Grade 2 English Scope and Sequencepdf.usaid.gov/pdf_docs/PA00N2P6.pdf · Greeting and leave taking...
Transcript of Grade 2 English Scope and Sequencepdf.usaid.gov/pdf_docs/PA00N2P6.pdf · Greeting and leave taking...
Ministry of Education
Grade 2 English
Scope and Sequence
Grade 2 English
Scope and Sequence
DISCLAIMER This document was produced with support from the U.S. Agency for International Development through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-663-A-12-00013. This publication was produced for review by USAID and was prepared by RTI International. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
1
Grade 2: Scope and Sequence Weekly Template
Theme 1: School
Overall Description of Theme and Topics: Theme 1, School, is made up of only a topic entitled In the Classroom. This topic is planned to be treated in the first two weeks of the year (Week
1 and Week 2).
Topic 1: In the Classroom
Learning outcomes:
Greet each other and introduce themselves.
Name classroom objects.
Locate classroom objects referring to the appropriate prepositions.
Respond to classroom instructions and act accordingly.
Use personal pronouns and common contradictions in their conversations.
Week 1: In the Classroom
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Greeting and leave
taking
Self-introduction Naming
classroom objects
Naming
classroom objects
Naming
classroom objects
Position of objects
Vocabulary:
Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, pen, pencil, eraser, rubber, marker, computer, curtain
Academic: come, go, stand up, sit down, read, write, listen, speak, stop, be quite, raise your hand, hello, fine, thank you, good morning/afternoon.
Sight words: is, that, this a, an, these , those
Oral Language Hello song
Hello! How are
you? Fine, thank
you. And you?
What’s your name?
My name’s…
Good bye
What is your
name?
My name is…
What’s this/that?
It’s a/an…
What are
these/those?
They are….
What’s this/that?
It’s a/an…
What are
these/those?
They are….
What’s this/that?
It’s a/an…
What are
these/those?
They are….
Where’s…?
It is on/in/under/near/
Reading
Comprehension ((predicting,
visualizing, main ideas, details)
2
Phonemic Awareness/Phonics pen= p-e-n
sit = s-i-t
desk = d-e-s-k
stop= s-t-o-p
Concept of Print/Conventions Upper and lower
cases (a-z and A-Z)
Fluency Read words loudly
e.g. desk, chair,
duster, come
Names of
classroom objects
Read words
loudly
e.g. bench, write,
listen
Read on/in/under/near
loudly.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Upper and lower
cases (a-z and A-Z)
Matching words
with pictures
Names of
classroom objects
Write prepositions:
on/in/under/near
Assessment
Formative/Continuous
Summative (Post Unit
Assessment))
Informal
monitoring/Rising
words
Informal
monitoring/Rising
words
Informal
monitoring/Rising
words
Informal
monitoring/Rising
words
Informal
monitoring/Rising
words
Informal monitoring/Rising
words
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 2: In the Classroom
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language items Simple
instructions- 1
Simple
instructions- 2
Simple
instructions-3
Greeting
(reinforced)
Contractions 1
Contractions 2
Vocabulary:
Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, pen, pencil, eraser, rubber, marker, computer, curtain.
Academic: come, go, stand up, sit down, read, write, listen, speak, stop, be quite, raise your hand, hello, fine, thank you, good morning/afternoon.
Sight words: come , go, is, are, I, you, we he, she, they
Oral Language
Quiet
Listen
Write
Speak
Read
Go
Come
Sit
Reinforced:
stand up
sit down
come here
go back
don’t move
open your book
raise your hand
come in
listen to me
wash your hands
copy from the
blackboard
sing a song
repeat after me
Hello song I’m /
you’re/he’s/she’s/
we’re/they’re/it’s
Reinforce:
introduction
I am ….
She/he is…
We’re children.
I’ve/ you’ve/he’s/she’s/
we’ve/ they’ve/ it’s
3
Where’s…?
It is
inside/outside…
They’re teachers.
Reading
Phonemic Awareness/Phonics down=d-o-w-n
table=t-a-b-l-e
Comprehension ((predicting,
visualizing, main ideas, details)
Written simple
instructions
Written simple
instructions
Match simple
instructions with
pictures
Concept of Print/Conventions
Fluency Read words loudly
e.g. chalk, go, pen
Open/ your/ book/, clean/ your/ desk/, repeat/| after/ me/, look/ at/ the/blackboard
Read contracted forms
e.g. I ‘m
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
copy simple
instructions
Write phrases
using words
Write contracted
forms: pronoun +
verb
Write in contraction forms
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Physical response Physical response Physical response Informal
monitoring
Informal
monitoring
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shashboard
Notes for Teachers
4
Theme 2: People
Overall Description of Theme and Topics: Under theme People, there are three topics, namely, Parts of our body (topic 2), Look at the
people in the picture (topic 3) and What are you wearing (topic 4).
Topic 2: Parts of our body
Learning outcomes:
Name parts of their body.
Read numbers from zero to twenty.
Use polite expressions such as “thank you” and “please” in their conversation.
Express possession using “I have” and “I don’t have”.
Respond to short imperatives.
Spell words for part of their body.
Week 3: Parts of our body
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Body Parts 1 Body Parts 2 Body Parts 3 Body Parts 4 Counting numbers
(0 to 10)
Has/have 1
Vocabulary:
Thematic: Head, hair, ear, forehead, eye, nose, lip, teeth tongue, mouth, neck, chest, shoulder, breast, hand finger, leg, foot, toes, knees
Academic: zero, one, two, three, four;…ten, please, thank you
Sight words: is, this , that , what , the
Oral language
What is this?
What is that?
This is….
That is ….
( pointing at the
parts)
What is this?
What is that?
This is….
That is ….
( pointing at the
parts)
What is this?
What is that?
This is….
That is ….
( pointing at the
parts)
What is this?
What is that?
This is….
That is ….
( pointing at the
parts)
Number song and
counting
numbers: zero,
one, two, three…
I have two dusters.
We have ten
benches.
She has eight
pencils.
He has three balls.
She has seven pens.
