English Grade 2

Sample Schemes of Work

& Lesson Plans

Tusome Early Literacy Programme

TUSOME TEACHER’S GUIDE KICD DESIGN
Letter name and sound
Tusome Sample Lesson Plan Introduction:
I do: Display the leƩer ‘m’ on the board/pocket chart and SCHOOL GRADE LEARNING AREA DATE TIME ROLL The example lesson has been drawn from the
point to it. Tusome English Grade 2 Teacher’s Guide page
The name of this leƩer is ‘m’. It is the small leƩer ‘m’. The 2 English Language Activities
1 and 2. The lesson focuses on the four skills in
sound is /m/. The sound is the same in English and in
Kiswahili.
language. These are developed in a functional way
We do: Now, we shall say the leƩer together. What is the Strand: Listening, speaking, reading and writing (School) through the learning experiences. Each lesson
name of this leƩer? ‘m’ What is the sound? /m/ Sub-strand: Attentive listening, reading words, fluency, focuses on all the strands, namely: listening and
You do: Now try on your own. What is the name of this comprehension and handwriting speaking, reading, writing.
leƩer? ‘m’. What is the sound /m/.
Repeat with: a, t, e.
Open page 1. Say the names and the sounds of the leƩers. Specific Learning Outcomes Each lesson in the Tusome teacher’s guide has
By the end of the lesson, the learner should be able to: in built assessments that are expected to take
Blending
Display the word mat on the board or pocket chart.
1. identify name and sound of letter; ‘m’ for clarity of speech. place throughout the lesson. The assessments
I do: Today, we will make words by joining sounds. I will 2. blend sounds to read the words; mat, at, met, Tam, am for are mainly formative and include teacher’s
say the sounds and then say the word. The sounds are reading comprehension observations as the learner practices in groups or
/m/ /a/ /t/. I join the sounds together. The word is mat.
3. explain vocabulary; closed, classmates and clay, and use in pairs in response to instruction. These have also
Repeat with: at.
We do: Let us do it together. We will say the sounds and sentences for self- expression included learner’s written work.
then we will say the word. The sounds are /m/ /a/ /t/. 4. read the text, ‘Rose and her classmates’ and answer questions
The word is mat. for comprehension.
Repeat with: met, Tam.
Example key enquiry questions have been
You do: Now you will do it on your own. You will say the provided within the Tusome teacher’s guide for
sounds and then you will say the word. The sounds are Key Inquiry Questions use to enrich the learning experiences.
/m/ /a/ /t/. What is the word? mat. 1. What do you do at school?
Repeat with: met, at, am.
Open page 1. Say the sounds then read the words
2. What can you see in the picture? For the teacher to meet the learning needs of the
3. What do you think will happen in the story? learner, the teacher is allowed fl exibility on how to
Vocabulary Core competences: Communication and collaboration, creativity assess the learner progressively during the lesson.
I do: Display the word closed on the board/pocket chart.
The word is closed. Read it two Ɵmes slowly. and imagination, critical thinking and problem solving.
We do: How many of you have ever heard of the word Values: Sharing, love The excerpts below are from the Design
closed? How many know the meaning? Explain the PCIs: Social cohesion document by sub strand with suggested learning
meaning of the word.
I do: I am going to make a sentence using the word
experiences.
closed. Make a sentence with the word closed. Learning Resources
You do: Tell your partner a sentence using the word 1. Tusome English Teacher’s Guide page 1-2 Core Competences to be developed:
closed Call on a few learners to share their sentences. 2. Tusome English Pupil’s Book page 1-2 Communication and Collaboration through
Repeat with: classmates, clay
You do: Now open page 1. Read the vocabulary.
3. Pocket chart, letter cards, picture (Rose and her classmates), pair and group activities, Self-effi cacy through
practicing and using the sounds in new words in
Before reading Organization of learning communication, Learning to learn can be achieved
We do: Open page 2. The Ɵtle of the story is ‘Rose and
her classmates’. This story is about school. What happens
Classroom: Pupils sitting in rows by applying the new vocabulary in other contexts
at school? Let 3-4 learners answer.
Put your nger on the Ɵtle. Let us read the Ɵtle together. Leaning Experiences
What can you see in the picture? Let 3-4 learners answer. Introduction (Assessment for Learning)
Close your books. Turn to your partner and tell them one
Attentive Listening (Page 228)
thing you think will happen in the story. Who can tell me Key Inquiry question: What do you at school?
what their partner said will happen in the story? Guide the learners to talk about school activities and to sing the • Learners respond to instructions,
Call on 2-3 learners to answer. Write their predicƟon on alphabet song. listen without interrupting as modeled
the board.

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 2

Pupil text reading Pronunciation and Vocabulary (Page 230)

I do: Open page 2. We are going to read to see if what you Lesson Development (Assessment for Learning)
said would happen came true in the story. First, I will read
as you listen. Place your nger at the start of the rst line Step 1: Letter name and sound knowledge x In pairs, learners use meaningful
and follow as I read. Read the story to the learners. Guide learner to identify and say the name and the sounds of the phrases and simple sentences with
We do: Let us now read the story together. Follow along letters; m, a, t, e using Direct Instruction Model (DIM).
with your nger as we read. Read the story with learners. Step 2: Blending
words that have the learnt sounds.
You do: Now, it is your turn. Read the story with your
Guide learners to blend sounds to read words; mat, at, met, Tam, am
partner. Walk around monitoring the learners read.
Did what your partner say come true? using DIM.
Step 4: Vocabulary Letter sound knowledge (Page 254)
Ask 3-4 learners to share and give feedback
1. Guide learners to explain the vocabulary; closed, classmates, and
Questions x Learners are engaged in
clay; using DIM.
Now we will answer quesƟons. When I want to answer looking at printed or
a story quesƟon, I go back to the story and look for the 2. Guide learners to make meaningful sentences using the
answer. If the answer is in the story, I read the sentence vocabulary in pairs and share with the class. digital letter card to help
that has the answer, then answer the quesƟon. If the Step 5: Comprehension them recognise and name
answer is not in the story, I think about what the answer Key Inquiry question: What can you see in the picture? What do you letters of the alphabet and
could be.
think will happen in the story? Fluency (Page
their 257)
sounds
I do: Write the following on the board: Where was Rose?
Let me look in the story. Demonstrate going back to the 1. Before Reading
story and reading for the answer. I found the answer in Guide learners to read and discuss the title, discuss pictures and
the story. I read the sentence that has the answer: (Rose make predictions in pairs using DIM. Fluency (257)
was in the classroom.) That is the answer.
2. During Reading
We do: Write the following on the board: Which shapes
did the teams in the story make from clay? Read the Guide learners to read the story ‘Rose and her classmates’ using DIM. x Learners read aloud in groups, pairs
quesƟon on the board. Work in pairs to look for the 3. After Reading and individually as modeled, and
answer in the story. If the answer is in the story, read Guide learners to check their prediction and also answer
the sentence that has the answer. If the answer is not in pick out decodable (phonic) and
comprehensions questions using DIM.
the story, think about what the answer could be. Is the non-decodable words (sight words)
answer in the story? (No) Good. The answer is not in the
story. You need to think about the shapes that children Conclusion (Assessment of Learning)
make using clay. Who knows the answer to the quesƟon?
Let 2-3 learners answer. Give feedback. (Accept any 1. Guide learners to copy words and construct a sentence using one
reasonable answer.)
of the words (of learners’ choice) and check their work. Learners x Learners practise reading unfamiliar
You do: Write the following on the board: What was each
team making? Let us read the quesƟon on the board ask questions for clarification. Give homework activity. sentences containing decodable and
together. Let’s look for the answer in the story. If the non-decodable words from printed
answer is in the story, we will read the sentence that has text, charts, tablets, mobile phone,
the answer. If the answer is not in the story, we will think
Summary
about what the answer could be. If you nd the answer laptops, computers or overhead
Highlight key points of the lesson: naming letters sounds correctly,
in the story show thumbs up. If not, show thumbs down.
reading words correctly, identifying the meaning of vocabulary.
projector.
(Thumbs up)
Read the answer to your partner. Let 2-3 learners read the
answer. Give feedback. (Each team was making shapes
from clay)

Classwork
Guide learners to sit up, place their books and hold their
pencils correctly.
Copy the words in your exercise book, and write a
sentence using one word:
1. closed 2. classmates 3. clay
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 Introduction
These sample schemes of work and lesson plans for English and Kiswahili Grades 1, 2 and 3, have been developed by the Tusome team to guide teachers to create their own. They
provide detailed week by week and day by day example activities that can be used to teach learners using Tusome materials, while ensuring that the teachers follow the new
curriculum designs developed by the Kenya Institute of Curriculum Development (KICD).
The schemes of work and lesson plans have been developed based on templates provided by the KICD and contain all the components of the Competence Based Curriculum
designs.
Key areas highlighted in the sample schemes of work and lesson plans include the following:

These are the general topics and sub topics of each learning area in the KICD Curriculum Designs. They give the specific skills and sub skills that
learners should attain at the end of a lesson. The teacher should ensure that each lesson has a reference to a sub strand and strand picked from the
Strand/Sub-strand
curriculum designs. In English and Kiswahili language, the four main skills, listening, speaking, reading and writing are covered as strands. Since
skills build on each other, these four strands should not be taught in isolation. Tusome ensures that all these strands are covered in each lesson.
The Competence Based Curriculum has moved from objective based learning to outcome based learning. The teacher is expected to list down
Specific Learning
what will be achieved at the end of each lesson. Learning outcomes focus on learner’s achievement rather than what the teacher is expected to
Outcomes
teach.
These are the questions that will guide the teachers as they teach. These questions are meant to help with learning and are not a form of
Key Inquiry Questions assessment. Key inquiry questions should enhance inquiry learning where learners and the teacher engage in discussions to achieve learning
outcomes.
A core competence refers to the ability to apply appropriate knowledge, skill and attitude to perform a function successfully. The seven core
Core Competencies competencies to be achieved by every learner in basic education are: communication and collaboration, self-efficacy, critical thinking and problem
solving, creativity and imagination, citizenship, digital literacy and learning to learn.
Values are principles or morals obligations. They make one of the key pillars of basic education. Education should promote acquisition of national
Values: values as enshrined in the Kenya Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and
religious values.
The Competence Based Curriculum ensures that pertinent and contemporary issues (PCIS) facing the society form part of the curriculum. PCIs are
Pertinent and
society challenges experienced as a result of dynamism in various aspects of the society ranging from social, technological, economic, and cultural
Contemporary issues
changes. There are 6 main PCIs covered in the Competence Based Curriculum include citizenship, health education, life skills and values education,
(PCIs)
non-formal programs and community service and parental engagement.

Sample lesson plans

The sample lesson plans are divided into four main areas:
Introduction: During introduction, the teacher is expected to review previous lessons. They should state the objective of the lesson and link this lesson to previous lesson.
Introduction should be captivating and should elicit learner’s interest.
1. Lesson Development: During lesson development, the teacher provides content of the lesson. Lesson development involve taking the learners carefully through every step
to ensure that they are able to achieve the learning outcomes anticipated at the end of the lesson.
2. Conclusion: During conclusion, the teacher assesses if learners have gained from the lesson. It is also the time that learners are given an opportunity to ask questions and
given classwork and homework.
3. Summary: The summary highlights the key points in the lesson. It is a recap of the lesson.
Teachers are expected to closely study the sample schemes of work and lesson plans and then using the Tusome materials and other resources create their own schemes of
work and lesson plans.

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Schemes of Work – GRADE 2
SCHOOL GRADE LEARNING AREA TERM YEAR
2 English Language Activities

English Language Activities

Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson

(KSA) question resources

Week

1 1 Listening, Attentive Learner to: What do you do at Learner to: Tusome TG Checklist,
Speaking, listening, • identify name and sound of letter; ‘m’ school? • Say name and sound of small letter ‘m’ 2 Pg. 1-2, written
Reading and reading words, for clarity of speech What can you see • blend sounds to read the words; mat, at, Tusome and oral
Writing vocabulary, • blend sounds to read the words in the picture? met, Tam, am TUSOME PB exercises,
(School) fluency, mat, at, met, Tam, am for reading What do you think • explain the vocabulary; closed, classmates 2, Pg. 1-2. observation
comprehension comprehension will happen in the and clay, and use them in sentences Pocket chart,
and • explain vocabulary; closed, classmates story? • discuss pictures and make prediction on letter cards,
handwriting and clay, and use in sentences for self the text, ‘Rose and her classmates’ pictures.
expression • read text fluently and answer question
• read the text, ‘Rose and her • copy words; closed, classmates, clay and
classmates’ and answer questions for use them in sentences.
comprehension.
2 Listening, Reading words, Learner to: What words begin Learner to: Tusome Checklist,
Speaking, vocabulary, • identify names and sounds of letters with letter ‘l, s, p • Say the names and sounds of small TG2 Pg3-4, written
Reading and grammar, ‘s, l, p, and f’ for clarity of speech and f? letter‘s, l, p, and f TUSOME and oral
Writing fluency, • blend sounds to read the words; What do the • blend the sounds to read the words; pet, PB Pg1-2. exercises,
(School) comprehension pet, let, fat, sat and pat for reading words clapped, let, fat, sat, pat and set, pocket chart, observation
and comprehension classmates, cosed • explain the vocabulary; closed, classmates letter cards, and
handwriting • explain the vocabulary; closed, mean? and clay, and use them in sentences pictures. monitoring
classmates and clay, and use them in • read the text ‘Rose and her classmates’ to
sentences for self expression their partners fluently
• read the text, ‘Rose and her • use’ was’ and ‘were’ correctly in sentences.
classmates’ in pairs for enjoyment.
• use; was, were correctly for effective
communication.

