English Activities Grade 1-3 PDF

REPUBLIC OF KENYA
LOWER PRIMARY LEVEL DESIGN: GRADE 1 3
LEARNING AREA: ENGLISH ACTIVITIES FOR LEARNERS WITH HEARING IMPAIRMENT
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
First Published in 2017
All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical,
photocopy, recording or otherwise, without the prior written permission of the publisher.
ISBN: 978-9966-31-724-7
Published and printed by Kenya Institute of Curriculum Development
ii
FOREWORD
The Basic Education Curriculum Framework (BECF) outlines the vision and mission for the curriculum reforms. The Vision of the curriculum
reforms is to develop An engaged, an empowered and ethical citizen while the mission is to To nurture the potential of every learner.
The framework adopts a Competency Based Curriculum and has identified seven core competences, namely; communication and collaboration,
critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, learning to learn, and self-efficacy. It provides a
variety of opportunities for identification and nurturing of learners potentials and talents in preparation for life and the world of work. It is geared
towards making learning enjoyable.
The curriculum designs are developed to enable implementation of the Basic Education Curriculum Framework. The design contain the National
Goals of Education and outline the Early Years Education (EYE), subject general and specific learning outcomes. It also suggests a variety of
learning experiences, assessment and links the topics to values, Pertinent and Contemporary Issues (PCI) and to other activity areas.
It is my hope that all educators in Early Years Education level will anchor their delivery to these Curriculum Designs.
FRED MATIANGI, PHD, EGH

CABINET SECRETARY
MINISTRY OF EDUCATION
iii
TABLE OF CONTENTS
FOREWORD ............................................................................................................................................................................................. iii
INTRODUCTION ...................................................................................................................................................................................... v
The Curriculum Designs for Lower Primary are in four volumes: ............................................................................................................ vi
LEARNING AREAS TIME ALLOCATION .......................................................................................................................................... vii
NATIONAL GOALS OF EDUCATION ................................................................................................................................................ viii
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION ........................................................................................ x
Essence Statement ................................................................................................................................................................................... x
General Learning Outcomes................................................................................................................................................................... xi
GRADE 1 .................................................................................................................................................................................................... 2
GRADE 2 .................................................................................................................................................................................................. 56
GRADE 3 ................................................................................................................................................................................................ 110
iv

INTRODUCTION
The Lower Primary designs are meant for learners in Grade 1 to 3. They have taken cognisance of the various aspects of development of learners
of that age cohort. The designs are comprehensive enough to guide the teachers to effectively deliver the curriculum.
The teacher must understand the learning outcomes and be able to use the suggested learning experiences to achieve the outcomes. The teacher
can also design own learning experiences as long as they achieve the designed learning outcomes. A variety of learning experiences will ensure
that learners are engaged in the learning experience. Practical experiences will allow learners to retain more in the learning process. The designs
allow the teachers to use a variety of assessment methods but in the end they must evaluate the achievement of the learning outcomes. The
curriculum designs are very critical and teachers must make reference to them consistently.

The Curriculum Designs for Lower Primary are in four volumes. However, some of the learning areas have been adapted to
suit learners with hearing impairment.
Volume One
Kiswahili Activities- Kenyan Sign Language for learners with hearing impairment.
Literacy
English Activities Adapted English Activities for learners with hearing impairment.
Volume Two
Mathematics Activities
Environmental Activities Adapted Environmental Activities for learners with hearing impairment.
Hygiene and Nutrition Activities
Volume Three
Christian Religious Education
Hindu Religious Education
Islamic Religious Education
Volume Four
Movement and Creative Activities Adapted movement and Creative Activities for learners with hearing impairment.
vi

LEARNING AREAS TIME ALLOCATION
Learning Area Lessons Per Week
1. Literacy Activities 5
2. Kiswahili Language Activities/Kenyan Sign Language 3
3. English Language Activities for learners with hearing impairment 3
4. Mathematical Activities 5
5. Environmental Activities for learners with hearing impairment 5
6. Hygiene and Nutrition Activities 2
7. Religious Activities 3
8. Movement and Creative Activities for learners with hearing impairment 8(*** 5 for PE)
9. Pastoral Programme of Instruction 1
Total Lesson Per Week 35
vii
NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity
Kenyas people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect
for harmonious co-existence.
2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instill social and adaptive skills in the learner for effective participation in community and national
development.
b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy. This
should translate into high standards of living for every individual.
c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in tandem with
changing global trends.
3. Promote individual development and self-fulfillment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of ones
interests, talents and character for positive contribution to the society.
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4. Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a
self-disciplined and ethical citizen with sound moral and religious values.
5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also provide the
learner with opportunities for shared responsibility and accountability through service learning.
6. Promote respect for and development of Kenyas rich and varied cultures
Education should instill in the learner appreciation of Kenyas rich and diverse cultural heritage. The learner should value own
and respect other peoples culture as well as embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to
respect, appreciate and participate in the opportunities within the international community. Education should also facilitate the
learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits
that this membership entails.
8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.
ix

GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION
By the end of early years education, the learner should be able to:
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral development for balanced living.
8. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
Essence Statement
English Language during the early years is intended to engage the learners in activities that allow them to use and progressively
demonstrate the competences outlined. The emphasis in the presentation of the four language skills is to ensure that they are
functional. The learners should also experience the interdependence of the competences across the skills, and find relevance of what
they learn in their day to day contexts. Similarly, English language activities in Grade 1, 2, and 3 are expected to play a preparatory
role in enabling learners to use it as a medium of learning from grade four, upwards. Concerted efforts to enrich learning at this level
will gradually empower learners to exercise what they have acquired in the different functions that English language plays, at the
national and global level. Teachers of learners with hearing impairement should use Signed Exact English(SEE) to facilitate learning
and avoid using Signed English(SE) or Kenyan Sign Language(KSL).

General Learning Outcomes
By the end of Early Years Education, the learner should be able to:
a) Listen/observe and respond appropriately to relevant information in a variety of contexts,
b) Express self confidently using the language structures and the vocabulary acquired for interaction with others,
c) Read with comprehension, a variety of short texts of about 200 words fluently and accurately,
d) Read with comprehension a variety of texts for information and pleasure,
e) Write simple sentences legibly and neatly to express ideas and feelings,
f) Demonstrate the appropriate use of simple language structures and basic punctuation marks to communicate effectively.
xi
GRADE 1

KEY: HoH Hard of Hearing
LWD Learners With Deafness
GRADE 1
Strand Sub- strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
1.0 Listening and 1.1Attentive By the end of the sub strand, the
Speaking listening (HoH) learner should be able to:
(HoH) a) listen attentively during a Learner is shown 1. What do people
Paying conversation (HoH); demonstrations and pictures/ do as they talk?
Observing & attention pay attention during a photos or models on the (HoH)
signing (LwD) (LwD) signed correct sitting postures What do
conversation.(LwD) Learners practise correct people do as
b) respond to simple specific sitting posture. they sign?
one- directional instructions Learners practise good eye (LwD)
in oral communication (HoH); contact and appropriate facial 2. What do you do
respond to simple specific expressions in small groups when
one directional and pairs someones is
instructions in signed Learners respond through talking to you?
communication. (LwD) actions, like identifying (HoH)
c) appreciate the importance of objects by pointing, orally and What do
listening attentively for in writing. (HoH) you do
effective communication Learners respond through when
(HoH); actions, like identifying someone is
appreciate the importance objects by pointing, through signing to
of paying attention for signing and in writing. (LwD) you?(LwD)
effective communication. Learners give simple 3. Why do you
(LwD) commands and obey by acting look at
2

or miming someones face
Learners demonstrate simple as they
rules of turn taking by being talk?(HoH)
quiet when others are talking Why do you
(HoH) and when signing look at
(LwD). someones
face as they
sign? (LwD)
Core Competences to be developed: Communication and Collaboration will be achieved through pair and group work involving practise
of good posture, use of facial expressions and familiar gestures, digital literacy
Link to PCIs Life skills; self awareness, especially the use of body Values: Respect for others, through turn taking/signing and in
language appropriately for effective communication. speech.
Links to other subjects: Linked to all the subjects in the school Suggested Community Service Learning activities: Interact
curriculum, they require attentive listening (HoH) and paying with the community to share about gestures learnt and what they
attention (LwD). mean, and report back what they found out about some body
language like facial expressions used in the community.
Suggested non formal activity to support learning: Find out and Suggested assessment: Oral questions (HoH),signed questions
say/sign if family members practice attentive listening/paying (LwD), portfolio, observation
attention skills.
Suggested Learning Resources: Realia, Pictures and Photos on attentive listening (HoH) paying attention (LwD).
Assessment rubrics
Exceeding Expectations Meeting Expectations Approaches Expectations Below Expectations
Able to sit upright ( without Able to sit upright (without Able to sit upright but Has difficulty sitting upright
sliding/slouching or fidgeting) sliding/slouching or fidgeting) occasionally slides/slouches or without sliding/slouching or
and maintain focus on the and maintain focus on the fidgets and occasionally loses fidgeting and rarely maintains
speaker (HoH)/signer (LwD) speaker (HoH)/signer (LwD) focus on the speaker focus on the speaker (HoH)/signer
longer than the required period during the required period (HoH)/signer (LwD) during the (LwD) during the required period
3

required period
Always allow others to Rarely allows others to speak
speak/sign without interrupting Allow others to speak Allow others to speak (HoH)/sign (LwD)without
while demonstrating attentive (HoH)/sign(LwD) without (HoH)/sign(LwD) but with interrupting
listening (HoH)/paying interrupting while occasional interruptions
attention (LwD) through their demonstrating attentive
body language and verbal listening (HoH)/paying
(HoH)/signed (LwD) response attention(LwD) through their
body language and verbal
Able to follow several one response(HoH)/ signed Able to follow someone Struggles to follow a few one
directional instructions with response (LwD) directional instructions with directional instructions
ease assistance
Able distinguish multiple key Able to follow one directional Able to distinguish a few key
sounds (HoH)/letters (LwD) instructions Able to distinguish some key sounds (HoH)/letters and words
and words with ease. sounds (HoH)/letters and (LwD)
words (LwD)
Able to interpret and use body Able to distinguish key sounds Able to interpret and use body
language (facial expressions (HoH) /letters and words Able to interpret and use body language (a few facial
and gestures) appropriately (LwD) language ( several facial expressions) appropriately
expressions) appropriately
Able to interpret and use body
language ( all facial
expressions) appropriately

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
1.0 Listening 1.2 By the end of the sub strand,
and Speaking Pronunciation the learner should be able to:
(HoH) (HoH) a) discriminate the sounds in In groups, learners could 1. Name any word that
Fingerspelling different spoken words identify words which have the has the
Observing and (LwD) for comprehension taught sounds (HoH). sound......(HoH)
signing (LwD) Teach 2-3 sounds a (HoH); Learners who are deaf could Sign name any
week creating discriminate the identify the words which have word that has the
opportunities for letters in different the letters they were taught. letter .....(LwD)
more practice of signed words for 2. What sound do you
Learners could pronounce the
sounds that are
comprehension (LwD) sounds by taking turns as hear at the
different from first
language.
b) pronounce the words with modeled by the teacher or beginning/middle/end
the sounds in isolation in audio record (HoH). of this
preparation for reading Learners who are deaf could word?....(HoH)
(HoH); fingerspell the letters by Which letter
sign the words while taking turns as modeled by appears at the
fingerspelling the the teacher, or a video record. begining,middle
letters in isolation in Learners could construct and end of this
preparation for simple sentences using words word?....(LwD)
reading (LwD), with the taught sounds (HoH) 3. How do you say these
c) appreciate the variation in or signs (LwD). words? .....(HoH)
meaning of similar Learners could recite rhyming How do you sign
sounding words that look words that have the learnt these
different (HoH); sounds (HoH). words?.....(LwD)
The following sounds (HoH)/ Learners who are deaf could
letters (LwD) will be sign words with similar letters
practised through classroom to the ones they learnt.
conversation. Learners could practise
The sounds practiced will distinguishing similar
help learners say words with sounding words in small
similar sounds (HoH) groups in response to picture
5

Learners who are deaf will cues (HoH).
finger spell the letters that Learners could practise
make up the word . distinguishing words with
/p/ - put, pit similar letters in small groups
/b/ - bat, bad, bag in response to picture cues
/t / - top, tin (LwD)
/d/ - dog, door
Learners could pronounce
/i:/ - been, beat
// - bin, big short words that have the
/b /- been, beat learnt sounds, after listening
/k/ cow, kettle, queen to an audio record (HoH).
/g/ - go, get Learners could fingerspell
/f/ - frog, farm, cough short words that have the
/v/ - van learnt letters, after watching a
/ : /- ask, arm, far, car video record (LwD).
/ /- cat, mat In groups, learners could
/ / - this , that; identify minimal pairs with
// - thin, the learnt sounds (HoH)/
/u:/ - wool, fool, food, shoe
letters (LwD).
/u/ - book, put, foot
/s/ - sit, say Learners could say (HoH)
/z /- zip, zero /sign(LwD) words beginning
/ / - measure, pleasure, with a common
leisure sound(HoH)/letter (LwD) e.g.
//- sheep, ship, shape, sure set, soap; shop, shirt
- stop, sorry, cloth
/ - hot, here, hear, hare
/t/- chair, chin
/d/ - jug, jump
/m/ - man, mat
/n/ - near, neck
// -bring, ring, sing
/l/ - let, list, lid,

/ r/ - rat, rope
/w/ - walk, wheel, wave
/j/ - yam, yatch,
- but, cup, bum
/:/- port, short, broad
/:/- burn, burst, girl
/e/- bed, pen, tell

Core Competences to be developed: Communication and collaboration through working together in pairs and groups
Learning to learn by improving pronunciation (HoH)/ finerspelling letters (LwD) to navigate through education, digital literacy
Link to PCIs: Life Skills - (Effective Communication) and Link to Values: Respect, Responsibility, Unity
Citizenship (Social cohesion)
Links to other subjects: Links to all subjects since the Suggested Community Service Learning activities: Engaging
sounds/letters learnt could be applied across board to help with in a conversation with friends and family from different ethnic
oral/signed communication and reading in other areas of the communities and sharing new sounds/letters .
curriculum, formally and informally.
Suggested Non formal Activity to support learning: Learners Suggested assessment: Oral/signed questions, portfolio,
sing/sign songs with words that have the sound/letters during their observation
play time.
Suggested Learning Resources: Charts displaying pictures and sounds/letters, real objects, audio records, video clips
Assessment rubrics
Learner always discriminates Learner discriminates Learner sometimes Learner rarely discriminates sounds in
sounds in different spoken words sounds in different spoken discriminates sounds in different spoken words and
and pronounces the words with the words and pronounces the different spoken words and pronounces the words with the sounds
sounds in isolation correctly with a words with the sounds in pronounces the words with in isolation correctly with a lot of
lot of ease (HoH). isolation correctly with ease the sounds in isolation difficulty (HoH).
Learner always discriminates (HoH). correctly with some Learner rarely discriminates letters in
letters in different fingerspelt Learner discriminates difficulty (HoH). different fingerspelt words and
7

words and fingerspells the words letters in different signed Learner sometimes fingerspells the words with the letters
with the letters in isolation words and fingerspells the discriminates letters in in isolation correctly with a lot of
correctly with a lot of ease (LwD). words with the letters in different fingerspelt words difficulty (LwD).
isolation correctly with ease and fingerspells the words
(LwD). with the letters in isolation
correctly with some
difficulty (LwD).

Listening and 1.3 Vocabulary By the end of the sub strand,

Speaking(HoH) the learner should be able to:
Observing and a) recognise new words Learners could be guided to get 1. What other words
paying used in the themes to the meaning of new words by have the same
attention(LwD) acquire a range of looking at pictures, from a story, meaning as the words
vocabulary and their and demonstration. you have leant?
meaning; Learners could listen attention to 2. How do you use these
b) use new words in the teacher or an audio/video words in sentences?
relevant contexts in oral recording and mimic 3. How are these words
communication (HoH); pronunciation in pairs and spelt?
use new words in individually (HoH). 4. How are these words
relevant contexts in Learners could pay attention to pronounced/fingerspe
signed the teacher or a video recording lled?
communication and mimic fingerspelling in pairs
(LwD), and individually (LwD).
c) enjoy using the Learners could recite rhymes, sing
vocabulary learnt to songs, individually in pairs or
communicate groups using the vocabulary
confidently in various related to the theme (HoH).
contexts. Learners could sign rhymes,sign
8

The vocabulary developed sings, individually in pairs or
will be based on the groups using the vocabulary
following related to the theme(LwD).
sounds(HoH)/letters(LwD) Learners could listen to the
that have been learnt in vocabulary used in short
pronunciation(HoH)/fingers sentences/ short paragraphs/
pelling(LwD). e.g. teacher read aloud stories and
/p/ - put, pit practise using it in a language
/b/ - bat, bad, bag game in pairs (HOH,
/t / - top, tin Learners could pay attention to
/d/ - dog, door
the vocabulary used in short
/i:/ - been, beat
// - bin, big sentences/ short paragraphs/
/b /- been, beat teacher sign stories clearly and
/k/ cow, kettle, queen practise using it in a language
/g/ - go, get game in pairs(LwD),
/f/ - frog, farm, cough Learners could use simple
/v/ - van dialogues to practise the
/ : /- ask, arm, far, car pronunciation/fingerspelling of
/ /- cat, mat the vocabulary.
/ / - this , that; Learners could learn the meaning
// - thin, of the vocabulary through simple
/u:/ - wool, fool, food, shoe
demonstrations.
/u/ - book, put, foot
/s/ - sit, say Learners could use dialogues,
/z /- zip, zero rhymes, tongue twisters, language
/ / - measure, pleasure, games and songs individually, in
leisure pairs and in groups to practise
//- sheep, ship, shape, sure vocabulary(HoH).
- stop, sorry, cloth Learners use dialogues, signed
/ - hot, here, hear, hare rhymes, language games and
/t/- chair, chin signed songs individually, in pairs
/d/ - jug, jump and in groups to practise
9

/m/ - man, mat vocabulary(LwD).
/n/ - near, neck Learners interact with audio
// -bring, ring, sing material to listen to the correct
/l/ - let, list, lid, pronunciation of the vocabulary,
/ r/ - rat, rope
where applicable(HoH).
/w/ - walk, wheel, wave
/j/ - yam, yatch, Learners could watch videos to
- but, cup, bum see correct fingerspelling of the
/:/- port, short, broad vocabulary, where
/:/- burn, burst, girl applicable(LwD).
/e/- bed, pen, tell Learners could practise matching
simple short words with pictures
and objects
Learners sing songs using the new
words (HoH).
Learners sign sing songs using the
new words(LwD).
Core Competences to be developed: Communication and collaboration through pair and group activities, Self Efficacy through
practicing and using the new words in communication, learning to learn can be achieved by applying the new vocabulary in other
contexts, digital literacy
Link to PCIs Able to accommodate all the PCIs as infused in the themes like Values: Respect, Responsibility, Love, Patriotism,
Health and hygiene, Learner support programs, Personal safety and security, Unity, Integrity, Social justice, Peace
Citizenship, Life Skills, Environmental education, Service learning and parental
engagement, Education for Sustainable Development.
Links to other subjects: The words that are learnt able to be applied in all Suggested Community Service Learning activities
subjects across the Curriculum. Engage in conversations with parents and other
community members to share new words.
Suggested non-formal activity to support learning: Getting more words with Suggested assessment: Oral(HoH)/signed(LwD)
same sounds/letters learnt from interactions outside the classroom. questions, portfolio, observation
Suggested Learning Resources: Realia, pictures/ photographs, charts, posters, audio and /or visual records, flash cards.
10

Assessment rubrics
Exceeding expectations Meeting expectations Approaches expectations Below expectations
Learner always Learner recognises, Learner sometimes Learner recognises, comprehends the meaning of
recognises, comprehends comprehends the meaning recognises, comprehends new words and applies them in relevant contexts
the meaning of new words of new words and applies the meaning of new words correctly with a lot of difficulty.
and applies them in them in relevant contexts and applies them in
relevant contexts correctly correctly with ease. relevant contexts correctly
with a lot of ease. with some difficulty.
Strand Sub strand Themes Specific learning outcomes Suggested learning Key inquiry
experiences question(s)
Listening and 1.4 Language Welcome and By the end of the sub strand,
Speaking structures and Greetings the learner should be able to:
(HoH) Functions (6 Lessons) a) use the various realizations
observing and of the verb to be to Learners could 1. Who are you?
signing (LwD) introduce oneself or introduce 2. Who is she?
others, to talk about themselves politely 3. Who is he?
objects and to show and ask others their 4. How do we greet
politeness in day to day names using the people in the
communication (HoH); verb to be, after morning/aftrenoon
use the various teacher models. I / evening?
realisations of the verb am Mota, My
to be to introduce name is Mota, and
oneself or others, to who are you?
sign about objects and What is your
to show politeness in name?
day to day Learners could
communication describe
(LwD). themselves using
b) recognize the present tense short sentences
11

forms of the verb to be in with the verb to
sentences; be I am a boy, I
c) Appreciate the various am a girl
forms of the verb to be in Learners could
their day to day describe people
communication. using the verb to
be (for example
Mary is a girl)
In pairs or groups,
learners could talk
about people and
things around them
(HoH)/ Sign about
people and things
around them
(LwD) This is a
chair, door.
Learners could be
guided by the
teacher to take part
in a language game
that allows each
one of them to
greet others,
welcome others,
introduce
themselves and ask
the class members
their names.
In pairs, learners
could be guided to
12

engage in question
and answer
dialogues using the
verb to be as an
interrogative
(What is this?,
Who is this? )
Core Competences to be developed: Communication and collaboration, digital literacy, Learning to learn as they apply the structure to
various contexts.
Link to PCIs: Life skills; effective communication Citizenship; Values: Respect, Responsibility.
gender issues in education
Links to other subjects: The language structure is used in all Suggested Community Service Learning activities: Taking
subjects. part in an activity where they able to welcome others.
Suggested non formal activity to support learning: Learners able to Suggested assessment: Oral/signed questions, portfolio,
practice the self-introductions at home or ask their guardians/ relatives observation
what their names are. They could also try and welcome visitors to a
new place.
Suggested Learning Resources: Realia, pictures/ photographs, audio-visual devices with a captions or an interpreter, recordings of
greetings
Assessment rubrics
Learner consistently uses The learner is able to The learner sometimes uses the various The learner rarely uses the
the verb to be to use the verb to be to realizations of verb to be to introduce various realizations of the verb
introduce himself as well introduce himself, ask himself, ask and respond to questions, and to be to introduce himself, ask
as others, ask and respond and respond to describe things and people correctly. Able and respond to questions, and
to questions, and describe questions, and describe to greet others appropriately sometimes. describe things and people
things and people correctly. things and people correctly. Able to greet others
Able to use a variety of correctly. Able to greet appropriately a few times.
greetings appropriately at others appropriately at
all times. all times.
13
Strand Sub strand Theme Specific learning outcomes Suggested learning Key inquiry
Listening Language School By the end of the sub strand,
and structures the learner should be able to:
Speaking and a) construct simple sentences
(HoH) functions Subject- about objects in the Learners could construct 1. What is Sarah
observing verb classroom, with correct appropriate sentences on doing?
and signing agreement subject-verb agreement for pictures showing singular 2. What are Sarah
(LwD) (am, is, are) effective communication; and plural subjects and Farah
b) recognize correct use of Learners could be guided to doing?
subject-verb agreement to construct sentences about 3. What are you
(6 Lessons) in statements and actions demonstrated by doing?
questions; one or many learners
c) appreciate the importance Learners could engage in
of subject verb agreement simple question and answer
for fluency. dialogues about available
realia representing singular
and plural objects
Learners could construct
sentences using singular
and plural subjects at home
e.g. animals, utensils etc.
Core Competences to be developed: Communication and collaboration through question and answer dialogues; digital literacy,
Learning to learn constructing sentences about subjects in school and at home; Creativity and imagination through demonstrations
and construction of sentences
Link to PCIs: Life skills; Effective communication Values: Unity, Respect
Links to other subjects : Literacy and numbers in Suggested Community Service Learning activities: Helping peers to
Mathematics communicate better through support in English language,
Suggested non-formal activity to support learning: Suggested assessment: Oral/signed questions, portfolio, observation
Constructing sentences about things found at home
14

like plates, cups, knife, pot
Suggested Learning Resources: Realia, charts with illustrations, pictures/ photographs, audio-visual recordings.
Assessment rubrics
Learner always constructs Learner constructs correct The learner sometimes constructs The learner rarely constructs
correct sentences with sentences with different subject correct sentences with different correct sentences with different
different subject and verbs to and verbs to communicate subject and verbs to communicate subject and verbs to
communicate effectively. effectively. effectively. communicate effectively.
Strand Sub strand Theme Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
Listening and Language Family By the end of the sub strand,

Speaking (HoH) structures Personal the learner should be able to:
observing and and pronouns, a) use personal pronouns in Learners could be guided to 1. Who cooks for
signing (LwD) functions e.g. I, you, relation to gender, take part in a demonstration in you?
it number and objects relation to gender, number 2. Who plays with
appropriately in and objects. you at home?
(6 Lessons) dialogues; Learners could construct 3. Who buys you
b) pick out personal sentences using personal books?
pronouns in oral pronouns individually, in 4. Who tells you
conversations about pairs or in small groups stories?
members of the Learners could use pronouns
family(HoH); in simple sentence
pick out personal constructions where
pronouns in signed appropriate
conversations about Learners could discuss people
members of the and things in their home and
15

family(LwD), school using personal
c) appreciate the use of pronouns
personal pronouns in Learners could enact
effective communication; dialogues using personal
d) type personal pronouns pronouns
in a computer. Learners could listen to a text
containing personal pronouns
(HoH).
Learners could observe a
signed text (Video) containing
personal pronouns(LwD).
Core Competences to be developed: Communication and collaboration, digital literacy.
Creativity and imagination- in answering the key inquiry questions
Link to PCIs: Life skills; interpersonal relationships, Link to Values: Respect for members of the opposite sex.
appreciation of gender.
Links to other subjects :Languages, Religious Suggested Community Service Learning activities: Exchange of ideas on
Education, Environmental activities references made about male and female in the community.
Suggested Non formal Activity to support learning: Suggested assessment: Oral/signed questions, portfolio, observation
Using personal pronouns during play.
Suggested Learning Resources: Charts, pictures/ photographs, audio-visual recordings of dialogues with structures on personal
pronouns.