Reading
Phonemic Awareness/Phonics leg= l-e-g
lip= l-i-p
hand= h-a-n-d
eye= e-y-e
Comprehension ((predicting,
visualizing, main ideas, details)
Read words for
body parts
Read and match
words with
pictures
Read number in
words and figures
Concept of Print/Conventions
Fluency Read words loudly
e.g. hair, teeth,
tongue, mouth
Read words
loudly
e.g. make, chest,
shoulder, breast
5
Writing
Letter formation, words, sentences,
Penmanship, Handwriting,
Punctuation
Label their body
parts
Match words to
figures
Write numbers in
words and figures
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and Talk/
Informal
monitoring
Turn and Talk/
Informal
monitoring
Turn and Talk/
Informal
monitoring
Turn and Talk/
Informal
monitoring
Turn and Talk/
Informal
monitoring
Turn and Talk/
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 4: Parts of our body
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language Items Has/have 2 doesn’t /don’t
have
Polite
expressions
words/phrases
related to body
parts
Imperatives Counting numbers
11-20
Vocabulary:
Thematic: Head, hair, ear, forehead, eye, nose, lip, teeth tongue, mouth, neck, chest, shoulder, breast, hand finger, leg, foot, toes, knees
Academic: eleven, twelve, thirteen, fourteen….., please, thank you
Sight words: has, have, I, she, he, this, what, yes, no
Oral language She has ….
I have ….
She has ….
He has … I have …
She doesn’t have
…
I don’t have ….
He doesn’t
have…..
We don’t have…
Ok!
Thank you
Yes, please
Yes, thank you
No, thank you
This is my….
Recycled:
What is this?
What is that?
This is…
That is ….
Show me your…
Touch your …..
Point to …..
Look at…
Raise your…
Copy
Eleven , twelve,
thirteen,
fourteen……
Reading
Phonemic Awareness/Phonics
Comprehension ((predicting,
visualizing, main ideas, details)
Written simple
Imperatives
Concept of Print/Conventions
Fluency Read words loudly
e.g. zero, one , two
Short phrases and
sentences that
Read polite
expression
words/phrases
e.g. please, thank
you
6
contain has/ have
Writing
Letter formation, words, sentences,
Penmanship, Handwriting,
Punctuation
Complete
sentences with
has/have
Copy simple
sentences that
contain doesn’t
/don’t have
words and
phrases for body
parts
Complete
imperatives with
appropriate verbs
Write numbers in
words and figures (
11-20)
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Observation
Informal
monitoring
Observation
Informal
monitoring
Turn and Talk Turn and Talk Turn and Talk Observation
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shashboard
Notes for Teachers
7
Topic 3: Look at the people
Learning outcome Talk about family members.
Describe people using familiar and short descriptive words.
Read words and short sentences for family members.
Spell words for family members.
Use present continuous to talk about people’s action.
Week 5: Look at the people in the picture Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Words related to
family
Descriptive
Words 1
Descriptive
Words 2
He/she is…
He/she is…
( continued)
Words related to family
Vocabulary
Thematic: mother, father, sister, brother, uncle, niece, nephew, aunt, son, daughter, grandfather, grandmother
Academic: thin, fat, tall, short, young, old, happy, sad, beautiful, handsome
Sight words: father, mother, brother, sister
Oral language
Words for family
members
Descriptive words:
thin, fat, tall,
short, young, old,
happy
Talk about
family members
E.g. My father is
young.
She is tall.
Talk about family
members
E.g. My father is
young.
She is tall.
Talk about
family members
using present
simple
My family
Reading
Phonemic Awareness/Phonics son= s-o-n
old= o-l-d
uncle= u-n-c-l-e
aunt= a-u-n-t
fat= f-a-t
sad= s-a-d
Comprehension ((predicting,
visualizing, main ideas, details)
Descriptive
words/phrases
Read short
sentences and
match to
pictures
Concept of Print/Conventions
Fluency Words related to
family members
Read words loudly
e.g. thin, fat, tall,
short, young, old,
happy
Read words loudly
e.g. uncle, nephew, aunt..
Writing
Letter formation, words,
sentences, Penmanship,
Complete the
sentences with
Complete short
sentences
8
Handwriting, Punctuation descriptive words describing family
Assessment
Formative/Continuous
Summative (Post Unit
Assessment))
Informal
monitoring
Informal
monitoring
Rising words
Informal
monitoring
Informal
monitoring
Rising words
Informal
monitoring
Turn and Talk
Informal monitoring
Rising words
Resources/Texts books, pictures, flashcard, real objects, shashboard
Notes for Teachers
Week 6: Look at the people
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
People in the
picture
Descriptive words Describing one
another (in the
form of game)
What are you
doing?
What are they
doing?
Question and answer
Vocabulary
Thematic: mother, father, sister, brother, uncle, niece, nephew, aunt, son, daughter, grandfather, grandmother, parent
Academic: thin, fat, tall, short, young, old, happy, sad, beautiful, handsome
Sight words: tall, short, fat thin, happy, sad Oral language
Talk about people
in the picture (tall,
short, thin)
Talk about people
(handsome,
beautiful)
Game ( guess the
described person)
Converse in present
continuous
Converse in
present
continuous
Asking and answering
questions about people in the
picture using both
affirmative and negative
forms
Reading
Phonemic Awareness/Phonics
Comprehension ((predicting,
visualizing, main ideas, details)
Identify short
sentences in present
continuous
Read and match
sentences with
pictures
Concept of Print/Conventions
Fluency Read words loudly
e.g. thin, fat, tall
,short
Read loudly Read words
loudly
e.g. happy, sad
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Spell handsome
and beautiful
Copy and match
short sentences
describing people
in pictures
Complete short
sentences in
present
continuous
Copy negative or affirmative
forms
Assessment
Formative/Continuous
Summative (Post Unit
Informal
monitoring
Rising words
Informal
monitoring
Informal
monitoring
Rising words
Informal
monitoring
Informal
monitoring
Turn and Talk
Informal monitoring
Rising words
9
Assessment)) Turn and Talk
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Topic 4: What are you wearing? Learning Outcomes
Name common clothes people wear.
Spell words for clothes.
Use present continuous while talking about what they are wearing.
Identify colors related to the clothes.
Read short texts.
Week 7: What are you wearing?
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Naming clothes Naming clothes
with color
Naming clothes
with color
Clothes of
different size
I am wearing/I’m
not wearing…
Question and answer 1
Vocabulary:
Thematic: Shirt, jacket, skirt, scarf, dress, trousers, short, sweater, coat, uniform, socks, shoes, hat
Academic: pink shirt, blue jacket, black trouser, white sweater
Sight words: shirt, coat, skirt, jacket, blue, black, wear
Oral language
Name clothes in
the picture
This is a shirt
That is a skirt.
