CBE · Pre-Primary
PP2 Language Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Language Activities scheme of work for PP2 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
- PP2
- Subject
- Language Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP2 Language Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Greetings and farewell. · Time related greetings and farewell · Listening for comprehension · News telling · Active listening · Self expression · Polite language · Passing information
Reading
Reading readiness · Book handling · Letter recognition · Print awareness · Reading syllables · Visual discrimination · Reading letters of the alphabet.
Writing
Writing readiness · Letter writing · Writing practice · Drawing pictures · Writing syllables
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Greetings and farewell. | By the end of the lesson, the learner should be able to: mention reasons why we greet people in our day-to-day life. | The learner is guided to: Guide learner to:; tell why we greet each other as we interact; role play initiating and responding to greetings. | Why do we greet people?; Which words do we use to greet one another? | 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 | Greetings and farewell. | By the end of the lesson, the learner should be able to: use greetings correctly while interacting; use farewell words and gestures in social interactions. | The learner is guided to: listen to an audio clip on people greeting, watch a video clip on people greeting or read pictures on people greeting and bidding farewell; say how we greet different people (family members, visitors, teachers, school mates, friends) using appropriate words. | Why do we greet people?; Which words do we use to greet one another? | 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 | Greetings and farewell. | By the end of the lesson, the learner should be able to: adopt use of greetings and bidding farewell in daily interactions. | The learner is guided to: collaboratively practise bidding farewell using words and gestures; recite poems on greetings and bidding farewell; Sing time related songs on greetings and with reference to different farewell relationships (teacher, mother, peers, visitors). | Why do we greet people?; Which words do we use to greet one another? | 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 | Time related greetings and farewell | By the end of the lesson, the learner should be able to: identify time related greetings used in interactions; use time related greetings while interacting with people. | The learner is guided to: Guide learners to:; tell how we greet at different times of the day; read pictures or watch a video clip on people greeting and bidding farewell at different times of the day; collaboratively practise greeting at different times of the day. | How do we greet people at different times of the day?; How do bid each other farewell at different times of the day? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Listening and Speaking | Time related greetings and farewell | By the end of the lesson, the learner should be able to: bid farewell correctly in relation to time; appreciate use of greetings and bidding of farewell in daily interactions. | The learner is guided to: practise bidding farewell at different times of the day; role play greeting and bidding farewell at different times of the day (good morning, good afternoon, good evening); Sing songs on time related greetings and bidding farewell using words and gestures. | How do we greet people at different times of the day?; How do bid each other farewell at different times of the day? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: read written text from the left to the right of a; turn pages from right to left in readiness for reading. | The learner is guided to: open books and read from left to right; turn pages of a book from right to left; role play covering of books in pairs; role play arranging books in shelves, bags and tables in groups. | Which letter sounds from the alphabet sound similar? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: demonstrate good care of own books; enjoy reading pictures and texts from different materials. | The learner is guided to: read pictures from different materials: books, charts, digital devices, boards; read letter sounds from charts; read letters of the alphabet from charts. | Which letter sounds from the alphabet sound similar? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: hold a writing tool properly in preparation for writing; turn pages from right to left in preparation for writing; take pleasure in pre writing activities in and out of school. | The learner is guided to: practice holding a writing tool properly; turn pages from right to left when writing; collaboratively write patterns from left to write; freely draw pictures of choice; colour pictures in books. | How do we ensure that we write properly on our books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Listening for comprehension | By the end of the lesson, the learner should be able to: listen to information for comprehension; answer questions from the listening experience. | The learner is guided to: listen to a story about things in the neighbourhood from the teacher or a digital device retell the story; answer oral questions from a story either collaboratively or as individuals. | What do we do when a story is told?; Which things are found in our surrounding? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Listening for comprehension | By the end of the lesson, the learner should be able to: take pleasure in activities that involve listening and speaking. | The learner is guided to: tell stories about things in and out of the school; recite poems on things found in the neighbourhood (houses, roads, people, plants). | What do we do when a story is told?; Which things are found in our surrounding? | 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 | News telling | By the end of the lesson, the learner should be able to: tell news to communicate things that have happened; retell verbal messages for communication. | The learner is guided to: listen to news from the teacher or pre-recorded news from a digital device using simplified language; collaboratively tell and re-tell news in turns; talk about the importance of neighbours. | Which things do you see on your way to school?; What do we do when we are not in school? | 