Learner always replaces nouns Learner picks out personal Learner struggles to pick out Learner rarely picks out personal
with personal pronouns with ease, pronouns in oral personal pronouns in oral pronouns in oral/signed
picks out personal pronouns in oral conversation and uses them conversation and occasionally conversation and hardly uses
conversation and uses them in appropriately in relation to uses them appropriately in them appropriately in relation to
relation to gender, number and gender, number and objects relation to gender, number and gender, number and objects in
objects appropriately in dialogues in dialogues (HoH). objects in dialogues (HoH). dialogues (HoH).
(HoH). Learner rarely picks out personal
Learner always replaces nouns Learner picks out personal Learner struggles to pick out pronouns in signed conversation
16

with personal pronouns with ease, pronouns in a signed personal pronouns in a signed and hardly uses them
picks out personal pronouns in a conversation and uses them conversation and occasionally appropriately in relation to
signed conversation and uses them appropriately in relation to uses them appropriately in gender, number and objects in
in relation to gender, number and gender, number and objects relation to gender, number and dialogues (LwD).
objects appropriately in dialogues in dialogues (LwD). objects in dialogues (LwD).
(LwD).
Listening and Language Home By the end of the sub strand, Learners could identify 1. How many ____
Speaking(HoH) structures Singular/ the learner should be able to: objects in the classroom (e.g. hands, legs,
and plural a) use singular and plural Learners could practice bags, pencils) do
functions (addition of forms of nouns to discuss simple question and answer you have?
Observing and s only) objects at home; dialogues using 2. How many____
Signing(LwD) b) ask questions about constructions with how (pens, bottles,
(6 Lessons) numbers using how many to talk/sign about cups etc) are
many?; the objects identified. red/blue?
c) distinguish between In pairs and groups, 3. How many, arms
singular and plural nouns learners could group items etc. are big/small,
correctly to demonstrate in their school and home in long/short,
an understanding of the columns of one and many round/rectangle
concept of number; Learners could sing a song are there?
d) appreciate the importance on one and many items
of using singular and (HoH)
plural nouns for Learners could sign sing a
effective; song on one and many
oralcommunication items(LwD)
(HoH) Learners could listen to a
appreciate the text containing singular
importance of using and plural nouns (HoH).
17

singular and plural Learners could pay
nouns for effective attention to a text
signed containing singular and
communication plural nouns (LwD).
(LwD);
Core Competences to be developed: : Digital literacy, Critical thinking and problem solving, Communication and collaboration In
pairs/ small groups learners can work grouping items.
Link to PCIs: Citizenship social cohesion (working Link to Values: Respect, Responsibility
together in groups)
Links to other subjects: All subjects have the plural Suggested Community Service Learning activities: Helping others learn
concept. about plurals and count with them.
Suggested non- formal activity to support learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio,
Naming of items in the school and home observation
Suggested Learning Resources: Charts, pictures/ photographs with singular and plural nouns, audio-visual recordings of dialogues with
sentence structures on plurals of nouns.
Assessment rubrics
Learner always uses singular and Learner uses singular and The learner uses singular and The learner hardly uses
plural forms of nouns to discuss plural forms of nouns to plural forms of nouns to singular and plural forms of
different objects, and distinguishes discuss objects, and discuss a few objects, and nouns to discuss objects
between singular and plural nouns distinguishes between occasionally distinguishes correctly, and rarely
correctly to demonstrate an singular and plural nouns between singular and plural distinguishes between
understanding of the concept of correctly to demonstrate an nouns correctly to demonstrate singular and plural nouns to
number understanding of the concept an understanding of the demonstrate an understanding
of number concept of number of the concept of number
18

question(s)
Listening and Language Time By the end of the sub strand,
Speaking structures the learner should be able to:
(HoH) and Present a) use present simple tense Learners could respond to 1. What do you do
functions Simple forms to discuss the time questions based on daily every day
Observing tense of the day (morning, mid- routines before you
and Signing day, evening); Learners could tell each come to school?
(LwD) b) apply simple present tense other their daily routines in
(6 Lessons) to sequence routine or pairs/small groups 2. What do you do
daily activities in oral Learners could report what at break time?
Communication (HoH); they do when they go home
apply simple present Learners could respond to 3. What do you do
tense to sequence simple questions when you are
routine or daily demonstrating the use of happy?
activities in signed simple present tense and
communication (LwD). routine activities
c) appreciate the use of Learners could repeat
language to discuss routine sentence structures
activities. containing simple present
tense from a story they have
listened (HoH).
Learners could repeat
sentence structures
containing simple present
tense from a signed story
they have paid attention to
(LwD).
Core Competences to be developed: Digital literacy (as the learners interact with the audio visual materials)Communication and
collaboration (pair and group practice in sentences about routine activities)
Link to PCIs: Life skills -Self esteem as they develop language Link to Values: Respect, Responsibility
19

for expressing daily routines; Communiy Service learning
Links to other subjects : Environmental activities Suggested Community Service Learning activities: Observe and
discuss daily routines of members of their family/ community.
Suggested non-formal activity to support learning: Songs Suggested assessment: Oral/signed questions, portfolio,
about daily activities outside the classroom. observation
Suggested Learning Resources: Charts, pictures/ photographs on routine activities, audio-visual recordings of dialogues with sentence
structures on present simple tense.
Assessment Rubrics
Learner uses the present simple Learner uses the present simple Learner struggles to use the The learner rarely uses the present
tense forms confidently to tense forms confidently to present simple tense forms to simple tense forms to sequence
sequence many routine activities, sequence routine activities, and sequence some routine routine activities. Needs a lot of
and discusses different times of discusses different times of the activities, and discusses support to discuss different times
the day. day. different times of the day. of the day.
Listening and Language Weather and By the end of the sub strand,
Speaking(HoH) structures Our the learner should be able to:
and Environment a) use the present continuous Learners could demonstrate 1. What are you
observing and functions tense to describe on-going actions of language doing?
signing (LwD) Present activities related to the activities in class 2. What is the
continuous weather and the Learners could be guided to teacher doing?
tense environment; construct sentences about
b) discuss on-going actions ongoing demonstrations
(6 Lessons) for effective Learners could respond to
communication(s); simple questions using the
20

c) respond to questions using present continuous tense
the present continuous Learners could ask and
tense; answer questions in
d) appreciate communicating pairs/groups about what is
ideas using the present happening
continuous tense in Learners could repeat
oral/signed sentence structures
communication(HoH). containing simple present
appreciate continuous tense from a
communicating ideas story they have
using the present listened(HoH)
continuous tense in Learners could repeat
signed sentence structures
communication(LwD) containing simple present
continuous tense from a
story they have paid
attention to (LwD).
Core Competences to be developed: Communication and collaboration, learning to learn, Self efficacy,Digital literacy
Link to PCIs: ESD- Environmental education Link to Values: Respect, Responsibility
Life skills- effective communication
Links to other subjects : It links to all the other subjects because present Suggested Community Service Learning activities:
continuous tense is used in sentence construction in various subjects Environmental preservation
Suggested Non formal Activity to support learning: Using the present Suggested assessment: Oral(HoH)/signed(LwD)
continuous tense during play questions, portfolio, observation
Suggested Learning Resources: Charts, pictures/ photographs on ongoing activities, audio-visual recordings of dialogues with
sentence structures on present continuous tense.
21

Assessment Rubrics
The learner always describes The learner describes The learner occasionally The learner rarely describes
activities, asks and responds to activities, asks and responds describes activities, asks and activities, asks and responds to
questions about ongoing activities to questions about ongoing responds to questions about questions about ongoing
correctly, using the present activities correctly, using the ongoing activities correctly, activities correctly, using the
continuous tense. present continuous tense. using the present continuous present continuous tense.
tense.
Listening and Language Hygiene By the end of the sub strand,
Speaking(HoH) structures and the learner should be able to:
functions Simple past a) discuss personal hygiene
observing and tense activities using simple past Learners could 1. What did you do
signing(LwD) tense; respond to simple in the morning
(6 Lessons) b) use simple past tense to questions on before coming to
report on simple activities activities in the past. school?
they carried out in the past; Learners could 2. What did the head
c) appreciate/enjoy engage in games teacher say at the
communicating ideas using using verbs from assembly?
the simple past tense/. present simple to 3. What did the
past simple tense ,in teacher do before
small groups we started out
Learners could lesson?
group verbs/take
part in fishing game
on verbs in the
simple past tense
Learners could
22

construct sentences
using simple past on
demonstrated
actions e.g. jump,
walk, laugh, smile
Learners could
repeat sentence
structures containing
simple past tense
from a story they
have listened to
(HoH).
Learners could
repeat sentence
simple past tense
from a story they
have paid attention
to (LwD).
Core Competences to be developed: Communication and collaboration, digital literacy.
Link to PCIs: Health Education; hygiene and nutrition Link to Values: Unity
Links to other subjects : Hygiene and Suggested Community Service Learning activities: Sharing knowledge
Nutrition(routines e.g. brushed teeth) about hygiene and the importance of keeping ourselves clean
Suggested non-formal activity to support learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio,
Report the activities they were involved in at school to observation
their parents/guardians
Suggested Resources:Charts, pictures/ photographs on grooming activities, audio-visual recordings of dialogues with sentence
structures on personal hygiene using simple past tense
23

Assessment rubrics
Learner always uses the Learner uses the simple past Learner sometimes uses the Learner has difficulty using the simple past
simple past tense to ask tense to ask and respond to simple past tense to ask and tense to ask and respond to questions about
and respond to questions questions about hygiene respond to questions about hygiene correctly, using the simple past
about hygiene correctly, correctly, using the simple hygiene correctly, using the tense.
using the simple past past tense. simple past tense.
tense.
question(s)
Listening Language Myself/ Parts By the end of the sub
and structures of the body strand, the learner should
Speaking and be able to:
(HoH) functions Demonstratives a) use demonstratives to In pairs, learners could be 1. What things
Observing for singular discuss body parts and aided by picture prompts to able to you see
and Signing and plurals gender; attach a demonstrative to inside the
(LwD) b) identify singular and either a singular or plural noun classroom?
plural nouns; (able to display a video clip).
(6 Lessons) c) appreciate the use of Learners could use objects 2. What things
different demonstratives that are near and far in the able to you see
when communicating classroom to illustrate the outside the
about objects that are correct use of demonstratives classroom?
near and far. (This/ That); (These/Those)
Learners could use simple 3. What do we use
phrases to discuss parts of the to smell/
body, in pairs or small groups talk/sign/ hold a
(HoH) pencil?
Learners could use simple
signed phrases to discuss parts
of the body, in pairs or small
24

groups (LwD)
Learners could identify
demonstratives correctly to
show location of singular and
plural items for effective
communication
Learners could be assisted to
choose appropriate
demonstratives for the
singular and plural nouns
identified
Learners could repeat sentence
demonstratives from a story
they have listened to (HoH).
Learners could repeat sentence
demonstratives from a story
they have paid attention to
(LwD).
Core Competences to be developed: Communication and collaboration; Self Efficacy;Digital literacy
Link to PCIs: Life skills; effective communications Link to Values: Respect, Responsibility
Education for sustainable development ; Environmental Education); ESD-
Gender issues; Learner Support Programmes- self-awareness
Links to other subjects: Number in Mathematics, parts of the body in Suggested Community Service Learning activities:
K.S.L use of demonstratives in all subjects. Getting to learn about parts of the body in local
languages/KSL and sharing about the names in English.
25

Suggested non-formal activity to support learning: Peers discuss about Suggested assessment: Oral(HoH)/signed(LwD)
objects outside the classroom to illustrate the correct use of questions, portfolio, observation
demonstratives
Suggested Learning Resources: Charts, pictures/ photographs and models of parts of the body, audio-visual recordings of dialogues
with sentence structures on parts of the body.
Assessment Rubric
Exceeding expectations Meeting expectations Approaches expectations Below Expectations
Learner is consistently able to use
Learner is able to use Learner sometimes uses Learner has difficulty to differentiate
demonstratives appropriately for
demonstratives demonstratives for demonstratives for singular and
communication about a variety of
appropriately for communication about some plural nouns, that are near and those
singular and plural nouns that are
communication about singular and plural nouns that far.
near and far. singular and plural nouns that are near and far.
that are near and far.
Listening and Language Family By the end of the sub strand,
Speaking(HoH) structures and the learner should be able
functions Noun Sets to:
observing and a) recognise the sets of Learners could discuss 1. Which word
signing (LwD) (6 Lessons) nouns denoting male about male and female would you
and female within the members of the family to replace with
family setting; illustrate the concept of mother/sister/aunt
b) use the sets of nouns gender sets ?
denoting male and Learners could name/sign 2. Which word
female within the family name the members of a would you
to communicate nuclear family based on a replace with
effectively ; picture/video clip/ photo. father/brother/unc
c) appreciate the gender In groups learners could be le?
sets in communicating guided to discuss about:
effectively about family
26

members. the brother to their father
or mother, the sister to
their father or mother, the
father to their father or
mother, the mother to their
father or mother.
Core Competences to be developed: Digital literacy ,Communication and collaboration, learning to learn using different references for
male and female members of the family.
Link to PCIs: Citizenship; social cohesion; focus on family Link fto Values: Respect for both gender.
Life skills: Self-awareness based on gender
Links to other subjects : Religious Education: Roles of male and female family members Suggested Community Service Learning
activities: Seeking knowledge about male
and female relatives from their parents or
guardians
Suggested non-formal activity to support learning: Poems about male and female Suggested assessment:
characters during their free time. Oral(HoH)/signed(LwD) questions,
portfolio, observation
Suggested Learning Resources: Charts, pictures/ photographs and models of members of the family, audio-visual recordings of
dialogues with sentence structures on male and female members of the family.
Assessment rubrics
Learner is able to construct Learner is able to Learner has some difficulty Learner has difficulties communicating
simple sentences about male and constructs simple sentences constructing simple correctly about a few male and female
female members of the nuclear about male and female sentences about some male members of the nuclear family.
family, and a few members of members of the nuclear and female members of the
the extended family, with a lot of family. nuclear family.
ease.
27

Strand Sub strand Theme Specific learning Suggested learning Key inquiry
outcomes experiences question(s)
Listening and Language Safety By the end of the sub
Speaking(HoH) Structures Simple pre- strand, the learner should
and functions positions (in, on, be able to:
Observing and under, between, a) use prepositions to Learners could describe 1. What can you
Signing(LwD) behind, in front, discuss personal safety, various positions of see in the
inside, outside) security and simple realia as is displayed in classroom?
injuries; the classroom. 2. Where are the
b) recognise the location Learners could engage in objects
(6 Lessons) given by prepositions hide and find game in mentioned?
in oral construction of small groups to locate 3. Who is:
sentences (HoH); various objects/play a In front of you?
recognize the digital game. Behind you?
location given by Learners could construct Under the tree.
prepositions in sentences based on the
signed construction objects used in the hide
of sentences (LwD) and find game.
c) appreciate the use of Learners could discuss
pre-positions for where objects are found
indicating location. in their homes
sentence structures
containing prepositions
from a story they have
listened to (HoH).
sentence structures
containing prepositions
paid attention to (LwD)
28

Core Competences to be developed: Critical thinking and problem solving; Creativity and imagination; digital literacy
Link to PCIs: ESD-Safety and security Link to Values: Resepect, Love, Responsibility,
Life skills (effective communication), Citizenship - social cohesion through hide Unity
and find game.
Links to other subjects : All subjects that mention positions of objects, places Suggested Community Service Learning
and people activities: Sharing with community members about
safety in their environment.
Suggested non-formal activity to support learning: Language games Suggested assessment: Oral(HoH)/signed(LwD)
mentioning where objects in their homes are found questions, portfolio, observation
Suggested Learning Resources: Charts, pictures/ photographs of people ad objects in different positions, audio-visual recordings of
people and objects in different positions.
Assessment Rubrics
Exceeding expectations Meeting expectations Approaches Below Expectations
expectations
Learner is able to recognise and use a Learner is able to Learner is sometimes Learner is able to recognise simple
variety simple prepositions to describe recognise and use simple able to recognise and prepositions but has difficulty using
the location of objects accurately. prepositions to describe use some simple them to describe the location of
the location of objects prepositions to describe objects.
accurately. the location of some
objects.
29

Listening and Language Community By the end of the sub
Speaking(HoH) Structures leaders strand, the learner
and should be able to:
observing and functions a) use the articles a, Learners could name objects 1. What did you see
signing(LwD) Articles ; a, an and the to in the classroom and attach on your way to
an, the discuss about; appropriate articles to them. school/market?
community leaders; Learners could name objects 2. What do you see
(6 Lessons) b) identify objects and in a picture/ in our classroom?
attach articles to photograph/video clip by
them in; using correct articles
conversations, Learners could mention
c) appreciate the use of some objects/items in the
articles in effective homes using the correct
communication. articles
Learners could engage in
language games involving
use of a/an/ and the articles
sentence structures
containing articles from a
story they have listened to
(HoH).
sentence structures
containing articles from a
story they have paid
attention to (LwD).
Core competency to be developed: Digital literacy, communicatin and collaboration
Link to PCIs: citizenship Link to values: Respect for leaders
30

Link to other subjects: all subjects Suggested Community Service Learning activities: Engaging with
adults in conversations about respect for leaders around the home and
the community.
Suggested non formal activity to support learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio,
engaging in conversations with peers, emphasising on the observation
use of article a, an and the.
Suggested learning resources:pictures, audio visual materials,digital litracy
Suggested Assessment Rubric

The learner is able to identify and use The learner is able to The learner identifies and uses The learner identifies but
different articles suitably in identify and use articles some articles with difficulty has difficulty using articles
conversations to communicate about suitably in conversations to in conversations to suitably in conversations
various objects. communicate about objects. communicate about objects to communicate about
objects
Listening and Language Living a) Use possessives to discuss Learners could role 1. What does your
Speaking(HoH) Structures Together about social cohesion in play ownership of father, mother,
and functions Use of various contexts. items/objects friend, sister,
observing and possessives; b) Recognize possessives in Learners could use teacher have?
signing (LwD) my, our, oral communication (HoH), signed phrases to 2. Whose ____ is
her, his, recognize possessives in illustrate ownership it?
their, its signed communication (my pen, his book)
(LwD),
(6 Lessons) Appreciate the use of
possessiveness to show
ownership in speech
communication (HoH).
31

appreciate the use of
possessives to show
ownership in signed
communication (LwD)
Core Competences to be developed: Communication and collaboration, Digital literacy, self-efficacy e.g. being assertive about
what belongs to you
Link to PCIs: Life skills (Effective communication) Link to Values: Unity, Respect (for other peoples
property)
Links to other subjects : All subjects Citizenship (living together Suggested Community Service Learning
activities: Sharing about respect for other peoples
property
Suggested non-formal activity to support learning: Find out what people Suggested assessment: Oral(HoH)/signed(LwD)
own at home and share the findings at school. questions, portfolio, observation
Suggested Learning Resources: Charts, pictures/ photographs showing ownership, audio-visual recordings of dialogues with
sentence structures on possessives.

expectations
Learner enjoys using a Learner uses possessives Learner sometimes Learner hardly uses possessives appropriately in
range of possessives appropriately in uses a few possessives conversation, to show ownership of objects and
appropriately in conversation, to show appropriately in people.
conversation to show ownership of objects and conversation, to show
ownership of a variety of people. ownership of objects
objects and people. and people.
32

Listening and Language Technology By the end of the sub strand,
Speaking Structures (Mobile Phone) the learner should be able
(HoH) and functions to:
W-H questions a) ask questions about Learners could role play 1. What is the
observing i.e. technology phone using activities that will elicit name of your
and signing What, where, what, who and use of where, who and friend?
(LwD) who where; what 2. Where is their
b) use what, who and Learners could ask home?
6 Lessons where to denote person, questions using the 3. Who is your
object, and place; terms who, what and best friend?
c) appreciate the use of where in pairs/small
what,who and where to groups
seek information. Learners could use
songs/short poems to
practice the use of the
terms who, what and
where (HoH)
Learners could use
signed songs/short
signed poems to practice
the use of the terms
who, what and where
(LwD)
Learners could use
simple questions and
dialogues
sentence structures
containing WH-
33

questions from a story
they have listened to
(HoH).
sentence structures
containing WH-
questions from a story
they have paid attention
to (LwD).
Core Competences to be developed: developed Communication and collaboration, Self-efficacy,Learning to learn,Digital literacy
Link to PCIs: Life skills (effective communication) Link to Values: Respect, Responsibility, Unity
Links to other subjects : Seek information in all subjects Suggested Community Service Learning activities: Helping
others to use gadgets in communication
Suggested non-formal activity to support learning: Learners can Suggested assessment: Oral(HoH)/signed(LwD) questions,
visit members of the community and find out information like name, portfolio, observation
interest, places they have visited
Suggested Learning Resources: Charts, pictures/ photographs and models of people using mobile phones, audio-visual recordings of
dialogues with telephone conversations that have Wh questions.
Exceeding Expectations Meeting Expectations Approaches Expectations Below

Expectations
Learner always frames questions Learner frames questions Learner sometimes frames questions Learner hardly
correctly using a variety of Wh- words correctly using Wh- words to correctly using some Wh-words to uses Wh- words
to get information get information get information correctly to get
information

34

Strand Sub Theme Specific learning outcomes Suggested learning Key inquiry
strand experiences question(s)
Listening and Language Numbers By the end of the sub strand,
Speaking(HoH) Structures and Our the learner should be able to:
and Classroom a) use describing words to Learners could group 1. What things do
Observation functions 6 Lessons talk about cardinal numbers; objects according to their you see
and Describing shapes and colours(HoH); size- (big/small), color- (red, outside the
Signing(LwD) words (size, use describing signed orange, yellow and numbers classroom?
colour, words to discuss Learners could describe 2. What colour
number cardinal numbers, shapes objects in the classroom are they?
values in and colours(LwD), using size, colour and 3. How many are
tens, b) describe the shapes, sizes of numbers they?
cardinal objects in the classroom Learners could colour
numbers using; adjectives; pictures of various objects
from 1- 30) c) appreciate the use of colour, Learners could identify
size and number to describe things in the environment
(6 Lessons) nouns. that have different colours
sentences in pairs about the
size, colour and numbers of
different objects
Learners could count one (1)
to thirty to describe objects
(30)
Learners could colour
different drawings of objects
appropriately
sentence structures
containing describing words
35

listened to (HoH).
sentence structures
from a signed story they
have paid attention to (LwD)
Core Competences to be developed: Digital literacy, Communication and collaboration: Creativity and imagination.
Link to PCIs: Life skills (Effective communication); ESD- Environemtal Link to Values: Unity, Responsibility
Education
Links to other subjects : Mathematics (counting) Suggested Community Service Learning activities:
Helping friends and semi-literate members of the
community with counting.
Suggested non-formal activity to support learning: Describe objects Suggested assessment: Oral(HoH)/signed(LwD)
in their homes and share with other members of the family differences in questions, portfolio, observation
colour and size, they can describe the days they do not go to school using
ordinal numbers (Saturday and Sunday)
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of objects with different colours and sizes, audio-
visual recordings of dialogues with sentence structures on colours, sizes and shapes.