Identify colors
relating them to
clothes
This a blue coat.
Identify colors
relating them to
clothes
( continued)
Talk about size:
small, medium,
large
E.g. I am wearing
a blue jacket.
I am not wearing
socks.
What am I/is he/she
wearing?
E.g.
I am, he/she is
wearing….
Who is wearing….?
Baby is wearing…
Reading
Comprehension ((predicting,
visualizing, main ideas, details) Short reading text
and underline
words related to
clothes.
Beza is seven years
old.
She is wearing
skirt.
She has a book on
Read and match to
pictures
10
her hand.
She is wearing a
pair of shoes.
Phonemic Awareness/Phonics
Concept of Print/Conventions Read short
sentences in
present
continuous tense
Fluency Read loudly
phrases
e.g. coat, shirt
Read words
loudly ( e.g.
uniform, short,
scarf, socks and
sandals
Read phrases
loudly
e.g. black trouser,
white sweater
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write phrases
looking at pictures
Match words
related clothes
with pictures
Copy short questions
and sentences
Assessment
Formative
Summative (Post Unit
Assessment)
Turn and
Talk/informal
monitoring
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring
Turn and Talk/informal
monitoring/ rising
words
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 8: What are you wearing? Lessons Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Question and
answer 2
Song on clothes Short forms 1 Short forms 2 Dialogue 1
Dialogue 2
Vocabulary:
Thematic: Shirt, jacket, skirt, scarf, dress, trousers, short, sweater, coat, uniform, socks, shoes, hat, suit
Academic: pink, shirt, blue jacket, black trouser, white sweater
Sight words: wear, green , shirt, blue, uniform
Oral language
What am I/is
he/she wearing? ( continued)
Adapted Jazz
chants by Carolyn
Eraham
isn’t/aren’t
I’m not wearing…
We aren’t
wearing…
He isn’t
wearing…
She’s wearing a
shirt.
He’s wearing a
hat.
He isn’t wearing a
uniform
She isn’t wearing
a sweater.
A: What are you
wearing?
B: I’m wearing a
uniform
A: What color is your
uniform?
B: It’s blue.
Reading
11
Comprehension ((predicting,
visualizing, main ideas, details)
Read short
sentences and
point to pictures
Phonemic Awareness/Phonics
Concept of Print/Conventions Read words and
phrases for clothes
Fluency
Read words loudly
e.g. blue, pink, white,
black
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write short forms
of the underline
phrases
Copy short
sentences with
contractions
Match descriptive
phrases with
appropriate picture
Assessment
Formative
Summative (Post Unit
Assessment)
Turn and
Talk/informal
monitoring
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring
Turn and Talk/informal
monitoring/ rising
words
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
12
Theme 3: Food Overall Description of Theme and Topics: Under the theme, Food, there is a topic entitled Time to Eat and Drink (topic 5) which is
addressed in week 9 and 10.
Topic 5: Time to eat and drink
Learning outcomes: Name familiar foods and drink.
Read words for familiar food and drink items.
Identify singular and plural forms of nouns.
Ask and answer questions using “how many.
Count numbers from 21 to 30.
Copy words/phrases for foods and drinks
Week 9: Time to eat and drink
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Naming food items Naming drinks How many? 1 How many? 2 Role play Counting numbers (21-30)
Vocabulary
Thematic: cake, milk, bread, banana, orange, candy, ice cream, chewing gum, tea, coca cola, cabbage, potatoes, tomatoes, carrot, green paper, onion,
salad, mango, papaya, lemon, avocado, sugar
Academic: Twenty one, twenty two, twenty three……
Sight words: what, this, there, are, how many, please, thank you
Oral language Identify and name
food items and
play the dialogue:
A: What is this?
B: This is cake/….
Time to eat
Breakfast
Lunch
Diner
Identify and name
drinks and play the
dialogue:
A: What is this?
B: This is milk/….
How many…. are
there?
There are…
How many…. are
there?
There are ….
Customer: “I want
bananas, please.”
Shopkeeper:
“How many?”
Customer: “Three,
please.”
Shopkeeper:
“Here you are.”
Customer:
“Thank you”
Polite
expressions:
Please and thank
you
Listing text
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read
words/phrases for
food
Read
words/phrases for
drink
Read plural forms
loudly
Read the words and
match with figures
Phonemic Awareness/Phonics
Concept of Print/Conventions
13
Fluency Loud read
e.g breakfast,
lunch, dinner
Read the numbers 21-
30 (in words) loudly
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Copy
words/phrases for
food
Copy
words/phrases for
drink
Add /-s/ to words
to make plural
forms
Complete
dialogue with
expressions/words
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring
Turn and Talk/informal
monitoring/ rising
words
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 10: Time to eat and drink
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Naming fruits Naming vegetables How many? Numbers 31 to 40 We have/we don’t
have
Numbers
thirteen/thirty, fourteen/
forty
Vocabulary
Thematic: cake, milk, bread, banana, carrot, chicken, chips, egg, orange, candy, ice cream, cheese, chocolate, chewing gum, tea, coca cola, cabbage,
potatoes, tomatoes, carrot, green paper, salad, mango, papaya, lemon, avocado, onion
Academic: thirty one , thirty two, thirty three……..forty
Sight words: what, is, this Oral language
Identify and name
fruits.
Role play
A: What is this?
B: This is
mango/…
Identify and name
vegetables
Role play
A: What is this?
B: This is carrot/….
Listening text Count numbers
from 31 to 40
Conversation
Teacher: Do we
have oranges on
the table?
Students: No, we
don’t have/yes,
we have five
oranges
Counting ….teen vs
…ty
Reading
Comprehension (predicting,
visualizing, main ideas, details) Read words/phrases
for vegetables
Read and match
words with
numbers
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Read
words/phrases for
Loud read
Cabbage, papaya, Loud read
We/don’t/have/
Loud read
Fourteen/forty
14
fruits potato, tomato apple.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Copy and write
words/phrases for
vegetables
Complete
sentences using
appropriate phrase
Write the numbers
(figures) in words
Complete
sentences missing
number s and
food item
referring to a
picture
Write the numbers in
words
( thirteen/thirty,
fourteen/ forty)
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring/ rising
words
Turn and
Talk/informal
monitoring
Turn and
Talk/informal
monitoring
Turn and
Talk/informal
monitoring/ rising
words
Turn and Talk/informal
monitoring/ rising
words
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
15
Theme 4: Likes and Dislikes Overall Description of Theme and Topics: Under theme, Likes and Dislike, there is a topic entitled I Like my School (topic 6) which is
addressed in week 11 and 12.