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 | News telling | By the end of the lesson, the learner should be able to: take pleasure in passing verbal messages. | The learner is guided to: tell news on happenings in the neighbourhood about people or events; tell news on things observed during a nature walk in their neighbourhood; Sing songs related to things found in the neighbourhood. | Which things do you see on your way to school?; What do we do when we are not in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Book handling | By the end of the lesson, the learner should be able to: mention ways we care for books; demonstrate book handling skills in and out of school. | The learner is guided to: talk about ways of caring for books; role play covering books collaboratively; observe pictures of well-arranged books on shelves or tables; arrange books in bags. | How do we take care of our books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Book handling | By the end of the lesson, the learner should be able to: demonstrate ability to arrange books properly; take pleasure in book handling and storage activities. | The learner is guided to: arrange and store books properly collaboratively; practise arranging books top side up in shelves or book corner; practise dusting of books with nose covered where there is dust; wash hands after dusting books; Sing songs as they arrange books on shelves, in bags or on tables. | How do we take care of our books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: recognize pictures of things found in the neighbourhood; chant rhymes on letter sounds and letter names. | The learner is guided to: identify pictures of things found in the neighbourhood from the writing board, charts, books, flash cards or digital devices (neighbours, buildings, domestic animals, utensils, rivers, roads, play grounds, trees, market); talk about the pictures collaboratively. | What are the different things found near our school?; Which letter sounds sound almost similar? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: enjoy participating in pre-reading activities. | The learner is guided to: read letters of the alphabet in groups and as individuals from charts and flashcards; read letter sounds in pairs and as individuals from charts. | What are the different things found near our school?; Which letter sounds sound almost similar? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Letter recognition | By the end of the lesson, the learner should be able to: identify different letter names in and out of class. | The learner is guided to: listen to an audio clip on letter names or read letter names from the board. | Which letters of the alphabet are almost written the same? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Letter recognition | By the end of the lesson, the learner should be able to: differentiate between upper case and lower case letters of the alphabet. | The learner is guided to: recall letter names learned. | Which letters of the alphabet are almost written the same? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Letter recognition | By the end of the lesson, the learner should be able to: match upper case and lower case letters of the alphabet. | The learner is guided to: read letters of the alphabet from charts, books, flash cards; match upper case and lower case letters. | Which letters of the alphabet are almost written the same? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Reading | Letter recognition | By the end of the lesson, the learner should be able to: take pleasure in chanting rhymes on letter names. | The learner is guided to: visit a learning corner with a variety of jumbled letters in different cases and identify each letter name. | Which letters of the alphabet are almost written the same? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Letter recognition | By the end of the lesson, the learner should be able to: identify different letter names in and out of class. | The learner is guided to: play letter memory games like fishing game using letter flash cards. | Which letters of the alphabet are almost written the same? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Letter recognition | By the end of the lesson, the learner should be able to: differentiate between upper case and lower case letters of the alphabet. | The learner is guided to: chant rhymes collaboratively on letter names. | Which letters of the alphabet are almost written the same? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Writing | Letter writing | By the end of the lesson, the learner should be able to: write letters of the alphabet in lower case. | The learner is guided to: read letters of the alphabet in lower case form charts, books, digital device; read letters of the alphabet in upper case from charts, books, digital device. | How do we tell whether a letter is upper case or lower case? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Writing | Letter writing | By the end of the lesson, the learner should be able to: write letters of the alphabet in upper case. | The learner is guided to: write letters of the alphabet in the air; write letters of the alphabet in lower case on different materials: books, ground, board, digital device. | How do we tell whether a letter is upper case or lower case? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Writing | Letter writing | By the end of the lesson, the learner should be able to: match in writing lower case and upper case letters. | The learner is guided to: write letters of the alphabet in upper case on different materials: books, ground, board, digital device. | How do we tell whether a letter is upper case or lower case? | 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 — PP2 Language Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Reading syllables · Writing letters of the alphabet · Visual memory · Visual discrimination · Picture Reading · Word formation
Writing
Eye-hand Coordination · Writing syllables · Pattern writing · Recording skills · Hand writing
Listening and Speaking
Auditory discrimination · Audience awareness · Auditory memory · Observation skills · Naming · Articulating letter sounds