Exceeding Expectations Meeting expectations Approaches expectations Below Expectations
Learner always demonstrates the ability to Learner demonstrates Learner sometimes Learner demonstrates a lot
describe objects accurately using different the ability to describe demonstrates the ability to of inaccuracy in describing
numbers, sizes and shapes. objects accurately describe objects using a objects using numbers, sizes
using different few numbers, sizes and and shapes.
numbers, sizes and shapes
shapes
36

question(s)
Listening and Language Do Not By the end of the sub strand, the
Speaking(HoH) structures Waste learner should be able to:
and a) use imperatives for Learners could listen to a
1. What does
Observation functions Imperatives receiving and giving short dialogue containing this picture
and instructions/ commands imperatives (HoH) of a police
Signing(LwD) against wastage; Learners could pay attention officer
(6 Lessons)b) respond to specific to a short signed dialogue mean?
instructions for effective oral containing imperatives (LwD) 2. What does
communication(HoH); Learners respond to simple the teacher
respond to specific imperatives do when the
instructions for effective Learners practice the use of class is
signed familiar imperatives in role making
communication(LwD), play (parent-child) noise?
c) recognize imperatives in day Learners identify imperatives
today activities; around the school compound
d) appreciate the use of Learners suggest imperatives
imperatives. for their class
sentence structures containing
imperatives from a story they
have listened to (HoH).
sentence structures containing
imperatives from a story they
have paid attention to (LwD).
Core Competences to be developed: Digital literacy, Communication and collaboration (working in pairs) Creativity and Imagination
as they suggest imperatives for their class.
Link to PCIs: Citizenship - Appreciation of imperatives (Dos and Donts) Link to Values: Responsibility over what is
Life skills Respect for values, rules and regulations, effective communication at their disposal, stewardship
37

Links to other subjects: Relevant to all subjects because it is part of the language that is
Suggested Community Service Learning
used during instruction. activities: Sharing with friends about using
what is at our disposal carefully.
Suggested non-formal activity to support learning: Suggested assessment:
Identify imperatives around the school compound Oral(HoH)/signed(LwD) questions,
Mention rules to be followed during play and practice them portfolio, observation
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of
dialogues with sentence structures on imperatives.

expectations
Learner uses and responds to the Learner uses and respond Learner sometimes uses Learner struggles to use and respond to
language of commands and to the language of and responds to the the language of commands and
instructions with ease in day to commands and instructions language of commands instructions in day to day interaction as
day interaction as required. in day to day interaction as and instructions in day to required.
required. day interaction as
required.
38

Strand Sub strand Specific learning Suggested learning experiences Key inquiry
outcomes question(s)
2.0 Reading 2.1 Pre Reading By the end of the sub
strand, the learner
should be able to:
a) demonstrate Learners could demonstrate and
1. How do the people
appropriate posture practice the correct body posture you know sit when
in preparation for while reading reading?
reading; Learners could place book in the
b) identify small and correct book position and practice 2. How do the people
capital letters of the turning the pages of a book you know place
alphabet for reading Learner could turn over the pages books and
preparedness; of a book from left to right for newspapers while
c) appreciate the easy reading reading?
importance of Learners could track print
positioning materials through finger pointing as the 3. Which do you like
appropriately for teacher reads reading?
reading. Learners could differentiate
shapes, colours and sizes of
objects
Learners could track print through
finger pointing for easy
identification of letters and focus
eyes on a line or word
Core Competences to be developed: Digital litercy, Communication and collaboration , Critical thinking and problem solving,
rearranging of objects
Link to PCIs: Life skills: self-awareness (appropriate body Link to Values: Responsibility over reading materials under
posture) their custody.
Links to other subjects : Relevant to all learning areas in the Suggested Community Service Learning activities:
curriculum as it prepares learners for reading across the Observation of peoples sitting and positioning of reading
curriculum. materials and helping them.
39

Suggested non-formal activity to support learning: Suggested assessment: Oral(HoH)/signed(LwD) questions,
Demonstrating good postures during play time. portfolio, observation
Suggested Learning Resources: Charts, pictures/ photographs and models of good body postures as one prepares to read, audio-
visual recordings of appropriate postures.
Assessment Rubric
Exceeding expectations Meeting expectations Approaches expectations Below expectations
Learner consistently demonstrates Learner demonstrates Learner sometimes demonstrates Learner rarely demonstrates
appropriate body posture and identifies appropriate body appropriate body posture and appropriate body posture and
capital and small letters. posture and identifies identifies capital and small identifies capital and small
capital and small letters. letters. letters.
Reading 2.2 PHONICS By the end of the sub strand,

Letter sound the learner should be able to:
knowledge: Phonic a) join familiar letter sounds Learners could recognise letters 1. Which letters can you
Reading at letter for reading preparedness of the alphabet as the teacher join to produce the
sound level (HoH) in English (HoH); models. following sounds?
Letter shape Join familiar letter Learners could recognise and i. i
knowledge (LwD) shapes and letter name letters and their sounds ii. ii(HoH)
Teach two to three signs for reading by reading from flash cards in 2. Which letters can you
sounds -to- letter preparedness in printed or digital format join to get the following
matches per week English (HoH). (HoH). words?
(HoH). b) join unfamiliar letter Learners could recognize and i. i------
Teach two to three sounds for reading finger spell the letters by ii. ii------(LwD)
handshapes to match preparedness in English reading the words from flash 3. What is the difference
the letters per week including digraphs; cards in print or digital between letters and
(LwD) (HoH); format.(LwD) sounds?(HoH)
40

A, a Join unfamiliar letters Learners could engage in sound 4. What is the difference
M, m shapes and letter matching activities using between letters and
T, t signs for reading pocket charts, digital flash words?(LwD)
E, e preparedness in cards, charts and flash cards on
S, s English including a word tree (HoH).
L, l digraphs (LwD). Learners could engage in
I, i c) join given consonants fingerspelling and matching
P, p and blend them to activities using pocket charts,
J, j produce sounds for digital flash cards, charts and
ck reading preparedness. flash cards on a word tree
a_e (HoH); (LwD).
i_e join given consonants Learners could sing rhyming
o_e and fingerspell them songs and recite rhymes related
u_e to form words for to phonics(HoH)
K, k reading
_ ge preparedness(LwD) Learners could sign sing
_ ce d) appreciate the difference. rhyming songs and sign rhymes
sh between letters and related to phonics(LwD)
ch sounds in the first Learners could play a fishing
Y, y language and English, for game by identifying specific
V, v reading preparedness sounds (HoH).
e, ee (me, been) (HoH). Learners could play a fishing
wh Appreciate the game by identifying specific
ee, ea difference between letters (LwD).
ay, ai letter shapes and
oo signs for reading
Z, z preparedness.(LwD)
-ge (age)
-ce (rice)
ss, ll
ng,
41

l blends (calm)
s blends (mask, task)
r blends (drip, drop)
Core Competences to be developed: Communication and collaboration is enhanced through group and pair activities,digital literacy
Link to PCIs: Life skills (learner develops self-esteem and Link to Values: Respect, Responsibility, Love
confidence as their reading competence improves);
Life Skills: effective communcation (Learners name and
recognise letters)
Links to other subjects: Relevant to all learning areas. All Suggested Community Service Learning activities: Learners are
because they can read words in other subjects given take home charts to read with their parents.
Suggested non-formal activity to support learning: Suggested assessment: Oral(HoH)/ signed(LwD) questions, portfolio,
Learners use puns and riddles at their leisure time. observation
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs.
Assessment Rubric
Exceeding expectation Meeting expectation Approaches expectation Below expectation
Learner consistently names Learner names letters and Learner names letters and Learner names letters and their
letters and their sounds and their sounds and joins sounds their sounds and joins sounds sounds and joins sounds to read
joins sounds to read short to read short words with letter to read short words with short words with letter sound
words and a few long ones with sound correspondence. letter sound correspondence correspondence with a lot of
letter-sound correspondence with some difficulty difficulty
Reading 2.3 Word Reading By the end of the sub strand, Learners could join sounds to 1. What are some of the
the learner should be able read short words with letter words that you can read?
Read two to three to: sound correspondence, in pairs 2. What are some of the
words per week a) read short words with then individually(HoH). words you cannot read?
starting with words letter -sound Learners could join letters to
with letter-sound correspondence in read short words with letter
42

corrrespondence and preparation for phrasal hand shape correspondence, in
gradually introducing reading (HoH); pairs then individually (LwD).
words without letter- read short words Learners could sound out words
sound with letter -hand with letter sound
corrspondence(HoH) shape correspondence (phonically
correspondence in regular) for reading (HoH).
Read two to three preparation for Learners could fingerspell
words per week signed phrasal words with letter -shape
starting with words reading(LwD), correspondence (phonically
with letter-handshape b) read short words without regular) for reading (LwD).
corrrespondence and letter- sound Learners could watch
gradually introducing correspondence using audio/visual recording of words
words without letter- word attack skills in without letter sound/shape
handshape preparation for phrasal correspondence and use look
corrspondence(LwD). reading(HoH); and say, exposure and other
read short words word attack skills to read these
without letter- hand words.
shape Learners could sound out words
correspondence without letter sound
using word attack correspondence (sight words),
skills in preparation as modelled (HoH).
for signed phrasal Learners could fingerspell
reading(LwD), words without letter sound
c) read grade level correspondence (sight words),
vocabulary orally, from as modelled (LwD).
print and digital formats Learners could recognise and
for enjoyment(HoH). read aloud familiar words in
read grade level groups, pairs and individually
vocabulary using (HoH).
signs, from print Learners could recognise and
and digital formats clearly sign read familiar
43

for enjoyment words in groups, pairs and
(LwD) individually (LwD).
Learners could read from word
cards and match to pictures
Learners could play word
bingo
ladder game by putting words
on top of one another as they
pronounce (HoH).
ladder game by putting words
on top of one another as they
fingerspell (LwD).
Learners could sing songs and
recite rhymes related to
phonics(HoH).
Learners could sing songs and
recite rhymes related to
phonics (LwD).
Learners could be guided to
engage in meaningful word
building activities using pocket
charts, digital flash cards,
charts, flash cards on a word
tree.
Learners could play language
games aimed at improving
their reading for example,
fishing game by identifying
specific spoken/signed words
44

and other games related to
rhymes.
Core Competences to be developed: Digital literacy (as the learners manipulate audio visual materials), Communication and
collaboration and self-efficacy, through group work as well as reading activities and games..
Link to PCIs: Life skills (effective communication, Link to Values: Unity , Responsibility(as learners play word ladder
confidence and self-esteem are developed through reading) games)
Links to other subjects: All subjects because they can read Suggested Community Service Learning activities: Use available
words in other subjects. reading resources at home like newspapers to pick out words which can
be read to people who cannot.
Suggested non-formal activity to support learning: Suggested assessment: Oral(HoH)/signed(LwD) questions, portfolio,
observation
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of
words that have been learnt.
Assessment Rubric
Exceeding expectation Meeting expectation Approaching expectation Below expectation
Learner always recognizes Learner mostly recognizes and Learner sometimes recognizes Learner recognizes and reads short
and reads long words with reads short words with letter- and reads short words with words with letter-sound
letter-sound correspondence, sound correspondence and letter-sound correspondence, correspondence, grade level
uses word attack skills to read grade level vocabulary using grade level vocabulary using vocabulary using word attack skills
words without letter sound word attack skills (HoH). word attack skills (HoH). with a lot of difficulty (HoH).
correspondence (HoH).
Learner always recognizes Learner mostly recognizes and Learner sometimes recognizes
and reads long words with reads short words with letter- and reads short words with Learner recognizes and reads short
letter-hand shape hand shape correspondence, letter-hand shape words with letter-hand shape
correspondence, uses word and grade level vocabulary correspondence, grade level correspondence, grade level
attack skills to read words using word attack skills (LwD) vocabulary using word attack vocabulary using word attack skills
without letter -hand shape skills (LwD) with a lot of difficulty (LwD).
correspondence (HoH).
45

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
Reading 2.4 Connected By the end of the sub strand, the

text and learner should be able to:
fluency a) read a text of about thirty In groups, learners could practice 1. What do you do
(30) words containing reading aloud while observing when you cannot
decodable and non- punctuation as modelled by the read some words in
decodable words, in phrases, teacher and independently (HoH). a sentence?
in preparation for fluent In groups, learners could practice sign 2. What do you do
reading; reading clearly while observing when reading a long
b) observe basic punctuation punctuation as modelled by the word?
marks (comma, full stop and teacher and independently(LwD)
question marks as they read In pairs, learners could practice
for coherence; reading decodable and non-decodable
c) read about five-ten(5-10) words in isolation.
words accurately per minute In small groups, learners could
for fluency; practice reading unfamiliar sentences
d) appreciate reading connected containing decodable and non-
words for meaning. decodable words.
Learners could read writing on the
school walls and other buildings, for
example, places of worship.
Learners could be progressively
assessed on the number of words they
can read per minute
Core Competences to be developed: Digital Literacy, Communication and collaboration and self-efficacy.
Link to PCIs: (Effective communication, through reading aloud) Link to Values: Unity (Reading in pairs)
Links to other subjects All, because they can read words in other Suggested Community Service Learning activities: Help
subjects. members of the community to read words.
Suggested non-formal activity to support learning: Use Suggested assessment: Oral(HoH)/signed(LwD) questions,
46

available reading resources at home e.g. newspapers to pick out portfolio, observation
words which can be easily read.
Suggested Learning Resources: Realia, charts, pictures/ photographs ,newspaper cuttings.
Assessment Rubric
Exceeding Expectation Meeting Expectation Approaching Expectation Below Expectation
Learner consistently applies a Learner applies a variety of Learner sometimes applies a Learner rarely applies a
variety of skills to read a wide skills to read a wide range of variety of skills to read words variety of skills to read words
range of words without letter- words without letter- sound without letter- sound without letter- sound
sound correspondence (HoH). correspondence (HoH). correspondence (HoH). correspondence (HoH).
Learner consistently applies a Learner applies a variety of Learner sometimes applies a Learner rarely applies a
variety of skills to read a wide skills to read a wide range of variety of skills to read words variety of skills to read words
range of words without letter- words without letter- hand without letter- shape without letter- shape
hand shape correspondence shape correspondence (LwD). correspondence. (LwD) correspondence (LwD).
(LwD).
Strand Sub strand Specific learning Suggested learning experiences Key inquiry question(s)
outcomes
Reading 2.5 Comprehension By the end of the sub
strand, the learner
should be able to:
a) read the title to make Learners could observe pictures and in 1. What do you think
predictions about a groups, discuss where the action could the story is about?
story; be happening, identify the people or 2. Which are some of
b) respond to a text of animals they can see. the words you have
about 60 words to In groups, learners could discuss the read from the story?
show comprehension; title and pictures of comprehension, 3. What does the title
c) respond to direct and make predictions of what will happen tell us about the
indirect questions from what they can see. story?
from a text of about Learners could read simple sentences
47

60 words in short aloud in groups, pairs, and individually.
simple sentences to Learners could read or listen to a text
show comprehension; then answer questions (HoH).
d) Appreciate reading Learners could read or observe a signed
pictures and texts for text then answer questions (LwD)
enjoyment and Learners could read a text or view
information. pictures for enjoyment and information.
Core Competences to be developed: The core competences of digital literacy, critical thinking and problem solving are achieved
through interaction with different print and digital texts on varied themes.
Link to PCIs: All the PCIs can be addressed through Link to Values: Respect, Responsibility,
comprehension passages on themes about health and hygiene,
safety and security, financial literacy, ESD: Animal Welfare-
identifyinnng annimals
Links to other subjects: There is a link to all subjects Suggested Community Service Learning activities: Learners
can share ideas from information texts
Suggested non-formal activity to support learning: Learners Suggested assessment: Oral(HoH)/signed(LwD) questions,
can read story books with peers, listen to indigenous stories from portfolio, observation
elders, watch television, visit library etc.
Suggested Learning Resources: Story book, poems, audio-visual recordings of short stories.
Assessment Rubric
Exceeding expectation Meeting expectation Approaching expectation Below expectation
Learner always demonstrates Learner demonstrates Learner sometimes Learner rarely demonstrates
comprehension by responding comprehension by responding demonstrates comprehension by responding
correctly to questions on the text, correctly to questions on the comprehension by correctly to questions on the
makes accurate predictions from the text, makes accurate responding correctly to text, makes a few accurate
title, pictures and other cues in a predictions from the title and some questions on the text, predictions from the title and
text. pictures in a text. makes a few accurate pictures in a text
predictions from the title
and pictures in a text.
48

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question(s
3.0 3.1 Pre-Writing By the end of the sub strand,
Writing the learner should be able to:
a) demonstrate appropriate Learners could demonstrate 1. How do you sit when
posture in preparation for appropriate sitting position in writing?
writing with ease; small groups and in pairs 2. How do you place
b) exhibit appropriate eye hand Learners could be guided to sit your books on the
coordination in preparation appropriately, in preparation for table when writing?
for writing; writing . 3. Which materials do
c) appreciate the importance of Learners could be shown the you use for writing?
using materials for writing appropriate writing materials.
appropriately to write. Learners could be shown how to
position the exercise book
correctly.
Learners could be shown how to
hold pencils/ colouring materials
correctly
Learners could practice how to
write from left to right.
Learners could colour and draw
different shapes and letters.
Learners could join dotted lines
to make letters and patterns, draw
patterns and shapes, trace letters
and shapes, mould letters using
plasticine or clay.
Learners could be shown how to
use their exercise books well.
Core Competences to be developed: Digital literacy, Creativity and imagination, self efficacy, critical thinking and problem solving
Link to PCIs: Life skills-appropriate posture writing with ease, Link to Values: Responsibility over writing materials.;
self awareness Unity(working nin pairs and small groups)
49

Links to other subjects :All subjects Suggested Community Service Learning activities: visiting
older citizens
Suggested non-formal activity to support learning: Observe Suggested assessment: Oral(HoH) /signed(LwD) questions,
how people sit when they are writing, and share with them what portfolio, observation
they were taught at school.
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of good sitting postures in readiness for writing.
Assessment Rubric
Exceeding Expectations Meeting expectations Approaches expectations Below Expectations
The learner is able to: exhibit The learner is able to: exhibit With assistance the learner is The learner is unable to: sit
appropriate body posture while appropriate body posture while able to: sit properly while properly while writing, hold or
writing, is aware of a variety of writing, holds and positions writing, hold and position position writing materials
writing materials, holds and writing materials writing materials appropriately, maintain focus
positions writing materials appropriately, maintains focus appropriately, maintain focus or follow lines when writing
appropriately, maintains focus and and follows lines when writing sometimes and follows lines and does not take care of
follows lines when writing and and takes good care of writing when writing and is writing materials.
takes good care of writing materials. occasionally careless with
materials. writing materials.
Writing 3.2 By the end of the sub strand, the
Handwriting learner should be able to:
a) form letters correctly in terms Learners could copy letter patterns. 1. How do you sit when
of shape and size for effective Learners could practice correct letter writing?
communication; formation from models in on the 2. How do you write
b) draw letter patterns correctly board, chart, pattern books. this letter?
for neat handwriting; Learners could draw and label objects. 3. How do you take
c) write from left to right to Learners could practise writing letters care of your exercise
communicate effectively. books?
50

and words from left to right.
Learners could join dots to complete
patterns/ letters
Core Competences to be developed: Creativity and imagination, self efficacy, critical thinking and problem solving
Link to PCIs: Life skills-Effective communication Link to Values: Responsibitiy (learners draw and lable objects)
Links to other subjects :All subjects Suggested Community Service Learning activities: visiting older
citizens
Suggested non-formal activity to support learning: Look at Suggested assessment: Oral(HoH) /signed(LwD) questions,
how other people form letters and compare the formations with portfolio, observation
what they learnt. Are they can help others write better?
Suggested Learning Resources: Realia, charts, pictures/ photographs and illustrations of writing.
Assessment Rubric
Learner consistently writes letters Learner writes letters and words, With assistance, learner writes The learner is unable to
and words, whose forms are legible whose forms are legible in terms letters and words, whose forms write letters and words,
in terms of size and shape. All the of size and shape. All the letters are legible in terms of size and whose forms are legible
letters and words are on the line, and words are on the line, and shape. Some of the letters and in terms of size, shape
and are well spaced. are well spaced. words are not on the line, and are and spacing.
not well spaced.
Strand Sub strand Specific learning outcomes Suggested learning Key inquiry question(s)
experiences
Writing 3.3 Spelling By the end of the sub strand, the
learner should be able to:
a) spell words based on sounds Learners could listen and 1. Which letters form the name of
they have learnt for effective write the words read this object?
writing (HoH); aloud by the teacher 2. Which letters make the following
spell words based on (HoH) words?
letters they have learnt Learners could observe 3. What is the spelling of these
51

for effective writing and write the words signed words:
(LwD), by the teacher (LwD). 1), --- 2) ---?
b) write words appropriately for Learners spell the words (learners who are hard of hearing
legibility; they have written to spell orally while those who are
c) appreciate writing words Learners make three-letter deaf to fingerspell)
clearly, legibly and correctly. words from jumbled letters 4. Which letter is missing to
to demonstrate creativity complete the following word: m-t?
Learners identify letters
that make up the word for
effective spelling
Learners name the letters
that make the word (HoH).
Learners fingerspell the
letters that make the word
(LwD)
Learners could copy
words legibly and
correctly.
Learners could use a jig
zaw puzzle locally
assembled by the teacher
to make words.
Learners could form words
using letters in their names
individually, then in pairs
and groups, generate as
many words as they can
from a set of their names.
Core Competences to be developed: Creativity and imagination, self efficacy; critical thinking and problem solving
Link to PCIs: Life Skills- effective communnication (learners Link to Values: Responsibility (learners use the jigsaw puzzle
spell/fingerspell words and name letters) assembled by teacher)
52