2
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: What would you Learner to: Tusome Checklist,
Speaking, listening, • identify names and sounds of letters; do if your friend • say the names and sounds of small letters TG Pg5-6, written
Reading and reading words, ‘i, n, h, and o’ for clarity of speech fell down? ‘I, h, n, and o’ TUSOME and oral
Writing vocabulary, • blend sounds to read the words; hit, What can you see • blend sounds to read the words; hit, pit, PB Pg 3-4. exercises,
(School) fluency, pit, sit, hot, net, not, pot and set to in the picture? sit, hot, net, not, pot and set Pocket chart, observation
comprehension enhance reading comprehension What do you think • read and explain the vocabulary; step, letter cards, and
and • explain the vocabulary; step, clay will happen in the classmates and clay, and use in sentences pictures. monitoring.
handwriting. classmates, and use in sentences for story? • discuss pictures, do prediction, read and
self expression answer questions on ‘Chacha falls down’
• read the text, ‘Chacha falls down’ • fill in the blank spaces with; was, were.
fluently and answer questions for
reading comprehension.

2 1 Listening, Reading words, Learner to: What have we Learner to: Tusome Checklist,
Speaking, vocabulary • identify names and sounds of letters; learned from the • Say the names and sounds of small letter TG pg 7-8, written
Reading and fluency, ‘b, r, g, and u’ to enhance clarity of text? ‘b, r, g, and u’ TUSOME and oral
Writing grammar, speech What words begin • blend the sounds to read the words; bit, TUSOME exercises,
(School) comprehension • blend sounds to read the words; bit, with letters ‘b, r, g but, got, bat, bag, rat, rag and bin’ PB Pg 3-4. observation
and but, got, bat, bag, rat, rag and bin for and u’? • read and explain the vocabulary; step, Pocket chart,
handwriting. reading comprehension What have you classmates and clay, and use them in letter cards,
• explain the vocabulary; step, learned from the making meaningful sentences pictures
classmates and clay, and use them in text? • read the text ‘Chacha falls down’ to their
sentences for self expression What do the partners fluently
• read the text, ‘Chacha falls down’ words step, clay, • use’ was’ and ‘were’ correctly in sentences.
fluently in pairs for enjoyment classmate mean?
• use; ‘was, were’ correctly for effective
communication.
2 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • identify names and sounds of letters; have you learned? • say names and sounds of small letters; ‘d, TG Pg 9-10, written
Reading and reading words, ‘d, w and j’ to enhance clarity of What can you see w and j’ TUSOME PB and oral
Writing vocabulary, speech in the picture? • blend sounds to read the words; dip, wet, Pg5. Picture. exercises,
(School) fluency, • blend sounds to read the words; dip, What do you think wish, jug, dog, jet and jam observation
Grammar, wet, wish, jug, dog, jet and jam’ for will happen in the • discuss the new words; closed, clapped, and
comprehension reading comprehension story? step, classmates and clay, hungry, monitoring
and • use the vocabulary; closed, Who or what is the chewing and problem and use in
handwriting classmates, clapped, step, clay, sentence talking sentences
hungry, chewing and problem in a about? • discuss pictures and make prediction on
variety of context the text, ‘Chacha falls down’
• read the text, ‘A goat in the classroom’ • listen to text, raise their hands when they
and answer questions for reading hear the new words and answer questions
comprehension. • Write a sentence about ending of the text.

3
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Reading Learner to: What do the Learner to: Tusome TG Checklist,
Speaking, words, fluency, • recognise letter names and sounds pictures tell you • Say the names and sounds of small letters Pg 11 - 12, written
Reading and vocabulary for fluency. about the story? • blend sounds to read words Tusome and oral
Writing comprehension • blend the sounds to read words for What do we use to • read and explain the vocabulary and use PB pg. 6-7. exercises,
(Activities in and fluency. clean in our home? them in sentences pocket chart, observation
the home) handwriting • explain vocabulary and use them in Why is it important • discuss pictures and make prediction on letter cards, and
meaningful sentences in a variety of to place your book the text pictures. monitoring
context. correctly while • read the text and answer question
• read the text fluently and answer writing? • copy words and use them in sentences.
questions for comprehension.
3 1 Listening, Attentive Learner to: Which word starts Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for with sound /bl/ in • Say names and sounds of letters Teacher’s written
Reading and reading words, fluency. the story? • blend sounds to read words Guide pg 13- and oral
Writing fluency, • explain vocabulary and use Why do you think • review the vocabulary and use them in 14, Tusome exercises,
(Activities in comprehension them in meaningful sentence for it is good to be making meaningful sentences PB pg 6-7, observation
the home) and selfexpression. clean? • read the text to their partners fluently pocket chart,
handwriting • read the text fluently in pairs. Why do we write • use’ was’ correctly in sentences. letter cards,
• use ‘was’ correctly in sentences for from left to right? and pictures.
effective communication
2 Listening, Reading words, Learner to: How do we take Learner to: Tusome TG Checklist,
Speaking, Vocabulary • recognise letter names and sounds care of the animals • Say names and sounds of letters pg 15-16, written
Reading and Grammar, for fluency. we keep at home? • blend sounds to read words Tusome and oral
Writing fluency, • blend sounds to read words for What can you see • discuss use of vocabulary in sentences PB pg 8-9, exercises,
(Activities in comprehension fluency. in the picture? • discuss pictures and make prediction on pocket chart, observation
the home) and • explain vocabulary and use them in What do you think the text letter cards, and
handwriting sentences in a variety of context. will happen in the • read the text and answer question pictures. monitoring
• read connected text fluently and story? • use ‘were’ to describe people and animals.
answer questions for comprehension.
3 Listening, Attentive Learner to: Which words have Learner to: Tusome TG Checklist,
Speaking, listening, • blend sounds to read words for the sound /ii/ and • Say names and sounds of letters pg 17 - 18, written
Reading and reading words, fluency. /oo/ in the story? • blend the sounds to read the words Tusome PB and oral
Writing fluency, • explain vocabulary and use them in What do you do if • review the vocabulary and use them in pg 8-9 exercises,
(Activities in grammar sentence in a variety of context. you cannot read a making meaningful sentences Pocket chart, observation
the home) comprehension • read the text fluently in pairs for word? • read the text to their partners fluently letter cards, and
and comprehension. • use’ were’ correctly in a sentence. pictures monitoring
handwriting • use ‘were’ correctly in sentences for
effective communication.

4
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

4 1 Listening, Attentive Learner to: What new words Learner to: Tusome TG Checklist,
Speaking, listening, • blend sounds to read words for have you learnt? • Say the names and sounds of letters pg 18-19, written
Reading and reading words, fluency What can you see • blend sounds to read words Tusome PB and oral
Writing fluency, • explain the vocabulary and use them in the picture? • explain the vocabulary and use them in bk pg 10. exercises,
(Activities in grammar in a variety of context What do you think meaningful sentence observation
the home) comprehension • read text fluently and answer will happen in the • read text fluently to partners
and questions for comprehension story? • use ‘was/were’ correctly to talk about a
handwriting • use ‘was’ and ‘were’ correctly for person or animal at home.
effective communication.
2 Listening, Reading Learner to: What do you use Learner to: Tusome TG Checklist,
Speaking, words, fluency, • say letter names and sounds for oral to come to school? • identify given sounds pg 20-21, written
Reading and vocabulary comprehension What can you see • Say names and sounds of letters Tusome PB and oral
Writing comprehension • blend sounds to read words for in the picture? • blend sounds to read words pg 11-12, exercises,
(Transport) and fluency What do you think • explain the vocabulary and use them in Pocket chart, observation
handwriting • explain vocabulary and use them in will happen in the meaningful sentence letter cards, and
meaningful sentence in a variety of story? • do picture walk, prediction and read the pictures monitoring
context text fluently
• read connected text fluently for • sit up, place their books and hold their
comprehension. pencils correctly and write legibly.
3 Listening, Attentive Learner to: What does your Learner to: Tusome TG Checklist,
Speaking, listening, • blend sounds to read words for parent use to go • say words by joining sounds pg22-23, written
Reading and reading words, fluency. to work/market/ • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in shop? • blend sounds silently to read words pg 11-12. exercises,
(Transport) grammar sentences in a variety of context. What means of • review the vocabulary and use them in pocket chart, observation
comprehension • read connected text in pairs for transport do you making meaningful sentences letter cards, and
and comprehension. know? • read text to partners fluently pictures monitoring
handwriting • use ‘me and us’ correctly in sentences What new words • use ‘me and us’ correctly in sentences.
for communication. have you learned?
5 1 Listening, Attentive Learner to: Where do you ride Learner to; Tusome TG Checklist,
Speaking, listening, • recognise letter names and sounds your bicycle? • identify given sounds pg 24-25, written
Reading and reading words, for fluency What do you think • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds to read words pg 13-14,. exercises,
(Transport) vocabulary fluency story? • explain the vocabulary and use them in pocket chart, observation
comprehension • explain vocabulary and use them in a How should we sit meaningful sentences letter cards,
and variety of context while writing? • do picture walk, prediction and read the pictures
handwriting • read connected text fluently for text fluently and answer questions
comprehension • complete sentences.
• write legibly.

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 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Reading Learner to: What new words Learner to: Tusome TG Checklist,
Speaking, words, fluency, • blend sounds to read words for have you learnt? • make words by joining sounds pg 26-27, written
Reading and grammar, fluency Which words end • say names and sounds of letters Tusome PB and oral
Writing comprehension • explain vocabulary and use them in a with sound /k/? • blend sounds silently to read words pg 13-14. exercises,
(Transport) and variety of context Who / what uses • review the vocabulary and use them in Pictures. observation
handwriting • read connected text for the road? making meaningful sentences and
comprehension • read text to partners fluently monitoring
• use ‘me and us’ correctly for effective • use ‘me and us’ correctly in sentences.
communication.
3 Listening, Attentive Learner to: How are these Learner to: Tusome TG Checklist,
Speaking, listening, • write words correctly for effective words spelt: blue, • write words correctly from dictation pg 28-29, written
Reading and reading words, communication rack and sick? • review vocabulary and use them in Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of What can you see sentences pg 15, exercises,
(Transport) grammar, context in the picture? • listen to teacher read aloud text and Picture. observation
comprehension • listen to the text and answer What do you think answer questions and
and questions for oral comprehension will happen in the • review use of ‘me and us’ in sentences monitoring
handwriting • use ’me and us’ correctly for effective story? • Write correctly.
communication.
6 1 Listening, Attentive Learner to: What do we use to Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds tell time? • identify given sounds TG pg 30, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words pg 16-17, exercises,
(Time and vocabulary, fluency What do you think • explain the vocabulary and use them in pocket chart, observation
months of the comprehension • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
year) and variety of context story? • do picture walk, prediction, read text and pictures
handwriting • read connected text fluently for answer questions
comprehension • use words given to write sentences.
• write legibly.
2 Listening, Reading Learner to: Which words in Learner to: Tusome
Speaking, words, fluency, • blend sounds to read words for the story starts • make words by joining sounds TG pg 31,
Reading and grammar, fluency with sound. • say names and sounds of letters Tusome PB
Writing vocabulary, • explain vocabulary and use them in a Which words in • blend sounds silently to read words pg 16-17,
(Time and comprehension variety of context the story end with • review the vocabulary and use them in pocket chart,
months of the and • read connected text for sound? making meaningful sentences letter cards,
year) handwriting comprehension What new words • read text to partners fluently pictures
• use ‘have/has’ correctly for effective have you learned? • use ‘have/has’ correctly in sentences.
communication.

6
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: How many hours Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds do we have in a • make words by joining sounds TG pg 32, written
Reading and reading words, for fluency day? • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds silently to read words pg 18-19. exercises,
(Time and vocabulary, fluency in the picture? • review the vocabulary and use them in Pocket chart, observation
months of the comprehension • explain vocabulary and use them in a What do you think making meaningful sentences letter cards, and
year) and variety of context will happen in the • read text to partners fluently pictures. monitoring
handwriting • read connected text fluently for picture? • write sentences using ‘has and have’.
comprehension.
7 1 Listening, Attentive Learner to: What time do you Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for wake up/ go to • make words by joining sounds TG pg 33, written
Reading and reading words, fluency school / eat lunch/ • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a go back home? • blend sounds silently to read words pg 18-19. exercises,
(Time and grammar, variety of context Which words • review the vocabulary and use them in pocket chart, observation
months of the comprehension • read connected text for begin with sound making meaningful sentences letter cards,
year) and comprehension /sh/? • read text to partners fluently pictures
handwriting • use ‘have and has’ correctly for • use ‘have and has’ correctly.
effective communication.
2 Listening, Attentive Learner to: How many months Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective are there in a year? • write words correctly from dictation TG pg 34, written
Reading and reading words, communication What can you see • explain the vocabulary Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of in the picture? • read the text fluently to your partner pg 20, exercises,
(Time and grammar, context What do you think • review the use of pronounce ‘have and observation
months of the comprehension • listen to the text and answer will happen in the has’ and
year) and questions for oral comprehension story? • write a sentence from the story and check monitoring
handwriting • use ’me and us’ correctly for effective for subject action: capital letter and full
communication. stop.
3 Listening, Attentive Learner to: What do you buy Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in a market? • identify given sounds TG pg 35, written
Reading and reading words, for fluency What do you see in • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for the picture? • blend sounds to read words pg 21-22, exercises,
(Shopping) vocabulary, fluency What do you think • explain the vocabulary and use them in Pocket chart, observation
comprehension • explain vocabulary and use them in a will happen in the meaningful sentences letter cards, and
and variety of context story? • do picture walk, prediction and read the pictures. monitoring
handwriting • read connected text fluently for text fluently
comprehension • use words given to write sentences.
• Write legibly.