Topic 6: I like my School Learning outcomes:
Talk about what they like and don’t like.
Ask their friends’ likes and dislikes.
Read story pictures about one’s likes and dislike and answer questions.
Complete sentences using like and don’t like.
Week 11: What we like
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Role play I like tea I like apple I like dancing I don’t like… Question and answer
Vocabulary
Thematic: cat, dog, goat, mouse, sheep, donkey, cow, banana, milk, orange, lemon tea, football, Play-station, etc.
Academic: I, do, dancing, singing, jumping, reading, running
Sight words: I, do, don’t, like Oral language
1.Coversation
A: Do you like
orange?
B: Yes, I do.
2.Conversation
A: Do you like
lemon?
B: No, I don’t.
What drink do you
like?
I like tea/….
What fruit do you
like?
I like apple/….
What activities do
you like?
I like jumping/….
What drink/fruit
you don’t like
I don’t like coca
cola.
I don’t like lemon.
I don’t like
fighting.
Dialogue
Student A: Do you like
…..?
Student B: Yes, I
like…../
Student B: No, I don’t
like….
Reading
Comprehension (predicting,
visualizing, main ideas, details) List of short
sentences ( story)
about someone’s
likes/dislikes:
e.g.
John likes his
school.
John doesn’t like
milk.
John likes reading.
Read story
pictures and mark
the likes/dislikes
of the person in
the picture
Read a table describing
what people like/
dislike and answer short
yes/no questions
Phonemic Awareness/Phonics
16
Concept of Print/Conventions
Fluency Loud read
What/drink/do/you/
like?
Loud read
I/don’t /like/ coca
cola.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Complete the
sentences with
like and don’t
like.
E.g. I have a dog.
His name is Bobby.
I _____ Bobby
very much.
Complete a table
with list of food
items, drinks and
activities they
like,
A survey table (the
table includes names of
students and list of
fruits, drinks and
activities) – students
write from each
category the thing they
like: e.g. What fruit do
you like? I like bananas.
What drinks do you
like? I like milk. What
activities do you like? I
like dancing.
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring/observa
tion
Informal
monitoring/observa
tion
Informal
monitoring/observ
ation
Informal
monitoring/observ
ation
Informal
monitoring/observ
ation
Informal
monitoring/observation
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 12: What we like
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
He likes candy. We like milk. Do you like
mango?
Do you like
reading?
Question and
answer
Role play
Vocabulary
Thematic: cat, dog, goat, mouse, sheep, donkey, cow, banana, milk, orange, lemon tea, football, Play-station, etc.
Academic: I, do, dancing, singing, jumping, reading, running
Sight words: he, she, we, they, like, don’t, doesn’t Oral language
He likes …
She likes….
He doesn’t like…
She doesn’t like…
We like…
We don’t like…
They like…
They don’t like…
Do you like… Do you like… Conversation
A: Do you like
…..? B: Yes, I
like…..
A: Do you like
…..?
B: No, I don’t
A: What
drink/fruit/activities do
you like?
B: I like …….
A: What
drink/fruit/activities do
you not like?
17
like. B: I don’t like……
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Short text (story)
about someone’s
likes and dislikes
Read short text
and underline
someone’s likes
and dislikes
Read story picture
and match with
illustration (likes
and dislikes)
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write out
someone’s likes
and dislikes in short
text
Complete short
sentences with
likes/dislikes
E.g. I ----- mango.
I ----- fighting.
Write the items you like
and dislike after
reading a table with a
list of drinks/fruits/
Activities
E.g. I like ….
I don’t like….
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring/observ
ation
Informal
monitoring/observa
tion/ rising words
Informal
monitoring/observ
ation
Informal
monitoring/observ
ation/ rising
words
Informal
monitoring/observ
ation
Informal monitoring/observation/ rising words
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Theme 5: Objects Overall Description of Theme and Topics: Under the theme objects, there are four topics entitled as how many books, I have a new pen,
what color is your shirt and my house.
Topic 7: How many books?
Learning outcomes: Identify names of household objects.
Read words and short text for household objects.
Use present simple tense to name household objects.
Tell their age.
Use numbers to count objects.
Tell telephone number of their parents.
Write words for household objects.
Read numbers from 41-50.
Week 13: How many books?
Lessons
18
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Describing
classroom objects
Naming household
objects
Has/have How many? don’t have Negative contractions
(doesn’t have)
Vocabulary
Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, books, pen, pencil, rubber, marker
bed, shelf, sofa, cupboard, television, radio, refrigerator bedroom, living room, kitchen, bath room
Academic: eleven, twelve, thirteen… twenty
Sight words: What, is, this, that, a, have, has
Oral language
Listening text Conversation
A: What is this?
B: This is a….
A: What is that?
B: That is ….
I have ….
She has ….
He has …..
We have ….
Conversation
A: How many
books do you
have?
B: I have …….
A: How many
pens does she/he
have?
B: He has ………
I don’t have ….
We don’t have
…….
You don’t
have….
They don’t
have….
She doesn’t have …
He doesn’t have….
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read a list of
simple sentences
and underline
has/have
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
Refrigerator
Kitchen
Bedroom
Loud read
How/ many/
rubbers/ do/ you/
have?
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write four
sentences based on
information from
listening text
Complete the
dialogue with the
names of
household/
classroom objects
in the pictures
Complete the
dialogue
E.g.
A: How many
books do you
have?
Write three
sentences using I
don’t have
Write sentence about
what people don’t have
19
A: What is this?
B: This is a….
A: What are these?
B: These are ….
B: I have -----
books.
A: How many
exercise books do
you have?
B: I have -----
exercise books
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring
Informal
monitoring
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal
monitoring
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 14: How many books?
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Doesn’t/don’t have How old are you?
Counting things Telephone
number
Five books How many?
Vocabulary
Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, books, pen, pencil, rubber, marker
bed, shelf, sofa, cupboard, television, radio, refrigerator bedroom, living room, kitchen, bath room
Academic: I, twenty one, twenty two, twenty three….forty
Sight words: I, no, there, are, book, is
Oral language Conversation:
A: Do you have a
ruler?