Links to other subjects :All subjects Suggested Community Service Learning activities: Find out
the full names of people cannot read and write and show them
how their names are written using capital letters.
Share with peers names of places around the school and scroll the portfolio, observation
names during play time.
Suggested Learning Resources: Realia, charts, pictures/ photographs, word trays and models of different words.
Assessment Rubric
Exceeding Expectation Meeting Expectation Approaches expectations Below Expectations
Learner always spells and writes all Learner spells and writes Learner able tonot spell and Learner able tonot spell
dictated words correctly, clearly dictated words correctly, clearly write some dictated nnwords and write many dictated
and legibly. The learner able to also and legibly. The learner able to correctly, clearly and legibly words correctly, clearly
use words to make simple also use them to make simple .Able to only use some words to and legibly. Able tonot
sentences. sentences make simple sentences. use the words to make
simple sentences.
Writing 3.4 Punctuation By the end of the sub strand, the Learners could be shown the 1. What is the name of
learner should be able to: capital and the small letters. this letter?
a) use capital and small letters Learners could be shown how to 2. What is the first letter
for correctly for names and use the capital and the small letter of your name?
proper nouns; correctly. 3. When do we use
b) appreciate the use of capital Learners in pairs/individually capital letters?
letters, small letters and full could practice writing their names.
stops in writing. The correctly written capital and
small letter could be displayed.
53

Core Competences to be developed: Digital literacy, Communication and collaboration ; Self -efficacy.
Link to PCIs: Citizenship ;social cohesion (learners in pairs Link to Values: Unity (learners work in pairs)
practise writing their names)
Links to other subjects : All subjects Suggested Community Service Learning activities: Learners help
community members write using capital and small letters.
Suggested Non-formal activity to support learning: Play Suggested assessment: Oral(HoH)/signed(LwD) questions,
language games wit their peers and help those who have not portfolio, observation
mastered the use of capital and small letters.
Suggested Learning Resources: Realia, charts, pictures/ photographs, audio visual materials and models of small and capital letters.
Assessment Rubric
Learner recognises and uses punctuation Learner recognises and uses With assistance, learner Learner cannot
marks, capital and small letters correctly punctuation marks, capital and recognises and uses recognise and use
in a sentence. He/she is also able to use small letters correctly in a punctuation marks, capital punctuation marks
them to make a short paragraph sentence and small letters correctly correctly.
Writing 3.5 Guided By the end of the sub strand, the

Writing learner should be able to:
a) write words from a picture prompt Learners could observe and 1. What items are found in
for effective communication; respond to picture prompts the school?
b) recognise the correct form and appropriately. 2. What items are found at
meaning of the words to be used Learners could write a three home?
in filling in gaps; word sentence using the 3. Which animals are kept
c) appreciate the importance of prompts. at home?
writing correct words to express Learners could be guided in 4. How do you get to your
meaning. filling in the gaps correctly home from school?
and meaningfully.
54

In groups and pairs, learners

could match pictures with
words.
Core Competences to be developed: Digital literacy, Communication and Collaboration, Creativity and imagination, self efficacy,
critical thinking and problem solving
Link to PCIs: Life skills-effective communication; Citizenship- Link to Values: Responsibilty (Learners observeand respond to
social cohesion (learners work in groups and in pairs) picture prompts appropriately).
Links to other subjects :Languages, Nutrition and Hygiene Suggested Community Service Learning activities:
Suggested non-formal activity to support learning: Look out Suggested assessment: Oral(HoH)/signed(LwD) questions,
for objects or items that they have not been taught about and make portfolio, observation
an attempt to name them. They should confirm with the teacher
whether the names have been written correctly.
Suggested Learning Resources: Realia, charts, pictures/ photographs that prompt learners to write.
Assessment Rubric
Exceeding Expectations Meeting Expectations Approaches expectations Below Expectations
Learner fills gaps using correct Learner fills gaps using Learner fills gaps using Learner fills gaps using correct words
words and writes words from correct words and writes correct words and writes and writes words from picture prompts
picture prompts with ease. words from picture words from picture prompts with a lot difficulty.
prompts. with some difficulty.
Suggested Learning Resources

Word processors, charts, posters, video resources, computer, tablets, multimedia word lists, charts, letter cards, digital and printed
stories, whiteboards, television, mobile phone, poems and songs, pictures and photos, newspapers, word wheel, word slides,
encyclopedia, flash cards, newspaper cuttings, course books, flip charts, drawings, charts, letter name cards, teacher/ pupil
demonstrations, chalkboard, dictionaries, pictures, illustrations, web resources, class readers etc.
55
GRADE 2

56

KEY:
HoH Hard of Hearing.
LwD Learners who are Deaf
Strand Sub strand Specific learning outcomes Suggested learning Key inquiry
1.0 Listening and 1.1 Attentive By the end of the sub strand, the
Speaking (HoH) listening learner should be able to:
Observing and (HoH) a) listen attentively during a Learners could 1. Why should we
signing (LwD conversation(HoH); practise correct sitting listen
Paying pay attention during a posture, good eye attentively/pay
Attention signed conversation (LwD, contact, appropriate attention when are
(LwD b) respond to specific simple two facial expressions as talking/signing in
directional instructions in oral they listen the classroom?
communication (HoH); attentively/pay
respond to specific simple attention to a
two directional instructions conversation.
in signed communication Learners could
(LwD, respond to
c) appreciate the importance of instructions, listen 2. Why should we
listening attentively for without interrupting as obey instructions
effective communication modeled (HoH) from our teachers?
(HoH). Learners could
respond to signed
appreciate the importance of instructions, pay
attention without
paying attention for effective
interrupting as
communication(LwD. modeled (LwD
Learners practice
57

interpreting facial
expressions and
gestures in small
groups and pairs as 3. Why is it important
illustrated in posters, to listen attentively
pictures and actual during
demonstration through communication?
role play. (HoH)
Sit upright ( without Why is it
sliding/slouching or important to
fidgeting) and pay
maintain focus on the attention
speaker for effective during
communication(HoH) communicat
Sit upright ( without ion? (LwD
sliding/slouching or
fidgeting) and
maintain focus on the
signer for effective
communication(LwD
Core Competences to be developed: Digital literacy, Communication and Collaboration will be achieved through pair and group
work involving use of familiar gestures.
Link to PCIs: Life skills especially the interpretation and use of body Link to Values: Respect, Responsibility,
language appropriately for effective communication
Links to other subjects: Linked all the subjects in the school curriculum. Suggested Community Service Learning activities:
Interact with the community and learn about the
culturally acceptable and unacceptable tonal
variation/speech/sign fluency in the community.
Suggested non-formal activity to support learning: Dramatisation on Suggested assessment: Oral/signed questions,
listening and speaking portfolio, observation
58

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of attentive listening/paying attention, audio-visual
recordings of pictures on attentive listening/paying attention.

Exceedingexpectations Meeting expectations Approaches expectations Below expectations

Can sit upright (without sliding/slouching or Can sit upright (without Can sit upright but Rarely sits upright
fidgeting) and maintain focus on the sliding/slouching or occasionally without
speaker/signer longer than the required fidgeting) and maintain slides/slouches or fidgets sliding/slouching or
period focus on the speaker/signer and occasionally loses fidgeting and rarely
during the required period focus on the maintains focus on the
speaker/signer during the speaker/signer during
required period the required period
Always allows others speak/sign without Allows others to speak/sign Allows others to Rarely allows others to
interrupting while demonstrating attentive without interrupting while speak/sign but with speak/sign without
listening through their body language and demonstrating attentive occasional interruptions interrupting
verbal response listening/paying attention Can follow one-
through their body language Can follow some two- directional instructions
and verbal response directional instructions
Can follow three -directional instructions Can follow two- directional Can distinguish some Can distinguish a few
instructions targeted key sounds/letters targeted key
and words/signs sounds/letters and
Can distinguish multiple consonant clusters Can distinguish all targeted words/signs
and key words/signs key sounds/letters and Can interpret and use
words/signs some aspects of body Can interpret and use a
Can interpret and use a variety of body language (facial few aspects of body
language (facial expressions and gestures) Can interpret and use targeted expressions) language
appropriately body language ( facial appropriately (facial expressions)
expressions and gestures) appropriately
appropriately
59
Listening 1.2 Pronunciation By the end of the sub strand,
and (HoH) the learner should be able to:
Speaking a) recognize the digraphs in Learners pronounce the 1. Which words start or
(HoH) fingerspelling different spoken words sounds by taking turns, and as end with the sound
words (LwD (HoH); a whole class as modeled by ? (HoH)
Observing 7 lessons recognize the the teacher, or audio/video Which words start or
and Signing digraphs in record (HoH). end with the letters
(LwD) different signed Learners fingerspell letters ? (LwD)
words(LwD), forming digraphs by taking
turns, and as a whole class as
b) pronounce words with modeled by the teacher or a
digraphs correctly for clear video record (LwD).
communication (HoH),
fingerspell words 2. Which words have
Learners give examples of sound in the
with digraphs words that have the learnt
correctly for clear following
digraph sounds for clear poem/song/story?
communication communication (HoH)
(LwD) (HoH)
Learners give examples of Which words
words that have the learnt have letters in
c) appreciate reading words
with the digraphs in a digraph letters for clear the following
variety of genres. communication (LwD) poem/song/story?
(LwD)
Two- letter consonant Learners are guided to practise
60

blends/fingerspell new words with the learnt
bl - black, bloom, blue sounds in pairs in response to
cl - clay class, clap, climb picture cues, sound prompts
fl - flew, floor, flour and lists of words with the
gl - glass, glue sounds/letters (HoH). 3. How do you
sl - sleep, slow Learners are guided to practise pronounce the
tw - twelve, twenty new words with the learnt following
nk - sink, ink letters in pairs in response to sound? (HoH)
br - brown, break, bread picture cues, sound prompts How do you
cr - crop, cry and lists of words with the fingerspell the
dr - dry, draw, drop sounds/letters (LwD). following
fr - front, from Identify names of peers, letters? (LwD)
gr - green, grass teachers and objects that have
pr - pray, present the sound in the classroom,
tr - try, train, tree the school and at home
sm - small, smart In pairs, use meaningful
sn - snore, snail, snake phrases and simple sentences
sp - spin, spit with words that have the
still - steel, still sound (HoH).
sw - sweet, swing, sweep In pairs, use meaningful
Deaf learners to finderspell the phrases and simple sentences
letters and the words. with words that have the
letters (LwD)
Core Competences to be developed: Digital literacy developed as the learners manipulate the audio visual materials,
Communication and Collaboration through pair and group activities, Self-efficacy through practicing and using the new words in
communication, Learning to learn can be achieved by applying the new vocabulary in other contexts.
Link to PCIs: Can accommodate all the PCIs as infused in the Link to Values: Respect for cultural/ linguistic diversity as
themes like Health and hygiene, Learner support programs, Personal demonstrated in the various sounds.
safety and security, Citizenship, Life Skills, Environmental
education, Support programs, Service learning and parental
engagement, Education for Sustainable Development.
61

Links to other subjects : The words that are learnt can be applied in Suggested Community Service Learning activities:
all subjects across the Curriculum Reciting/signing poems to the sick children, reading religious
texts to other children/with parents or guardians
Suggested non-formal activity to support learning: Helping peers Suggested assessment: Oral(HoH)/signed(LwD) questions,
and others with pronunciation of sounds learnt (HoH). portfolio, observation
Helping peers and others with fingerspelling of the digraph letters
learnt (LwD)
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of learnt sounds, audio-visual recordings of
minimal pairs
Assessment Rubric
Exceeding Expectations Meeting Expectations Approaching Expectations Below Expectations

Identifies more than three words with Identifies one or two words Some problems with Multiple problems with
the sound and articulates the sound with the sound and pronunciation /intonation/ of the pronunciation/intonation that
accurately with ease (HoH). articulates the sound sound/ that may interfere with may interfere with
accurately (HoH). communication (HoH). communication (HoH).
Identifies more than three words with Identifies one or two words Some problems with signing of Multiple problems with
the letters and fingerspells them with the letters and the letters that may interfere signing that may interfere
clearly with ease (LwD). fingerspells the letters with communication (LwD). with communication (LwD).
accurately (LwD).
62

experiences
Listening and 1.3 By the end of the sub strand,
Speaking (HoH) Vocabulary the learner should be able to:
a) recognise new words used Learners could practise the 1. What words have you
Observation and 6 lessons in the theme to acquire a pronunciation of the learnt?
signing (LwD) range of vocabulary and vocabulary and talk about
their meaning; activities related to the
b) pronounce the vocabulary theme using the new words
related to the theme (HoH).
correctly and discuss their Learners could practise
meanings for effective the signing of the
communication (HoH); vocabulary and discuss
sign the vocabulary activities related to the
related to the theme theme using the new
correctly for effective words (LwD).
communication Learners could mimic
(LwD), the pronunciation of
c) use the vocabulary learnt the vocabulary in pairs 2. What are the meanings
to communicate and individually after of the words you have
confidently in various listening to an audio learnt?
contexts; recording of words
d) enjoy using the vocabulary with the target sounds
by participating in and discuss their
dialogues, rhymes, meanings (HoH).
language games and Learners could mimic
signed songs. the signing of the
The vocabulary will be
vocabulary in pairs and
developed based on the sounds
already learnt in pronunciation individually after 3. How do you use these
of the words (HoH). watching a video words in sentences?
63

recording of words
The vocabulary will be with the target letters 4. How are these words
developed based on the letters (LwD). spelt? (LwD)
already learnt in signing the How are these
words (LwD). Learners could recite words
bl - black, bloom, blue longer rhymes, sing songs pronounced?
cl - clay class, clap, climb or play language games (HoH)
fl - flew, floor, flour individually in pairs or
gl - glass, glue groups using the
sl - sleep, slow vocabulary related to the
tw - twelve, twenty theme (HoH).
nk - sink, ink Learners could sign
br - brown, break, bread longer rhymes, sign
cr - crop, cry sing songs or play
dr - dry, draw, drop language games
fr - front, from individually in pairs or
gr - green, grass groups using the
pr - pray, present vocabulary related to
tr - try, train, tree the theme (LwD).
sm - small, smart Learners could be guided
sn - snore, snail, snake to use the vocabulary
sp - spin, spit correctly through
still - steel, still demonstrations in the
sw - sweet, swing, sweep classroom, use of realia,
Deaf learner to fingerspell the pictures, verbal/signed or
letters and the words. situational contexts and
synonyms .
Learners could be guided
to access meaning of
vocabulary from pictorial
dictionaries and practice
64

them in sentences
individually, in pairs and/
or groups
to develop a talking tree
using the vocabulary
related to the theme
Core Competences to be developed:
Communication and Collaboration through pair and group activities
Self Efficacy through practicing and using the new words in communication
Learning to learn can be achieved by applying the new vocabulary in other contexts
Digital literacy can be developed as the audio visual materials. .
Link to PCIs: Can accommodate all the PCIs as infused in the themes like Link to Values: Unity-participating in dialogues,
Health and hygiene, Learner support programs, Personal safety and rhymes tongue twisters, language games and songs;
security, Citizenship, Life Skills, Environmental education, Support Responsibility- learners develop a talking tree using
programs, Service learning and parental engagement, Education for vocabulary related to theme
Sustainable Development.
Links to other subjects: The words that are learnt can be applied in all Suggested Community Service Learning activities:
Subjects across the Curriculum. Sharing knowledge about vocabulary learnt with
members of the community.
Suggested non-formal activity to support learning, Engage in Suggested assessment: Oral (HoH) ,signed (LwD)
conversations using vocabulary learnt with peers outside the classroom. questions, portfolio, observation
Suggested Learning Resources: Realia, charts, pictures/ photographs of objects and items on learnt words, audio-visual recordings of
dialogues, stories and poems with new words. (Captions and video to be in sign language).
Assessment Rubric
ExceedingExpectations Meeting Expectations Approaches Expectations Below Expectations
Uses a range of vocabulary Uses vocabulary learnt in the theme Limited in applying the Exhibits numerous
to communicate to communicate confidently in vocabulary learnt in the theme challenges in applying the
confidently in relevant relevant contexts. to relevant contexts vocabulary learnt in the
contexts. theme to relevant contexts.
65

question(s)
Listening 1.4 Language School By the end of the sub-strand,
and structures and the learner should be able to:
Speaking Functions The verb a) use the past forms of the Learners could describe their 1. what were you
(HoH) to be verb to be correctly, to own and other pupils doing when the
No. of Lessons: (was, construct simple demonstrated actions using bell for break
Observing 7 were) sentences about things in was and were using simple rung?
and Signing the past; sentences.
(LwD) b) recognize the correct use In small groups, learners 2. Where were
of the past tense forms of could describe the activities of your friends
the verb to be in people using the past forms of when you came
sentences; the verb to be (e.g. Mary to school?
c) enjoy the use of the past was in class)
tense forms of the verb In pairs, learners ask
to be in their day to day questions using the verb to
conversation. be as an interrogative (e.g.
Was Mary in class?)
Learners could take part in 3.What other thing
role play and language games did you see as you
that allow them to take turns came to school?
in various actions and asking
questions using past form of
the verb to be
Learners could describe
pictures showing various
actions
Learners could listen to a
story containing the forms
was and were
66

Core Competences to be developed: Digital Literacy, Communication and collaboration, creative thinking
Link to PCIs: Life skills (effective communication) Link to Values: Respect, Responsibility, Unity
Links to other subjects: Relevant to all subjects because the structure is Suggested Community Service Learning
applicable in speech and writing across the curriculum. activities: Taking time to recite/sign simple poems
about the past and asking friends to tell them about
the past. They could then use was and were based on
the conversation.
Suggested non-formal activity to support learning: Learners make some Suggested assessment: Oral (HoH)/ signed (LwD)
observations based on key inquiry questions and then construct sentences questions, portfolio, observation
that involve singular and plural subjects on actions that happenned at home
and the surrounding environment.
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of verbs was and were, audio-visual
recordings of dialogues with sentence on was and were . (Visual should be in sign language).
Assessment Rubric
ExceedingExpectations Meeting Expectations Approaching Expectations Below Expectations
Learner constructs correct Learner constructs correct Learner sometimes Learner rarely constructs
sentences, asks and responds to sentences, asks and respond to constructs sentences, asks sentences, and struggles to ask
questions using was, were questions using was, were and responds to few and respond to questions using
forms of the verb 'to be with forms of the verb 'to be. questions using was, were was, were forms of the verb 'to
ease. forms of the verb 'to be'. be'.
67

Listening and Language Activities in By the end of the sub strand,
Speaking structures and the Home the learner should be able to:
(HoH) functions a) recognize the correct use
Observing Subject- of subject-verb
and Signing (6 Lessons) verb agreement in sentences; Learners could construct 1. How many
(LwD) agreement b) use correct subject verb correct sentences based books is
e.g. was, agreement to construct on pictures showing Sarah holding?
were simple sentences about singular and plural
activities in the home; subjects
c) appreciate the importance In pairs/small groups
of subject- verb learners could construct
agreement in sentences on 2. What are some
conversations for demonstrated actions of of the items
effective communication. activities in the home by found at home?
one or more learners
sentences using displayed
realia representing
singular and plural 3. What are some
subjects at home and of the items
school. found at
Learners construct school?
sentences using singular
and plural subjects at
home like animals and
utensils. 4. What are some
Learners listen to a story of the domestic
containing was and were animals you
(HoH). know?
68

Learners pay attention to
a signed story containing
was and were (LwD).
Core Competences to be developed: Communication and collaboration through pair and group work to enhance the correct usage
of subject-verb agreement
Learning to learn By constructing sentences about subjects at home
Creativity and imagination through demonstrations and construction of sentences.
Digital literacy-developed as the learner use the audio visual materials.
Link to PCIs: Life skills -Effective communication, Service Link to Values: Respect, Responsibility, Unity (learners make
learning and parental involvement ; ESD- Animal welfare sentences in pairs and groups)
Links to other subjects: This is relevant to all subjects because it is Suggested Community Service Learning activities: Reading
useful in talking about the past, which generally occurs in all to those who cannot read and sharing about the past.
subjects.
Suggested non-formal activity to support learning: Constructing Suggested assessment: Oral(HoH) /signed (LwD)questions,
sentences that involve singular and plural subjects on actions that portfolio, observation
happen at home and the surrounding environment
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of subject-verb agreement audio-visual recordings
of dialogues with subject verb-subject
69

Assessment Rubric
Learner consistently recognizes and uses Learner recognizes and uses Learner sometimes Learner rarely recognizes
subject-verb agreement correctly in subject-verb agreement recognizes and uses subject- and uses subject-verb
simple sentences about home activities. correctly in simple sentences verb agreement correctly in agreement correctly in
about home activities. simple sentences about home simple sentences about
activities. home activities.

Listening and Language Transport By the end of the sub

Speaking Structures strand, the learner should
(HoH) and be able to:
Functions Objective a) use objective pronouns In groups learners could 1. What do you use
Observing and pronouns - correctly to construct recite a rhyme to come to school?
Signing (LwD) him, her, them simple sentences about containing objective
and you, us , me transport; pronouns (HOH)
b) pick out objective In groups learners could 2. What does your
(6 Lessons) pronouns to improve sign a rhyme containing father/ mother/
oral communication objective brother/ use to go
(HoH); pronouns(LWD) to the market/
pick out objective Learners could work in shop/ visit your
pronouns to pairs to construct aunt/uncle?
improve signed sentences using
communication, objective pronouns
c) appreciate the use of Learners could construct
object pronouns for sentences on the means
effective of transport locally
communication. available and the
70

objective pronouns.e.g.
This car belongs to
Amina. It belongs to
her.
Learners could listen to
a read story on means of
transport containing
objective
pronouns(HOH)
Learners could to pay
atteinon to a signed
story on means of
transport containing
objective
pronouns(LWD)
Core Competences to be developed: Communication and collaboration, Self efficacy, digital literacy
Link to PCIs: Life skills -self-awareness (making sentences based on their body parts) Link to Values: Respect, Responsibility,
Unity (reciting poems in pairs annd groups)
Links to other subjects: This is linked to all subjects because it forms a basis for Suggested Community Service Learning
communication whenever a noun has been previously referred to. activities: Share how project pronouns are
used and compare meaning in local
languages.
Suggested non-formal activity to support learning: Learners could discuss about Suggested assessment:
themselves using object pronouns. Oral(HOH)/signed(LWD) questions,
portfolio, observation
Suggested Learning Resources: Realia, charts, pictures/ photographs and audio-visual recordings of dialogues with object
pronouns. (Audio -Visual should be in sign language).
Exceeding Expectations Meeting Expectations Approaching Expectations Below expectations

Learner always picks out Learner picks out and uses Learner sometimes picks out Learner rarely picks out and uses
and uses both subject and object pronouns correctly in and uses object pronouns object pronouns correctly in simple
71

object pronouns correctly in simple sentences. correctly in simple sentences. sentences.
simple sentences.
Listening and Language Time and By the end of the sub
Speaking(HOH)/ structures Months of strand, the learner should
Observing and and functions the Year be able to:
Signing (LWD) a) use various forms of In groups learners 1. How many
No. of The verb to the verb to have as a could recite a rhyme months does a
Lesssons: 7 have main verb to discuss containing the forms of year have?
months of the year, the verb to have(HOH)
Have oclock, am and pm In groups learners 2. How many eyes,
Has for effective could sign a rhyme mouths, ears does
Had communication; containing the forms of Jane/John have?
b) recognize correct use the verb to have(HOH)
of the forms of the Learners could work in
verb to have in pairs to construct
different contexts; sentences using
c) appreciate the correct singular and plural
use of the verb to have subjects on different
for effective forms of the verb to
communication. have
Learners could
construct sentences
based on pictures that
involve the verb to
have
Learners could
construct sentences
based on their body
parts e.g. I have two
72

eyes
I have ten fingers
Learners could
construct sentences on
the things they have at
home and at school.
Learners could listen to
a story containing
forms of the verbs to
have(HOH)
Learners could pay
attention to a story
containing forms of the
verbs to have(LWD)
Core Competences to be developed: Communication and collaboration; Self efficacy, digital literacy
Link to PCIs: Life skills -self-awareness (learners construct sentences based on Link to Values: Unity, Respect
their body parts)
Links to other subjects : Science, Religious Education,KSL Suggested Community Service Learning
activities: Discussion of what/people in the
community own
Suggested non-formal activity to support learning: Communicating about Suggested assessment: Oral(HOH)/signed
the things use have at school and home. (LWD)questions, portfolio, observation
Assessment Rubric
Exceeding Meeting Expectations Approaching Below expectations
Expectations Expectations
Learner constructs Learner constructs Learner constructs correct Learner constructs correct sentences with various
correct sentences with correct sentences with sentences with various forms of the verb to have with a lot of difficulty.
various forms of the forms of the verb to forms of the verb to
verb to have with a lot have with ease. have with some
of ease. difficulty.
73