7
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

8 1 Listening, Attentive Learner to: Which words end Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for with sound /s/? • make words by joining sounds TG pg 36, written
Reading and reading words, fluency Which words in • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a the story end with • blend sounds silently to read words pg 21-22, exercises,
(Shopping) vocabulary, variety of context ‘ies’ • review the vocabulary and use them in pocket chart, observation
grammar, • read connected text for What do you do making meaningful sentences letter cards,
comprehension comprehension with the fruits • read text to partners fluently pictures
and • use plural of irregular nouns (adding before you eat? • use plural of irregular nouns (adding ‘ies’)
handwriting ‘ies’) for effective communication. in sentences
2 Listening, Attentive Learner to: What do we buy Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds from a shop? • identify given sounds TG pg 37, written
Reading and reading words, for fluency What can you see • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words pg 23-24, exercises
(Shopping) vocabulary , fluency What do you think • explain the vocabulary and use them in pocket chart, ,observation
comprehension • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
and variety of context story? • do picture walk, prediction, read text and pictures.
handwriting • read connected text fluently for answer questions
comprehension • use words given to write sentences.
• Write legibly.
3 Listening, Attentive Learner to: What are the Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for meanings of the • make words by joining sounds TG pg 38, written
Reading and reading words, fluency words we have • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a learnt? • blend sounds silently to read words pg 23-24, exercises,
(Shopping) vocabulary, variety of context How do we • review the vocabulary and use them in pocket chart, observation
grammar, • read connected text for use them in a making meaningful sentences letter cards, and
comprehension comprehension sentence? • read text to partners fluently pictures monitoring
and • use plural of irregular nouns (adding • use plural of irregular nouns correctly.
handwriting ‘ies’) for effective communication.
9 1 Listening, Attentive Learner to: What is a shopping Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective list? • write words correctly TG pg 39, written
Reading and reading words, communication What can you see • explain the vocabulary Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of in the picture? • read the text fluently to your partner pg 25,. exercises,
( The Garden) vocabulary, context What do you think • use of irregular nouns(adding ’ies’) Pictures. observation
(Shopping) grammar, • listen to the text and answer is going to happen • write a sentence from the story and check
comprehension questions for oral comprehension in the story? for subject action: capital letter and full
and • use plural of irregular nouns (adding stop
handwriting ‘ies’) for effective communication. • Write correctly.

8
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: Which fruits can Learner to: Tusome TG Checklist,
Speaking, listening, • recognise letter names and sounds we find in a fruit • identify given sounds pg 40, written
Reading and reading words, for fluency garden? • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds silently to read words pg26-27’ exercises,
( The Garden) vocabulary, fluency in the picture? • review the vocabulary and use them in -pocket observation
comprehension • explain vocabulary and use them in a What do you think making meaningful sentences chart, letter and
and variety of context will happen in the • read text to partners fluently cards, monitoring
handwriting • read connected text fluently for story? • copy words correctly. pictures.
comprehension.
3 Listening, Attentive Learner to: Which words do Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for you know that end • make words by joining sounds TG pg41, written
Reading and reading words, fluency with sound /l/? • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What new words • blend sounds silently to read words pg 26-27 exercises,
(The garden) vocabulary, variety of context have you learnt? • review the vocabulary and use them in Pocket chart, observation
grammar, • read connected text for What are the making meaningful sentences letter cards, and
comprehension comprehension meaning of the • read text to partners fluently pictures. monitoring
and • use present continuous tense words you have • use present continuous tense- singular(-
handwriting singular correctly for effective learnt? ing) in sentences correctly
communication.
10 1 Listening, Attentive Learner to: How do we plant Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds trees? • identify given sounds. TG pg 42, written
Reading and reading words, for fluency What can you see • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words. pg 28-29, exercises,
(The garden) vocabulary, fluency What do you think • explain vocabulary and use them in pocket chart, observation
comprehension • explain vocabulary and use them in a will happen in the meaningful sentences. letter cards,
and variety of context picture? • do picture walk, prediction and read the pictures.
handwriting • read connected text fluently for text fluently.
comprehension. • Write sentences in present continuous.
2 Listening, Attentive Learner to: What are the parts Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for of a plant? • make words by joining sounds. TG pg 43, written
Reading and reading words, fluency What do plants • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a need to grow? • blend sounds silently to read words. pg 28-29, exercises,
(The garden) vocabulary, variety of context What can you see • review the vocabulary and use them in Pocket chart, observation
grammar, • read connected text for in the picture? making meaningful sentences. letter cards, and
comprehension comprehension What do you think • read text to partners fluently. pictures. monitoring
and • use present continuous tense is going to happen • use present continuous tense- singular
handwriting singular correctly for effective in the story? (-ing) in sentences correctly
communication.

9
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: When do you visit Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective your friends? • write words correctly from dictation TG pg 44, written
Reading and reading words, communication What is in the • review vocabulary and use them in Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of picture? sentences pg 30 exercises,
(The garden) vocabulary, context • learners listen to a teacher read aloud text - pictures observation
grammar, • listen to the text and answer and answer questions and
comprehension questions for oral comprehension • review the present continuous tense (-ing) monitoring
and • use the present continuous tense and make sentences
handwriting (singular) in sentences for effective • write a sentence from the story and check
communication for subject action and punctuation.
• write legibly.
11 1 Listening, Attentive Learner to: What do you do Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds when your friend • identify given sounds TG pg 45, written
Reading and reading words, for fluency falls and hurts • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for themselves? • blend sounds to read words bk pg 31-32, exercises,
(Accident) vocabulary, fluency What can you see • explain vocabulary and use them in pocket chart, observation
comprehension • explain vocabulary and use them in a in the picture? meaningful sentences letter cards,
and variety of context What do you think • do picture walk, prediction, read text and pictures.
handwriting • read connected text fluently for is going to happen answer questions
comprehension. in the story? • use words given in sentences.
2 Listening, Attentive Learner to: What words end Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for with ‘ing’ in the • make words by joining sounds TG pg:46 written
Reading and reading words, fluency story? • Say names and sounds of letters Tusome PB, and oral
Writing fluency, • explain vocabulary and use them in a How are • blend sounds silently to read words pg:31-32. exercises,
(Accident) grammar, variety of context these words • review the vocabulary and use them in pocket chart, observation
comprehension • read connected text for pronounced: cried, making meaningful sentences letter cards, and
and comprehension crossed and crawl? • read text to partners fluently picture monitoring
handwriting • use the past continuous tense-( was • Use present continuous tense(was + -ing).
+ -ing) for effective communication.
3 Listening, Attentive Learner to: What can you see Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TG, pgs:47; written
Reading and reading words, for fluency What do you think • Say names and sounds of letters Tusome PB, and oral
Writing fluency, • blend sounds to read words for is going to happen • blend sounds to read words pg:33-34; exercises,
(Accident) vocabulary, fluency in the story? • explain vocabulary and use them in pocket chart, observation
comprehension • explain vocabulary and use them in a meaningful sentences letter cards, and
and variety of context • do picture walk, prediction, read text and picture monitoring
handwriting • read connected text fluently for answer questions
comprehension • Write sentences about past events.
• write legibly.

10
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

12 1 Listening, Attentive Learner to: What words in the Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for story end with • make words by joining sounds TG, pg:48; written
Reading and reading words, fluency sound/ing/? • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What do we do to • blend sounds silently to read words pg 33-34: exercises,
(Accident) vocabulary, variety of context our friends when • review use of vocabulary in sentences pocket chart, observation
grammar, • read connected text for they are hurt? • read text to partners fluently letter cards,
comprehension comprehension Who are • Complete sentences using present picture
and • use the past continuous tense-( was passengers? continuous tense- singular (was + -ing).
handwriting + -ing) for effective communication.
2 Listening, Attentive Learner to: What do the title Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective tell us about the • write words correctly. TG, pg49; written
Reading and reading words, communication story? • review and explain the vocabulary and Tusome PB, and oral
Writing fluency, • use the vocabulary in a variety of What can you see use them in sentences pg:35; realia, exercises,
(Accident) vocabulary, context in the picture? • listen to teacher read aloud text picture. observation
grammar, • listen to the text and answer What do you think • review the past continuous tense (-ing) and
comprehension questions for oral comprehension is going to happen • write a sentence from the story and check monitoring
and • use the past continuous tense- in the story? for subject action: capital letter and full
handwriting singular( was + -ing) for effective stop.
communication.
3 Listening, Attentive Learner to: How many Learner to: Tusome TG, Checklist,
Speaking, listening, • recognise letter names and sounds learners are in the • identify given sounds 50; Tusome written
Reading and reading words, for fluency classroom? • Say names and sounds of letters PB, pg: 36- and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words 37. pocket exercises,
(Classroom) vocabulary, fluency in the picture? • explain vocabulary and use them in chart, letter observation
comprehension • explain vocabulary and use them in a What do you think meaningful sentences cards, picture and
and variety of context is going to happen • do picture walk, prediction and read the monitoring
handwriting • read connected text fluently for in the story? text fluently
comprehension • use words given to make sentences.
• write legibly.
13 1 Listening, Attentive Learner to: Which words start Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for with sound /st/ • make words by joining sounds TG, pg:51; written
Reading and reading words, fluency and /sp/ in the • Say names and sounds of letters Tusome PB, and oral
Writing fluency, • explain vocabulary and use them in a story? • blend sounds silently to read words pg: 36-37; exercises,
(Classroom) vocabulary, variety of context What other words • review the vocabulary and use them in pocket chart, observation
grammar, • read connected text in pairs for start with the making meaningful sentences letter cards,
comprehension comprehension and enjoyment sound /sp/ and / • read text to partners fluently picture
and • use cardinal and ordinal st/? • discuss use of cardinal and ordinal
handwriting numbers correctly for effective numbers.
communication.

11
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • make words by joining sounds TG, pg:52; written
Reading and reading words, for fluency What do you think • Say names and sounds of letters Tusome PB, and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds silently to read words pgs:38-39; exercises,
(Classroom) vocabulary, fluency story? • review the vocabulary and use them in pocket chart, observation
comprehension • explain vocabulary and use them in a Which is the first making meaningful sentences letter cards, and
and variety of context day of the week? • read text to partners fluently picture monitoring
handwriting • read connected text fluently for • practice use of cardinal and ordinal
comprehension numbers in sentences.
• write legibly.
3 Listening, Attentive Learner to: What new sounds Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for did you learn? • make words by joining sounds TG, pg:53; written
Reading and reading words, fluency What words begin • Say names and sounds of letters Tusome PB, and oral
Writing fluency, • explain vocabulary and use them in a with sounds /s/c/ • blend sounds silently to read words pgs:38-39 exercises,
(Classroom) grammar, variety of context and /s//k/ and • review the vocabulary and use them in pocket chart, observation
comprehension • read connected text in pairs for /s//p/ in the story? making meaningful sentences letter cards, and
and comprehension and enjoyment • read text to partners fluently picture monitoring
handwriting • use cardinal and ordinal • review use of cardinal and ordinal
numbers correctly for effective numbers in sentences.
communication.
14 1 Listening, Attentive Learner to: What can we see Learner to: TGPg54, Checklist,
Speaking, listening, • write words correctly for effective in the picture? • write words correctly Tusome PB written
Reading and reading words, communication What will happen • review and explain the vocabulary and 40, picture and oral
Writing fluency, • use the vocabulary in a variety of in the story? use them in sentences exercises,
(Classroom) grammar, context • listen to teacher read aloud text observation
comprehension • listen to the text and answer • review use of cardinal and ordinal
and questions for oral comprehension numbers in sentences
handwriting • use cardinal and ordinal • write an exciting sentence about the story
numbers correctly for effective with partners.
communication.
2 Listening, Attentive Learner to: What is animal Learner to: TGPg55, Checklist,
Speaking, listening, • recognise letter names and sounds farm? • identify given sounds Tusome PB written
Reading and reading words, for fluency What can you see • Say names and sounds of letters pgs41-42, and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words pocket exercises,
(The farm) vocabulary, fluency What do you think • explain vocabulary and use them in chart, letter observation
comprehension • explain vocabulary and use them in a will happen in the meaningful sentences cards, realia, and
and variety of context story? • do picture walk, prediction and read the picture monitoring
handwriting • read connected text fluently for text fluently
comprehension • Write a sentence using words given.
• write legibly.

12
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson (KSA) question resources
Week

3 Listening, Attentive Learner to: How do we help Learner to: TGPg56, Checklist,
Speaking, listening, • blend sounds to read words for parents in taking • make words by joining sounds Tusome PB written
Reading and reading words, fluency care of animals? • Say names and sounds of letters pg41-42, and oral
Writing fluency, • explain vocabulary and use them in a What are some of • blend sounds silently to read words pocket exercises,
(The farm) grammar, variety of context the animals we • review the vocabulary and use them in chart, letter observation
comprehension • read connected text in pairs for keep at home? making meaningful sentences cards, realia, and
and comprehension and enjoyment • read text to partners fluently picture monitoring
handwriting • use the gender sets (male/ • Complete sentences using gender sets.
female) correctly for effective
communication.
15 1 Listening, Attentive Learner to: How do we help in Learner to; TGPg57, Checklist,
Speaking, listening, • recognise letter names and sounds the farm? • identify given sounds Tusome PB written
Reading and reading words, for fluency. What can you see • Say names and sounds of letters Pgs43-44, and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words pocket chart, exercises,
(The farm) grammar, fluency. What do you think • explain vocabulary and use them in letter cards, observation
comprehension • explain vocabulary and use them in a will happen in the meaningful sentences picture.
and variety of context. story? • do picture walk, prediction and read the
handwriting • read connected text fluently for text fluently
comprehension. • Write a sentence using words given.
• write legibly
2 Listening, Attentive Learner to: Which words in Learner to: TG Pg58, Checklist,
Speaking, listening, • blend sounds to read words for the story end with • make words by joining sounds Tusome PB written
Reading and reading words, fluency sound /nd/. • Say names and sounds of letters Pg43-44, and oral
Writing fluency, • explain vocabulary and use them in a Which new words • blend sounds silently to read words pocket chart, exercises,
(The farm) grammar, variety of context did you learn? • review the vocabulary and use them in letter cards, observation
comprehension • read connected text in pairs for making meaningful sentences pictures. and
and comprehension and enjoyment • read text to partners fluently monitoring
handwriting • use the gender sets (male/ • Complete sentences using gender sets.
female) correctly for effective
communication.
3 Listening, Attentive Learner to: What will happen Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective if there is no water • Write words correctly TG Pg59, written
Reading and reading words, communication in a farm? • Explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of What can you see sentences PB Pg45, exercises,
(The farm) grammar, context in the picture? • read the text fluently and answer picture. observation
comprehension • listen to the text and answer What do you think questions and
and questions for oral comprehension will happen in the • Review gender set: male/female monitoring
handwriting • use gender sets correctly for effective story? • Write a sentence that tells setting of a text
communication.

