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Aga Khan Schools, South
S Components Yes
No
1 Topic sequence
Are the topics in
sequenced properly?
Sequence throughout
the year for each term.
Sequence of topics
within the chapter need
to be observed
alongside.
Checklist for pacing guide review
Grade 1
English
No Suggestions/ Evidence
The pacing is applicable but also packed due to sequence of each unit which has big question,
pre reading, post reading, grammar, listening, speaking, word study and writing.
The units of First Term are:
Unit 1 & 2 Who are your family and friends.
Unit 3 & 4 Where can we see colors.
The phonics is the new addition and having that along with OD is a good starter, but number of
books are too much, they need to be reduced. 
Speaking and writing task are done as a review of PPIII.
SLOs SCOPE
3.5-Demonstrate use of common conventions *Introduce themselves.
and dynamics of group oral interactions: * Interaction with the classmates and teachers
3.6-Exchange basic routine greetings *Writing about themselves.
3.7-Exchange few social courtesies
3.8-Introduce themselves
3.9-Participate-
SLOs SCOPE
1.4-Articulate, identify and match capital and *Identification of letters and rearranging them.
small letters of the alphabet in a series and in * Write English alphabets as sky letters, root
random order. letters, grass letters.
2.1-Hold a pencil correctly
2.6-Write small and capital letters in series and
in random order. Take dictation of alphabets.
SLOs SCOPE

.1.5-Articulate, identify and differentiate
between the sounds of individual letters in a
word.
1.6-Identify, recognize, and articulate
common sight words and words with
common spelling patterns
1.9-Know that words combine to make
sentences
SLOs
Noun
4.22-Recall and match common naming words
with pictures from immediate environment.
4.23-Use naming words in their speech and
writing
2.11-Trace /copy simple sentences leaving
spaces between words using correct
capitalization, punctuation, and spellings
4.22-Recall and match common naming words
with pictures from immediate environment.
4.23-Use naming words in their speech and
writing.
SLOs
VERBS
4.30-Physically respond to and use some
common action words
Unit 1 (Families and Friends)
SLOs
1.1-Hold, open and turn pages of a book
correctly.
1.2-Understand that text in English runs from
left to right, top to bottom.
3.3-listen and respond to a few commands.
3.11-Express likes
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*Write 5 CVC words for each blend.
-a-, -u-, -i-, -o-, -e-
*Make simple sentences by combining CVC and
sight words. Involve whole class to make more
sentences using those flash cards (CVC+ sight
words]
SCOPE
*-Introduce concept of Nouns (Nouns are
words that name person place animal or a
thing)
*Write names of things/animals/person
(worksheet)
* Write five sentences using naming words with
the help of sentence frames e.g
1) This is ________.
2) That is _________.
3) It is ___________.
SCOPE
*Identify, read and write some common action
words in copy (worksheet)
SCOPE
Explore the book.
Guided Group discussion
Play Big Question DVD play ‘Opener Video’
of ‘Big Question DVD’ at the beginning of unit
1 to activate their background knowledge and
encourage interest in the topic.
Introduction of the book by asking students to
go through and explore the book. Then ask
them to express their opinions.
Watching the opener video and discussion
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about families and friends

S.B. Pg. 7
Ex A-C in book
Ex:D on board
1.18-Point out/name some common objects in Play the audio ask students to listen and point
a picture or a photograph. to the words.
1.5-Articulate, identify and differentiate Predict from the pictures.
between the sounds of individual letters in a Workbook p#2 & 3
word. Student Book p# 8

1.8-Read aloud words with reasonable level of Picture comprehension

accuracy in pronunciation
Use pre-reading strategies to
1.10-predict story by looking at picture(s) in
texts
Interact with text and use reading strategies
(while-reading) to
1.11-locate specific factual information.
1.12-use pictures or rebus in texts to
increase understanding.
1.25-Locate texts/ lessons by looking at titles
and pictures.
2.6-Write small and capital letters in series
and in random order. Take dictation of
alphabets.
3.3-listen and respond to a few commands
Reading aloud by each child S.B. Page 10- 11
St Book P# 12
Ex: A, B, C
Comprehension question and answers in copy.
1.How old is Seb?
2.Name the family members of Mandy.
3.Why are friends important
Homework: Workbook page 4 and 5 can be
given for two days or at the weekend to make
the child read and comprehend at home.
Dictation from list given in appendix.