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Reading syllables | By the end of the lesson, the learner should be able to: read syllables by joining 2 letter sounds; fa fe fi fo fu ga ge gi go gu ha he hi ho hu; chant rhymes related to syllables. | The learner is guided to: listen to recorded syllables from a digital device; identify written letter sounds; join two sounds to form syllables. | Where can we read letter sounds from? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Reading syllables | By the end of the lesson, the learner should be able to: focus on chanting rhymes related to syllables reading. | The learner is guided to: read the syllables fa fe fi fo fu ga ge gi go gu ha he hi ho hu on flash cards, books, charts, writing board, digital device; chant rhymes on letter sounds collaboratively and as individuals while others listen to and appreciate the effort by clapping; play games related to letter sounds and syllables using flash cards. | Where can we read letter sounds from? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Writing | Eye-hand Coordination | By the end of the lesson, the learner should be able to: write patterns using letters of the alphabet; demonstrate eye-hand coordination when writing letters of the alphabet. | The learner is guided to: practise writing letters on floor, on a writing board, on air, on books, a digital device; colour letters of the alphabet; colour pictures of things found in the market; model letters of the alphabet using clay, plasticine, dough; model things found in the market; wash hands after modelling. | How can we form letters of the alphabet? (writing, modelling, painting, fixing puzzles, writing in the air). | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Writing | Eye-hand Coordination | By the end of the lesson, the learner should be able to: choose to participate in activities that involve eye-hand coordination (reading using a pen or finger and writing). | The learner is guided to: paint and print letters of the alphabet and wash hands; trace letters of the alphabet; practise fixing letter puzzles collaboratively to enhance eye-hand coordination; display work done; play digital games on letters of the alphabet that involve the manipulation of a digital device. | How can we form letters of the alphabet? (writing, modelling, painting, fixing puzzles, writing in the air). | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Writing letters of the alphabet | By the end of the lesson, the learner should be able to: write letters of the alphabet in the lower case (small letters); write letters of the alphabet in upper case (capital letters). | The learner is guided to: read letters of the alphabet from a book, chart, board, cards and/or from a digital device; trace letters of alphabet in both cases; copy letters of the alphabet in lower case; copy letters of the alphabet in upper case. | Which materials do we use for writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Writing letters of the alphabet | By the end of the lesson, the learner should be able to: match letters of the alphabet (lower and upper case); attempt exercises related to writing letters of the alphabet. | The learner is guided to: practice writing letters of the alphabet using a digital device; make patterns using letters of the alphabet collaboratively; match letters of the alphabet in writing (lower and upper case); model letters of alphabet in both cases; display their work to the class. | Which materials do we use for writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Writing | Writing syllables | By the end of the lesson, the learner should be able to: Write syllables using letter sounds; fa – fu, ga – gu ha – hu. | The learner is guided to: read syllables from a chart, book, flash cards, board or a digital device; engage in blending sounds to make syllables (fa fe fi fo fu, ga ge gi go gu, ha he hi ho hu). | Which items bought from the market have syllable ‘ba’?; Which materials do we need in writing syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Writing syllables | By the end of the lesson, the learner should be able to: Demonstrate ability to write syllables independently. | The learner is guided to: practice writing syllables collaboratively on the writing board; write syllables on a digital device where applicable; write syllables on own books while reading aloud each syllable. | Which items bought from the market have syllable ‘ba’?; Which materials do we need in writing syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Writing syllables | By the end of the lesson, the learner should be able to: Participate continuously in activities that involve writing of syllables. | The learner is guided to: practice writing activities of learnt syllables on flashcards; compete in syllable writing games while encouraging fairness in winning and accepting in losing. | Which items bought from the market have syllable ‘ba’?; Which materials do we need in writing syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Auditory discrimination | By the end of the lesson, the learner should be able to: By the end of the sub strand the learner should be able to; identify all the sounds of the letters of the alphabet. | The learner is guided to: listen to letter sounds articulation from the teacher or an audio recording/video clip; articulate/read letter sounds correctly; articulate closely related letter sounds as demonstrated: /p/ and /b/ ,/t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and/z/, /w/ and /y/, /k/ and /q/; play letter sound games collaboratively. | Which letter sounds almost sound the same?; Which animal sounds do you hear within our school? | 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 | Auditory discrimination | By the end of the lesson, the learner should be able to: distinguish closely related letter sounds in the alphabet; imitate sounds made by different animals kept at home; develop interest in listening to sounds in the environment. | The learner is guided to: listen to an audio clip on sounds produced by different animals; listen to sounds made by animals during a nature walk around the school neighbourhood; Imitate sounds made by animals; sing songs and recite poems on sounds made by animals. | Which letter sounds almost sound the same?; Which animal sounds do you hear within our school? | 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 | Audience awareness | By the end of the lesson, the learner should be able to: explain when to speak loudly when addressing audience; explain when to speak softly when speaking to audience. | The learner is guided to: say when one is supposed to speak loudly when passing message; say when one is supposed to speak softly when passing message; give