13
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

16 1 Listening, Attentive Learner to: Where is your Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds black board? • identify given sounds G Pg60, written
Reading and reading words, for fluency What can you see • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg46-47, exercises,
(Position and comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
direction) and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
handwriting variety of context story? • do picture walk, prediction and read the and picture.
• read connected text fluently for text fluently
comprehension. • Write a sentence using words given.
2 Listening, Attentive Learner to: Where do you look Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for for your pencil if • make words by joining sounds TG Pg61, written
Reading and reading words, fluency you can’t find it? • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which words do • blend sounds silently to read words Pg46-47, exercises,
(Position and grammar, variety of context you know that • review the vocabulary and use them in pocket chart, observation
direction) comprehension • read connected text in pairs for ends with sound / making meaningful sentences letter cards, and
and comprehension and enjoyment ng/? • read text to partners fluently picture. monitoring
handwriting • use prepositions correctly for What new words • Write correct sentences from a table.
effective communication. have you learnt?
3 Listening, Attentive Learner to: Where do we hang Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds our pictures? • identify given sounds TG Pg62, written
Reading and reading words, for fluency What is in the • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for picture? • blend sounds to read words Pgs 48-49, exercises,
(Position and comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
direction) and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards, and
handwriting variety of context story? • do picture walk, prediction and read the picture. monitoring
• read connected text fluently for text fluently
comprehension. • Write sentence from a table.
17 1 Listening, Attentive Learner to: What sound did Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for you learn? • make words by joining sounds TG Pg63, written
Reading and reading words, fluency Which words in • Say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a the story end with • blend sounds silently to read words pg48-49, exercises,
(Position and grammar, variety of context the sound /nt/ and • review the vocabulary and use them in pocket chart, observation
direction) comprehension • read connected text in pairs for /nk/? making meaningful sentences letter cards,
and comprehension and enjoyment • read text to partners fluently picture.
handwriting • use prepositions correctly for • Write correct sentences from a table.
effective communication.

14
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: Where do rats live? Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective What can you see • write words correctly TG Pg64, written
Reading and reading words, communication in the picture? • review use of vocabulary in sentences Tusome and oral
Writing fluency, • use the vocabulary in a variety of What do you think • read the text fluently and answer PB Pgs50, exercises,
(Position and grammar, context will happen in the questions pocket chart, observation
direction) comprehension • listen to the text and answer story? • Review gender set: male/female letter cards, and
and questions for oral comprehension • Write a sentence that tells what the picture monitoring
handwriting • use prepositions correctly for problem/issue was in the story.
effective communication.
3 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TG Pg 65, written
Reading and reading words, for fluency What do you think • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds to read words Pgs51-52, exercises,
(Environment) comprehension fluency story? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a meaningful sentences letter cards, and
handwriting variety of context • do picture walk, prediction and read the picture monitoring
• read connected text fluently for text fluently
comprehension. • write a sentence using words given.
18 1 Listening, Attentive Learner to: How do we keep Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for our environment • make words by joining sounds TG Pg 66, written
Reading and reading words, fluency clean? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What new words • blend sounds silently to read words Pgs51-52, exercises,
(Environment) grammar, variety of context have you learnt? • review the vocabulary and use them in pocket chart, observation
comprehension • read connected text in pairs for How do you use making meaningful sentences letter cards,
and comprehension and enjoyment these words in • read text to partners fluently picture.
handwriting • use the articles; a, an, the correctly for sentences? • rewrite sentences given correctly.
effective.
2 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TGs Pg67, written
Reading and reading words, for fluency What do you think • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds to read words Pgs53-54, exercises,
(Environment) comprehension fluency picture? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a meaningful sentences letter cards, and
handwriting variety of context • do picture walk, prediction, read text and picture monitoring
• read connected text fluently for answer questions
comprehension • rewrite sentences given correctly.

15
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: Apart from trees, Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for what else can we • make words by joining sounds TG Pg 68, written
Reading and reading words, fluency plant? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which words do • blend sounds silently to read words Pgs 53-54, exercises,
(Environment) grammar, variety of context you know that end • review the vocabulary and use them in pocket chart, observation
comprehension • read connected text in pairs for with sound /nk/? making meaningful sentences letter cards, and
and comprehension and enjoyment • read text to partners fluently picture. monitoring
handwriting • use the articles; a, an, the correctly for • rewrite sentences given correctly.
effective.
19 1 Listening, Attentive Learner to: Why is it important Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective to take care of our • write words correctly from dictation TG pg 69; written
Reading and reading words, communication environment? • explain the vocabulary and use in Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of What did you see sentences pg55, picture exercises,
(Environment) grammar, context in the picture? • listen to connected text and answer observation
comprehension • listen to the text and answer What will happen questions
and questions for oral comprehension in the story? • review use of gender set: male/female
handwriting • use prepositions in sentences • write sentences about the ending of the
correctly for effective communication story.
2 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TG, pg.70; written
Reading and reading words, for fluency What do you think • Say names and sounds of letters Tusome and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds to read words PB, pg.56- exercises,
(Technology) comprehension fluency story? • explain vocabulary and use them in 57; pocket observation
and • explain vocabulary and use them in a meaningful sentences chart, letter
handwriting variety of context • do picture walk, prediction, read text cards, realia,
• read connected text fluently for answer questions picture
comprehension. • use words given to write sentences.
• write legibly.
3 Listening, Attentive Learner to: Which letters make Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for the following • make words by joining sounds TG Pg.71; written
Reading and reading words, fluency words: bath, with, • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a cloth, moth? • blend sounds silently to read words Pg.56-57; exercises,
(Technology) grammar, variety of context Which new words • review the vocabulary and use them in pocket chart, observation
comprehension • read connected text in pairs for have you learnt making meaningful sentences letter cards, and
and comprehension and enjoyment from the story? • read text to partners fluently picture monitoring
handwriting • use possessives; ‘mine and • use of ‘mine/yours’ in sentences correctly
yours’ correctly for effective
communication.

16
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

20 1 Listening, Attentive Learner to: What make of Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds mobile phones do • identify given sounds TG pg.72, written
Reading and reading words, for fluency you know? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words Pgs.58-59 exercises,
(Technology) comprehension fluency in the picture? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a What do you think meaningful sentences letter cards,
handwriting variety of context is going to happen • do picture walk, prediction and read the picture.
• read connected text fluently for in the story? text fluently
comprehension • use words given to write sentences.
• write legibly.
2 Listening, Attentive Learner to: What new word Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for did you learn? • make words by joining sounds TG Pg73; written
Reading and reading words, fluency What do we use • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a mobile phones • blend sounds silently to read words Pg58-59 exercises,
(Technology) grammar, variety of context for? • review the vocabulary and use them in pocket chart, observation
comprehension • read connected text in pairs for making meaningful sentences letter cards, and
and comprehension and enjoyment • read text to partners fluently picture. monitoring
handwriting • use possessives; ‘mine and • make sentences using the words given.
yours’ correctly for effective
communication.
3 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective have you learnt? • write words correctly from dictation TG Pg74, written
Reading and reading words, communication What is the • explain the vocabulary and use in Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of picture? sentences Pg60, realia, exercises,
(Technology) grammar, context What do you think • listen to connected text and answer picture. observation
comprehension • listen to the text and answer will happen in the questions and
and questions for oral comprehension picture? • review use of ‘mine/yours/ours’ monitoring
handwriting • use ‘mine/yours/ours’ correctly for • write a question they would like to ask the
effective communication. author of the story.
21 1 Listening, Attentive Learner to: What is a festival? Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds What can you see • identify given sounds TG Pg75, written
Reading and reading words, for fluency in the picture? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What do you think • blend sounds to read words Pg61-62 exercises,
(Cultural comprehension fluency is going to happen • explain vocabulary and use them in pocket chart, observation
Activities) and • explain vocabulary and use them in a in the picture? meaningful sentences letter cards,
handwriting variety of context • do picture walk, prediction and read the picture
• read connected text fluently for text fluently
comprehension • use words given to write sentences.
• write legibly.

17
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: Which new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt? • make words by joining sounds TG Pg76, T written
Reading and reading words, fluency How do you use • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a these words in • blend sounds silently to read words Pg61-62 exercises,
(Cultural grammar, variety of context sentences? • review the vocabulary and use them in pocket chart, observation
Activities) comprehension • read connected text in pairs for Which other making meaningful sentences letter cards, and
and comprehension and enjoyment festivals do you • read text to partners fluently picture monitoring
handwriting • use “what/where” correctly for know? • write questions using “what/where”.
effective communication.
3 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TGPg77, written
Reading and reading words, for fluency What do you think • Say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for is going to happen • blend sounds to read words Pgs63-64. exercises,
(Cultural comprehension fluency in the story? • explain vocabulary and use them in pocket chart, observation
Activities) and • explain vocabulary and use them in a What have you meaningful sentences letter cards, and
handwriting variety of context learnt form the • do picture walk, prediction, read the text picture monitoring
• read connected text fluently for story? and answer questions
comprehension • use words given to write questions in
• write legibly. pairs.
22 1 Listening, Attentive Learner to: What sound did Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for you learn? • make words by joining sounds TG Pg78, written
Reading and reading words, fluency Which new words • say names and sounds of letters Tusome PB, and oral
Writing fluency, • explain vocabulary and use them in a did you learn? • blend sounds silently to read words pgs63-64, exercises,
(Cultural comprehension variety of context How can you • review the vocabulary and use them in Pocket chart, observation
Activities) and • read connected text in pairs for use them in a making meaningful sentences letter cards,
handwriting comprehension and enjoyment sentence? • read text to partners fluently picture
• use “what/where” correctly for • write questions using “what/ where”.
effective communication.
2 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective did you learn? • write words correctly from dictation TG Pg79, written
Reading and reading words, communication What can you see • explain the vocabulary and use in Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of in the picture? sentences Pg65, pocket exercises,
(Cultural comprehension context What can you tell • listen to connected text and answer chart, , observation
Activities) and • listen to the text and answer about the story questions picture and
handwriting questions for oral comprehension from the picture? • use ‘what/where’ to make questions monitoring
• make correct ‘wh’ questions for • write a question they would like to ask the
effective communications. author of the story.

18
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: What is a street Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds child? • identify given sounds TG Pg156, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pgs141-142, exercises,
(Child labour) comprehension fluency What will you learn • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a from the story? meaningful sentences letter cards, and
handwriting variety of context • do picture walk, prediction and read the picture monitoring
• read connected text fluently for text fluently
comprehension • write correct sentences with words given.
• write legibly.
23 1 Listening, Attentive Learner to: What sounds did Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for you learn? • make words by joining sounds TG Pg81, written
Reading and reading words, fluency What new words • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a did you learn? • blend sounds silently to read words Pgs 66 -67, exercises,
(Child labour) comprehension variety of context How can you use • review use of vocabulary sentences pocket chart, observation
and • read connected text in pairs for the new words in • read text to partners fluently letter cards,
handwriting comprehension and enjoyment sentences? • discuss adjectives (colour and size) picture
• use adjectives correctly for effective • rearrange words to make sentences.
communication.
2 Listening, Attentive Learner to: Who are house Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds helps? • identify given sounds TG Pg82; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pgs 68 - 69, exercises,
(Child labour) comprehension fluency What will you learn • explain vocabulary and use them in pocket observation
and • explain vocabulary and use them in a from the story? meaningful sentences chart, letter and
handwriting variety of context • do picture walk, prediction and read the cards, realia, monitoring
• read connected text fluently for text fluently picture
comprehension • write correct sentences with words given.
• write legibly.
3 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt? • make words by joining sounds TG Pg 83, written
Reading and reading words, fluency How do you use • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a these words in • blend sounds silently to read words Pgs 68- 69, exercises,
(Child labour) comprehension variety of context sentences? • review use of vocabulary in sentences pocket chart, observation
and • read connected text in pairs for • read text to partners fluently letter cards, and
handwriting comprehension and enjoyment • review use of adjectives picture monitoring
• use adjectives correctly for effective • rearrange words to make sentences.
communication.