Listening and Language Shopping By the end of the sub
Speaking(HOH)/ structures (Things we Buy) strand, the learner
Observing and and should be able to:
Signing(LWD) functions Plurals of a) use plural forms of In small groups, 1. What can you see
irregular nouns nouns to construct learners form plurals in this picture?
No. of (-ies, ves) simple sentences for of specific words
Lessons: 7 effective; taking ies, ves and
communication, irregular forms
b) distinguish between Learners recite/sign
singular and plural poems containing
nouns, including plurals of specific
irregular nouns for words
clear communication; Learners construct
c) appreciate the sentences based on
importance of plurals pictures of nouns that
in communicating take the taught forms
about numbers. In groups, learners
construct sentences
about market, shop,
supermarket and
shopping lists using
the plural forms of
irregular nouns
Learners listen to a
story containing
plurals of irregular
nouns
Core Competences to be developed: Communication and collaboration,self efficacy
Link to PCIs: Life skills: Effective communication ; ESD- financial literacy Link to Values: Respect, Responsibility, Unity
74

Links to other subjects: Mathematics Suggested Community Service Learning
activities: Learners support peers in learning those
plurals
Suggested non-formal activity to support learning: Learners could discuss Suggested assessment: Oral/signed questions,
the nouns they know that take ves, -ies form portfolio, observation
Assessment Rubric
Exceeding Expectations Meeting Expectations Approaching Expectations Below expectations
Learner consistently identifies Learner identifies nouns that Learner occasionally Learner rarely identifies nouns that
nouns that take the ies, ves take the ies, ves plural identifies nouns that take the take the ies, ves plural forms
plural forms and irregular forms and irregular forms, ies, ves plural forms and and irregular forms, uses a few of
forms, uses them to construct uses them to construct correct irregular forms, uses them to them to construct correct
correct sentences. sentences. construct correct sentences. sentences.
Strand Language The Garden By the end of the sub strand,

Listening and structures the learner should be able to:
Speaking and functions Present a) use present continuous Learners could construct 1. Which foods
(HoH) continuous tense to discuss the food sentences from ongoing do we eat at
tense we eat/health and demonstrations home?
Observing and nutrition for effective;
Signing (LwD) (6 Lessons) communication,
b) change verbs from In small groups, learners 2. What is the
present simple to could take part in continuous
continuous tense in a competition in changing tense form of
given context; verbs from simple present the following
c) appreciate the importance to present continuous verbs?
of communicating ideas tense.
using the present Learners could take part in 3. What is the
75

continuous tense. demonstrations, then the teacher doing?
rest take part in asking and
answering questions using
the present continuous
tense
sentences based on pictures
Learners could report on
what they can see
happening around their
school.
Core Competences to be developed: Communication and collaboration, learning to learn, self efficacy
Link to PCIs: Health Education- hygiene and nutrition Link to Values: Responsibility, Respect
Links to other subjects: However, it also links to all the other subjects - Suggested Community Service Learning
present continuous tense is used in sentence construction in various subjects activities: Encouraging good eating habits in the
community.
Suggested non-formal activity to support learning: Learners can look Suggested assessment: Oral (HoH)/signed (Lwd)
around the school compound during break time or lunch time and construct questions, portfolio, observation
sentences on any ongoing events
Suggested Resources: Realia, pictures
Assessment Rubric
Exceeding Meeting Expectations Approaches Expectations Below expectations
Expectations
Learner uses present Learner uses present Learner uses present continuous tense Learner uses present continuous
continuous tense to continuous tense to to discuss ongoing actions with some tense to discuss ongoing actions with
discuss ongoing actions discuss ongoing actions difficulty. a lot difficulty.
with a lot ease. with ease.
76

Listening Language Accidents By the end of the sub strand, the

and structures Past learner should be able to:
Speaking and continuous a) describe actions using the past Learners could 1. What was your
(HoH) functions tense continuous tense for effective construct sentences parent/guardian
Observing communication; using past continuous doing when you
and Signing (6 Lessons) b) change verbs from present tense got home?
(LwD) simple to continuous tense to In small groups
enhance communication; learners could take part 2. What is the
c) respond to questions using the in changing verbs from continuous tense
past continuous tense about simple present to form of the
hygiene, simple injuries and continuous tense following present
first aid; Learners could take simple verbs?
d) appreciate the importance of part in demonstrations,
communicating ideas using then the rest ask and
the past continuous tense. answer questions using 3. What were you
the past continuous doing when you
tense got hurt?
Learners could respond
to simple questions
4.
How do we
using the past
communicate
continuous tense
about things that
happened in the
past?
Core Competences to be developed: Digital literacy, Communication and collaboration; Critical thinking and problem solving,
digital literacy
Link to PCIs: Citizenship -social cohesion; ESD- disaster risk reduction Link to Values: Respect, responsibility
Links to other subjects : Religious education Suggested Community Service Looking around
the school and home to check for dangers that can
77

cause accidents.
Suggested non-formal activity to support learning: Report on what they Suggested assessment: Oral(HoH)/signed(LWD)
found their parents/guardians were doing when they got home. questions, portfolio, observation
Suggested Resources: Realia, pictures, photos, flip charts, digital media.
Assessment Rubric
Exceeding Expectations Meeting Expectations Approaches Expectations Below expectations
Learner consistently uses present Learner sometimes uses Learner uses present Learner uses present
continuous tense to discuss actions present continuous tense to continuous tense to discuss continuous tense to discuss
that were ongoing in the past discuss actions that were actions that were ongoing in actions that were ongoing in
appropriately. ongoing in the past. the past with some the past with a lot of
difficulty. difficulty.
Listening Language Classroom By the end of the sub strand,
and structures the learner should be able to:
Speaking and Numbers use ordinal and cardinal In pairs, learners could use 1. How many months
(HoH) functions (Cardinal numbers to construct ordinal and cardinal are there in a year?
Observing and ordinal correct sentences for numbers to construct correct
and Signing numbers) effective communication; sentences
(LwD) use ordinal and cardinal Learners could use objects 2. Which is the tenth
(6 Lessons) numbers to group objects that are in the classroom month of the year?
that are in the classroom and the school compound to
for effective demonstrate the correct use
communication; of ordinal and cardinal
appreciate the importance numbers
of cardinal and ordinal Learners could group
numbers in objects in terms of number
communication. Learners could talk about
the number of objects in the
78

classroom in groups, pairs
and individually
Learners could identify
things in the environment
and count them
read poem, story or text
containing cardinals and
ordinals(HOH)
Learners could pay attention
to a signed poem, story or
text containing cardinals
and ordinals(LWD)
Core Competences to be developed: Communication and collaboration;Self-efficacy, digital literacy

Link to PCIs: Financial literacy, Education for sustainable development; Link to Values: Responsibility, Unity, Respect
environmental education
Links to other subjects: Mathematics Suggested Community Service Learning
activities: Helping parents, neighbours etc to number
various items, animals, crops etc
Suggested non-formal activity to support learning: Suggested assessment: Oral(HOH)/signed(LWD)
They can describe their birth order using ordinal numbers e.g. first born, questions, portfolio, observation
second born etc.
Compare objects in the school and at home to illustrate the correct use of
numbers
Suggested Resources: Flip charts, audio-vusual recordings.
79

Assessment Rubric
Exceeding Expectations Meeting Expectations Approaching Below expectations
Expectations
Learner always uses cardinal Learner mostly uses cardinal and ordinal Learner sometimes uses Learner hardly uses cardinal
and ordinal numbers correctly to numbers correctly to discuss the number cardinal and ordinal and ordinal numbers correctly
discuss the number and order of and order of various things. numbers correctly to to discuss the number and
various things. discuss the number and order of various things.
order of various things.
Strand Sub strand Theme Specific learning outcomes Suggested learning Key inquiry question(s)
experiences
Listening and Language The farm By the end of the sub strand,
Speaking(HOH)/ structure the learner should be able to:
Observing and and Word sets: a) use the gender sets of In groups, learner 1. Can a bull/ox give us
Signing(LWD) functions gender sets animals correctly in a could discuss the milk?
for animals/ conversation; males and females of
people b) use opposites correctly in a domestic animals. 2. Is it good or bad to
conversation to discuss Teacher could guide tell lies?
Opposites of honesty and respect; learners to discuss
things c) state the opposites of opposites of seasons/
seasons/ time and sizes; time and sizes 3. When do you wake
(6 Lessons) d) enjoy a word game using (based on height, up?
gender sets and opposites in length, width etc
communicating ideas Learners could
construct sentences 4. When do you go to
using words for male sleep?
and female animals
that are familiar, and
are guided to use
those that are
unfamiliar
Learners could work
80

with pictures to
show opposites.
Learners could re-
arrange objects to
show opposites
Core Competences to be developed: Communication and collaboration, Self-Efficacy, digital literacy

Link to PCIs: Citizenship (social cohesion), Life skills (effective Link to Values: Cooperation.
communication) and ESD
Links to other subjects: Environmental activities. Suggested Community Service Learning activities:
Discuss with community members names given to
male and female animals.
Suggested non-formal activity to support learning: Learners can take a walk Suggested assessment: Oral(HOH)/signed(LWD)
around the school compound/ environment and identify items which can be questions, portfolio, observation
described using opposites
Suggested Resources: Realia, pictures ,audio visual
Assessment Rubrics
Learner is able to construct simple Learner correctly constructs Learner constructs simple Learner constructs
sentences using the male and female simple sentences using the male sentences using the male and simple sentences using
forms for animals, with a lot of ease. and female forms for animals, female forms for animals, the male and female
Learner is ble to engage in a with ease with some difficulty forms for animals, with
conversation involving opposites of a lot of difficulty
animals
81

Listening Language Position and By the end of the sub strand,
and structure direction the learner should be able to:
Speaking and a) use simple prepositions
(HOH) functions Prepositions accurately to describe the
(Beside above, position, location and Learners could listen to 1. Where do you
Observing over, through, direction of things; and answer oral questions keep your
and Signing below, across, b) identify prepositions in from stories(HOH) books/cups.
(LWD) to, at) oral conversations Learners could pay 2. Where are the
(HOH); attention to and answer school toilets?
(6 lessons) identify prepositions signed questions from 3. Where do you
in signed stories(LWD) play?
conversations(LWD), Learners could
c) appreciate use of demonstrate various
prepositions to describe positions involving the
the position and location prepositions learnt (work
of people, places and in groups)
things. In pairs, learners could
construct sentences orally
using pre-positions
Learners could sing short
songs/rhymes or play
language games
containing the
prepositions(HOH)
Learners could sign sing
short songs/rhymes or play
language games
containing the prepositions
(LWD)
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story containing
prepositions(HOH)
Learners could pay
attention to a story
containing
prepositions(LWD)
Core Competences to be developed: Communication and collaboration, Self efficacy,digital literacy
Link to PCIs: Citizenship (social cohesion), Life skills (effective Link to Values: Sense of responsibility especially, in
communication) regard to how we place objects and where we position
ourselves, obedience, respect.
Links to other subjects : Environmental activities Suggested Community Service Learning activities:
Learners can help members of the community to keep
themselves and objects safe.
Suggested non-formal activity to support learning: Learners can place Suggested assessment: Oral(HOH)/ signed
objects at different points in relation to the prepositions learnt (LWD)questions, portfolio, observation
Learners can describe the location of various things in their home and school
environment
Suggested Resources: Realia, flash cards, pictures, audio-visual
Assessment Rubric
Learner recognizes and uses simple Learner sometimes recognizes Learner rarely recognizes and
prepositions to describe the position, and uses simple prepositions uses simple prepositions to
location and direction of objects to describe the position, describe position, location and
correctly most of the time. location and direction of direction of objects correctly.
objects correctly.
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question(s)
Listening Language Environment By the end of the sub strand,
and structure (Taking a the learner should be able to:
Speaking and Walk) a) use a, an and the Learners name objects in the 1. What items

(HOH) functions a, an and the correctly in school environment and attach and animals
conversations; appropriate articles to them do you see in
Observing (6 Lessons) b) identify and discuss things
Learners observe objects in a school?
and Signing in the environment using picture and use correct articles
(LWD) articles correctly in Learners engage in question
longer conversations; and answer dialogues to
c) appreciate the use of discuss about some
articles in effective objects/items in the
communication. neighborhood using the
correct articles
Learner listens to a story,
poem or text containing a, an
and the
Learner pays attention to a
story, poem or text containing
a, an and the
Core Competences to be developed: Communication and collaboration; Self-efficacy,digital literacy
Link to PCIs: Life skills -effective communication; ESD- environmental Link to Values: Respect, Responsibility, Unity
education.
Links to other subjects: All subjects Suggested Community Service Learning
activities: Learners could share and compare how
people and objects are referred to in their
communities.
Suggested non-formal activity to support learning: Learners can name/sign Suggested assessment: Oral (HOH)/signed
discuss the things that they use during play. (LWD)questions, portfolio, observation
Suggested Resources: flashcards,charts,realia,audio-visuals
84
Assessment Rubric
Exceeding Meeting Expectations Approaching Expectations Below expectations
Expectations
Learner always Learner identifies and Learner sometimes identifies and uses Learner rarely identifies and uses the
identifies and uses the uses the articles a, an the articles a, an and the in articles a, an and the in
articles a, an and the and the conversations conversations correctly conversations correctly.
in long conversations correctly most of the
correctly. time.
Listening Language Technology By the end of the sub strand, the

and Speaking structure learner should be able to:
(HOH) and Possessives a) use possessives correctly to
Learners could role
1.Whose pen is this?
functions Mine, yours, show ownership; play ownership of
Observing ours, hers, b) recognize the correct use of
items and objects
and Signing his possessives in oral/signed;
In pairs/ small
(LWD) communication, groups, learners
(6 Lessons) c) enjoy asking and answeringcould construct
questions about technologysentences using
using possessives. possessives based on
the role play
Learners could
discuss the things
that they/ their
parents/guardians/
own, using
possessives
Core Competences to be developed: Communication and collaboration, Self efficacy,digital literacy
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Link to PCIs: Citizenship -social cohesion; Life skills -effective Link to Values: Respect for peoples
communication; service learning and parental engagement property,Unity, Responsibility (ownership of items
and objects)
Links to other subjects : Environmental activities Suggested Community Service Learning
activities: Sharing ideas on technology with those
who are not well informed.
Suggested non-formal activity to support learning: Learners can talk about Suggested assessment: Oral(HOH)
the things that their guardians/ parents own. /signed(LWD)questions, portfolio, observation
Sugggested Resources: Realia, pictures, audio-visual (to be in sign language)
Assessment Rubric
Learner always uses possessives Learner uses possessives Learner sometimes uses Learner rarely uses
correctly to show ownership of correctly to show ownership of possessives correctly to show possessives correctly to
different objects and relationships. different objects and ownership of different objects show ownership of
relationships. as well as relationships. different objects and
relationships.
Strand Sub strand Specific learning Suggested learning Key inquiry

Listening and Language Cultural By the end of the sub
Speaking(HOH) structure and Activities strand, the learner
functions should be able to:
Observing and Wh questions a) ask questions using Learners could role 1. When do you wake
Signing(LWD) What, where, what, when play activities that up?
when, whose whose and where lead to the use of
correctly to get what, where, when, 2. Whose pen is this?
(6 Lessons) information about whose
simple ceremonies Learner could answer 3. Where is your
like a wedding; questions on What, home?
b) use what, when, where, when, whose
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where and whose to appropriately
denote, object, time, Learners could
place and ownership, engage in meaningful
c) appreciate the use of question and answer
what, where, when dialogues using what,
and whose to seek where, when, and
information. whose in pairs/small
groups
Learners could take
part in games that
allow them to ask
questions using the
wh- words
Sing/recite/short
poems to practice the
use of what, where,
when and whose
(HoH)
sign short poems to
practice the use of
what, where, when
and whose (LwD)
Listen to a text
containing what,
where, when, whose
(HoH)
observe a signed text
containing what,
where, when, whose
(LwD)
Core Competences to be developed: Communication and collaboration; Self efficacy,digital literacy
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Link to PCIs: Citizenship (social cohesion); Life skills (effective Link to Values: Unity (dialogues)
communication)
Links to other subjects : Environmental activities and Kenyan Sign Suggested Community Service Learning
Language activities: Learning from community about our
culture
Suggested non-formal activity to support learning: Learners act out cultural Suggested assessment: Oral(HOH)/signed(LWD)
activities during play. questions, portfolio, observation
Suggested Resources: Pictures, flip chart, audio-visual devices. Teache/learner demonstration.
Assessment Rubric
The learner always frames questions The learner frames questions The learner sometimes frames The learner hardly
correctly to get information using what, correctly to get information questions correctly to get frames questions
where, when and whose. using what, where, when and information using what, correctly to get
whose most of the time. where, when and whose. information using what,
where, when and whose.

Strand Sub Theme Specific learning Suggested learning experiences Key inquiry
strand outcomes question(s)
Listening and Language Child labour By the end of the sub
Speaking(HOH) structure strand, the learner
and Describing should be able to:
Observing and functions words (size, a) use describing Learners could group objects 1. Which of these
Signing (LWD) colour, shape) words in relation in terms Size-(big/small), items are
to size, colour and colours - ( red, orange, yellow, bigger?
(6 Lessons) shape; green, blue, black, white, pink,
b) identify different purple, grey), and number
colours of objects Learners could describe objects
found in the in the classroom using size,
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environment; colour and number 2. Which of these
c) appreciate the use Learners could colour pictures items are
of colour, size of various objects smaller?
,shape and Learners could identify things
number to discuss in the environment that have
child labour. different colours 3. What colour are
Learners could construct they?
sentences in pairs using the
different objects, and identify
their number.
Learner could colour different 4. How many are
shapes of objects and describe they?
them appropriately
Learner could listen to a text
(HOH) 5. What do they
Learner could pay attention to look like?
a signed text containing 1.
describing words(LWD) 2.
Core Competences to be developed: Communication and collaboration; critical thinking and probelm solving,digital literacy
Link to PCIs: Life skills -effective communication; Citizennship- child Link to Values: Respect (for diversity in colour),
care and protection Responsibility (colouring of pictures of various objects)
Links to other subjects : Mathematics, Kenyan Sign Language Suggested Community Service Learning activities:
(describing words) Learners can help community to understand
disadvantages of child labour.
Suggested non-formal activity to support learning: Describe objects Suggested assessment: Oral(HOH)/(LWD)signed
in their homes questions, portfolio, observation
Suggested Resources: realia, flashcards, audio visual
89
Assessment Rubric
Learner always uses accurate Learner uses accurate Learner sometimes uses Learner uses a lot of
descriptions for the size, colour and descriptions for the size, colour inaccurate descriptions for the inaccurate descriptions
shapes of objects. and shapes of objects most of size, colour and shapes of for the size, colour and
the time. objects. shapes of objects.
Strand Sub Theme Specific learning Suggested learning experiences Key inquiry
strand outcomes question(s)
Listening and Language Caring for By the end of the sub
Speaking(HOH) structures others strand, the learner should
and be able to:
Observing and functions Conjunctions a) use conjunctions to Learners could group items
1. Why was the
Signing (LWD) and but join words and short and discuss about them using baby crying?
because sentences during in a the conjunction and 2. Who was
(6 Lessons) conversation; Learners could contrast playing hide and
b) use conjunctions to objects or people in the find?
discuss caring for theclassroom using but in
sick, hungry, the pairs/small groups
elderly and people Sing and recite poems (HOH)
with special needs; sign poems (LWD)
c) appreciate the Listen to a story and answer
differences in people oral/verbal questions (HOH).
and things in their Pay attention to a story and
environment. answer signed questions
(LWD).
Core Competences to be developed: Communication and collaboration; Self-efficacy; Creativity and imagination
Link to PCIs: Citizenship-Diversity, Life skills Effective communication; Link to Values: Love, Patriotism, Unity, Respect,
ESD-poverty eradication. Responsibility
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Links to other subjects: Mathematics, Religious education and in the area of d) Suggested Community Service Learning
addition using conjuctions. activities: Make time to care for the sick,
hungry, the elderly and people with special
needs.
Suggested non-formal activity to support learning: Cconstruct sentences Suggested assessment: Oral(HOH) /signed(LWD)
using: and, because, but. questions, portfolio, observation
Suggested Resources: Pictures, audio-visual devices, realia
Assessment Rubric
ExceedingExpectations Meeting Expectations Approaching Below expectations
Expectations
Learner consistently uses conjunctions Learner uses conjunctions to join Learner uses conjunctions to Learner has a lot of
to join words correctly in simple words correctly in simple join words correctly in difficulty using
sentences during a conversation. sentences during a conversation. simple sentences, with some conjunctions to join
difficulty, during a words correctly in simple
conversation. sentences during a
conversation.
experiences
2.0 Reading 2.1 Pre-reading By the end of the sub strand,
the learner should be able to:
No. of Lesssons: a) demonstrate appropriate Learners could practice 1. How should you sit when
4 posture in preparation for sitting in the appropriate you are reading?
reading/signing; posture, hold a book in the
b) learner applies word right position and turn the 2. How should you hold
identification techniques pages carefully while your book when you are
while reading; reading. reading?
c) appreciate the importance of Through role play and
positioning materials language games, learners
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appropriately while reading. could practise focusing on a
specific line or sentence
while reading and track print
through finger pointing as
modeled.
Learners watch a video clip,
look at posters, pictures and
drawings of correct
positioning of reading
materials and then respond
to questions from the teacher
and peers.
Core Competences to be developed: Communication and collaboration; Critical thinking and problem solving through rearranging
objects, Digital literacy.
Link to PCIs: Life skills (Effective communication, self- Link to Values: Responsibility, Unity, Respect.
awareness, sitting in an appropriate posture)
Links to other subjects: Links to all subjects in general because it Suggested Community Service Learning activities: Helping
is important to maintain the right posture and position materials in community members to adapt appropriate postures and good
the right way while reading. habits that maintain books for long.
Suggested non-formal activity to support learning: Learners Suggested assessment: Oral (HOH)/signed (LWD) questions,
should practice appropriate sitting posture and positioning of portfolio, observation
reading materials in mock sessions with peers.
Suggested Resources: pictures, charts, videos, teacher pupil demonstration
Assessment Rubric
Exceeding Expectations Meeting Expectations Approaching expectation Below Expectation
Learner consistently Learner correctly identifies words Learner sometimes identifies Learner hardly identifies
identifies words correctly correctly as they read most of the time. words correctly as they read words correctly as they
as they read read
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2.0 Reading 2.2 Letter sound By the end of the sub strand,
knowledge the learner should be able to:
(Phonic reading) a) recognise and name letters Learners could be engaged in 1. How do we sound
and their sounds in looking at printed or digital various letters?
No. of Lessons: 6 preparation for reading letter card to help them 2. How can we join
(HoH), recognise and name letters of sounds to read words?
recognise and fingerspell the alphabet and their sounds
letters and their hand (HoH).
shapes in preparation for Learners could be engaged in
reading(LwD), looking at printed or digital
b) join sounds to read words letter card to help them
with letter sound recognise and fingerspell
correspondence in letters of the alphabet and
preparation for their hand shapes (LwD).
reading(HoH) Learners could take part in
join letters to read words word building activities using
with letter sign pocket charts, print and digital
correspondence in flash cards, etc.
preparation for Learners could take part in a
reading(LwD), fishing game, identifying
c) appreciate the specific spoken words, play
correspondence between rhyming games, singing
spoken words and written rhyming songs and reciting
words in various contexts rhyming poems (HoH).
(HoH). Learners could take part in a
appreciate the fishing game, identifying
correspondence between specific signed words, play
signed words and
written words in rhyming games, sign sing
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various context rhyming songs and sign
(LwD) rhyming poems (LwD).
Sounds for review
m, a, t, e, s,l, p, f
i, n, h, o,
In groups, learners could look
b, r, u, g
d, w, j, c,
for more words without
y, letter- sound correspondence
Letter patterns in a given text (HoH).
ch, sh,
wh, ng, th
cvc-e In groups, learners could
-ore look for more words
l blends beginning (fl, gl)
without letter sign
-er-, -ir-, -ur-, -or- middle
-oy correspondence in a given
-or text (LwD).
s blends word initial (sk, sc)
oi (in cvc) Learners could read grade
-ore level vocabulary in oral
th, -ow (HoH)/signed (LwD) and
nk nd nt written text.
oa sound
oo (in cvc)
ou (cvc)
r blends word initially:-tr-, br
-ew
l blends word initially:-gl,cl,fl,sl,bl
l blends word initial-gl, cl, fl, sl, bl
-er word ending (make verb a
noun)
Deaf learners to fingerspell the
letters
Core Competences to be developed: Digital literacy, Communication and collaboration is enhanced through group and pair
94