reasons why some people may speak softly even when talking to many people (sickness, shyness, fear, low self-esteem); listen to the teacher or a recorded clip telling a story on the importance of animals (what animals give us). | How should we speak to be heard? How do the animals kept at home help us? | 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 | Audience awareness | By the end of the lesson, the learner should be able to: exhibit audience awareness by varying intonation when speaking; participate actively and audibly in speaking activities to convey message to others. | The learner is guided to: re-tell the stories audibly and with clarity while being recorded for replay; listen to the recorded pieces of their own clip; react to the recorded clip in reference to audience awareness. | How should we speak to be heard? How do the animals kept at home help us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Visual memory | By the end of the lesson, the learner should be able to: recall letters of the alphabet in and out of class. | The learner is guided to: visit a learning corner within the class to observe different objects; settle back to seats and mention the objects observed. | How are some wild animals dangerous? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Reading | Visual memory | By the end of the lesson, the learner should be able to: demonstrate ability to recognise pictures of wild animals. | The learner is guided to: read loudly letters of the alphabet from charts, books or digital devices using letter names; chant letters of the alphabet collaboratively in the absence of a chart or writings of the same; tell names of wild animals observed during a visit to game park, watched on media or seen on pictures collaboratively. | How are some wild animals dangerous? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Visual memory | By the end of the lesson, the learner should be able to: participate actively in activities that involve recalling. | The learner is guided to: get involved in visual memory games like a fishing game on animals drawn on flashcards; play letter memory games. | How are some wild animals dangerous? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Reading syllables | By the end of the lesson, the learner should be able to: recall syllables learnt earlier; join sounds to read syllables ( ja-ju, ka-ku and la-lu). | The learner is guided to: watch video clip on reading of syllables revise read syllables; join sounds to form syllables (ja-ju, ka-ku and la-lu); blend sounds to read syllables …ja, ka, la. | Which are the five biggest wild animals?; Which are the fastest wild animals? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Reading syllables | By the end of the lesson, the learner should be able to: Perform activities that involve reading of syllables. | The learner is guided to: practise reading syllables collaboratively with some guiding others; chant rhymes on syllables; get involved in a variety of activities to practice reading syllables. | Which are the five biggest wild animals?; Which are the fastest wild animals? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Pattern writing | By the end of the lesson, the learner should be able to: write simple patterns in the air using letters of the alphabet; hold a writing tool appropriately when writing. | The learner is guided to: recite the letters of the alphabet collaboratively taking turns; observe a demonstration on how to write a pattern; hold a writing tool appropriately copy simple patterns. | Which tools do we use for pattern writing?; Why do we write patterns? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Pattern writing | By the end of the lesson, the learner should be able to: take pleasure in simple pattern writing activities in and out of class. | The learner is guided to: practise writing simple patterns by joining letters of the alphabet; compete on the speed of writing patterns display patterns written; sing songs and watch video clips on pattern writing. | Which tools do we use for pattern writing?; Why do we write patterns? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Writing | Writing syllables | By the end of the lesson, the learner should be able to: write syllables in and out of class (ja-ju, ka-ku and la-lu); demonstrate ability to write syllables properly in and out of class. | The learner is guided to: write letters of the alphabet; join dots to make syllables; copy syllables properly in and out of class; write syllables on the board and on books. | Why do we write syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Writing | Writing syllables | By the end of the lesson, the learner should be able to: show excitement in using basic tools for writing activities in and out of school. | The learner is guided to: make patterns using syllables; model syllables while sharing the modelling materials (plasticine and or clay); practise writing syllables on ICT devices where applicable ,others write on board, ground, books, cards and board; display work done. | Why do we write syllables? | 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 | Auditory memory | By the end of the lesson, the learner should be able to: recall learned letter sounds and syllables in and out of class; demonstrate ability to recognise sounds associated with different weather conditions. | The learner is guided to: recognise letters of the alphabet identify syllables; listen to the teacher presenting learnt letter sounds and syllables; listen to audio clips on learnt letter sounds and syllables. | Which letter sounds can you remember? | 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 | Auditory memory | By the end of the lesson, the learner should be able to: actively participate in activities that involve recognition of sounds. | The learner is guided to: imitate sounds and syllables as presented by the teacher or/and audio clips; watch a video clip on sounds associated with rainy and windy weather conditions; role play windy and rainy weather conditions producing sounds associated with the two. | Which letter sounds can you remember? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Listening and Speaking | Observation skills | By the end of the lesson, the learner should be able to: name different weather conditions; describe weather conditions observed. | The learner is guided to: take a nature walk outside classroom to observe weather; watch a video clip on the effect of different weather conditions; tell the weather conditions observed; name different weather conditions. | How is the weather today?; Which clothes do we wear on a rainy day? | 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 — PP2 Language Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Hand writing · Writing syllables · Writing three letter words · Picture colouring · Writing practice