19
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

24 1 Listening, Attentive Learner to: What sounds did Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective you learn? • write words correctly from dictation TG pg 84; written
Reading and reading words, communication What can you see • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of in the picture? sentences PB pg 70, exercises,
(Child labour) comprehension context What do you think • listen to connected text and answer picture observation
and • listen to a text and answer questions will happen in the questions
handwriting for enjoyment and comprehension story? • discuss describing words (colour and size)
• use adjectives correctly for effective • write a sentence on child labour.
communication.
2 Listening, Attentive Learner to: How do we care Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds for others? • identify given sounds TG Pg 85, written
Reading and reading words, for fluency What can you see • Say names and sounds of letters Tusome and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words PB Pgs71, exercises,
(Child labour) comprehension fluency What do you think • explain vocabulary and use them in pocket observation
and • explain vocabulary and use them in a we will learn in the meaningful sentences charts, letter and
handwriting variety of context story? • do picture walk, prediction and read the cards, picture monitoring
• read connected text fluently for text fluently
comprehension • discuss beginning, middle and ending of
• describe beginning, middle and a text
ending of a text for enjoyment and • write correct sentences with words given.
comprehension.
3 Listening, Attentive Learner to: What is the Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for meaning of the • make words by joining sounds TG Pg 86, written
Reading and reading words, fluency new words? • say names and sounds of letters Tusome and oral
Writing fluency, • explain vocabulary and use them in a How do you use • blend sounds silently to read words PB Pgs 71 exercises,
(Caring for comprehension variety of context these words in • review the vocabulary and use them in -72, pocket observation
others) and • read connected text in pairs for sentences? making meaningful sentences chart;, letter and
handwriting comprehension and enjoyment • read text to partners fluently cards, picture monitoring
• use conjunctions correctly for • Use the conjunction ‘and’ to connect two
effective communication. phrases
• Write correct sentences from a table.
25 1 Listening, Attentive Learner to: How do we care Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds for the sick? • identify given sounds TG Pg87, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg 73 - 74, exercises,
(Caring for comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
others) and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
handwriting variety of context story? • do picture walk, prediction and read the picture
• read connected text fluently for text fluently
comprehension • retell a text read
• describe beginning, middle and • write correct sentences from a table.
ending of a text for enjoyment and
comprehension.
20
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: What sound did Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for you learn? • make words by joining sounds TG Pg88, written
Reading and reading words, fluency Which words do • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a you know that • blend sounds silently to read words Pg 73 - 74, exercises,
(Caring for comprehension variety of context have sound /ea/ in • review the vocabulary and use them in pocket chart, observation
others) and • read connected text in pairs for the middle? making meaningful sentences letter cards, and
handwriting comprehension and enjoyment • read text to partners fluently picture monitoring
• use conjunctions correctly for • use the conjunction ‘and’ to connect two
effective communication. phrases
• Write correct sentences from a table.
3 Listening, Attentive Learner to: What are the Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective meanings of the • write words correctly from dictation TGPg 89, written
Reading and reading words, communication words you have • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of learnt? sentences PB Pg 75, exercises,
(Caring for comprehension context What do the • listen to connected text and answer pocket chart, observation
others) and • listen to a text and answer questions pictures tell you questions letter cards, and
handwriting for enjoyment and comprehension will happen in the • discuss describing words (colour and size) picture monitoring
• make compound sentences correctly story? • write compound sentences about the text
for effective communication. using ‘and’ or ‘but’
26 1 Listening, Attentive Learner to: What can make Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds you get late for • identify given sounds TG pg 90; written
Reading and reading words, for fluency school? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words 76 – 77 exercises,
(School) comprehension fluency in the picture? • explain vocabulary and use them in Letter cards, observation
and • explain vocabulary and use them in a What do you think meaningful sentences pocket chart, and
handwriting variety of context will happen in the • do picture walk, prediction and read the picture monitoring
• read connected text fluently for story? text fluently
comprehension • retell a text read
• describe beginning, middle and • write correct sentences from a table.
ending of a text for enjoyment and
comprehension.
2 Listening, Attentive Learner to: What sound did Learner to: Tusome
Speaking, listening, • blend sounds to read words for you learn? • say names and sounds of letters TG pg 91;
Reading and reading words, fluency Which words do • blend sounds to read words Tusome
Writing fluency, • explain vocabulary and use them in a you know that • review the vocabulary and use them in PB 76 -77,
(School) comprehension variety of context have sound /ei/ in making meaningful sentences pocket
and • read connected text in pairs for the middle? • read text to partners fluently charts,
handwriting comprehension and enjoyment • discuss use of ‘was’ and ‘were’ in sentences letter cards,
• use ‘was/were’ correctly for effective • correct sentences given. pictures.
communication.

21
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: What is a sports Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds day? • identify given sounds TG pg 92; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words PB 78 and exercises,
(School) comprehension fluency What do you think • explain vocabulary and use them in 79.letter observation
and • explain vocabulary and use them in a will happen in the meaningful sentences cards, pocket and
handwriting variety of context story? • do picture walk, prediction and read the charts and monitoring
• read connected text fluently for text fluently pictures
comprehension • retell a text read
• describe beginning, middle and • correct sentences given.
ending of a text for enjoyment and
comprehension.
27 1 Listening, Attentive Learner to: How do you Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for pronounce the • make words by joining sounds TG pg92; written
Reading and reading words, fluency sounds of these • say names and sounds of letters Tusome and oral
(School) fluency, • explain vocabulary and use them in a letters; oa,ai,ea • blend sounds silently to read words PB 78- 79, exercises,
comprehension variety of context and ee? • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for Which new words making meaningful sentences letter cards , and
handwriting comprehension and enjoyment use have you learnt? • read text to partners fluently picture2 monitoring
‘was/were’ correctly for effective • discuss use of ‘was’ and ‘were’ in sentences
communication • correct sentences given.
• write legibly and correctly.
2 Listening, Attentive Learner to: How do we keep Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective our classroom • write words correctly from dictation TG pg 94; written
Reading and reading words, communication clean? • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of What can you see sentences PB pg 80, exercises,
(School) comprehension context in the picture? • listen to connected text and answer picture, letter observation
and • listen to a text and answer questions What do you think questions cards, pocket and
handwriting for enjoyment and comprehension will happen in the • discuss describing words (colour and size) chart. monitoring
• use ‘was/were’ correctly for effective story? • review the use of ‘was and were’ orally
communication. • write a compound sentences on the text.
3 Listening, Attentive Learner to: What do you need Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds to clean a cow • identify given sounds TG pg 95; written
Reading and reading words, for fluency shed? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words 81 – 82, exercises,
(Activities at comprehension fluency in the picture? • explain vocabulary and use them in picture, observation
home) and • explain vocabulary and use them in a What do you think meaningful sentences pocket chart, and
handwriting variety of context will happen in the • do picture walk, prediction and read the letter cards monitoring
• read connected text fluently for story? text fluently
comprehension • retell a text read
• describe beginning, middle and • copy words and draw what they mean.
ending of a text for enjoyment and
comprehension.
22
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

28 1 Listening, Attentive Learner to: What is a cow Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for shed? • make words by joining sounds TG Pg96; written
Reading and reading words, fluency What activities • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a do you help your • blend sounds silently to read words Pgs 81-82, exercises,
(Activities at comprehension variety of context parents in at • review the vocabulary and use them in pocket chart, observation.
home) and • read connected text in pairs for home? making meaningful sentences letter cards,
handwriting comprehension and enjoyment What new words • read text to partners fluently and picture.
• use ‘was/were’ correctly for effective have you learnt? • discuss use of ‘was/were’ in sentences
communication • write sentences about the text read.
• write legibly and correctly.
2 Listening, Attentive Learner to: What words do Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds you know that end • identify given sounds TG Pg 97 written
Reading and reading words, for fluency with sound/ai/? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words Pgs83-84, exercises,
(Activities at comprehension fluency in the picture? • explain vocabulary and use them in pocket observation
home) and • explain vocabulary and use them in a What do you think meaningful sentences chart, letter and
handwriting variety of context will happen in the • do picture walk, prediction and read the cards, realia, monitoring
• read connected text fluently for story? text fluently picture
comprehension • retell a text read
• describe beginning, middle and • use words given to write sentences.
ending of a text for enjoyment and
comprehension.
3 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds TG Pg98, written
Reading and reading words, fluency from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What is the • blend sounds silently to read words Pgs83-84, exercises,
(Activities at comprehension variety of context meaning of the review the vocabulary and use them in pocket chart, observation
home) and • read connected text in pairs for words? making meaningful sentences letter cards, and
handwriting comprehension and enjoyment How do we spell • read text to partners fluently picture monitoring
• use ‘was/were’ correctly for effective the words? • discuss use of ‘was’ and ‘were’ in sentences.
communication
• write legibly and correctly.
29 1 Listening, Attentive Learner to: What games do Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective we play at home? • write words correctly from dictation TG Pg99, written
Reading and reading words, communication what • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of New words have sentences PB Pg85, exercises,
(Activities at comprehension context you learnt from • listen to connected text and answer pocket chart, observation
home) and • listen to a text and answer questions the story? questions letter cards,
handwriting for enjoyment and comprehension • discuss describing words (colour and size) picture
• use ‘was/were’ correctly for effective • review the use of ‘was and were’ orally
communication. • write sentences about characters in a text.

23
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: How many have Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds seen, used a train? • identify given sounds TG Pg100; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words PB Pgs86- exercises,
(Transport) comprehension fluency What do you think • explain vocabulary and use them in 87, pocket observation
and • explain vocabulary and use them in a will happen in the meaningful sentences charts, and
handwriting variety of context story? • do picture walk, prediction and read the letter cards, monitoring
• read connected text fluently for text fluently and answer questions picture.
comprehension • use words given to write sentences
• write legibly.
3 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds TG Pg101, written
Reading and reading words, fluency from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a How are the words • blend sounds silently to read words Pgs86-87, exercises,
(Transport) comprehension variety of context spelt? • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for making meaningful sentences letter cards, and
handwriting comprehension and enjoyment • read text to partners fluently picture monitoring
• use pronouns correctly for effective • discuss use of him/her/them in sentences
communication • complete sentences by filling in blanks.
• write legibly and correctly.
30 1 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TG Pg102, written
Reading and reading words, for fluency What do you think • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds to read words Pg88-89, exercises,
(Transport) comprehension fluency story? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a meaningful sentences letter cards,
handwriting variety of context • do picture walk, prediction and read the picture
• read connected text fluently for text fluently and answer questions
comprehension • use words given to complete sentences.
• write legibly.
2 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds TG Pg103 written
Reading and reading words, fluency from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which words end • blend sounds silently to read words Pg88-89, exercises,
(Transport) comprehension variety of context with sound /ar/ in • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for the story? making meaningful sentences letter cards, and
handwriting comprehension and enjoyment • read text to partners fluently picture monitoring
• use pronouns correctly for effective • discuss use of him, her, them in sentences
communication • complete sentences by filling in blanks.
• write legibly and correctly.

24
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: How many means Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective of transport do • write words correctly from dictation TG Pg104, written
Reading and reading words, communication you know? • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of What can you see sentences PB Pg 90, exercises,
(Transport) comprehension context in the picture? • listen to connected text and answer pocket chart, observation
and • listen to a text and answer questions What do you think questions letter cards, and
handwriting for enjoyment and comprehension will happen in the • discuss describing words (colour and size) picture monitoring
• use ‘him, her, them’ correctly for story? • review the use of ‘was and were’ orally
effective communication. • write a sentence on where the story took
place.
31 1 Listening, Attentive Learner to: What things are in Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds the sky? • identify given sounds TG Pg105, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg91-92, exercises,
(Time and comprehension enjoyment What do you think • explain vocabulary and use them in pocket chart, observation
months of the and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
year) handwriting variety of context story? • do picture walk, prediction and read the picture
• read connected text fluently for text fluently and answer questions
comprehension • use words given to write sentences.
• write legibly and correctly.
2 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds TG Pg106; written
Reading and reading words, fluency from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What is the • blend sounds silently to read words Pg91-92, exercises,
(Time and comprehension variety of context meaning of the • review the vocabulary and use them in pocket chart, observation
months of the and • read connected text in pairs for words you learnt? making meaningful sentences letter cards, and
year) handwriting comprehension and enjoyment • read text to partners fluently discuss use picture. monitoring
• use ‘has/had/have’ correctly for of has, had, have in sentences
effective communication • write correct sentences from a table
• write legibly and correctly.
3 Listening, Attentive Learner to: How many months Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds are there in a year? • identify given sounds TG Pg107; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg93-94, exercises,
(Time and comprehension enjoyment What do you think • explain vocabulary and use them in pocket chart, observation
months of the and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
year) handwriting variety of context story? • do picture walk, prediction and read the picture
• read connected text fluently for text fluently and answer questions
comprehension • use words given to write sentences.
• write legibly and correctly.

25
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

32 1 Listening, Attentive Learner to: Do you know Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for the names of the • make words by joining sounds TG Pg108; written
Reading and reading words, fluency months of the • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a year? • blend sounds silently to read words Pg93-94, exercises,
(Time and comprehension variety of context What are some • review the vocabulary and use them in pocket chart, observation
months of the and • read connected text in pairs for of the words that making meaningful sentences letter cards, and
year) handwriting comprehension and enjoyment end with sound / • read text to partners fluently picture. monitoring
• use ‘has/had/have’ correctly for ear/ apart from the • discuss use of has, had, have in sentences
effective communication ones in the story? • write correct sentences from a table.
• write legibly and correctly.
2 Listening, Attentive Learner to: Which days of the Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective week do you go to • write words correctly from dictation TG Pg109, written
Reading and reading words, communication school? • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of What can you see sentences PB Pg 95, exercises,
(Time and comprehension context in the picture? • listen to connected text and answer pocket chart, observation
months of the and • listen to a text and answer questions What do you think questions letter cards, and
year) handwriting for enjoyment and comprehension will happen in the • discuss describing words (colour and size) picture monitoring
• use ‘has/had/have’ correctly for story? • review the use of ‘ has, had, have ’ orally
effective communication. • write sentences about the poem read.
3 Listening, Attentive Learner to: What is butchery? Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds What can you see • identify given sounds TG Pg110, written
Reading and reading words, for fluency in the picture? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What do you think • blend sounds to read words Pg96-97, exercises,
(Shopping comprehension fluency will happen in the • explain vocabulary and use them in pocket chart, observation
- Things we and • explain vocabulary and use them in a story? meaningful sentences letter cards,
buy) handwriting variety of context • do picture walk, prediction and read the picture
• read connected text fluently for text fluently
comprehension • retell a text read
• describe beginning, middle and • copy words and draw what they mean.
ending of a text for enjoyment and
comprehension.
33 1 Listening, Attentive Learner to: How many have Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for gone shopping? • make words by joining sounds TG Pg111, written
Reading and reading words, fluency What did you • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a shop? • blend sounds silently to read words Pg 96-97, exercises,
(Shopping comprehension variety of context Which new words • review the vocabulary and use them in pocket chart, observation
- Things we and • read connected text in pairs for have you learnt making meaningful sentences letter cards, and
buy) handwriting comprehension and enjoyment from the story? • read text to partners fluently picture. monitoring
• use plurals of irregular nouns • discuss use of plurals of irregular nouns
correctly for effective communication (-ves) in sentences.
• write legibly and correctly.