activities.
Link to PCIs: : Life Skills (learner develops self-esteem and Link to Values: Respect, Responsibility (taking part in
confidence as their reading competence improves) fishinng game), Unity (working in groups)
Links to other subjects :Languages, Nutrition and Hygiene Suggested Community Service Learning activities: Visiting
older citizens and helping them with reading.
Suggested non-formal activity to support learning: Learners are Suggested assessment: Oral (HoH)/ Signed (LwD) questions,
given take home charts to read with their parents. portfolio, observation
Suggested Learning Resources: Word slides, word wheels, realia, charts, pictures/ photographs and models of blends, audio-visual
recordings of consonant blends. (Visual recordings to be in sign language).
Assessment Rubric
Exceeding Expectations Meeting Expectations Approaching Expectation Below Expectation
Learner consistently names Learner names letters and their Learner names letters and their Learner names letters and
letters and their sounds and sounds and joins sounds to read sounds and joins sounds to read their sounds but struggles to
joins sounds to read words words with letter- sound words with letter- sound join sounds to read words
with letter-sound correspondence most of the time correspondence with some with letter- sound
correspondence (HoH). (LwD). difficulty (HoH). correspondence (HoH).
Learner consistently Learner fingerspells letters and Learner fingerspells letters and Learner fingerspells letters
fingerspells letters emphasizing their shapes and joins them to their shapes and joins them to and their shapes but
on their handshapes and joins read words with letter- shape read words with letter- shape struggles to join them to read
them to read words with letter- correspondence most of the time correspondence with some words with letter- shape
shape correspondence (LwD). (HoH). difficulty (LwD). correspondence (LwD).
95

experiences
Reading 2.3 Word reading By the end of the sub strand, the
learner should be able to:
Word Signing a) read more complex grade Learners could recognise 1. How do you try to read
5 lessons level vocabulary without letter and read more short words new words?
sound correspondence in as modeled, in groups, pairs
different formats (HoH); and individually through
read more complex grade various word attack skills
level vocabulary without such as look and say/sign,
letter sign correspondence exposure, context clues etc.
in different formats Learners could play word
(LwD). ladder game by placing
b) read a decodable text words on top of one another
containing non-decodable as they pronounce words or
words fluently; listen to audio/visual
c) enjoy reading grade level recording of words without
vocabulary in a variety of letter sound/letter shape
genres. correspondence
story read by the teacher and
identify words as instructed
by the teacher (HoH)
Learners could pay attention
to a signed story read by the
teacher and identify words
as instructed by the teacher
(LwD)
Learners could read words
without letter sound
correspondence from either
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print or digital stories.
Learners could recite
poems, read texts for
information and enjoyment
(HoH)
Learners could sign poems,
read texts for information
and enjoyment (LwD)
Core Competences to be developed: Communication and collaboration and self-efficacy are developed, through group work,
reading activities and games.
Link to PCIs: : Life skills (Effective communication, confidence Link to Values: Unity, Respect, Responsibility
and self-esteem are developed through reading)
Links to other subjects: All subjects require that learners read Suggested Community Service Learning activities: Helping
words. members of the community to read English words that are
commonly used in the community.
Suggested non-formal activity to support learning: Use Suggested assessment: Oral questions, portfolio, observation
available reading resources at home e.g. newspapers to pick out
words which can be easily read.
Suggested Learning Resources: Story books, poems ,newspaper cutting on childrens stories
Assessment Rubric
Exceeding Expectations Meeting Expectations Approaching expectation Below expectation
Learner consistently applies a Learner applies a variety of Learner occasionally/applies Learner rarely applies skills to
variety of skills to read a wide skills to read a wide range some skills to read a wide range read more words without letter
range of words without letter of words without letter of words without letter sound sound/letter sign
sound correspondence correctly. sound correspondence correspondence correctly (HoH). correspondence correctly.
(HoH) correctly (HoH).
Learner consistently applies a Learner applies a variety of Learner occasionally/applies Learner rarely applies skills to
variety of skills to read a wide skills to read a wide range some skills to read a wide range read more words without letter-
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range of words without letter of words without letter sign of words without letter sign sign correspondence correctly
letter sign correspondence correspondence correctly correspondence correctly (LwD). (LwD).
correctly (LwD). (LwD).
Reading 2.4 Connected By the end of the sub strand,
text reading the learner should be able to:
a) observe basic punctuation Learners could read aloud as 1. What do you do
marks as they read; modeled in groups, pairs and sometimes when you
b) read 10-15 words accurately individually and pick out start to read and stop in
per minute from a text; decodable (phonic) and non- the middle because you
c) read a text transitioning decodable words (sight words) cannot continue?
from word by word to from print and digital texts in
phrasal reading; response to picture, video or 2. What do you do if you
d) appreciate reading simple, animation prompts (HOH). cannot read a word?
short narratives and Learners could sign read clearly
informational texts in a as modeled in groups, pairs and 3. How can you read many
variety of genres. individually and pick out words in a given text?
decodable (phonic) and non-
decodable words (sight words)
from print and digital texts in
response to picture, video or
animation prompts. (LWD)
Learners could read simple
digital texts for enjoyment and
information
Learners could read while
observing commas, full stops
and question marks in pairs.
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Learners could practise reading
unfamiliar sentences containing
decodable and non-decodable
words from printed text, charts,
tablets, mobile phone, laptops,
computers or overhead projector.
Core Competences to be developed: Communication and collaboration are developed through group discussions.
Digital literacy is enhanced through interaction with multimedia and accomplishing of reading tasks using ICT.
Link to PCIs: : Life skills (Effective communication, through Link to Values: Unity, Respect, Responsibility
reading)
Links to other subjects: Link to all subjects because learners read Suggested Community Service Learning activities:
words in all the other subjects. Reading stories for those who cannot read
Suggested non-formal activity to support learning: Watch the Suggested assessment: Oral (HOH)/signed (LWD) questions,
television or use newspapers and magazines to pick out words portfolio, observation
which can be easily read.
Suggested Learning Resources: Realia, flash cards, pictures/ photographs and , audio-visual recordings of words without letter
sound correspondence
Assessment Rubric
Learner consistently reads a text Learner reads a text Learner reads a text Learner reads a text
transitioning from word to phrases fluently transitioning from word to transitioning from word to transitioning from
phrases fluently most of the phrases with some difficulty word to phrases
time. with a lot difficulty
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question(s)
Reading 2.5 By the end of the sub strand,

Comprehension the learner should be able
to:
a) make predictions and In pairs, learners could 1. How can we
anticipate possible comprehend information through predict how a
outcomes of a story; looking at pictures and title of a story will end?
b) identify the people or text/predict and say what will
animals, where action happen in the story.
takes place or the In pairs and groups, learners 2. How can we tell
information in a text for could discuss where the action is where events
comprehension; taking place, who is involved, have taken
c) use common context using clues from pictures and the place?
clues to increase; text. 3. How we tell the
comprehension of a text, Learners could be guided to get characters in a
d) answer simple direct meaning of words and respond story?
and indirect questions orally (in pairs or groups) to
based on a text they questions based on a text they
have read; have read (poem, story)
e) enjoy discussing a text Learners could interact with a
they have read. printed or digital text, and follow
a signed story and locate
sentences (in pairs or groups)
containing answers to direct
questions, for information and
enjoyment
Learners could track text using
their fingers
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Core Competences to be developed: Communication and collaboration will be achieved through group and pair activities. Critical
thinking will be developed by responding to questions, observation of pictures and use of context clues to predict happenings in the
story.
Digital literacy developed as the learners interact with digital devices.
Link to PCIs: ESD-animal welfare ; all other PCIs where Link to Values: Respect, Responsibility, Integrity
applicable
Links to other subjects: Links with all subjects since learners will Suggested Community Service Learning activities: Share
apply context clues to comprehend and respond to questions in ideas from what has been read with those who cannot read.
those subject areas.
Suggested non-formal activity to support learning: Learners Suggested assessment: Oral (HOH)/signed (LWD) questions,
could pay attention to stories from their parents/guradians and then portfolio, observation
re-tell them when they get to school.
They could also retell stories they have watched over the
television or, read in newspapers, visit a library, interact with
digital materials
Suggested Learning Resources: Realia, charts, posters and audio visual materials on direct and indirect questions.
Assessment Rubric
Learner makes accurate Learner makes predictions, Learner makes predictions, answers Learner makes predictions,
predictions, answers answers questions based on questions based on the text and answers questions based on
questions based on the text the text and makes a simple struggles to make a simple summary of the text and is not able to
and makes a simple summary of the text the text make a simple summary of
summary of the text the text
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experiences
3.0 3.1. Pre- Writing By the end of the sub strand,
Writing the learner should be able to:
a) demonstrate appropriate Learners are shown how to 1. Why do we write from
posture while writing; sit appropriately and position left to write?
b) share ideas about the writing the exercise book correctly.
materials they know; Learners practice using 2. Why is it important to
c) appreciate the importance of appropriate writing write legibly?
positioning writing materials materials, how to hold
appropriately while writing. pencils correctly and write 3. Why is it important to
from the left to right, with place materials correctly
the teachers guidance. while writing?
Learners demonstrate
different sitting positions in
small groups and in pairs.
Learners draw
patterns/shapes and trace
dotted lines to make words.
Core Competences to be developed: Communication and collaboration; Self-efficacy; Critical thinking and problem solving.
Link to PCIs: Life skills-self awareness(body posture Link to Values: Responsibility, Respect, Integrity
while reading)
Links to other subjects : All subjects Suggested Community Service Learning activities: With guidance from
parents/guardian, work with less fortunate children to join dots on a piece
of paper that stand for different words. The learners should then join the
dots and share with the teacher the dots they have joined to make words.
Suggested non-formal activity to support learning: Suggested assessment: Oral(HOH)/signed(LWD) questions, portfolio,
Participating in poetry recitation contests observation
Suggested Learning Resources: Realia, charts, posters on different.sitting positions in readiness for writing.
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The learner is able to exhibit appropriate The learner is able to: exhibit With assistance, the learner The learner is unable to sit
body posture while writing, is aware of a appropriate body posture while is able to sit properly while properly while writing,
variety of writing materials, holds and writing, hold and position writing writing, hold and position hold or position writing
positions writing materials appropriately, materials appropriately, and writing materials materials appropriately.
maintains focus and follows lines when maintain focus and follows lines appropriately. Maintains Cannot maintain focus or
writing. when writing. focus sometimes and follows follow lines when writing.
lines when writing.
Strand Sub strand Specific learning Suggested learning Key inquiry question(s)
outcomes experiences
Writing 3.2 Handwriting By the end of the sub
strand, the learner should
be able to:
a) demonstrate legible Learners could copy letters 1. Why is it important to
handwriting for of the alphabet, letter shape letters well?
effective patterns and words as
communication; modelled. 2. Do you consider to be a
b) appreciate the Learners could be guided on good handwriting?
importance of writing correct letter formation by
legibly for different copying sentences from
purposes. models, charts, flash cards
and the chalkboard
Learners could observe peer
demonstrations of well-
shaped letters.
Learners could draw, label
objects, practise writing
their names from left to right
and use a digital device to
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see correct letter formation.
Core Competences to be developed: Creativity and imagination, self efficacy, critical thinking and problem solving
Link to PCIs: Citizenship- social cohesion ; Learner support Link to Values: Responsibilty (copying letters), Respect
programme-peer demonstration
Links to other subjects: Links to note- taking in all subjects. Suggested Community Service Learning activities:
Supporting those who cannot write neatly to improve their
handwriting
Suggested non-formal activity to support learning: The learners Suggested assessment: Oral (HoH)/ signed (LwD) questions,
should then join letters and show friends and family. Show the portfolio, observation
teacher the work that has been done.
Suggested Learning Resources: Realia, charts, posters on handwriting.
Assessment Rubric
Learner consistently writes letters Learner writes letters and words, With assistance, learner writes Learner unable to write
and words, whose forms are legible whose forms are legible in terms letters and words, whose forms letters and words,
in terms of size and shape. of size and shape most of the are sometimes legible in terms of whose forms are
time. size and shape. legible in terms of size
and shape
Strand Sub strand Suggested learning outcomes Suggested learning experiences Key inquiry question(s)
3.0 3.3 Spelling By the end of the sub strand, the
Writing (HoH) learner should be able to:
Fingerspelling a) spell/fingerspell and write the Learners could listen and 1. Why is it important to
(LwD) words learnt in the vocabulary repeat words as modeled, spell/fingerspell words
lesson correctly for effective name the letters that make a correctly?
communication, word and write the word
b) appreciate the importance of legibly and correctly. 2. Why should we write
writing words clearly, legibly Learners could observe and legibly, correctly and
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and correctly for different repeat words as modeled, clearly?
purposes. name the letters that make a
word and write the word
legibly and correctly.
Learners could re-arrange
jumbled letters to make four
to five- letter words, in
pairs/groups.
Learners could use a letter
box to make more words.
Learners could engage in gap
filling exercise, to make
sensible words- first in pairs,
then individually.
Learners could check
spelling of words from
pictorial and digital
childrens dictionary, and use
a locally assembled jig saw
puzzle to make more words.
Core Competences to be developed: Communication and collaboration; Creativity and imagination; Self- efficacy.
Link to PCIs: Life skills; Citizenship-social cohesion Link to Values: Responsibility, Respect
Links to other subjects: Links to note- taking in all subjects. Suggested Community Service Learning activities: Visiting
the community and helping them write words.
Suggested non-formal activity to support learning: Helping Suggested assessment: Oral(HOH)/signed(LWD) questions,
peers to improve their hand writing portfolio, observation
Suggested Learning Resources: Realia, charts, posters on neatly written words.
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Learner always spells a range Learner spells words correctly, Learner spells some dictated The learner has difficulty
of dictated words correctly, orally and in writing, and uses them words correctly, orally and in to spell/fingerspell and
orally and in writing, and to make simple sentences most of writing and occasionally uses write dictated words
often uses them to make the time(HOH) them to make simple correctly and rarely uses
simple sentences(HOH). sentences(HOH). them to make simple
sentences(HOH).
Learner always fingerspells a
range of dictated words Learner fingerspells words Learner fingerspells some The learner is not able to
correctly, through signing correctly, through signing and in dictated words correctly,through fingerspell and write
and in writing, and often uses writing, and uses them to make signing and in writing and dictated words correctly
them to make simple(LWD) simple sentences most of the occasionally uses them to make and rarely uses them to
sentences. time(LWD). simple sentences(LWD). make simple
sentences(LWD).
experiences
Writing 3.4 By the end of the sub strand, the
Punctuation learner should be able to:
a) recognise appropriate punctuation Learners are shown capital 1. When do we use capital
marks in a text; and the small letters. letters?
b) use full stops, capital and small Learners engage in practice
letters, question marks and exercises on how to write 2. When do we use small
exclamation marks correctly; using capital and the small letters?
c) appreciate use of capital letters, letters correctly.
small letters, full stops, exclamation In pairs then individually,
marks and question marks in learners could practicese
writing. writing their names.
Learners look at wall charts
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chalk board, digital and
print resources, displaying
writing with the full stop,
question mark and
exclamation marks.
Core Competences to be developed: Communication and collaboration; Creativity and imagination; Self-efficacy.
Link to PCIs: : Citizenship- social cohesion Link to Values: Unity , Respect, Love
Writing for those who cannot write.
Suggested non-formal activity to support learning: The learners Suggested assessment: Oral(HOH)/signed(LWD) questions,
should identify sentences with question marks, exclamation marks and portfolio, observation
full stops from different sources. They should bring them and share
them with their classmates and the teacher.
Suggested Learning Resources: Realia, charts, posters on different punctuation marks.
Assessment Rubric
ExceedingExpectations Meeting Expectations Approaching Expectations Below
Expectations
The learner is able to recognise and use The learner is able to With assistance the learner is The learner is
punctuation marks, capital and small letters recognise and use able to recognise and use has difficulty to
correctly in a sentence. punctuation marks, capital punctuation marks, capital and recognise and
He/she is also able to use them in a short and small letters correctly in small letters correctly use punctuations
paragraph a sentence marks
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a) write words from a prompt to Learners could respond to the 1. Why is it important to
demonstrate mastery of prompts presented to them and write write words in the
vocabulary; the words correctly. correct order?
b) recognise the correct form and Learners could fill in the gaps
meaning of the words to be correctly 2. Why is it important to
used in filling in gaps; Learners could re-arrange words to guess the meaning of
c) appreciate the importance of make short phrases and sentences. something?
writing correct meaningful Learners could write meaningful
words, phrases and sentences. sentences in pairs from simple
substitution table.
Learners could match pictures with
words and simple sentences.
Learners could respond to a prompt
and write paragraph of 3-4
meaningful simple sentences on a
familiar topic.
In groups, learners could re-order
jumbled up sentences to logical
order and write two coherent
paragraphs of about 5-10
sentences.
Learners could write meaningful
sentences and paragraphs with the
guidance of the teacher.
Core Competences to be developed: Communication and collaboration through working in groups
Link to PCIs: Life skills-Effective Communication Link to Values: Responsibity, Unity
Help other peers with guided writing.
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Suggested non-formal activity to support learning: Visiting a library Suggested assessment: Oral(HOH)/signed(LWD)
in the community questions, portfolio, observation
Suggested Learning Resources: Realia, slate and stylus, writing machine
Assessment Rubric
ExceedingExpectations Meeting Expectations Approaching Below Expectations
Expectations
Learner writes sentences from prompts Learner writes sentences from a With assistance, learner Learner hsa difficulty
and fills the gaps using correct words. prompt and fill the gaps using writes sentences using a writing sentences using a
He/she is also able to write a short correct words prompt and fills in gaps prompt
paragraph based on a prompt correctly
Suggested Learning Resources