2.7-Copy and write simple one syllable words

with correct spellings. Leave regular spaces
between words.
.25-Identify gender of naming words from Introduction of genders
immediate environment (masculine / Writing list of genders in copy.
feminine).

4.31-Use am, is, are in short sentences to
identify and describe a person, place, and
thing e.g. I am . . .. .
Listening & Speaking
3.5-Demonstrate use of common conventions
and dynamics of group oral interactions:
3.6-Exchange basic routine greetings
3.7-Exchange few social courtesies
3.8-Introduce themselves
3.9-Participate
3.10-Take turns
2.11-Write simple sentences leaving spaces
between words using correct capitalization,
punctuation, and spellings.
Unit 2 (Elliot’s New Friend)
SLOs
1.7-Read common naming and action words
and match with pictures.
1.8-Read aloud words with reasonable level of
accuracy in pronunciation.
1.8-Read aloud words with reasonable level of
accuracy in pronunciation
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Use of is, am and are in sentences. (Verbal
and written.
S.B. Page 13
W.B. Page 6-7
Workbook has one exercise of
rearranging the sentences related to is,
am, are that needs extra practice.
Listen and respond.
S.B. Page 14 & 15
W.B. p-8 and 9
Workbook page 9 (Guided writing)
My Family + My mother (additional)
First draft in book and second draft in copy.
SCOPE
Get ready for reading and comprehension.
(New words of the chapter)
S.B. Page 16
Workbook p# 10 & 11
Read aloud:
The audio of the text will be played to expose
students to the standard accent and later each
student will be given a chance to read aloud in
front of the class/group which will be assessed
in exams through rubric.
S.B. P#18-20

1.8-Read aloud words with reasonable level of
accuracy in pronunciation
Use pre-reading strategies to
1.10-predict story by looking at picture(s) in
texts
Interact with text and use reading strategies
(while-reading) to
1.11-locate specific factual information.
1.12-use pictures or rebus in texts to
increase understanding.
1.25-Locate texts/ lessons by looking at titles
and pictures.
4.24-Recognize and change the number of
simple naming words by adding or removing s
(singular/plural).
1.26-Recite short poems or nursery rhymes
with actions.
4.13-Familiarize themselves with rhythm,
stress, and intonation of English Language for
comprehension by listening to simple stories
and poems read aloud in class
4.28-Use words that point to something: this,
that, these, those.
Listening
3.5-Demonstrate use of common conventions
and dynamics of group oral interactions:
3.6-Exchange basic routine greetings
3.7-Exchange few social courtesies
3.8-Introduce themselves
3.9-Participate
3.10-Take turns
Speaking
3.5-Demonstrate use of common conventions
and dynamics of group oral interactions:
3.6-Exchange basic routine greetings
3.7-Exchange few social courtesies
3.8-Introduce themselves
3.9-Participate
3.10-Take turns
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Picture comprehension + likes and dislikes
about text through checklist.
Reading Comprehension
St Book P# 20
Ex: A, B, C
Comprehension question and answers in copy.
1.Which animals are scared of Tuti and Elliot?
2.What animals are Tuti, and Elliot scared of?
3.Is Elliot happy at the end of the story? Why?
Homework: Workbook page 12 and 13 can be
given for two days or at the weekend to make
the child read and comprehend at home.
Listing of words and adding ‘S’ to make plurals
in copy and worksheet as HOMEWORK related
to Singular plurals.
Sing the song “Friends” in SB book page 21.
Identify and use the demonstrative pronoun in
their speech (verbal and written)
St Book p- 21 Workbook page 14&15
Listen and respond.
S.B. Page 22
Workbook page 16
Listen and respond.
S.B. Page 23
Teacher can mark them for speaking
using a rubric and maintain the record for
each child which will be used for
assessment.
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4.26-Recognize that people and places have Identify and use capital letters for name.
names. Student book Ex F pg 23
Workbook page 17 EX A
4.34-Apply capitalization to the initial letter of
the first word of a sentence.