B: No, I don’t have
A: Does she have a
bag?
B: No, she doesn’t
have.
Listening text
Conversation:
A: How many
desks are there?
B: There are----
desks.
Conversation:
A: What is your
mother’s /father’s
telephone
number?
B: It is
0913426587
Count and tell
objects in the
picture/ classroom
e.g. There are five
books
There are-----
Say words with plural
marker ‘-s’)
E.g.
Ten books
Five pens
Twenty tables
Fourteen desks
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read a list of
sentences and
underline
structure “doesn’t
/don’t have”
Read and match
numbers with
objects in the
pictures
Read a list of
short sentences
and underline
numbers with
names of objects
Phonemic Awareness/Phonics
Concept of Print/Conventions
20
Fluency Loud read
It/ is/ 0913426587
Loud read
Fifteen tables
Thirteen bench
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write their ages
E.g. I am eight
years old.
Write their
mother’s/father’s
telephone number
Write numbers
from 21-40 in
words and figures
Write the plural forms
of the objects (add -‘s’)
E.g. book-books
Pen-pens
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 15: How many books?
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Naming kitchen
items
Naming bedroom
items
Counting numbers
(41-50)
How many? What is this? What is that?
Vocabulary
Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, book, pen, pencil, rubber, marker, bed, shelf, sofa, cupboard, television, radio,
refrigerator bedroom, living room, kitchen, bath room
Academic: forty one, forty two, forty three…. fifty
Sight words: we, have, what , this, that, is, a, thirteen, thirty, fourteen, forty, fifteen, fifty
Oral language We have a
television.
We have….
Listening text Practice
Forty one
Forty two
Forty three…fifty
Conversation
Teacher: How
many shelves are
there in the
picture?
Students: There
are ---- shelves.
Conversation
A: What is this?
B: This is a
cupboard.
Conversation
A: What is that?
B: That is a window.
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read a list of
words in a table
and identify
kitchen items
Read and match
numbers from
41-50 in words
and figures
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency
Writing
Letter formation, words, Look at pictures Write numbers in Complete Complete sentences
21
sentences, Penmanship,
Handwriting, Punctuation
and write down the
names of bedroom
items
words ( 41 to 50) sentences with
nouns ( e.g. This
is….) referring to
a picture
with nouns ( e.g. That
is….) referring to a
picture
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring
Informal
monitoring Guided
review
Informal
monitoring
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal monitoring
Guided review
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Topic 8: A new pen
Learning outcomes: Describe objects in terms of shape and size.
Tell whether a person is tall or short and young or old.
Describe objects in terms of color.
Use the conjunction “and” to join words.
Use numbers to count objects.
Complete short sentences using descriptive adjectives.
Read short descriptive sentences and match them with the described object.
Week 16: I have a new pen
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
I have a pencil and
a marker
A blue sweater and
a brown scarf
The dress is old
and red
The table is
rectangle
Role play She is tall
Vocabulary
Thematic: table, book, blackboard, pen ,desk, duster, bed, chair, television, radio, spoon ,knife, fork
Academic: and, black, white, green, yellow, red, pink, brown, etc. big, small, short, tall, thirty one, thirty two
Sight words: what, is, this, that, a, small, big, it
Oral language
A pencil and a
marker.
A door and a
window
A goat and a dog
A tall girl in a
yellow dress.
A short girl in a
pink dress.
A thin blue book.
A thick black book
The dress is old
It is red.
The dress is old
and red.
This table is
square.
This book is
rectangle.
That ball is circle.
Conversation
A: Is your book
rectangle/square?
B: It is rectangle.
A: Is a ball
circle/rectangle?
B: It is circle.
Listening text
Reading
22
Comprehension (predicting,
visualizing, main ideas, details)
Read short
sentences and
match them with
the described
objects.
Read short
sentences and
match them with
the described
pictures.
Read words and
match to the
pictures
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Read phrases out
loud
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write descriptive
phrases Write descriptive
phrases based on
the pictures
Complete short
sentences using
adjectives of
shape and size
referring to
picture.
Write four sentences
about family using tall
and short.
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and talk
Guided Review
Turn and talk
observation
Turn and talk
observation
Turn and talk
Guided Review
Turn and talk
Guided Review
Turn and talk
Guided Review
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 17: A new pen
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items Have/has doesn’t/ don’t
have
Role play 1 Role Play 2 Counting and
using numbers
Using the conjunction
‘and’
Vocabulary
Thematic: table, book, blackboard, pen ,desk, duster, bed, chair, television, radio, spoon ,knife, fork
Academic: “ and”, black, white, green, yellow, red, pink, brown, etc. big, small, short, tall, thirty one, thirty two
Sight words: I , he , she , we, they , you, has, have, a, is
Oral language
I have a ball.
She has a big cake.
He has a pen.
You have a bag.
We have a ball.
They have rulers.
I don’t have a
phone.
She doesn’t have a
bag.
He doesn’t have a
brother.
We don’t have
cupboard.
They don’t have a
Teacher: What do
you have in your
bag?
Students: I have
…
Students examine
contents of their
Teacher:
Do you have a
pen? Is it new?
Do you have a
rubber? Is it big?
Is it circular?
Students continue
Revising
counting and
using numbers
…and….
He has a blue pen and a
white paper.
She has a big bag and a
small umbrella.
23
class.
school bags (ask
and answer
questions)
in pairs
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read sentences
and match them
with pictures.
.
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
She/ has/ a /big/ bag/
and/ a /small/ umbrella.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write four
sentences about
what they have.
Write four
sentences about
what they don’t
have.
Write sentences of
about 7 words (using
‘and’ to connect words)
E.g. I have a pen and a
book.
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Physical response
Informal
monitoring
Physical response
Informal
monitoring
Guided Review
Physical response
Informal
monitoring
Physical response
Informal
monitoring
Physical response
Informal
monitoring
Guided Review
Physical response
Informal monitoring
Guided Review
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
24
Topic 9: What color is your shirt Learning outcomes:
Identify primary and secondary colors.
Sing a song on colors.
Read names of colors.
Spell words for colors.
Write words for color.
