; use a jigsaw puzzle to form words correctly with peers; make words from jumbled up letters. | Why do we ask questions?; How do we ask questions?; Why do we write words correctly?; Which words do you find difficult to write?; How do we learn to spell words? | 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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