Listening and Speaking
News telling · Passing information on time · Story telling · Naming
Reading
Reading syllables · Reading three letter words · Picture reading · Reading of three letter words
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Hand writing | By the end of the lesson, the learner should be able to: By the end of the sub strand the learner should be able to; recognise different syllables and sounds in preparation for writing words. | The learner is guided to: explain how a good hand writing should be; observe charts and books with good hand writing where letters are well shaped, arranged and of good size; observe the shaping of letters from a digital device. | Why are we supposed to write neatly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Writing | Hand writing | By the end of the lesson, the learner should be able to: join syllables and sounds to form three letter words. | The learner is guided to: read syllables from any available source; digital device, books, charts; read three letter words from any available source; digital device, books, charts. | Why are we supposed to write neatly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Writing | Hand writing | By the end of the lesson, the learner should be able to: write three letter words in and out of class; discover new ideas related to hand writing. | The learner is guided to: practice writing three letter words collaboratively and later individually. For example; bat, tab, mat / bet, met, pet; display written words for others to read; blend sounds and read them aloud as they write them down in books. | Why are we supposed to write neatly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Writing | Writing syllables | By the end of the lesson, the learner should be able to: write syllables in and out of class (ra-ru, sa-su and ta-tu); demonstrate ability to write syllables in and out of class. | The learner is guided to: write letters of the alphabet; copy syllables already learned properly; write syllables on different surfaces: the board, charts, ground and on books. | Which do we need to write syllables?; Why do we write syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Writing | Writing syllables | By the end of the lesson, the learner should be able to: show excitement in using basic tools for writing activities in and out of class. | The learner is guided to: practise writing syllables on ICT devices where applicable; make patterns using syllables display work done; collaboratively chant rhymes on syllables as they write them. | Which do we need to write syllables?; Why do we write syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Listening and Speaking | News telling | By the end of the lesson, the learner should be able to: tell news on daily happenings with an ease. | The learner is guided to: watch a video clip indicating activities done at different times of the day. | What do we do before coming to school?; What do we do every day when not coming to school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Listening and Speaking | News telling | By the end of the lesson, the learner should be able to: narrate events as they happen in a sequence to communicate order and time. | The learner is guided to: observe and talk about pictures showing activities done at different times of the day. | What do we do before coming to school?; What do we do every day when not coming to school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Listening and Speaking | News telling | By the end of the lesson, the learner should be able to: actively contribute in activities on news telling. | The learner is guided to: talk about different activities we do every day from morning to evening: waking up, taking breakfast, preparing for school, going to school, break time, lunch, evening, sleeping). | What do we do before coming to school?; What do we do every day when not coming to school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | News telling | By the end of the lesson, the learner should be able to: tell news on daily happenings with an ease. | The learner is guided to: narrate in pairs the day’s happenings, like what they did before coming to school and what they will do after school. | What do we do before coming to school?; What do we do every day when not coming to school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | News telling | By the end of the lesson, the learner should be able to: narrate events as they happen in a sequence to communicate order and time. | The learner is guided to: sing songs related to time. | What do we do before coming to school?; What do we do every day when not coming to school? | 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 | Passing information on time | By the end of the lesson, the learner should be able to: identify vocabulary related to time (morning, evening, yesterday, today, tomorrow). | The learner is guided to: watch a video clip on daily routine, listen to audio clip on stories of time; identify and talk about activities related time using periods, like morning and evening, days like yesterday and tomorrow. | What do you do before coming to school?; What do you do on the days we do not come to school? | 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 | Passing information on time | By the end of the lesson, the learner should be able to: use vocabulary related to time to make simple sentences. | The learner is guided to: in turns, make simple sentences using time vocabulary like today, yesterday, tomorrow, morning, evening; react on sentences made by each. | What do you do before coming to school?; What do you do on the days we do not come to school? | 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 | Passing information on time | By the end of the lesson, the learner should be able to: narrate stories of daily happenings. | The learner is guided to: in groups, role play activities done at different times of the day. | What do you do before coming to school?; What do you do on the days we do not come to school? | 