Week 18: What color is your shirt
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Naming colors Name the colours song/rhyme
about colors
Where is… My jacket is blue. It’s a big black bag
Vocabulary
Thematic: pen, book, table, chair, chocolate, shirt, bag, god, cat, trousers, skirt, dress, uniform, socks, black, white, green, yellow, red, pink, brown
Academic: her, his, our, their, it
Sight words: color, what, is, black, green, blue, yellow, red
Oral language
Both primary and
secondary colours
green garden
blue pen
yellow flower
brown chocolate
colors of the
rainbow and point
to colors as they
sing
Listening text
Conversation
A: what colour is
your shirt?
B: It is black.
Her shirt is pink.
Our classroom is white.
His bag is red.
Their dog is black.
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read sentences
with pictures and
mark them
Read a list of
sentences and sort
out words referring
to colours.
Read and match
names of colors
with colored
pictures.
Read and point to the
letters
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency
What/color/is/you
r/shirt?
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write three
sentences about
their clothes
including their
Write missing numbers
in a given table.
25
colour
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and talk
Observation
Guided Review
Turn and talk
Observation
Guided Review
Turn and talk
Observation
Turn and talk
Observation
Turn and talk
Observation
Guided Review
Turn and talk
Observation
Guided Review
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 19: What color is your shirt
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items Question and
answer 1
Question and
answer 2
Counting numbers
( 51 to 60)
What do you have
What do they
have
Goodbye
Vocabulary
Thematic: pen, book, table, chair, chocolate, shirt, bag, god, cat, trousers, skirt, dress, uniform, socks, black, white, green, yellow, red, pink, brown
Academic: her, I, you, my, her, their, they, it
Sight words: color, what, is, it, black, white, yes, wear
Oral language Describe what
classmates are
wearing in terms
of colours
A: What color is
my bag?
B: It is black. What
color is my trouser?
A: It is blue.
Numbers ( 51 to
60)
I have a blue
jacket and a white
shirt.
Listening text Practice
A: Good afternoon.
B: Good afternoon
A: You are wearing a
white shirt.
B: Yes. You are also
wearing a white shirt.
A: Yes. It is our
uniform.
A: I must go. Goodbye
B: Goodbye
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read number
words and match
with figure
numbers
Read and match
names of colors
with colored
pictures.
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
I/have/a/blue/jacket Write items they
have with
description in
number and
colour
Loud read
Good/morning
Good/ afternoon
Good/bye
Writing
Letter formation, words, Write numbers in Write complete
26
sentences, Penmanship,
Handwriting, Punctuation words and figures.
sentences using
color phrases.
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and talk
Observation
Turn and talk
Observation
Guided Review
Turn and talk
Observation
Turn and talk
Observation
Guided Review
Turn and talk
Observation
Turn and talk
Observation
Guided Review
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
27
Topic 10: My House Learning outcomes:
Identify words for household objects and rooms in a house.
Read names of household objects and rooms in a house.
Talk about what people do in different rooms in a house.
Spell words for household objects and rooms in a house.
Week 20: My House
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Counting numbers
( 61 to 70)
Naming rooms in a
house What is this
room?
Where do we find
soap The story of baby
bird
Song 1
Vocabulary
Thematic: bed, table, shelf, chair, sofa, cupboard, television, radio, refrigerator, bedroom, living room, kitchen, bath room
Academic: this, that, it
Sight words: what, is, this, that, a, there, are, it
Oral language
Numbers Listening text This is a bedroom.
That is a living
room.
This is a dining
room.
A: Where do we
find a bed?
B: It is in the
bedroom.
Listening text House song
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read number
words and match
with figures
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write figures and
word numbers Write names of
rooms in a house
Write sentences
about objects in
different rooms.
Assessment
Formative/Continuous
Observation
Informal
Observation
Informal
Observation
Informal
Observation
Informal
Observation
Informal
Observation
Informal monitoring
28
Summative (Post Unit
Assessment)
monitoring monitoring monitoring monitoring monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 21: My House
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Naming kitchen
items
Naming Bathroom
items
Counting numbers
( 71 to 80)
Story Dialogue Song 2
Vocabulary
Thematic: bed, table, shelf, char, sofa, cupboard, television, radio, refrigerator, bedroom, living room, kitchen, bath room
Academic: I, this, that, my, big, small
Sight words: this, that, my
Oral language
This is a knife/
stove/ spoon/fork/
plate/ pan/pot…
This is
towel/mirror/hand
wash/water tan
Counting numbers
Listening text Practice
A: Where do you
eat?
B: I eat in the
living room.
House song
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read words for
kitchen items and
match with
pictures
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
Towel
mirror
Water/tank
Loud read
sentences
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write words for
kitchen items
Write words for
bathroom items Write five
sentences about
what they do in
rooms of a house
Write numbers from 71
to 80 in words and
figures
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Observation
Informal
monitoring
Observation
Informal
monitoring
Observation
Informal
monitoring
Observation
Informal
monitoring
Observation
Informal
monitoring
Observation
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
29
Theme 6: Animals Overall Description of Theme and Topics: Under theme, animal, there is a topic entitled Animals we know (topic 11) which is addressed in week 22,
23 and 24.
Topic 11: Animals we know
Learning outcomes:
Name domestic animals and familiar wild animals.
Tell where animals live.
Mention what animals eat.
Read words for animals, what animals eat and where they live.
Write words for animals, what they eat and where they live.
Week 22: Animals we know
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Naming animals 1 Naming animals 2 Dialogue Naming animals
body parts
What is
happening?
Small, big, white, black
Vocabulary
Thematic: meat, forest, grass, bush cat, dog, hen, rabbit, tortoise, goat, sheep, donkey, horse, camel, elephant, giraffe, lion, fish, zebra
Academic: big, small, tall, fat, thin, black, white, short ,heavy
Sight words: what, is, this, that, a, how many Oral language
This is a cat.
That is a dog.
This is a cow
That is a hen.
This is a hyena.
That is a zebra.
This is a giraffe.
That is an elephant.
A: What is that?
B: It is a cat.
A: What is that?
B: It is a zebra.
A: What is this?
B: It is a lion.
A: What is this?
B: It is a cow.
A: What is this?
B: It is a tail.
Listening text.
This is a black dog.
This is a small cat.
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read the names of
animals and match
to pictures
Read and match
words for animals
with pictures
Read sentences and
match to pictures.
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
Zebra
Giraffe
elephant
Write numbers 71
to 80 in words and
figures.