Word processors, charts, posters, video resources, tablets, multimedia word lists, letter cards, digital and printed stories, whiteboards,
television, poems and songs, pictures and photos, newspapers, word wheel, word slides, encyclopedia, flash cards, newspaper
cuttings, course books, flip charts, drawings, teacher/ pupil demonstrations, dictionaries, pictures, illustrations, web resources, class
readers, desktop computer, radio, mobile phone, chalk board, white board, text books etc
109
GRADE 3
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KEY:
HoH Hard of Hearing
LwD Learners who are Deaf
GRADE 3
1.0 Listening and 1.1 Attentive By the end of the sub
Speaking Listening strand, the learner should
(HoH) (HoH) be able to:
Paying a) listen attentively during Learners could be guided to 1. What can we tell from
Observing attention a conversation; practise correct sitting posture peoples faces and
and (LwD) Pay attention during in groups and pairs hand movements as
signing(LwD) a Learners could engage in they talk?(HoH) ?
conversation(LwD), drama to practice good eye What can we tell
b) respond to simple contact, appropriate facial from peoples
specific three- expressions and gestures in faces and hand
directional instructions small groups and in pairs. movements as
in oral communication Learners could identify key they sign?(LwD)
(HoH); sounds, key words and phrases 2. Why do you look at
respond to simple for effective oral someones face as
specific three- communication(HoH) they speak? (HoH)
dimensional Learners could identify key Why do you look
instructions in letters, key words and phrases at someones face
signed for effective signed as they
communication communication(LwD) sign?(LwD)
(LwD) Learners could respond to
c) appreciate the instructions through actions, 3. What is the
importance of listening orally and in writing (HoH). importance of
attentively for effective; Learners respond to listening attentively?
communication(HoH), instructions through actions, (HoH)
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appreciate the signing and in writing (LwD). What is the
importance of paying Learners practise in small importance of
attention for effective groups and pairs to allow paying
communication(LwD). others to speak without attention?(LwD)
interrupting (HoH).
Learners practise in small
groups and pairs to allow
others to sign without
interrupting (LwD).
Learners demonstrate and
interpret facial expressions
and gestures as seen from
posters, pictures,
demonstration, and role play.
Learners take turns during
group and pair work.
Learners mime or recite poem
using both verbal and non-
verbal communication (HoH).
Learners mime or sign poem
using signed communication
(LwD).
Core Competences to be developed: Communication and Collaboration will be achieved through pair and group work involving use
of familiar body language such as facial expressions and gestures,digital literacy.
Link to PCIs: Life skills especially the interpretation and use of body Link to Values: Respect, Responsibility
language appropriately for effective communication.
Citizenship and life skills through moral values in the stories narrated and
re-told by the learner.
Links to other subjects: Linked to attentive listening/ paying attention Suggested Community Service Learning
in all the subjects in the school curriculum. activities:Share some gestures and facial expressions
learnt with friends and family and find out whether there
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are others to be learnt.
Suggested non-formal activity to support learning: Interact with peers Suggested assessment: Oral questions(HoH)/signed
in the community using common gestures and facial expressions. questions(LwD), portfolio, observation
Suggested Learning Resources: Pictures , photos, audio visual illustrations of attentive listening.(visuals should be in sign
language)
Assessment rubrics
Exceeding expectations Meeting Approaching Below expectations
expectations expectations
Learner is able to listen Learner is able to Learner has some Learner has a lot of difficulty listening
attentively during a listen attentively difficulty to listen attentively during a conversation making
conversation and during a conversation attentively during a it hard to respond correctly to simple,
responds correctly to and responds correctly conversation making it specific three-directional instructions in
simple, specific three- to simple, specific hard to respond oral communication(HoH)
directional instructions three- directional correctly to simple, Learner has a lot of difficulty in paying
in oral communication instructions in oral specific three- attention during a conversation making it
(HoH). communication directional instructions hard to respond correctly to simple,
Learner is able to pay (HoH). in oral communication specific three-directional instructions in
attention during a Learner is able to pay (HoH). signed communication(HoH)
signed conversation attention during a Learner has some
and responds correctly signed conversation difficulty in paying
to simple, specific and responds correctly attention during a
three- directional to simple, specific signed conversation
instructions in signed three- directional making it hard to
communication(LwD). instructions in a respond correctly to
signed simple, specific three-
communication(LwD). directional instructions
in signed
communication(LwD).
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Strand Sub strand Specific learning outcomes Suggested learning Key inquiry
Listening and Pronunciation By the end of the sub strand,
Speaking (HoH)/ the learner should be able to:
(HoH)/ Fingerspelling(LwD) a) recognise new words Learners could practise 1. Which sounds
Observing and The sounds practised used in the theme (s) to pronunciation of the form the
signing(LwD) during pronunciation will acquire a range of vocabulary and talk about following
help learners get familiar vocabulary; activities related to the words?(give
with the b) pronounce the vocabulary theme using the new examples of
vocabulary(HoH) related to the theme words(HoH). words learnt in
correctly for effective Learners could practice Grade 2)
The letters practised communication(HoH); fingerspelling of the Which letters
during pronunciation will fingerspell the vocabulary and talk about form the
help learners get familiar vocabulary related to activities related to the following
with the the theme correctly theme using the new words?(give
vocabulary(LwD) for effective words(HoH). examples of
communication Learners could recite words learnt
Teach 2-3 consonant blends (LwD), rhymes, sing songs, in Grade 2)
per week, starting with c) appreciate the importance individually, in pairs or 2. How are these
sounds that have two of using vocabulary to words
groups using the vocabulary
consonants and moving communicate confidently pronounced?
progressively to sounds that
related to the theme.(HoH)
in various contexts. Learners could sign How are
have three consonants
(HoH). Sounds/letters:bl and br, ch rhymes,sign sing , these letters
and cl, dr and fl, fr and gl, cr individually, in pairs or signed?
Teach 2-3 consonant letters and pl, st and sn, wr and pr, groups using the vocabulary
per week, starting with sm and st, sl and st related to the theme.(LwD) 3. Which of these
letters that have two Sounds/letters: sw and sp, sp Learners could be guided to words have a
consonants and moving and thr, dr and gr, gr and use the vocabulary correctly similar
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progressively to letters that shr, dw and tw, nk and sq, ft through dramatisation and beginning/end
have three consonants and ct, lt and rd, lk and lf role play in the classroom, sound?
(LwD) Sounds: lm and mp, mb and use of realia, pictures, Which of
nt, nd and nch, nkl and pt, verbal or situational these words
nth and nd, rm, gh, ts and contexts and have a
ps, lf and rf synonyms(HoH) similar
Learners could be guided to beginning/en
spl - splash use the vocabulary correctly d letters?
spr -spray through dramatisation and
str -string role play in the classroom,
scr -scream use of realia, pictures, signs
or situational contexts and
synonyms (LwD)
Learners listen to the
vocabulary used in oral and
written sentences and use it
in their own sentences and
dialogues.(HoH)
Learners pay attention to
the vocabulary used in
signed and written sentences
and use it in their own
sentences and
dialogues(LwD)
In pairs and in groups,
learners play language
games, use tongue twisters,
and songs to practise
vocabulary(HoH)
In pairs and in groups,
learners play language
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games and sign sing to
practise vocabulary(LwD)
Learners interact with audio
material to listen to the
correct pronunciation of the
vocabulary.
Learners interact with visual
material to see the correct
letter handshape of the
vocabulary.
Learners access meaning of
vocabulary from pictorial
dictionaries and practice
them in sentences
individually, in pairs and/ or
groups.
Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy.
Link to PCIs: LifeSkills-Effecive communication Link to Values: Respect, Responsibility, Unity
Links to other subjects :All subjects because the consonant blends/letters Suggested Community Service Learning
appear in words across all subjects. activities: Find out if their friends are struggling
with difficult sounds and practice with them to
improve pronunciation
Suggested Non-formalactivity to support learning: Look for new words Suggested assessment: Oral (HoH)/signed(LwD)
with learnt sounds/letters in the sorrounding environment, at home or school. questions, portfolio, observation
Suggested Learning Resources: Picture and word cards with the consonant blends/letters, word wheels and audio/visual resources
that are available.
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Assessment rubrics
Exceeding expectations Meeting expectations Approaching Expectations Below Expectations
Learner is able to recognise and Learner is able to recognise Learner has some difficulty Learner has difficulty
pronounces new words used in the and pronounce new words recognising and pronouncing recognising and pronouncing
theme and applies them correctly used in the theme and applies new words used in the theme new words used in the theme
in relevant contexts(HoH). them correctly in relevant making it difficult to apply making it difficult to apply
contexts (HoH). them correctly in relevant them correctly in relevant
contexts (HOH). contexts (HoH)
Learner is able to recognise and Learner is able to recognise Learner has some difficulty Learner has difficulty
fingerspell letters in new words and fingerspell letters in new recognising and fingerspelling recognising and
used in the theme and applies them words used in the theme and letters in new words used in fimgerspelling letters in new
correctly in relevant applies them correctly in the theme and applies them words used in the theme
contexts(LwD). relevant contexts(LwD). correctly in relevant making it difficult to apply
contexts(HoH) them correctly in relevant
contexts (LwD)
Strand Sub strand Specific learning Suggested learning experiences Key inquiry
outcomes question(s)
Listening and 2.3 Vocabulary By the end of the sub
Speaking(HoH) The vocabulary strand, the learner
Observing and developed will be based should be able to:
signing(LwD) on the following a) recognise new words Learners could practise the 1. What other words
sounds/letters that have used in the theme (s) pronunciation of the have the same
been learnt in to acquire a range of vocabulary and talk about meaning as these
pronunciation. vocabulary and their activities related to the theme words?
Teach 2-3 words with meaning; using the new words(HoH) 2. How are these
consonant blends/letters b) demonstrate the Learners could practise the words
per week. understanding of new fingerspelling of the pronounced?
Sounds/letters:bl and words by applying vocabulary and discuss about How are these
br, ch and cl, dr and fl, them in relevant activities related to the theme words
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fr and gl, cr and pl, st contexts; using the new words(LwD) fingerspelt?
and sn, wr and pr, sm c) use the vocabulary Learners could recite rhymes, 3. How do you use
and st, sl and st learnt to sing songs, individually in these words in
Sounds/letters: sw and communicate pairs or groups using the sentences?
sp, sp and thr, dr and confidently in vocabulary related to the 4. How are these
gr, gr and shr, nk and various contexts. theme(HoH) words spelt/
sq, ft and ct, lt and rd, Learners could sign fingerspelt?
lk and lf rhymes,sign sing, individually
Sounds/letters: lm and in pairs or groups using the
mp, mb and nt, nd and vocabulary related to the
nch, nkl and pt, nth theme(LwD)
and nd, rm, gh, ts and Learners could be guided to
ps, and rf use the vocabulary correctly
through dramatization and role
spl - splash play in the classroom, use of
spr -spray realia, pictures, verbal or
str -string situational contexts and
scr scream synonyms(HoH)
use the vocabulary correctly
through dramatization and role
play in the classroom, use of
realia, pictures, signs or
situational contexts and
synonyms (LwD)
Learners could listen to the
vocabulary used in oral and
written sentences and use it in
their own sentences and
dialogues(HoH).
Learners could listen to the
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vocabulary used in signed and
written sentences and use it in
their own sentences and
dialogues(LwD).
In pairs and in groups, learners
could play language games,
use tongue twisters, sayings
and songs to practice
vocabulary(HoH).
In pairs and in groups, learners
could play language
games,sayings and signed
songs to practice
vocabulary(LwD).
Learners could interact with
audio material to listen to the
correct pronunciation of the
vocabulary(HoH).
Learners could interact with
visual material to pay attention
to the correct fingerspelling of
the vocabulary(LwD).
Learners could access meaning
of vocabulary from pictorial
dictionaries and
practise them in sentences
individually, in pairs and/ or
groups.
Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy.
Link to PCIs: Life skill-Effective communication Link to Values: Responsibity, Respect, Unity, Patriotism
Links to other subjects : All subjects because the vocabulary Suggested Community Service Learning activities:
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appear in all subjects. Comparing the sounds that are in local language and sharing
with them some sounds in English.
Suggested Non-formalactivity to support learning: Using Suggested assessment: Oral(HoH)/signed(LwD) questions,
riddles, puns and tongue twisters outside class. portfolio, observation
Suggested Learning Resources: Charts, word wheels, flash cards, word slides,laptops
Assessment Rubrics
Exceeding expectations Meeting expectations Approaching Expectations Below Expectations
Learner consistently Learner is able to recognise Learner has some difficulty Learner has a lot of difficulty
recognises and acquires and acquire new words used recognising and acquiring new words recognising and acquiring new
new words used in the in the theme and applies used in the theme making it difficult words used in the theme and
theme and applies them in them in the relevant to apply them in the relevant applies them in the relevant
the relevant contexts contexts correctly. contexts. contexts correctly
correctly.
Listening and 2.4. Language Subject- By the end of the sub strand,
Speaking(HoH) Structures verb the learner should be able to:
Observing and and Functions agreement a) construct sentences about Learners could 1. What is Sarah
signing(LwD) Activities at daily activities using observe pictures holding?
home and at subject-verb agreement showing singular and 2. What are the
school correctly; plural subjects and girls holding?
b) construct sentences on construct correct 3. What has Sarah
Time daily activities in relation sentences. done?
to when they take place; Learners could 4. What have they
c) recognise the correct use construct sentences on done?
of subject-verb agreement actions that have been
to form appropriate demonstrated by
sentences;
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d) appreciate the importance classmates in
of subject verb agreement pairs/small groups
to achieve effective Learners could
communication. construct sentences
using singular and
plural subjects for
things at home and
around their
environment like
animals and utensils
Learner could listens
to a story read by the
teacher or from
computing devices,
and respond to
questions based on the
theme time or
questions about time..
Core Competences to be developed: Communication and collaboration Working together in pairs and groups on sentences with
subject-verb agreement; Learning to learn Using subject verb agreement to construct sentences in contexts beyond the activity area;
Creativity and imagination Use of demonstrations and construction of sentences
Link to PCIs: Life skills-effective communication; ESD-environmental Link to Values: Responsibility, Respect, Unity
education, animal welfare
Links to other subjects :Links to all subjects because written and oral/signed Suggested Community Service Learning
communication all require constructions with subject and verb agreement. activities: Peer support on what has been learnt.
Suggested Non-formalactivity to support learning: Constructing sentences Suggested assessment: Oral(HoH)/signed(LwD)
with singular and plural subjects on actions that happen at home and the questions, portfolio, observation
surrounding environment.
Suggested Learning Resources: Realia, pictures and photos, digital resources
Assessment rubrics
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Exceeding expectations Meeting Expectations Approaching expectations Below expectations
Learner is always able to Learner constructs sentences and Learner has some difficulty Learner has alot of difficulty
constructs sentences and responds to questions using subject constructing sentences and constructing sentences and
responds to questions and verb agreement correctly. responding to questions responding to questions using
using subject and verb using subject and verb subject and verb agreement
agreement correctly. agreement correctly. correctly.
Listening and Language Sharing duties By the end of the sub strand,
speaking(HoH)/ structures and the learner should be able to:
and responsibilities a) use indefinite pronouns
Observing and functions to discuss about daily Learners could engage 1. Who has picked my
paying Indefinite activities at home and at in question and answer pen?
attention(LwD) pronouns: school; dialogues using 2. Who is in the
Nobody b) identify indefinite indefinite pronouns room?
Anybody pronouns in Learners could 3. Who can drink
Somebody communication about participate in language water?
home and school; games involving the
c) enjoy using indefinite use of the indefinite
pronouns in their day to pronouns
day communication. Learners could be
guided to practise oral
sentences using
indefinite pronouns in
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pairs and in
groups(HoH)
Learners could be
guided to practise
signed sentences using
indefinite pronouns in
pairs and in
groups.(LwD)
Learner listens to a
story read by the
teacher or from
computing devices,
and responds to
questions based on
indefinite
pronouns(HoH).
Learner pays attention
to a signed story read
by the teacher or from
computing devices,
and responds to
questions based on
indefinite
pronouns(LwD).
Core Competences to be developed: Communication and collaboration,digital literacy
Link to PCIs: Citizenship social cohesion through group work; Life Skills Link to Values:, Responsibility ; Respect (working
Effective communication ; ESD- Environmental education together)
Links to other subjects : Environmental Activities, Hygiene and Nutrition Suggested Community Service Learning
activities: Helping others with manual work at
home as learnt through the theme.
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Suggested Non-formal activity to support learning: Take part in an action Suggested assessment: Oral(HoH)/signed(LwD)
to help a friend or adult as a sign of responsibility. questions, portfolio, observation
Suggested Learning Resources: Flash cards with indefinite pronouns, word wheels, charts, audio/visual clips with sentence
constructions with indefinite pronouns.
Assessment rubricss
Exceeding expectations Meeting expectations Approaching expectations Below expectations
Learner is able to Learner is able to use Learner has some difficulty in Learner has alot of difficulty in using
consistently use indefinite indefinite pronouns uing indefinite pronouns indefinite pronouns correctly in
pronouns correctly in correctly in conversation correctly in conversation and conversation and writing.
conversation and writing. and writing. writing.
Listening and Language Environment By the end of the sub

speaking(HoH)/ structures (things around us) strand, the learner should
Observing and and be able to:
paying functions Child rights (give a) use plural forms of In small groups learners 1. What are the
attention me a chance) irregular nouns to could form plurals of plural forms of
discuss about things specific words taking these nouns?
Singular and and people at home the singular and plural 2. How do you say
plurals of and in school for forms of irregular these pairs of
irregular nouns effective; nouns. nouns?
e.g. communication, Learners could recite
foot feet b) identify singular and poems containing the
tooth teeth plural forms of singular and plural
mouse mice irregular nouns for forms of irregular
ox - oxen effective oral nouns(HoH).
communication Learners could sign
(HoH);
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identify singular poems containing the
and plural forms of singular and plural
irregular nouns for forms of irregular
effective signed nouns(LwD).
communication Learners coud be guided
(LwD), to construct sentences
c) distinguish between based on pictures the
singular and plural singular and plural
irregular nouns for forms of irregular
appropriate nouns.
communication at Learner could listen to a
home and in school; story read by the teacher
d) enjoy games involving or from computing
the singular and plural devices, and respond to
forms of irregular questions based on
nouns. singular and plural
forms of irregular nouns
(HoH).
learner could pay
attention to a signed
story read by the teacher
or from computing
devices, and respond to
questions based on
singular and plural
forms of irregular
nouns(LwD).
Core Competences to be developed: Communication and collaboration, digital literacy
Link to PCIs: ESD-Environmetal Education Link to Values: Respect for diversity, Unity
Links to other subjects : indigenous languages, Literacy Suggested Community Service Learning
Mathematics activities: Share with community members the
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importance of taking care of children and not
abusing them
Suggested Non-formal activity to support learning: Learners should find Suggested assessment: Oral(HoH)/signed(LwD)
out the plurals of different nouns (objects, animals and people) in their questions, portfolio, observation
indigenous languages and report back in English
Suggested Learning Resources: Pictures, photos, realia, computers, flash cards
Assessment Rubricss
Exceeding expectations Meeting Approaching expectations Below expectations
expectations
Learner is always able to Learner is able to use Learner has some difficulty in Learner has alot of difficulty in using
use various forms of various forms of irregular using various forms of various forms of irregular plurals.
irregular plurals correctly plurals correctly irregular plurals correctly
Listening and Language Future time By the end of the sub Learners could discuss 1. What will you
speaking structures (will/shall) strand, the learner should what they plan to do after do at break
(HoH)/ and be able to: school that day or the time?
observing and functions Occupation a) use will/shall to following day to express 2. What will you
signing(LwD) (people and discuss about what the future tense do at lunch
their work) they would want to Learners could ask and time?
become in future; answer questions using the 3. What will you
Technology b) identify words that future time do when you
(Using a express future Learners could sing a grow up?
computer) time/actions for song/rhyme using will
effective oral; and shall, to express
communication future time(HoH)
(HoH),
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identify words that
Learners could sign sing a
express future song/rhyme using will
time/actions for and shall, to express
effective signed future time(LwD)
communication Learners could listen to

(LwD), story read by the teacher or
c) enjoy using will and from computing devices,
shall to communicate and respond to questions
future time/intentions. based on future time(HoH).
Learners could pay

attention to signed story
read by the teacher or from
computing devices, and
respond to questions based
on future time(LwD).
Core Competences to be developed: Communication and collaboration, digital iteracy
Link to PCIs: ESD- Disaster Risk Reduction Link to Values: Respect, Responsibility, Unity
Links to other subjects :all subjects Suggested Community Service Learning
activities: Getting in touch with different
professionals and finding out about their work.
Suggested non-formal activity to support learning: A song/signed song, role Suggested assessment: Oral(HoH)/signed(LwD)
play or game during leisure time using the future tense. questions, portfolio, observation
Suggested Learning Resources: Photos, pictures, charts, audio and video clips.
Assessment rubricss
Learner is able to Learner is able to use will and Learner is able to use will Learner has difficulty using will
consistently expresses future shall to express future and shall to express some and shall to express future
intentions correctly using intentions correctly future intentions intentions
will and shall
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question(s)
Listening and Language Safety By the end of the sub strand,
speaking(HoH)/ structure the learner should be able to:
Observing and and Opposites a) use opposites of higher Learners could use the 1. What are the
paying functions level difficulty to opposites of a broad range of opposites of
attention construct simple words (e.g present /absent, these words?
sentences about safety at left /right, top/ bottom , back / 2. Where does the
home,school and the front, outside /inside) sun rise/ set?
environment; In pairs and groups learners
b) identify the opposite of a construct oral and written
group of words for sentences using the opposites
effective oral; of familiar and unfamiliar
communication(HoH), words(HoH)
identify the opposite In pairs and groups learners
of a group of words construct signed and written
for effective signed sentences using the opposites
communication of familiar and unfamiliar
(LwD), words(LwD)
c) enjoy conversations Learner listens to story read
using opposites in by the teacher or from
communicating ideas. computing devices and
respond to questions based on
the theme and
opposites(HoH).
Learner pays attention to a
signed story read by the
teacher or from computing
devices and respond to
questions based on the theme
and opposites(LwD).
128

Core Competences to be developed: Communication and collaboration, Self efficacy, digital literacy
Link to PCIs: ESD- Disaster Risk Reduction Link to Values: Respect, Responsibility,
Unity
Links to other subjects : ESD (environmental education), Suggested Community Service Learning
activities: Interacting with the community and
looking out for what could be risky in the
environments.
Suggested Non-formalactivity to support learning: Learners can take a walk Suggested assessment:
around the school compound and identify what they can describe using opposites Oral(HoH)/signed(LwD) questions, portfolio,
observation
Suggested Learning Resources: Realia, pictures, flash cards, photos,audio-visual
Assessment rubricss
Learner is always able to identify Learner is able to Learner sometimes identifies and Learner has difficulties in
and use a variety of opposites in identifiy and use a uses a variety of opposites in identifying and using a variety
effective communication correctly. variety of opposites in effective communication correctly. of opposites in effective
effective communication communication correctly.
correctly.
question(s)
Listening and Language Wild animals By the end of the sub strand,
speaking(HoH)/ structure (visit to park) the learner should be able
Observing and and to:
paying functions Prepositions a) use prepositions to Learners could work in groups 1. Where is
attention(LwD) Next to, discuss the position and to identify various positions of Mary
around, near, location of objects, objects involving the seated?
by, beside, people, animals and prepositions learnt 2. Where is the
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above, over places around the park; Learners could listen to a song moon?
through, b) identify the correct use and talk about the position and
across, to and of prepositions in oral location of objects, animals,
at. conversations(HoH); people and places(HoH).
identify the correct Learners could pay attention to
use of prepositions a signed song and discuss the
in signed position and location of
conversations objects, animals, people and
(LwD) places(LwD).
c) appreciate use of In pairs, learners could
prepositions to describe construct sentences orally
the different positions using pre-positions(HoH)
and locations of people, In pairs, learners could
animals, places and construct signed sentences
things for effective oral using pre-positions(LwD)
communication. Learners describe the locations
of things in their homes using
the prepositions they have
learnt.
Learners look at some pictures
that have been displayed and
construct sentences using
prepositions.
Learners listen to a story about
wild animals read by the
devices(HoH).
Learners pay attention to a
signed story about wild
animals read by the teacher or
from computing devices.
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Core Competences to be developed: Communication and collaboration; Self efficacy,digital literacy
Link to PCIs: ESD- Animal welfare Link to Values: Responsibility, Respect
Links to other subjects : ESD (environmental education Suggested Community Service Learning
activities: Taking care of the environment around
the home.
Suggested non-formal activity to support learning: Learners can observe how Suggested assessment: Oral(HoH)
objects are positioned in their homes and larger environment report back using /signed(LwD)questions, portfolio, observation
the prepositions learnt
Suggested Learning Resources: Realia, flash cards, pictures and photos showing positions, audio-visual
Assessment rubrics
Learner is always able to Learner is able to use Learner has difficulties in using prepositions to Learner rarely in
use prepositions prepositions accurately to describe a position and location of objects, people using prepositions to
accurately to describe a describe a position and and places describe a position
position and location of location of objects, people and location of
objects, people and and places objects, people and
places places
Listening and Language Saving By the end of the sub strand,
speaking(HoH) structure the learner should be able to:
/ and a) ask questions using Learners could role play 1. Which words
Observing and functions what, when , how, activities that lead to the are used to ask
signing(LwD) why and where to learn use of what, when questions?
about saving; whose, how, why and 2. How do we
b) respond correctly to where respond to the
questions using: what, Learners could engage in following
when whose, how, meaningful question and questions?
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why and where answer dialogues using 3. How do you
appropriately for effective what, when whose, read these
communication; how, why and where sentences?
c) identify wh-words in a in pairs/small groups 4. How do we use
story for effective oral Learners could take part in wh-words for
communication(HoH); games that allow them to communication?
identify wh-words in a ask questions using the wh-
story for effective words
signed communication Learners could recite short
(LwD), poems to practice the use of
the use of what, when
d) appreciate the use of WH- whose, how, why and
Words for where(HoH)
communication. Learners could sign short
poems to practice the use of
the use of what, when
whose, how, why and
where(LwD)
story read by the teacher or
from computing devices,
and respond to questions
about saving money or
conserving other
resources(HoH).
Learners could pay
attention to a signed story
read by the teacher or from
computing devices, and
respond to questions about
saving money or
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conserving other
resources(LwD).
Core Competences to be developed: Communication and collaboration, self efficacy,digital literacy

4. Link to PCIs: Citizenship (social cohesion) Link to Values: Respect, Responsibility
Life skills (effective communication)
Links to other subjects ESD (environmental education) Suggested Community Service Learning activities:
Sensitizing peers, friends and other community
members on the need to conserve resources at their
disposal.
Suggested Non-formalactivity to support learning: Learners can use role Suggested assessment: Oral(HoH)/signed(LwD)
play to gather information from their peers using wh words. questions, portfolio, observation
Suggested Learning Resources: Realia, pictures, computers, video clips
Assessment Rubrics
Learner is able to use wh- Learner is able to use Learner sometimes uses wh- Learner hardly uses wh-words to
words to frame questions Wh-words to obtain words to frame questions frame questions correctly.
correctly. correct information most correctly.
Learner is also able to use of the time.
wh- words to obtain correct
information
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Listening and Language Describing By the end of the sub strand,
Speaking Structures words (size, the learner should be able to:
(HoH)/ and shape, a) use adjectives to describe Learners could group 1. What things can
Functions colours) people, things and actions objects in terms of size, you see
Observing The Festival in a festival; colour, shape and numbers outside?
and signing b) describe given nouns in Learners could describes 2. What colours
(LwD) relation to shape, colour objects in the classroom are they?
and size clearly in oral using size, colour and 3. How many are
communication; numbers they?
c) appreciate the use of Learners could colour 4. What are some
colour, size ,shape and different shapes of objects of the shapes?
number to describe nouns. and describe them
appropriately, first in pairs
then individually.
to identify and construct
simple sentences about
things in the environment
that have different
colours, size, shape and
number.
descriptive story read by
the teacher or from
computing devices and
identify adjectives.
Learners could pay
ttention to a descriptive
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signed story read by the
devices and identify
adjectives.
Core Competences to be developed: Communication and collaboration, critical thinking, digital literacy
Link to PCIs: Life skills (Effective Communication) Link to Values: Respect, Responsibility
Links to other subjects :Mathematics (counting) Suggested Community Service Learning
Kiswahili( describing words) activities: visiting older citizens
Suggested Non-formalactivity to support learning Suggested assessment: Oral(HoH)/
They can identify colour and shapes for different objects at home and in school signed(LwD) questions, portfolio, observation
Suggested Learning Resources: Realia, computers, pictures, photos, flash cards
Assessment rubrics
Learner is able to demonstrate Learner demonstrates the Learner sometimes Learner demonstrates a lot of
the ability to describe sizes ability to describe sizes and, demonstrates the ability to inaccuracy when describing sizes
and, shapes of objects shapes of objects accurately. describe sizes and, shapes of and, shapes of objects
accurately objects accurately
135