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 | Passing information on time | By the end of the lesson, the learner should be able to: value the importance of passing information for communication. | The learner is guided to: tell stories about chores that take place at home before coming to school ,at school and in the evening; sing songs related to time. | What do you do before coming to school?; What do you do on the days we do not come to school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Listening and Speaking | Story telling | By the end of the lesson, the learner should be able to: By the end of the sub strand the learner should be able to; (a) mention common public holidays, (b) identify days of the week, (c) role play activities done on different days of the week, (d) uphold celebration of various public holidays. | The learner is guided to: identify common public holidays: -Christmas, Easter and mashujaa (christians), -Id ul Fitr and Mashujaa (Muslims), -Diwali and Mashujaa (Hindus); watch a short video clip on people celebrating on a public holiday. | Which days do we like celebrating? Why?; What activities do we do on our worship day? | 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 | Story telling | By the end of the lesson, the learner should be able to: By the end of the sub strand the learner should be able to; (a) mention common public holidays, (b) identify days of the week, (c) role play activities done on different days of the week, (d) uphold celebration of various public holidays. | The learner is guided to: tell stories on how the public holidays are celebrated; role play religious public holidays and Mashujaa day and any other public holiday they are familiar with. | Which days do we like celebrating? Why?; What activities do we do on our worship day? | 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 | Story telling | By the end of the lesson, the learner should be able to: By the end of the sub strand the learner should be able to; (a) mention common public holidays, (b) identify days of the week, (c) role play activities done on different days of the week, (d) uphold celebration of various public holidays. | The learner is guided to: identify days of week (Sunday – Saturday); tell stories on different days of the week; in groups, role play activities done on different days of the week (market, school, church / mosque). | Which days do we like celebrating? Why?; What activities do we do on our worship day? | 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 | Story telling | By the end of the lesson, the learner should be able to: By the end of the sub strand the learner should be able to; (a) mention common public holidays, (b) identify days of the week, (c) role play activities done on different days of the week, (d) uphold celebration of various public holidays. | The learner is guided to: sing songs related to Mashujaa Day; sing songs related to days of the week. | Which days do we like celebrating? Why?; What activities do we do on our worship day? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Reading syllables | By the end of the lesson, the learner should be able to: recall syllables learnt earlier in and out of class; read blended sounds to make syllables. | The learner is guided to: read syllables from charts, books or digital device recite syllables; read blended sounds to make syllables e g, ta, pa, da ma. | How do we blend sounds to make syllables?; How do we form three letter words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Reading | Reading syllables | By the end of the lesson, the learner should be able to: identify syllables in and out of class (va-vu,wa-wu,za-zu); discover activities that involve reading of syllables. | The learner is guided to: read syllables (va-vu,wa-wu,za-zu) in and out of class; read the syllables collaboratively; chant rhymes on syllables. | How do we blend sounds to make syllables?; How do we form three letter words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Reading three letter words | By the end of the lesson, the learner should be able to: identify syllables and sounds for reading purpose; blend syllables and sounds to form three letter words in and out of class. | The learner is guided to: listen to an audio clip with syllables; read syllables and sounds from charts, books and other materials. | How do we read syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Reading three letter words | By the end of the lesson, the learner should be able to: read three letter words in and out of school; perform activities that involve reading three letter words in and out of class. | The learner is guided to: blend syllables and sounds to form three words example run, bat, sit; read three letter words; practice reading three letter words collaboratively. | How do we read syllables? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Writing | Writing three letter words | By the end of the lesson, the learner should be able to: read three letter words in and out of school; join syllables and sounds to form three letter words in writing. | The learner is guided to: read three letter words from a chart or digital device; blend syllables and sounds to read three letter words from different materials, (cat, run, bag, pen, set). | How do we sit when writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Writing | Writing three letter words | By the end of the lesson, the learner should be able to: perform activities that involve formation of three letter words. | The learner is guided to: join syllables and sounds to write three letter words; write three letter words by arranging cards of syllables and sounds on a pocket chart display work done; practise writing three letter words on ICT devices or on board, ground, books, cards. | How do we sit when writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Listening and Speaking | Naming | By the end of the lesson, the learner should be able to: name different means of transport. | The learner is guided to: tell common means of transport commonly used within the environment (cars, bicycles, tuktuk, SGR/train, motorcycles, aero planes, donkeys, carts); view a video clip on different means of transport or read pictures from cards, books, charts on means of transport. | How do we go to school and back home?; How do people move from one place to another? | 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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