Writing
Letter formation, words,
sentences, Penmanship,
Write names of
animals under each
Write names of
animals under each
Write names of
animals under a Write descriptive
sentences using names
30
Handwriting, Punctuation picture. picture. given category. of animals
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 23 : Animals we know
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Which animal eats
plants?
Which animal eats
meat?
Which animal eats
plants and meat?
Which animal eats
what?
Dialogue Song
Vocabulary
Thematic: meat, forest, grass, bush cat, dog, hen, rabbit, tortoise, goat, sheep, donkey, horse, camel, elephant, giraffe, lion, fish, zebra
Academic: big, small, tall, fat, thin, black, white, short ,heavy
Sight words: what, it, this, a Oral language Grass/tree/leaf/
bush/plants/wheat/
teff/corn/maize/
sorghum/ meat
Practice
This is a grass.
That is a tree.
Practice
A: Which animal
eats meat
B: Dog
A: What does rat
eat?
B: Rat eats meat
and bread.
Practice
A: What does a
Zebra eat?
B: It eats grass
A: What does a
dog eat?
B: It eats meat.
Practice
A: What does an
elephant eat?
B: It eats leaf.
A: What does a
lion eat?
B: It eats meat.
Song: Strange Animals
in Farah’s Garden
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read sentences
and match to
pictures.
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
Tiger/eats/meat
Lion/eats/meat.
Loud read
Zebra/eats/grass.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write four
sentences based on
information given.
Write four
sentences about
what animals eat.
Write missing
numbers from 71
to 80.
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal monitoring
31
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 24: Animals we know
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items Naming where
animals live
Where animals live Dialogue Counting numbers
81 to 90
Yes/No game
with animals’
name
Song
Vocabulary
Thematic: meat, forest, grass, bush cat, dog, hen, rabbit, tortoise, goat, sheep, donkey, horse, camel, elephant, giraffe, lion, fish, zebra
Academic: big, small, tall, fat, thin, black, white, short ,heavy
Sight words: this, that, where, do Oral language
Jungle/forest
/bush/hole/
tree/nest/
Cave/water
Practice
Fish lives in
the water.
Ape lives on
trees.
Hyena lives in
cave.
Practice
Fish lives in the
water.
Elephant lives in a
forest.
A: Where do hyenas
live?
B: Hyenas live in
caves.
A: Where do birds
live?
B: Birds live in nests.
Practice counting
numbers
Play the game.
Play Old Macdonald
Song
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read names of
animals and
match to
places they
live.
.
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
words for
where animals
live
Loud read
Where/ do/ birds/ live?
Loud read
numbers.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write missing
numbers.
Assessment
Formative/Continuous
Summative (Post Unit
Turn and talk
Informal
monitoring
Turn and talk
Informal monitoring
Turn and talk
Informal monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal
monitoring
Turn and talk
Informal monitoring
32
Assessment
Resources/Texts Books, pictures, Flashcard, real objects, Shash board
Notes for Teachers
33
Theme 7: Ability Overall Description of Theme and Topics: Under the theme, Ability, there is a topic entitled My Mother can Cook (topic 12) which is
addressed in week 25and 26.
Topic 12: My Mother can Cook
Learning outcomes: Make use of action common verbs in their conversation.
Ask and answer questions using “can you?”
Read short texts about people/animals can do and can’t.
Write short sentences about what they can do and can’t.
Week 25: My Mother can Cook
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Who can fly Fish can swim Crocodile can
swim
Counting numbers
91 to 100
I can play
charades
I can sing a song
Vocabulary
Thematic: Hop, run, walk, jump, make, fly, swim, boil, cook, sing, write, read, listen, speak, watch, see, touch, smell, taste
Academic: I, he, she , we, you, they, can, can’t, yes, no
Sight words: I , can, can’t, yes, no
Oral language
Jump/hop/run/
walk/fly/sing
Practice
Birds can fly.
Apes can jump.
Frogs can hop.
Practice
I can play football.
I can’t cook food.
A: Which animal
can swim?
B:A fish can
swim.6
Practice counting
numbers
Play game
Sing a song
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read sentences and
match to pictures
Read number
words and match
to pictures
Read a poem and act out
the actions
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency .Rabbits can run
fast.
Birds can sing.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write three
sentence about
what they can do
and two sentences
about what they
can’t do
Write sentences
based on the
actions
demonstrated
Writ missing
numbers both in
figure and words
Write three
sentences about
what they can
do at school or
home
34
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Total physical
response
Informal
monitoring
Total physical
response
Rising words
Informal
monitoring
Total physical
response
Informal
monitoring
Total physical
response
Rising words
Informal
monitoring
Total physical
response
Informal
monitoring
Total physical response
Rising words
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 26 : My Mother can Cook
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
He can climb a
tree
I can speak English Can you play
football?
Can your mother
read English?
Game Song
Vocabulary
Thematic: Hop, run, walk, jump, make, fly, swim, boil, cook, sing, write, read, listen, speak, watch, see, touch, smell, taste
Academic: I, can, can’t, you, he, we, she, yes, no
Sight words: can, can’t, yes, no Oral language Practice
Listen and repeat
(pointing to
pictures)
A: Can you read
English?
B: Yes, I can read
English.
Listening to story. A: Can your
father play piano?
B: Yes, he can/
No, he can’t.
A: Can your
mother read
English?
B: Yes, she can/
No, she can’t.
Students sit in
circle having the
action verbs on
cards at the
center and
students pick the
card and say I
can… and act the
action.
Song: Students should
sing the song and
demonstrate with
actions
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read sentences
and match with
what people in the
pictures can do
Read sentences and
math with pictures
Read sentences
and point to
pictures
Read the lyrics of the
song and act out the
action
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write sentences
about the actions
demonstrated in
pictures
Write four
sentences about
what you their
fathers can and
can’t do
Write five
sentences about
what you can’t do
Assessment Total physical Total physical Total physical Total physical Total physical Total physical response
35
Formative/Continuous
Summative (Post Unit
Assessment)
response
Informal
monitoring
response
Rising words
Informal
monitoring
response
Informal
monitoring
response
Rising words
Informal
monitoring
response
Rising words
Informal
monitoring
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
36
Theme 8: Transport Overall Description of Theme and Topics: Under the theme, Transport, there is a topic entitled I walk to school (topic 13) which is
addressed in week 28 and 27.
Topic 13: How I come to school
Learning outcomes: Identify words for vehicles and modes of transportation.
Read words for vehicles and mode of transportation.