Listening and Language Comparatives By the end of the sub strand,
speaking structures and superlatives the learner should be able to:
(HoH)/ and (-er and est) a) identify comparatives and
functions superlatives that are used Learners could put
1. What is the size
Observing Play time and to describe people and objects into 3 groups of a football?
and signing Sports things during play time of different sizes
(LwD) and sports day; Learners could
2. What is your best
b) form comparatives and observe and describe game?
superlatives appropriately objects according to
based on the given size, weight, length,
examples for effective height using positive,
communication; comparative and
c) enjoy using comparatives superlative forms
and superlatives to Learners could

describe people, things andconstruct sentences
places. using comparatives
and superlatives to
describe objects
inside and outside the
classroom, in pairs
Learners could read a
story from text book or
computing device
identify sports
comparatives and
superlatives.
Core Competences to be developed: Communication and collaboration: Working together in groups,digital literacy
Link to PCIs: Life skills (effective communication) Link to Values: Responsibility
Links to other subjects : Mathematics (Measurement) Suggested Community Service Learning activities:
136

Measure length of windows, doors, tables, pictures and
other objects at school and at home and talk about their
different sizes.
Suggested non-formal activity to support learning: Using Suggested assessment: Oral(HoH)/signed(LwD)
comparatives and superlatives during play time. questions, portfolio, observation
Suggested Learning Resources: Measure length of windows, doors, tables and report back, between classrooms, between trees at
home and at school
Assessment Rubrics
Learner is able to consistently Learner uses appropriate Learner sometimes uses Learner has difficulty in using
use appropriate comparatives comparative and appropriate comparative and appropriate comparative and
and superlatives to show superlative to show superlative to show differences in superlative to show differences in
differences in people, things differences in people, people, things and places people, things and places
and places things and places most of
the time
Strand Sub- Theme Specific learning outcomes Suggested learning Key inquiry
Listening and Language Diseases and By the end of the sub strand,
speaking(HoH)/ structures Foods we the learner should be able to:
Observing and and eat a) use conjunctions to discuss In groups, learners 1. Why is it
signing(LwD) functions Conjunctions nutrition and diseases; could group items and important to have
and but b) distinguish the uses of talk about them using a healthy diet?
because conjunctions and but in more than one 2. Name two
sentences; conjunction as vegetables that
c) enjoy using the individuals, you know.
conjunctions to convey Learners could contrast
different meaning. objects or people in the
137

class room using but in
pairs/small groups
Learners could explain
reasons using the
conjunction because in
question and answer
dialogues
Learners could sing and
recite poems about
diseases and food we eat
using conjunctions
Learners could sign sing
and sign poems about
diseases and food we eat
using conjunctions
sentences using
conjunctions based on a
story they have read or
listened/paid attention
to.
Core Competences to be developed: Communication and collaboration: Self-efficacy, creativity and imagination,digital literacy
Link to PCIs: Healh Education-Hygiene and nutrition Link to Values: Unity, Respect, Responsibility
Links to other subjects : Mathematics in the area of addition using Suggested Community Service Learning activities:
and Learners share information about healthy eating habits
with friends and community members.
Suggested non-formal activity to support learning: Learners discuss Suggested assessment: Oral(HoH)/signed(LwD)
types of food that they have learnt about during lunch and other meal questions, portfolio, observation
times.
Suggested Learning Resources: Real food , pictures and photos of food, flash cards, video clips with food types
138

Assessment Rubrics
Learner is always able to use Learner uses conjunctions Learner sometimes uses Learner hardly uses
conjunctions correctly to join correctly to join words, show conjunctions correctly to join conjunctions correctly to join
words, show contrast and give contrast and give reasons words, show contrast and give words, show contrast and give
reasons most of the time reasons. reasons
question(s)
3.0 Reading Letter sound By the end of the sub strand, In groups, learners could sort 1. Which is the
knowledge(HoH)/ the learner should be able their names by the first, middle first, middle and
letter signs to: and last sounds(HoH). last sound/letter
knowledge(LwD): a) recognise longer words In groups, learners could sort of your name?
Phonic Reading with more complex their names by the first, middle
letter- sound and last letters(LwD), 2. Which
(Read 2-3 words per correspondence for Learners could pair initial sound sounds/letters
week starting with reading, (HoH); picture cards with the can be joined to
long words that have recognise longer corresponding letter while make a word?
simple letter-sound words with more playing memory game using
correspondence and letter-sign flash cards(HoH).
gradually introducing correspondence for Learners could pair initial letters
longer words with reading, picture cards with the
more complex letter- b) combine sounds to read corresponding letter while
sound longer words(HoH); playing memory game using
correspondence) combine letters to flash cards(LwD).
(HoH) read longer Learners could sort, illustrate
(Read 2-3 words per words(LwD), and write first middle and last
week starting with c) appreciate the sounds of objects(HoH).
long words that have combination of sounds Learners could sort, illustrate
139

letter sign in reading(HoH); and write first middle and last
correspondence and appreciate the letters of objects(LwD).
gradually introducing combination of Learners could watch
longer words with letters in audio/visual recording of long
more letter-signs reading(LwD). words with more complex letter-
correspondence) sound correspondence and use
(LwD) look and say, exposure and other
word attack skills to read these
words(HoH).
Learners could watch visual
recording of long words with
more complex letter-signs
correspondence and use look and
sign, exposure and other word
attack skills to read these
words(LwD).
Learners could identify and read
longer words with more complex
letter sound correspondence
individually, in pairs and in
groups from a list of words. The
list could be digital/ printed/ in
form of a chart or poster(HoH).
Learners could identify and read
longer words with more complex
letter sign correspondence
individually, in pairs and in
groups from a list of words. The
list could be digital/ printed/ in
form of a chart or poster(LwD).
Core Competences to be developed: Working in groups and pairs will enhance collaboration and communication,digital literacy
140

Link to PCIs: Life Skills Effective Communication Link to Values: Respect, Responsibility
Links to other subjects: All subjects because they can read words in Suggested Community Service Learning activities:
other subjects. Learners help community members with reading basic
words that have letter sound(HoH)/letter sign(LwD)
correspondence
Suggested Non-formal activity to support learning: Learners sing Suggested assessment: Oral(HoH)/ signed(LwD) questions,
common songs and poems in their local languages, to listen to the portfolio, observation
letter- sound (HoH)/letter sign(LwD)correspondence during their
leisure time.
Suggested Learning Resources:Flash cards, realia, letter card, digital flash cards, mobile phone text books
Assessment Rubrics
Learner is always able to read Learner reads longer words Learner sometimes reads longer Learner has difficulties
longer words with letter- sound with letter- sound words with letter- sound reading longer words with
correspondence and combines correspondence and correspondence and struggles to letter sound
sounds to read longer words combines sounds to read combine sounds to read longer correspondence and needs
accurately(HoH). longer words accurately words(HoH). assistance to combine
(HoH). sounds to read longer
words(HoH).
Learner is always able to read Learner reads longer words Learner sometimes reads longer Learner has difficulties
longer words with letter- signs with letter- sound words with letter- signs reading longer words with
correspondence and combines correspondence and correspondence and struggles to letter sound
letters to read longer words combines sounds to read combine letters to read longer correspondence and needs
accurately(LwD). longer words accurately words (LwD). assistance to combine
(LwD). sounds to read longer
words(LwD).
141

question(s)
Reading 2.2 Word Reading By the end of the sub strand, the Learners could recognise and What are
learner should be able to: read longer words as modeled by some of the
(Read 8-10 new words per a) read more and longer words the teacher in group, pairs and new words
week starting with long without letter- sound individually through look and that you
words without letter- correspondence for effective say, exposure and other word- know?
sound correspondence communication (HoH); attack skills(HoH). Why do you
and gradually introducing read more and longer Learners could recognise and enjoy reading
longer words without words without letter- read longer words as modeled by some words?
letter-sound signs correspondence the teacher in group, pairs and How do you
correspondence) for effective individually through look and read words
communication (LwD), sign, exposure and other word- you have not
(Read 8-10 new words b) read more and longer grade attack skills(LwD). seen before?
per week starting with level vocabulary without Learners could play word ladder How many
long words without letter- letter sound correspondence game by putting words on top of words can
sign correspondence and in an appropriate text(HoH); one another as they pronounce you make
gradually introducing read more and longer them(HoH). from a longer
longer words without grade level vocabulary Learners could play word ladder word?
letter-sign without letter sign game by putting words on top of
correspondence) correspondence in an one another as they clearly sign
appropriate text (LwD), them(LwD).
c) enjoy reading grade level Learners could listen to audio-
vocabulary for effective visual recording of words
reading. without letter-sound
correspondence(HoH)
Learners could watch a visual
recording of words without
letter-sign correspondence(LwD)
Learners could read words on
print or digital format to get
142

correct pronunciation as the
teacher models(HoH).
Learners could read words on
print or digital format to get
clear signs as the teacher
models(LwD).
Learners could practise reading
unfamiliar words using strategies
e.g. chunking and finding roots
and parts.
Core Competences to be developed: Communication and collaboration and self-efficacy, digital literacy are the core competences
developed, through group work as well as reading activities and games.
Link to PCIs: Life skills (effective communication, confidence and Link to Values: Respect, Responsibility
self-esteem are developed through reading
Links to other subjects : Learners can read words in other subjects Suggested Community Service Learning activities: Support
peers or other community members who do not know how to
read
Use available reading resources at home e.g. newspapers to portfolio, observation
pick out words which can be easily read and more complex
words..
Suggested Learning Resources: Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets,
charts.
Assessment Rubrics
Learner is always able to read Learner is able to read grade- Learner has some difficulties Learner has a lot of difficulties
grade- level vocabulary and level vocabulary and uses reading grade- level vocabulary reading grade -level vocabulary
uses word- attack strategies to word- attack strategies to read and uses word- attack strategies and uses few word -attack
read more and longer words more and longer correctly to read more and longer words strategies to read more and
correctly with a lot of ease. words with ease. correctly,. longer words correctly.
143

Reading 2.3 Connected text By the end of the sub strand, the
and fluency learner should be able to:
a) read a text of about 200 Learners could read and 1. How can we increase
(Read texts of words transitioning from interact with print or digital our reading speed?
between 120-200 phrasal to fluent reading; texts such as short passages,
words gradually b) read at least 15-20 words per narratives, short poems aloud 2. What do you love
increasing the minute accurately and as modelled by the teacher reading?
length and fluently with expression; Learners could read
improving accuracy c) enjoy reading a variety of individually in the library 3. Which books do you
and expression) texts that are appropriate for under the guidance of the enjoy reading?
the grade level. teacher
Learners could are guided to 4. When should we lower
read in small groups and pairs or raise our voice
Learners could interact with when reading?
different materials such as
poems and narratives in both 5. What should we
print and digital formats for remember to do when
comprehension reading?
Learners could read narratives,
stories, poems and dialogues as
they pay attention to
punctuation marks and vary
their voices in terms of pace,
pitch and volume(HoH).
Learners could read narratives,
stories, poems and dialogues as
they pay attention to
punctuation marks and vary
their sign in terms of
144

pace(LwD).
Learners could watch relevant
television programmes that
promote reading
Learners could play a reading
game to see who completes
reading a certain text first.
Core Competences to be developed: Communication and collaboration,digital literacy critical thinking and problem solving and
self-efficacy are developed through group work.
Link to PCIs: Life skills (effective communication), Reading for Link to Values: Respect, Responsibility
enjoyment boosts the learners self-esteem), Learner support
programmes
Links to other subjects: All subjects since the learner will be able Suggested Community Service Learning activities: Read
to read text in other subject areas efficiently. stories/religious texts to peers and neighbours.
Suggested non-formal activity to support learning: Look for Suggested assessment: Oral(HoH)/signed(LwD) questions,
reading materials from school, home or library to practice reading portfolio, observation
for fluency with the help of an older person or librarian
Suggested Learning Resources: Slides and Flash Cards with phrases, charts with poems, story books,audio/visual recordings of
stories to help learners with expression.
Assessment Rubrics
Learner always reads a text Learner reads a text Learner reads some texts Learner rarely reads a text
transitioning from phrasal to transitioning from phrasal to transitioning from phrasal to fluent transitioning from phrasal to
fluent reading accurately and fluent reading accurately reading accurately fluent reading accurately.
with expression and with expression
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Reading 2.4 Comprehension By the end of the sub strand,

the learner should be able to:
(Read texts of about a) make predictions based Learners could discuss the 1. What do you think
200 words starting on the pictures and titles picture/title before they read a will happen in this
by making simple and anticipate possible short print or digital text and story?
predictions, retelling outcomes; make predictions. 2. What familiar words
the stories and b) read and retell a story to Learners could practise are in this story?
gradually enhance oral reading a short text and retell 3. What have you learnt
responding to communication(HoH); a story according to their from the story?
questions that read and retell a story understanding.
require inference. to enhance signed Learners could answer
The stories increase communication questions after reading a text
in length and (LwD), by getting clues from the
complexity at c) answer simple direct and story read.
intervals of two indirect questions based Learners could discuss the
weeks so that on a text of about 200 characters and events in the
learners retell words; story in pairs and small
stories in more d) appreciate the importance groups.
details and respond of connecting personal Learners could discuss about
to more inferential experiences with what their own experiences in
questions) happens in the story. relation to the story.
Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy and
self efficacy
Link to PCIs: Life skills (effective communication) Reading for Link to Values: Respect, Responsibility, Patriotism
enjoyment boosts the learners self-esteem) Learner support
programmes
Links to other subjects: All subjects because the learner will be able to Suggested Community Service Learning activities:
read text in other subject areas efficiently. Share ideas and values acquired from stories read with
146

peers and other members of the community
Suggested non-formal activity to support learning: Compare Suggested assessment: Oral(HoH)/signed(LwD)
characters in stories read to real life situations with peers during free questions, portfolio, observation
time
Suggested Learning Resources: Newspaper cuttings of simple stories, audio-visual narrations, picture books
Assessment Rubrics
Learner is able to retell a story, Learner is able to retell a story, Learner retells some parts of a Learner has difficulties
predicts and anticipates possible predicts and anticipates story, occasionally makes retelling parts of a story,
outcomes based on pictures and possible outcomes based on predictions or anticipates occasionally makes
titles and always answers pictures and titles and answers possible outcomes based on predictions or anticipates
questions correctly. questions correctly. pictures and titles. Answers possible outcomes based on
some questions correctly. pictures and titles. Rarely
answers questions correctly
3.0 3.1 Handwriting By the end of the sub strand,
Writing Learners practise the learner should be able to:
handwriting every week a) demonstrate neat and Learners could observe and 1. How do you write
starting from copying legible handwriting for copy models of well-shaped letter- ?
models of shapes and effective; letters. 2. From where do you
progressively improving communication, Learner coulds model start writing in your
to writing dictated b) appreciate the importance spacing of letters in words exercise book?
words and sentences of writing neatly and and sentences. 3. Where do you place
neatly and legibly legibly for different Learners could write words your note book when
purposes. and short sentences as writing?
modelled by the teacher from 4. How do you sit when
a visual display- digital or writing?
other available surfaces. 5. How do you take care
147

Learners could draw and
of your exercise books?
label objects.
Learners could copy
sentences.
Learners could write
simple words as teacher
or peer dictates
Learners could write
sentences as a peer or
teacher dictates
Learners could interact
with and discuss samples
of good and bad
handwriting in groups
Core Competences to be developed: Creativity and imagination,self-efficac,digital literacy, critical thinking and problem solving
Link to PCIs: Life skills-effective communication Link to Values: Unity, Respect, Responsibility
Links to other subjects : All subjects because learners require Suggested Community Service Learning activities:
neat and legible handwriting for effective communication. Observation of how the people in the sorrounding community
sit and position materials as they write. They could be sensitized
on how to sit appropriately
Suggested non-formal activity to support learning: Mould Suggested assessment: Oral(HoH)/signed(LwD) questions,
letters and words using clay or plasticine; cut letters from papers portfolio, observation
Suggested Learning Resources: Flash cards , letter cards, charts and digital flash cards, computer
Assessment Rubrics
Learner is able to consistently Learner is able to write letter Learner sometimes writes Learner has difficulties
writes letter patterns, words patterns, words and sentences letter patterns, words and writing letter patterns, words
and sentences neatly. neatly most of the times sentences neatly and sentences neatly
148
Writing 3.2 Spelling a) Spell and write words In groups, learners form correct 1. Which letters make
Learners practise correctly for effective words from long words. the following
spelling simple and communication. Peers compete in language word?
compound words every b) Appreciate the games where a group dictates 2. How do we spell the
week, then importance of writing words as the other(s) write them following words:
progressively move to words clearly, legibly down. Learners confirm the 1), --- 2)---
spelling short and long and correctly for spelling from the dictionary 3. Which letter is
sentences. different purposes. Learners could use word puzzles missing to make the
and jigsaw puzzles to make more following word: mat
familiar words. m-t
Learners write short sentences in 4. How do we spell the
exercise book or computer as the name of this
teacher dictates. picture/object?
Learners could re-arrange
jumbled letters to make four to
five- letter words.
Learners play age appropriate
spelling games with their peers
e.g. scramble
Core Competences to be developed: Creativity and imagination, self-efficacy,digital literacy, critical thinking and problem solving
Link to PCIs: Learner Support Programme-peer educattion Link to Values: Respect, Responsibility, Unity
Links to other subjects :All subjects as learners need to spell all Suggested Community Service Learning activities: Support
words peers and illiterate members of the community to spell their
names and other words correctly
Suggested non-formal activity to support learning: Listening Suggested assessment: Oral(HoH)/signed(LwD) questions,
to words from a television or radio bulletin and writing them portfolio, observation
down with the help of parents and siblings after school.
149

Suggested Learning Resources: Charts, posters, multimedia word lists, flash cards,audio-visual
Assessment Rubrics
Learner is always able to Learner is able to spell and Learner sometimes spells and Learner has difficulty spelling and
spell and write words and write words and sentences writes words and sentences writing words correctly
sentences correctly correctly correctly
Writing 3.3 Punctuation By the end of the sub strand, the
Learners use learner should be able to:
capital letters for a) recognise appropriate In pairs/groups, learners could 1. What punctuation mark
proper nouns and punctuation marks in a text; observe and practise the use of is this?
progressively b) use full stops, capital and small capital and small letters in 2. Where do we use a
write sentences letters, question marks and proper nouns fullstop,question
with correct exclamation marks correctly; Learners could practise writing mark,exclamation
punctuation c) appreciate use of capital letters, their names individually/ pairs, mark,capital and small
marks. small letters, full stops and Learners could observe samples letters?
exclamation marks in writing. of teachers display of sentences 3. What do you say when
with correctly used exclamation you score a goal(HoH)?
marks, comma and question
marks.
write sentences in which the
comma, full stop, exclamation
and question marks are used
correctly.
Learners could engage in role
play in which question marks
and exclamation marks are used
150

and then attempt to write down
some sentences in groups.
Core Competences to be developed: Creativity and imagination, self-efficacy,digital literacy, critical thinking and problem solving
Link to PCIs: Life skills- Effective communication Link to Values: Responsibility, Unity, Respect
Links to other subjects : All subjects Suggested Community Service Learning activities: Help
others who cannot use capital and small letters correctly
Suggested non-formala ctivity to support learning: Learners Suggested assessment: Oral(HoH) / signed(LwD)questions,
should write down two questions to their parents, neighbours etc portfolio, observation
Suggested Learning Resources: Charts illustrating the punctuation marks, letter name cards, plastacine for modelling capital letters
and puntuation marks.
Assessment Rubrics
Learner consistently Learner recognises and uses Learner sometimes recognises Learner hardly recognises
recognises and uses appropriate punctuation marks appropriate punctuation marks in a text appropriate punctuation marks
appropriate punctuation in a text. in a text
marks in a text
151


a) write words from a prompt to Learners could be guided on the
1. How do you get to your
demonstrate mastery of five steps of the writing process: home from school?
vocabulary; planning, drafting, revising editing 2. How do you get water
b) complete sentences; and writing the final piece from the river?
c) recognise the correct form and
Learners could fill in gaps 3. What is the meaning of
meaning of the words to be correctly and sensibly. these words?
used in filling in gaps; In groups, learners could mime a
d) re-arrange words to make short situation and let others write about
phrases and sentences; it.
e) appreciate the importance of Learners could write phrases in
writing correct meaningful response to a picture prompt
words, phrases and sentences. appropriately.
Learners could write meaningful
sentences in pairs from simple
substitution table.
Learners could write 3-4 simple
short and correct meaningful
sentences in response to a prompt.
Learners could write a paragraph
of up to three simple sentences on
a familiar topic.
Learners could write a short
paragraph on a familiar topic
following the five steps of writing.
Core Competences to be developed: Communication and Collaboration as they work in pairs and groups, digital literacy
Link to PCIs: Life skills- Effective Communication Link to Values: Responsibility
152

Links to other subjects :all subjects Suggested Community Service Learning activities: Support peers
and friends who need help to write meaningful words, phrases and
sentences.
Suggested non-formal activity to support learning: Suggested assessment: Oral(HoH)/ signed(LwD) questions, portfolio,
Learners look at something of their choice in their observation
environment and write about it
Suggested Learning Resources: Charts, pictures and photographs
Assessment Rubrics
Learner is able to write and Learner is able to write and Learner sometimes writes and Learner rarely writes and
recognise words from a prompt recognise words from a recognises words from a prompt recognises words from a
always prompt always prompt always
Additional Resources
Word processors, charts, posters, video resources, computer, tablets, multimedia word lists, charts, letter cards, digital and printed
stories, whiteboards, television, mobile phone, poems and songs, pictures and photos, newspapers, word wheel, word slides,
encyclopedia, flash cards, newspaper cuttings, course books, flip charts, drawings, charts, letter name cards, teacher/ pupil
demonstrations, chalkboard, dictionaries, pictures, illustrations, web resources, class readers etc.
153

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REPUBLIC OF KENYA

LOWER PRIMARY LEVEL DESIGN: GRADE 1 3

LEARNING AREA: ENGLISH ACTIVITIES FOR LEARNERS WITH HEARING IMPAIRMENT

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

First Published in 2017

Published and printed by Kenya Institute of Curriculum Development

FRED MATIANGI, PHD, EGH

NATIONAL GOALS OF EDUCATION

c) Technological and Industrial Needs

3. Promote individual development and self-fulfillment

5. Promote social equity and responsibility

8. Good health and environmental protection

LWD Learners With Deafness

/:/- port, short, broad

/:/- burn, burst, girl

/e/- bed, pen, tell

Listening and 1.3 Vocabulary By the end of the sub strand,

Listening and Language Family By the end of the sub strand,

Exceeding Expectations Meeting Expectations Approaches Expectations Below Expectations

Suggested Assessment Rubric

Exceeding expectations Meeting expectations Approaches Below Expectations

Exceeding Expectations Meeting Expectations Approaches Expectations Below

Suggested Assessment Rubric

Suggested Assessment Rubric

Reading 2.2 PHONICS By the end of the sub strand,

Reading 2.4 Connected By the end of the sub strand, the

Writing 3.5 Guided By the end of the sub strand, the

Suggested Learning Resources

HoH Hard of Hearing.

LwD Learners who are Deaf

Exceedingexpectations Meeting expectations Approaches expectations Below expectations

Exceeding Expectations Meeting Expectations Approaching Expectations Below Expectations

Listening and Language Transport By the end of the sub

Exceeding Expectations Meeting Expectations Approaching Expectations Below expectations

Strand Language The Garden By the end of the sub strand,

Listening Language Accidents By the end of the sub strand, the

Core Competences to be developed: Communication and collaboration;Self-efficacy, digital literacy

Core Competences to be developed: Communication and collaboration, Self-Efficacy, digital literacy

Listening Language Technology By the end of the sub strand, the

Strand Sub strand Specific learning Suggested learning Key inquiry

Reading 2.5 By the end of the sub strand,

Suggested Learning Resources

Listening and Language Environment By the end of the sub

Core Competences to be developed: Communication and collaboration, self efficacy,digital literacy

Reading 2.4 Comprehension By the end of the sub strand,

Writing 3.4 Guided By the end of the sub strand, the

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