26
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: How many have Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds gone to a market? • identify given sounds TG Pg112, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg 98-99, exercises,
(Shopping comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
- Things we and • explain vocabulary and use them in will happen in the meaningful sentences letter cards,
buy) handwriting a variety of context story? • do picture walk, prediction and read the picture
• read connected text fluently for text fluently
comprehension • retell a text read
• describe beginning, middle and • write given sentences in plural.
ending of a text for enjoyment and
comprehension
3 Listening, Attentive Learner to: Which things Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for do we find in a • make words by joining sounds TG Pg113, written
Reading and reading words, fluency market? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which new words • blend sounds silently to read words Pg 98-99, exercises,
(Shopping comprehension variety of context have you learnt • review the vocabulary and use them in pocket chart, observation
- Things we and • read connected text in pairs for from the story? making meaningful sentences letter cards, and
buy) handwriting comprehension and enjoyment What is the • read text to partners fluently picture. monitoring
• use plurals of irregular nouns meaning of the • discuss use of plurals of irregular nouns
correctly for effective communication new words? (-ves) in sentences.
• write legibly and correctly.
34 1 Listening, Attentive Learner to: What things Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective don we find in a • write words correctly from dictation TG Pg114, written
Reading and reading words, communication supermarket? • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of What can you see sentences PB Pg 100, exercises,
(Shopping comprehension context in the picture? • listen to connected text and answer pocket chart, observation
- Things we and • listen to a text and answer questions What do you think questions letter cards, and
buy) handwriting for enjoyment and comprehension will happen in the • discuss describing words (colour and size) picture monitoring
• use plurals of irregular story? • review the use of ‘ has, had, have ’ orally
nouns correctly for effective • write sentences about the text read.
communication.
2 Listening, Attentive Learner to: How many have Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds their own gardens • identify given sounds TG Pg115, written
Reading and reading words, for fluency at home or school? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words Pg101-102, exercises,
(The garden) comprehension fluency in the picture? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a What do you think meaningful sentences letter cards,
handwriting variety of context will happen in the • do picture walk, prediction and read the and picture.
• read connected text fluently for story? text fluently
comprehension • write correct sentences using words given.
• write legibly.

27
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: How do we take Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for care of a garden? • make words by joining sounds. TG Pg116, written
Reading and reading words, fluency Which new words • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a have you learnt • blend sounds silently to read words. Pg101-102, exercises,
(The garden) comprehension variety of context from the story? • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for How do we spell making meaningful sentences. letter cards, and
handwriting comprehension and enjoyment the words? • read text to partners fluently picture. monitoring
• use present continuous (-ing) • use of present continuous tense (-ing)
correctly for effective communication • write sentences in present continuous
• write legibly and correctly.
35 1 Listening, Attentive Learner to: What can you see Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TG Pg117, written
Reading and reading words, for fluency What do you think • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds to read words Pg103- 104, exercises,
(The garden) comprehension fluency story? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a meaningful sentences letter cards,
handwriting variety of context • do picture walk, prediction and read the and picture.
• read connected text fluently for text fluently
comprehension • write sentences about garden activities
• write legibly.
2 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds TG Pg118, written
Reading and reading words, fluency. from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which words end • blend sounds silently to read words Pg105-104, exercises,
(The garden) comprehension variety of context. with sound /ay/ / • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for ey/ in the story? making meaningful sentences letter cards, and
handwriting comprehension and enjoyment. • read text to partners fluently picture. monitoring
• use present continuous (-ing) • write sentences in present continuous
correctly for effective communication
• write legibly and correctly.
3 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective in the picture? • write words correctly from dictation TG Pg119, written
Reading and reading words, communication What do you think • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of will happen in the sentences PB Pg 105, exercises,
(The garden) comprehension context story? • listen to connected text and answer pocket chart, observation
and • listen to a text and answer questions questions letter cards, and
handwriting for enjoyment and comprehension • review present continuous tense (-ing) and picture. monitoring
• use present continuous tense(- • write sentences about different ways to
ing) correctly for effective end the text read.
communication.

28
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

36 1 Listening, Attentive Learner to: How many have Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds slipped and fallen • identify given sounds TG Pg120, written
Reading and reading words, for fluency down? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words Pg106- 107, exercises,
(Accident) comprehension fluency in the picture? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a What do you think meaningful sentences letter cards,
handwriting variety of context will happen in the • do picture walk, prediction and read the and picture.
• read connected text fluently for story? text fluently
comprehension • use given words to write sentences
• write legibly.
2 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds TG Pg121, written
Reading and reading words, fluency from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What is the • blend sounds silently to read words Pg106-107, exercises,
(Accident) comprehension variety of context meaning of the • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for words you learnt? making meaningful sentences letter cards, and
handwriting comprehension and enjoyment How do we spell • read text to partners fluently picture. monitoring
• use past continuous tense correctly the words? • discuss use of past continuous tense
for effective communication • ( was/were + -ing)
• write legibly and correctly. • correct sentences given.
3 Listening, Attentive Learner to: What do we use in Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds carrying water? • identify given sounds TG Pg122, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg108-109, exercises,
(Accident) comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
handwriting variety of context story? • do picture walk, prediction and read the and picture.
• read connected text fluently for text fluently
comprehension • use sentences given correctly.
• write legibly.
37 1 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds. TG Pg123, written
Reading and reading words, fluency from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What is the • blend sounds silently to read words. Pg108-109, exercises,
(Accident) comprehension variety of context meaning of the • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for words you learnt? making meaningful sentences. letter cards, and
handwriting comprehension and enjoyment How do we spell • read text to partners fluently picture. monitoring
• use past continuous tense correctly the words? • discuss use of past continuous tense
for effective communication (were)
• write legibly and correctly. • correct sentences given.

29
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: What can you see Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective in the picture? • write words correctly from dictation TG Pg124, written
Reading and reading words, communication What do you think • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of will happen in the sentences PB Pg 110, exercises,
(Accident) comprehension context story? • listen to connected text and answer pocket chart, observation
and • listen to a text and answer questions questions letter cards, and
handwriting for enjoyment and comprehension • review present continuous tense (were + and picture. monitoring
• use past continuous tense -ing)
(-ing) correctly for effective • write sentences on how to end the story.
communication
3 Listening, Attentive Learner to: What are some of Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds the things in your • identify given sounds TG Pg125, written
Reading and reading words, for fluency classroom? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What do the • blend sounds to read words Pg111-112, exercises,
(Classroom) comprehension fluency pictures show will • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a happen in the meaningful sentences letter cards,
handwriting variety of context story? • do picture walk, prediction and picture.
• read connected text fluently for • read and retell a text read
comprehension • use given words to write sentences.
• describe beginning, middle and
ending of a text for enjoyment and
comprehension.
38 1 Listening, Attentive Learner to: Which words have Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for sound /oo/ in the • make words by joining sounds TG Pg126, written
Reading and reading words, fluency. middle? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What new words • blend sounds silently to read words Pg111-112, exercises,
(Classroom) comprehension variety of context. have you learnt • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for from the story? making meaningful sentences letter cards, and
handwriting comprehension and enjoyment. What is the • read text to partners fluently picture. monitoring
• use cardinal and ordinal numbers meaning of the • discuss use of cardinal and ordinal
correctly for effective communication words you learn? numbers
• write legibly and correctly. • write correct sentences from table.

30
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: What can you see Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds in the picture? • identify given sounds TG Pg127, written
Reading and reading words, for fluency What do you think • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for will happen in the • blend sounds to read words Pg113-114, exercises,
(Classroom) comprehension fluency story? • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a meaningful sentences letter cards,
handwriting variety of context • do picture walk, prediction and picture.
• read connected text fluently for • read and retell a text read.
comprehension • make sentences from a table.
• describe beginning, middle and
ending of a text for enjoyment and
comprehension.
3 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt • make words by joining sounds TG Pg128, written
Reading and reading words, fluency from the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What is the • blend sounds silently to read words Pg113-114, exercises,
(Classroom) comprehension variety of context meaning of the • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for new words you making meaningful sentences letter cards, and
handwriting comprehension and enjoyment learn? • read text to partners fluently picture. monitoring
• use cardinal and ordinal numbers • discuss use of cardinal and ordinal
correctly for effective communication numbers
• write legibly and correctly. • rearrange words to make sentences.
39 1 Listening, Attentive Learner to: Who was the first Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective person to get into • write words correctly from dictation. TG Pg129, written
Reading and reading words, communication class today? • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of What can you see sentences. PB Pg 115, exercises,
(Classroom) comprehension context in the picture? • listen to connected text and answer pocket chart, observation
and • listen to a text and answer questions What do you think questions. letter cards, and
handwriting for enjoyment and comprehension will happen in the • review use of use cardinal and ordinal and picture. monitoring
• use cardinal and ordinal story? numbers
numbers correctly for effective • write a paragraph about text read.
communication.

31
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: What do we feed Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds cows? • identify given sounds TG Pg130, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg116-117, exercises,
(The farm) comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
handwriting variety of context story? • do picture walk, prediction and picture.
• read connected text fluently for • read and retell a text read
comprehension • make sentences using the words given.
• retell a text for enjoyment and
comprehension.
3 Listening, Attentive Learner to: Which animals Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for do we find in an • make words by joining sounds TG Pg131, written
Reading and reading words, fluency animal farm? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which animals do • blend sounds silently to read words Pg116-117, exercises,
(The farm) comprehension variety of context we find there? • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for How do we take making meaningful sentences letter cards, and
handwriting comprehension and enjoyment care of the animals • read text to partners fluently picture. monitoring
• use gender sets correctly for in the farm? • discuss use of genders sets in sentences
effective communication • fill in blanks to complete sentences.
• write legibly and correctly.
40 1 Listening, Attentive Learner to: What is a Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds cowshed? • identify given sounds. TG Pg132, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words. Pg118-119, exercises,
(The farm) comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
and • explain vocabulary and use them in a will happen in the meaningful sentences. letter cards,
handwriting variety of context story? • do picture walk, prediction and picture.
• read connected text fluently for • read and retell a text read.
comprehension • use opposites to complete sentences.
• retell a text for enjoyment and
comprehension.

32
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: Why do we clean a Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for cowshed? • make words by joining sounds. TG Pg133, written
Reading and reading words, fluency What do we use to • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a clean a cowshed? • blend sounds silently to read words. Pg118-119, exercises,
(The farm) comprehension variety of context Which new words • review the vocabulary and use them in pocket chart, observation
and • read connected text in pairs for have you learnt making meaningful sentences. letter cards, and
handwriting comprehension and enjoyment from the story? • read text to partners fluently picture. monitoring
• use gender sets correctly for • discuss use of genders sets in sentences
effective communication • fill in blanks to complete sentences.
• write legibly and correctly.
3 Listening, Attentive Learner to: How do we keep Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective eggs from hens? • write words correctly from dictation. TG Pg134, written
Reading and reading words, communication What can you see • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of in the picture? sentences. PB Pg 120, exercises,
(The farm) comprehension context What do you think • listen to connected text and answer pocket chart, observation
and • listen to a text and answer questions will happen in the questions. letter cards, and
handwriting for enjoyment and comprehension story? • review use of use of gender sets correctly and picture. monitoring
• use gender sets correctly for effective • write a paragraph about text read.
communication.
41 1 Listening, Attentive Learner to: Where do you Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds play? • identify given sounds. TG Pg135, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words. Pg121-122, exercises,
(Position and comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
direction) and • explain vocabulary and use them in a will happen in the meaningful sentences. letter cards,
handwriting variety of context story? • do picture walk, prediction and picture.
• read connected text fluently for • read and retell a text read.
comprehension • make sentences using given words.
• retell a text for enjoyment and
comprehension.
2 Listening, Attentive Learner to: Where are the goal Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for posts in a football • make words by joining sounds TG Pg136, written
Reading and reading words, fluency field? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which new words • blend sounds silently to read words Pg121-122, exercises,
(Position and comprehension variety of context have you learnt • review the vocabulary and use them in pocket chart, observation
direction) and • read connected text in pairs for from the story? making meaningful sentences letter cards, and
handwriting comprehension and enjoyment How do we spell • read text to partners fluently picture. monitoring
• use preposition ‘to/ at’ correctly for the new words? • discuss use of preposition “to and at” in
effective communication sentences
• write legibly and correctly. • make sentences using given words.

33
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: What is nature Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds corner? • identify given sounds TG Pg137, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words Pg123-124, exercises,
(Position and comprehension fluency What do you think • explain vocabulary and use them in pocket chart, observation
direction) and • explain vocabulary and use them in a will happen in the meaningful sentences letter cards,
handwriting variety of context story? • do picture walk, prediction and picture.
• read connected text fluently for • read and retell a text read
comprehension • make sentences using given words.
• retell a text for enjoyment and
comprehension.
42 1 Listening, Attentive Learner to: Where do we set Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for a nature corner in • make words by joining sounds TG Pg138, written
Reading and reading words, fluency class? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What do we put in • blend sounds silently to read words Pg123-124, exercises,
(Position and comprehension variety of context the nature corner? • review the vocabulary and use them in pocket chart, observation
direction) and • read connected text in pairs for Which words in making meaningful sentences letter cards, and
handwriting comprehension and enjoyment the story have • read text to partners fluently picture. monitoring
• use preposition ‘over and beside’ sound /ou/ in the • discuss use of preposition “beside and
correctly for effective communication middle? over” in sentences
• write legibly and correctly. • make sentences using given words.
2 Listening, Attentive Learner to: Where is your Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective home? • write words correctly from dictation TG Pg139, written
Reading and reading words, communication What can you see • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of in the picture? sentences PB Pg 125, exercises,
(Position and comprehension context What do you think • listen to connected text and answer pocket chart, observation
direction) and • listen to a text and answer questions will happen in the questions letter cards, and
handwriting for enjoyment and comprehension story? • review use of use preposition: ‘to at, over’ and picture. monitoring
• use ‘to, at, over’ correctly for effective • write a paragraph about text read.
communication.
3 Listening, Attentive Learner to: What can you see Learner to; Tusome TG Checklist,
Speaking, listening, • blend sounds to read words for in the picture? • identify given sounds 140; Tusome written
Reading and reading words, fluency What do you think • say names and sounds of letters PB 126 – 127. and oral
Writing fluency, • explain vocabulary and use them in a will happen in the • blend sounds to read words Picture, exercises,
(Environment) comprehension variety of context story? • explain vocabulary and use in sentences Letter cards, observation
and • read connected text fluently for • do picture walk, prediction, read and retell pocket chart. and
handwriting comprehension a text read monitoring
• retell a text for enjoyment and • make sentences using given words.
comprehension.