Converse on transportation in their village and cities.
Use prepositions “by” and “on” while talking about transport appropriately.
Write short sentences to explain how they come to school.
Week 27: How I come to school
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Transport on land Transport using
animals
Airplane flies in
the sky
How do you come
to school?
Story Transport song
Vocabulary
Thematic: Airplane, bicycle, boat, ship, bus, car, train ,taxi, bajaj, cart, on horseback, on foot, city, village, town
Academic: it, I, this, that, how, he, she, by, on, does, do, come
Sight words: this, that, a, what, it
Oral language
Listen and talk
about the modes of
transport in
pictures
Name modes of
transport(animals)
A: What is this:
B: This is a boat.
A: How do
Yeabsira and
Helen come to
school?
B: They come to
school by taxi.
Listen to a story
and mark in a
table.
Listen and repeat (doing
actions)
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read words and
match to pictures
Read words and
math to pictures
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
bus
bicycle
train
Read loud
donkey
mule
horse
Loud read
I/come/to/school/
by/taxi.
She comes to
37
taxi camel school by bus.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write sentences
about mode of
transport
Write sentences
about pictures Write four sentences
using modes of transport
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal
monitoring
Guided review
Informal monitoring
Guided review
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 28: How I come to school
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Transport in my
village
Mode of transport
in cities
I ride a bicycle Transport in
village
Going places Transport song
Vocabulary
Thematic: Airplane, bicycle, boat, bus, car, train ,taxi, bajaj, cart, horseback, foot, city, village, town
Academic: we, have, has, don’t, doesn’t, yes, no
Sight words: we, cities, village town, have, has, yes, no Oral language A: Do you have
bajaj in your
village?
B: Yes, we have
bajaj.
Cities have taxies. Listen to a story
and mark in a
table
Name vehicles or
animals in picture
Listen and follow
words.
Remark: Students sing
and learn the song.
Reading
Comprehension (predicting,
visualizing, main ideas, details)
.
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
There is a taxi in
cities.
There are boats in
Bahi Dar.
Loud read
Helicopters fly in
the sky.
I take ferry boat in
Hawasa
Writing
Letter formation, words,
sentences, Penmanship,
Write sentences
based on the
Write five sentences
using modes of transport
38
Handwriting, Punctuation example (e.g. We have…, We
don’t have…)
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring
Guided review
Turn and talk
Informal
monitoring
Guided review
Turn and talk
Informal
monitoring
Guided review
Turn and talk
Informal
monitoring
Guided review
Turn and talk
Informal
monitoring
Guided review
Turn and talk
Informal monitoring
Guided review
Turn and talk
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
39
Theme 9: Time Overall Description of Theme and Topics: Under the theme, Time, there is a topic entitled Today is Monday (topic 14) which is addressed
in week 29and 30.
Topic 14: Today is Monday Learning outcomes:
Tell days of the week.
Say ordinal numbers.
Use words to describe daily whether condition.
Tell most common holidays with in a year.
Read words for days of the week, ordinal numbers whether condition and holidays.
Sing the song happy birthday to you.
Write words for days of the week, ordinal numbers, whether condition and holidays.
Week 29: Today is Monday
Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Today is Monday I visit my
grandparents on
Sunday
I stand first in my
class
Monday is the
first day
What is the day
today?
Song on school days
Vocabulary
Thematic: warm, cold, sunny, windy, wet, cloudy, rainy, Happy, birthday, New year, Christmas, Ramadan, Easter Monday, Tuesday, first…seventh
Academic: first, second, third, fourth, fifth, sixth, seventh
Sight words: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, what, is, it, week
Oral language
Practice
Monday
Tuesday
Wednesday
Practice
Friday
Saturday
Sunday
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Monday is the
first day of the
week
Tuesday is the
second day of the
week
Wednesday is the
third day of the
week
A: What is today?
B: It is Monday
A: What is the
day before
Tuesday?
B: It is Monday
A: What is the
day after
Thursday?
B: It is Friday
Sing the sing
Reading
40
Comprehension (predicting,
visualizing, main ideas, details)
Read days of the
week and match
to the ordinal
numbers
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read days of
the week
Monday
Tuesday…
Loud read
Friday
Saturday
Sunday
Loud read ordinal
numbers
First
Second…
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write the missing
days of the week
Write the missing
days of the week
and the ordinal
numbers
Write the missing
days of the week
and the ordinal
numbers
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring
Informal
monitoring
Informal
monitoring
Rising words
Informal
monitoring
Rising words
Informal
monitoring
Rising words
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers
Week 30: Today is Monday
Lessons
Lesson 1 Today is sunny Lesson 3 Lesson 4 Lesson 5 Lesson 6
Language
Items
Sunday is the
seventh day
Words to describe
weather A week in the in
the life of
Sintayehu
Happy New Year Happy birthday
to you
Happy birthday song
Vocabulary
Thematic: warm, cold, sunny, cloudy, rainy, Happy birthday, New year, Christmas, Ramadan, Easter, Monday, Tuesday…first, second, third…
Academic: It, you, thank you, the same to you, first, second, third, fourth, fifth, sixth, seventh
Sight words: what , is, it Oral language A: What is the first
day of the week
B: It is Monday
A: What is the
second day of the
week?
B: It is Tuesday.
Warm
Cold
Sunny
Cloudy
Rainy
Listen to a story. Happy Birthday New year Christmas Ramadan Easter
A: Happy Birth
day
B: Thank you!
A: Happy New
year
B: the same to
you
Song of birth day
Happy birthday to you
Happy birthday to you
Happy birthday to you
Reading
Comprehension (predicting,
visualizing, main ideas, details)
Read simple
sentences and write
41
out words related to
weather
Phonemic Awareness/Phonics
Concept of Print/Conventions
Fluency Loud read
Sunny
Cloudy
Cold
windy
Loud read
Happy Christmas
Happy Ramadan
Happy birthday
.
Writing
Letter formation, words,
sentences, Penmanship,
Handwriting, Punctuation
Write the days the
week
Complete sentences
under pictures
Assessment
Formative/Continuous
Summative (Post Unit
Assessment)
Informal
monitoring
Informal
monitoring
Rising words
Informal
monitoring
Informal
monitoring
Rising words
Informal
monitoring
Rising words
Informal monitoring
Resources/Texts books, pictures, flashcard, real objects, shash board
Notes for Teachers