34
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

43 1 Listening, Attentive Learner to: What is around Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for you? • make words by joining sounds. TG pg 141; written
Reading and reading words, fluency How do we spell • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a the words; crow, • blend sounds silently to read words. 126 – 127, exercises,
(Environment) comprehension variety of context blow, throw and • review the vocabulary and use them in picture, letter observation
and • read connected text in pairs for grow? making meaningful sentences. cards, pocket and
handwriting comprehension and enjoyment Which new words • read text to partners fluently charts. monitoring
• use articles ‘a, an, the’ correctly for have you learnt? • discuss use of preposition articles (‘a’, ‘an’,
effective communication ‘the’) in sentences.
• write legibly and correctly.
2 Listening, Attentive Learner to: Where do bees Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds live? • identify given sounds TG pg 142; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words pg 128 – 129, exercises,
(Environment) comprehension fluency What do you think • xplain vocabulary and use them in picture, letter observation
and • explain vocabulary and use them in a will happen in the meaningful sentences cards, pocket and
handwriting variety of context story? • do picture walk, prediction chart monitoring
• read connected text fluently for • read and retell a text read
comprehension • make sentences using ‘an’.
• retell a text for enjoyment and
comprehension.
3 Listening, Attentive Learner to: Which words do Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for you know with • make words by joining sounds. TG 143; written
Reading and reading words, fluency sound /ew/? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a Which new words • blend sounds silently to read words. 128 – 129, exercises,
(Environment) comprehension variety of context have you learnt? • review the vocabulary and use them in letter cards, observation
and • read connected text in pairs for making meaningful sentences. pocket card and
handwriting comprehension and enjoyment • read text to partners fluently monitoring
• use articles ‘a, an, the’ correctly for • discuss use of preposition articles (‘a’, ‘an’,
effective communication ‘the’) in sentences
• write legibly and correctly.
44 1 Listening, Attentive Learner to: Which new words Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective did you learn? • write words correctly from dictation TG 144; written
Reading and reading words, communication What can you see • explain the vocabulary and use in Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of in the picture? sentences 130, picture exercises,
(Environment) comprehension context • listen to connected text and answer observation
and • listen to a text and answer questions questions and
handwriting for enjoyment and comprehension • review use of articles; ‘a, an, the’ monitoring
• use ‘a, an, the’ correctly for effective • write a paragraph about environment.
communication.

35
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: Which new words Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds did you learn? • identify given sounds TG pg145, written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words 131 – 132, exercises,
(Transport) comprehension fluency What do you think • explain vocabulary and use in sentences picture, observation
and • explain vocabulary and use them in a will happen in the • do picture walk, prediction Letter cards, and
handwriting variety of context story • read text and answer questions pocket cards monitoring
• read connected text fluently and • make sentences using words given.
answer questions for comprehension.
3 Listening, Attentive Learner to: How do we spell Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for the name of this • make words by joining sounds TG pg146; written
Reading and reading words, fluency object; television, • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a mobile phone, • blend sounds silently to read words Pg 131 – exercises,
(Technology) comprehension variety of context tablet? • review the vocabulary and use them in 132, realia, observation
and • read connected text in pairs for Which letters make making meaningful sentences picture, letter and
handwriting comprehension and enjoyment the following • read text to partners fluently cards, pocket monitoring
• use possessives (hers, his) correctly words; fetch, • discuss use of articles; a, an, the chart
for effective communication screen, watch? • make sentences from a table.
• write legibly and correctly.

45 1 Listening, Attentive Learner to: Which letters Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds make the • identify given sounds TG pg 147, written
Reading and reading words, for fluency following words; • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for watch, snatch, • blend sounds to read words pg 133 – 134, exercises,
(Technology) comprehension fluency patch, pitch? • explain vocabulary and use in sentences picture, letter observation
and • explain vocabulary and use them in a What can you see • do picture walk, prediction, read and retell cards, pocket and
handwriting variety of context in the picture? • make sentences using words given. chart monitoring
• read connected text fluently and
answer questions for comprehension.

2 Listening, Attentive Learner to: Which letter Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for is missing to • make words by joining sounds TG pg 148, written
Reading and reading words, fluency complete the • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a following words; • blend sounds silently to read words pg 133 – 134, exercises,
(Technology) comprehension variety of context scre_ns, comp_ter, • review vocabulary and use in sentences picture, letter observation
and • read connected text in pairs for t_blets? • read text to partners fluently cards, pocket and
handwriting comprehension and enjoyment What word do you • use possessives (their/mine) in sentences chart monitoring
• use possessives (their, mine) correctly know that have • make sentences from a table.
for effective communication with sound /ch/?
• write legibly and correctly.

36
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective have you learnt? • write words correctly from dictation TG pg149; written
Reading and reading words, communication What do you see in • explain the vocabulary and use in Tusome and oral
Writing fluency, • use the vocabulary in a variety of the picture? sentences PB Pg 135, exercises,
(Technology) comprehension context What does the • listen to connected text and answer Picture, realia observation
and • listen to a text and answer questions picture tell us questions and
handwriting for enjoyment and comprehension about the story? • review use of possessives ‘his, hers, ours’ monitoring
• use ‘his, hers, ours’ correctly for • write a paragraph about the story.
effective communication.
46 1 Listening, Attentive Learner to: Which words do Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds you know with / • identify given sounds TG pg 150; written
Reading and reading words, for fluency kw/? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words pg 136 – 137, exercises,
(Cultural comprehension fluency in the picture? • explain vocabulary and use them in picture, letter observation
Activities) and • explain vocabulary and use them in a What do you think meaningful sentences cards, pocket and
handwriting variety of context will happen in the • do picture walk, prediction, read text and chart monitoring
• read connected text fluently and story? answer questions
answer questions for comprehension. • make sentences using words given.
2 Listening, Attentive Learner to: Which new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for did you learn? • make words by joining sounds. TG pg 151; written
Reading and reading words, fluency Which words do • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a you know that • blend sounds silently to read words. 136 – 137, exercises,
(Cultural comprehension variety of context start /kw/? • review the use of vocabulary in sentences. observation
Activities) and • read connected text in pairs for • read text to partners fluently and
handwriting comprehension and enjoyment • discuss making Wh – questions. monitoring
• make ‘Wh’ questions correctly for • rearrange words to make sentences
effective communication.
3 Listening, Attentive Learner to: What is a birthday? Learner to: Tusome TG Checklist,
Speaking, listening, • recognise letter names and sounds What can you see • identify given sounds. 152; Tusome written
Reading and reading words, for fluency in the picture? • say names and sounds of letters PB Pg 138 – and oral
Writing fluency, • blend sounds to read words for What do you think • blend sounds to read words. 139, picture, exercises,
(Cultural comprehension fluency will happen in the • explain vocabulary and use in sentences. letter cards, observation
Activities) and • explain vocabulary and use them in a story/ • do picture walk, prediction, read text and pocket chart. and
handwriting variety of context answer questions. monitoring
• read connected text fluently and • rearrange words to make sentences.
answer questions for comprehension.

37
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

47 1 Listening, Attentive Learner to: What letters make Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for the following • make words by joining sounds. TG pg 153; written
Reading and reading words, fluency words; squeeze, • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in quotes, birthday? • blend sounds silently to read words. pg 138-139, exercises,
(Cultural comprehension a variety of context • review use of vocabulary in sentences. picture, observation
Activities) and • read connected text in pairs for • read text to partners fluently pocket chart, and
handwriting comprehension and enjoyment • discuss making Wh – questions. letter cards. monitoring
• make ‘Wh-’ questions correctly for • rearrange words to make sentences
effective communication
2 Listening, Attentive Learner to: What is a Learner to; Tusome Checklist,
Speaking, listening, • write words correctly for effective wedding? • Write words correctly from dictation. TG Pg 154; written
Reading and reading words, communication What can you see • review vocabulary; bride, groom, band Tusome and oral
Writing fluency, • use the vocabulary in a variety of in the picture? • do picture walk, prediction, read text and PB Pg 140, exercises,
(Cultural comprehension context What do you think answer questions. picture, observation
Activities) and • listen to a text and answer questions will happen in the • review making Wh – Questions. and
handwriting for enjoyment and comprehension poem? • Write a paragraph about the story. monitoring
• make Wh- questions correctly for
effective communication.
3 Listening, Attentive Learner to: How do you sit Learner to; Tusome Checklist,
Speaking, listening, • recognise letter names and sounds when writing? • identify given sounds. TG pg 155; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words. 141 – 142, exercises,
(Child labour) comprehension fluency What do you think • discuss vocabulary and use in sentences. picture, letter observation
and • explain vocabulary and use them in a will happen in the • do picture walk and prediction cards, pocket and
handwriting variety of context story? • read text and retell the text. chart, monitoring
• ead connected text fluently for • use words given to make sentences.
enjoyment
• retell a text for comprehension.
48 1 Listening, Attentive Learner to: Which new words Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for have you learnt? • make words by joining sounds. TG pg 156; written
Reading and reading words, fluency Which games or • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a activities should • blend sounds silently to read words. pg 141 – 142, exercises,
(Child labour) comprehension variety of context you not play • review the vocabulary and use them in observation
and • read connected text in pairs for without a grown making meaningful sentences. and
handwriting comprehension and enjoyment up? • read text to partners fluently monitoring
• use adjectives correctly for effective • discuss use of adjectives in sentences.
communication.

38
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

2 Listening, Attentive Learner to: What is child Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds labour? • identify given sounds TG pg 157; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the picture? • blend sounds to read words pg143 -144, exercises,
(Child labour) comprehension fluency What do you think • explain vocabulary and use them in picture, letter observation
and • explain vocabulary and use them in a will happen in the meaningful sentences cards, pocket and
handwriting variety of context story? • do picture walk, prediction, chart monitoring
• read connected text fluently for • read and retell the text
enjoyment • fill in blanks to complete sentences.
• retell a text for comprehension.
3 Listening, Attentive Learner to: Do you know any Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for child rights? • make words by joining sounds. TG pg 158; written
Reading and reading words, fluency. What new words • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a have you learnt? • blend sounds silently to read words. 143 – 144, exercises,
(Child labour) comprehension variety of context. How do you try to • review the vocabulary and use them in picture, letter observation
and • read connected text in pairs for read new words? making meaningful sentences cards, pocket and
handwriting comprehension and enjoyment. • read text to partners fluently chart monitoring
• use adjectives correctly for effective • review use of adjectives in sentences.
communication
49 1 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective did you learn? • Write words correctly from dictation TG pg159; written
Reading and reading words, communication What can you see • review vocabulary; bride, groom, band Tusome and oral
Writing fluency, • use the vocabulary in a variety of in the picture? • do picture walk, prediction, read and PB pg 145, exercises,
(Child labour) comprehension context What will happen answer questions picture observation
and • listen to a text and answer questions in the story? • review use of adjectives and
handwriting for enjoyment and comprehension • write a paragraph about the story. monitoring
• use adjectives correctly for effective
communication.
2 Listening, Attentive Learner to: How do we care Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds for the others? • identify given sounds TG Pg 160; written
Reading and reading words, for fluency What can you see • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for in the story? • blend sounds to read words 146 – 147, exercises,
(Caring for comprehension fluency What do you think • explain use of vocabulary in sentences Picture, letter observation
others) and • explain vocabulary and use them in a will happen in the • do picture walk, prediction, read and cards, pocket and
handwriting variety of context story? answer questions charts monitoring
• read connected text fluently and • fill in blanks to complete sentences.
answer questions for comprehension.

39
 Strand Sub-strand Specific learning outcome Key inquiry Learning experiences Learning Assessment

Remarks
Lesson
(KSA) question resources
Week

3 Listening, Attentive Learner to: How can we Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for predict how a • make words by joining sounds TG Pg 161; written
Reading and reading words, fluency. story, a poem or • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a conversation will • blend sounds silently to read words 146 – 147, exercises,
(Caring for comprehension variety of context. end? • review vocabulary and use in sentences Picture, letter observation
others) and • read connected text in pairs for • read text to partners fluently cards, pocket and
handwriting comprehension and enjoyment. • discuss use of conjunctions in sentences charts monitoring
• use conjunctions correctly for • make sentences from a table.
effective communication
50 1 Listening, Attentive Learner to: How can we tell Learner to: Tusome Checklist,
Speaking, listening, • recognise letter names and sounds where events have • identify given sounds TG Pg 162; written
Reading and reading words, for fluency taken place? • say names and sounds of letters Tusome PB and oral
Writing fluency, • blend sounds to read words for What can you see • blend sounds to read words 148 – 149, exercises,
(Caring for comprehension fluency in the picture? • explain vocabulary and use them in Picture, letter observation
others) and • explain vocabulary and use them in What do you think meaningful sentences cards, pocket and
handwriting a variety of context will happen in the • do picture walk, prediction, read and charts monitoring
• read connected text fluently and story? answer questions
answer questions for comprehension. • make sentences from a table.
2 Listening, Attentive Learner to: How can we tell Learner to: Tusome Checklist,
Speaking, listening, • blend sounds to read words for the characters in • make words by joining sounds TG Pg 163; written
Reading and reading words, fluency. the story? • say names and sounds of letters Tusome PB and oral
Writing fluency, • explain vocabulary and use them in a What new words • blend sounds silently to read words 148 – 149, exercises,
(Caring for comprehension variety of context. have you learnt? review vocabulary and use in sentences Picture, letter observation
others) and • read connected text in pairs for Which letters are • read text to partners fluently cards, pocket and
handwriting comprehension and enjoyment. in the new words? • review use of conjunctions in sentences charts monitoring
• use conjunctions correctly for • make sentences from a table.
effective communication.
3 Listening, Attentive Learner to: What new words Learner to: Tusome Checklist,
Speaking, listening, • write words correctly for effective have you learnt? • write words correctly from dictation TG Pg 164; written
Reading and reading words, communication. What can you see • review vocabulary; bride, groom, band Tusome PB and oral
Writing fluency, • use the vocabulary in a variety of in the picture? • do picture walk, prediction, read and 150, exercises,
(Caring for comprehension context. What do you think answer questions Picture, letter observation
others) and • listen to a text and answer questions will happen in the • review use of conjunctions in sentences cards, pocket and
handwriting for enjoyment and comprehension. story? • write a paragraph about the story. charts. monitoring
• use conjunctions correctly for
effective communication.

40
 Tusome Sample Lesson Plan
Week 1 Lesson 1 (Tusome Lesson 1)
SCHOOL GRADE LEARNING AREA DATE TIME ROLL
2 English Language Activities

Strand: Listening, speaking, reading and writing (School)

Sub-strand: Attentive listening, reading words, fluency, comprehension and handwriting

Specific Learning Outcomes

By the end of the lesson, the learner should be able to:
1. identify name and sound of letter; ‘m’ for clarity of speech.
2. blend sounds to read the words; mat, at, met, Tam, am for reading comprehension
3. explain vocabulary; closed, classmates and clay, and use in sentences for self- expression
4. read the text, ‘Rose and her classmates’ and answer questions for comprehension.

Key Inquiry Questions

1. What do you do at school?
2. What can you see in the picture?
3. What do you think will happen in the story?
Core competences: Communication and collaboration, creativity and imagination, critical thinking and problem
solving.
Values: Sharing, love
PCIs: Social cohesion

Learning Resources
1. Tusome English Teacher’s Guide page 1-2
2. Tusome English Pupil’s Book page 1-2
3. Pocket chart, letter cards, picture (Rose and her classmates),

Organization of learning
Classroom: Pupils sitting in rows

Introduction (Assessment for Learning)

Key Inquiry question: What do you at school?
Guide the learners to talk about school activities and to sing the alphabet song.

Lesson Development (Assessment for Learning)

Step 1: Letter name and sound knowledge
Guide learner to identify and say the name and the sounds of the letters; m, a, t, e using Direct Instruction Model (DIM).
Step 2: Blending
Guide learners to blend sounds to read words; mat, at, met, Tam, am using DIM.
Step 4: Vocabulary
1. Guide learners to explain the vocabulary; closed, classmates, and clay; using DIM.
2. Guide learners to make meaningful sentences using the vocabulary in pairs and share with the class.
Step 5: Comprehension
Key Inquiry question: What can you see in the picture? What do you think will happen in the story?

1
1. Before Reading
Guide learners to read and discuss the title, discuss pictures and make predictions in pairs using DIM.
2. During Reading
Guide learners to read the story ‘Rose and her classmates’ using DIM.
3. After Reading
Guide learners to check their prediction and also answer comprehensions questions using DIM.

Conclusion (Assessment of Learning)

1. Guide learners to copy words and construct a sentence using one of the words (of learners’ choice) and check
their work. Learners ask questions for clarification. Give homework activity.

Summary
Highlight key points of the lesson: naming letters sounds correctly, reading words correctly, identifying the meaning of
vocabulary.

Extension Activities
Ask learners to use the day’s vocabulary to make sentences and share the sentences with someone at home.

Reflection/Self-remarks

2
 Tusome Sample Lesson Plan
Week 1 Lesson 2 (Tusome Lesson 2)

SCHOOL GRADE LEARNING AREA DATE TIME ROLL

2 English Language Activities

Strand: Listening, speaking, reading and writing.

Sub-strand: Attentive listening, reading words, fluency, comprehension and handwriting

Specific Learning Outcomes

By the end of the lesson, the learner should be able to:
1. identify names and sounds of letters; ‘s, l, p, and f’ for clarity of speech
2. blend sounds to read the words; pet, let, fat, sat and pat for reading comprehension
3. explain the vocabulary; closed, classmates and clay, and use them in sentences for self-expression.
4. read the text, ‘Rose and her classmates’ in pairs for enjoyment.
5. use; was, were correctly for effective communication.

Key Inquiry Questions

1. What do the words ‘closed, clapped, classmates’ mean?
2. Can you say a word that begins with letter ‘l, s, p and f?

Learning Resources
Tusome English Teacher’s Guide page 3-4
Tusome English Pupil’s Book page 1-2
Pocket chart, letter cards, picture (about: Rose and her classmates)

Organization of learning
Classroom: Pupils sitting in rows

Introduction (Assessment for Learning)

Guide learners to review the previous as lesson.

Lesson Development (Assessment for Learning)

Step 1: Letter name and sound
Key inquiry question: Can you say words that begin with s,l,p and f.
Guide learners to identify and say the name and sounds of the letters; s, l, p and f using Direct Instruction model
(DIM).
Step 2: Blending
Guide learners to blend sounds to read the words; pet, let, fat, sat and pat using DIM.
Step 3: Vocabulary
Key inquiry question: What do the words closed, clapped, classmates mean?
Guide learners to review the vocabulary; closed, classmates, and clay using DIM. Ask learners to make sentences in
pairs and share with the class.
Step 4: Comprehension
Guide learners to read the story, ‘Rose and her classmates’ to their partners as they swipe their fingers under the
words they read.
Step 5: Grammar
Using the DIM, Guides learners to use; was, were correctly to fill in the blank spaces.

3
Conclusion (Assessment of Learning)
Learners read the grammar sentences underlined in the text. Learners ask questions for clarification. Give
homework activity.

Summary
Highlight key points of the lesson by reviewing reading words from blending activity and grammar.

Extension Activities:
Guide learners to use ‘was/were’ in sentences of their own and read them to their partners and friends. They also
read the sentences to someone at home.

Reflection on the lesson/self-remarks

4
 Tusome Sample Lesson Plan
Week 1 Lesson 3 (Tusome Lesson 3)
SCHOOL GRADE LEARNING AREA DATE TIME ROLL
2 English Language Activities

Strand: Listening, speaking, reading and writing.

Sub-strand: Attentive listening, reading words, fluency, comprehension and handwriting

Specific Learning Outcomes

By the end of the lesson, the learner should be able to:
1. identify names and sounds of letters; ‘i, n, h, and o’ for clarity of speech
2. blend sounds to read the words; hit, pit, sit, hot, net, not, pot and set to enhance reading comprehension
3. explain the vocabulary; step, clay classmates, and use in sentences for self-expression
4. read the text, ‘Chacha falls down’ fluently and answer questions for reading comprehension.

Key Inquiry Questions

1. What would you do if your friend falls down?
2. What can you see in the picture?
3. What do you think will happen in the story?
Core competences: Communication and collaboration, creativity and imagination, critical thinking and problem
solving, learning to learn
Values: Responsibility, good neighbourliness
PCIs: Keeping the environment clean and safe

Learning Resources
Tusome English Teacher’s Guide page 5-6
Tusome English Pupil’s Book page 3-4
Pocket chart, letter cards and pictures (text: Chacha falls down).

Organization of learning
Classroom: Learners in seated in rows

Introduction (Assessment for Learning)

Key inquiry question: What would you do if your friend fell down?

Lesson Development (Assessment for Learning)

Step 1: Letter and sounds
Guide learners to identify and say the name and sounds of the letters; i, n, h and o using Direct Instruction model
(DIM).
Step 2: Blending
Teacher guides learners to blend sounds to read the words; hit, pit, sit, hot, net, not, pot and set using DIM.
Step 3: Vocabulary
1. Guide learners to explain vocabulary words: step, clay and classmates using DIM.
2. Ask learners to make meaningful sentences using the vocabulary in pairs and share with the class.
Step 4: Comprehension
1. Before Reading
Key inquiry question: What can you see in the picture? What do you think will happen in the story?
Guides learners to read and discuss the title, discuss the picture and to make prediction in pairs.

5
Conclusion (Assessment of Learning)
Give written exercise on completing sentences by filling in the blanks with either;-was or were; and check the learners’
work. Allow learners to ask questions for clarification. Give homework activity.

Summary
Teacher highlights key points of the lesson by reviewing the vocabulary and the words from the blending activity.

Extension Activities
Guide learners to use ‘was/were’ in sentences of their own and lead them to their partners and friends.

Reflection on the lesson/self-remarks

6
 Tusome Sample Lesson Plan
Week 2 Lesson 1 (Tusome Lesson 4)
SCHOOL GRADE LEARNING AREA DATE TIME ROLL
2 English Language
Activities

Strand: Listening, speaking, reading and writing

Sub-strand: Attentive listening, reading words, fluency, comprehension and handwriting

Specific Learning Outcomes

By the end of the lesson, the learner should be able to:
1. identify names and sounds of letters; ‘b, r, g, and u’ to enhance clarity of speech
2. blend sounds to read the words; bit, but, got, bat, bag, rat, rag and bin for reading comprehension
3. explain the vocabulary; step, classmates and clay, and use them in sentences for self-expression
4. read the text, ‘Chacha falls down’ fluently in pairs for enjoyment
5. use; ‘was, were’ correctly for effective communication.
Key Inquiry Questions
1. What do the words ‘step, clay, classmates’ mean?
2. What have we learned from the text?
3. Can you say a word that begins with letter ‘b, r, g and u’?
Core competences: Communication and collaboration, self- efficacy, critical thinking and problem solving, learning
to learn
Values: Responsibility
PCIs: Hygiene

Learning Resources
Tusome English Teacher’s Guide page 7-8
Tusome English Pupil’s Book page 3-4
Pocket chart, letter cards, picture (Chacha falls down)

Organization of learning
Classroom: Pupils sitting in rows

Introduction (Assessment for Learning)

Guide learners to identify the names and sounds of the letters learnt the previous day.

Lesson Development (Assessment for Learning)

Step 1: Letter name and sound
Key Inquiry question - Can you say a word that begins with letter ‘b, r, g and u’?
Guide learners to identify and say the name and sounds of the letters; b, r, g, and u using Direct Instruction model
(DIM).
Step 2: Blending
Guide learners to blend sounds to read the words bit, but, got, bat, bag, rat, rag and bin using DIM.
Step 3: Vocabulary
Key Inquiry question: What do the words ‘step, clay, classmates’ mean?
Guide learners to review the vocabulary; step, classmates and clay using DIM. Ask learners to make sentences in pairs
and share with the class.
Step 4: Comprehension
Key Inquiry question: What have we learned from the text?

7
Ask learners to read the story, ‘Chacha falls down’ to their partners as they swipe their fingers under the words they
read.
Step 5: Grammar
Using the DIM, guide learners to use; was, were correctly to fill in the blank spaces.

Conclusion (Assessment of Learning)

Ask learners to read the grammar sentences underlined in the text. Allow learners to ask questions for clarification.
Give homework activity.

Summary
Highlight key points of the lesson by reading words from blending activity and reviewing the grammar pattern.

Extension Activities:
Guide learners to give words that begin with letters; h, n. Ask them to read the words to someone at home.

Reflection on the lesson/self-remarks

8
 Tusome Sample Lesson Plan
Week 2 Lesson 2 (Tusome Lesson 5)
SCHOOL GRADE LEARNING AREA DATE TIME ROLL
2 English Language
Activities

Strand: Listening, speaking, reading and writing listening, speaking, reading and writing
Sub-strand: Attentive listening, reading words, fluency, comprehension and handwriting

Specific Learning Outcomes

By the end of the lesson, the learner should be able to:
1. identify names and sounds of letters; ‘d, w and j’ to enhance clarity of speech
2. blend sounds to read the words; dip, wet, wish, jug, dog, jet and jam’ for reading comprehension
3. use the vocabulary; closed, classmates, clapped, step, clay, hungry, chewing and problem in a variety of context
4. read the text, ‘A goat in the classroom’ and answer questions for reading comprehension.

Key Inquiry Questions

1. What new words have you learned?
2. What can you see in the picture?
3. What do you think will happen in the story?
Core competences: Communication and collaboration, self-efficacy, critical thinking and problem solving
Values: Responsibility, sharing
PCIs: Life skills; effective communication, interpersonal relationship, environmental awareness/preparedness

Learning Resources
Tusome English Teacher’s Guide page 9-10
Tusome English Pupil’s Book page 5
Pictures, pocket chart and letter cards

Organization of learning
Classroom: Pupils sitting in rows

Introduction (Assessment for Learning)

Key Inquiry question - What new words have you learned?
Guide the learners to mention the words they learnt in previous lessons.

Lesson Development (Assessment for Learning)

Step 1: Naming letters and sounds
Guide learners to identify and say the name and sounds of the letters: d, w, and j using the Direct Instruction Model
(DIM).
Step 2: Blending
Guide learners to blend sounds to read the words; dip, wet, wish, jug, dog, jet, jam using the DIM.
Step 3: Vocabulary
Guide learners to review the vocabulary; closed, clapped, classmates, step, clay using DIM. Ask learners to make
sentences in pairs and share with the class.
Step 4: Reading text
1. Before Reading
Key inquiry question: What do you think will happen in the story?
Guide the learners to read and discuss the title, discuss picture in pairs and make prediction to partners. Teacher
guides learners to explain the meaning of the vocabulary words: hungry, chewing, problem
2. During Reading (TRA- Teacher Read Aloud)
Guide learners to listen attentively to the teacher read aloud text, ‘A goat in the classroom’ and raise their hands

9
when they hear the new words.
3. After Reading
Guide learners to check prediction and answer comprehension questions using the DIM.
Step 5: Grammar:
Guide learners to review the use of ‘was/were’ in sentences using the DIM.
Step 6: Writing
Guide learners to write sentences on the teacher read aloud text using the DIM.

Conclusion (Assessment of Learning)

Ask learners to read their sentences to partners and class and give formative feedback.

Summary
Review the use of was/were and encourage learners to be mindful of their property and to work with partners in a
friendly manner all the time.

Extension Activities:
Ask learners to make sentences using the words; problem, chewing and hungry with partners.

Reflection on the lesson/self-remarks

10
English Grade 2

Sample Schemes of Work

& Lesson Plans

Tusome Early Literacy Programme