2.11- Write simple sentences leaving spaces Workbook page 17 (Guided writing)
between words using correct capitalization, My Friend + My Teacher (additional)
punctuation, and spellings. First draft in book and second draft in copy.

2.6-Write small and capital letters in series Dictation from list given in appendix.
and in random order. Take dictation of
alphabets.
3.3-listen and respond to a few commands
2.7-Copy and write simple one syllable words
with correct spellings. Leave regular spaces
between words.

The sequence for rest units 3 and 4 are same.

The additional periods have been given for pleasure reading time and last year those
were utilized for Floppy phonics sounds (Sounds and blends are introduced from book
19 till 34)
2 Age appropriate Yes, resources and activities are age appropriate as we use them according to our grade
(resources and level need. My personal observation is that the book itself is little difficult for students in
activities) terms of text and grammar exercises, so in beginning, somehow its challenging but
Are the resources gradually students grasp them.
and activities age ACTIVITIES RESOURCES/VIDEOS/REFERENCE BOOK
appropriate? 1. Activity 1-Who Am I? Oxford Discover CD + Guidebook along with mentioned pages +
2. Activity 2-Name Hunt od online exercise audio _ videos are avaibable
3. Play Ice breaker Floppy phonics CD’s links are provided.
4. Activity 3-Arrange Alphabets Appendix A has links for different games.
Tr provides alphabet cards to the
group. Ask each group to arrange
them in order. The group arranges
Note: Floppy Phonics stage 4 books are required.
first is the winner. Some links in appendix are now not working.
5. Make two strips of colored
papers and write consonant
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alphabets on it. Make another strip

of paper having a vowel in the
center and two holes on both the
sides of it place the consonant
strips under the hole and ask the
students to make CVC words.
6. Make groups of students sit
around a table and provide them
books from library/or ORT. Ss will
make efforts to read familiar CVC
and sight words. Tr will support
the group to read unfamiliar
words.
7.The teacher can play the game
Simon says with students by
using action words which students
have to demonstrate by doing
(jump, drink, walk, sit, clap,
stand)

Note: few activities are prepared

by teacher while making lesson
plans.
3 Alignment of SLO SLO’S related to these activities are covered well in the pacing.
and suggested For example
activities/
Resources: SLOs Suggested Activities Resource
Are the SLOs Unit 3 Where can we see colors.
1.18-Point *Teacher will discuss *Student book / workbook Oxford Discover 1
aligned with the out/name where can we see Chapter 3 “Who’s in the tree”. 
suggested activities some
colors.
common *Teachers guide+ worksheets. 
and resources? objects in a * Listen and point to * OD online exercises.
picture or a the words, listen www.odonlinepractice.com
photograph. again, and say the
1.19-Say a words.
word or two,
*Predict from pictures
or a
sentence and titles.
about them. * Read aloud by
1.25-Locate teacher and students.
texts/ *Read and
lessons by comprehend.
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looking at *Discuss in group,

titles and take turns, present
pictures.
4.15-
your words, share
Recognize your likes and
different dislikes.
categories of *Teacher should play
simple action ‘Opener Video’ of
and naming
‘Big Question DVD’
words from
pictures and at the beginning of
immediate the first unit to
surrounding activate their
e.g. animals, background
fruits, knowledge and
vegetables,
parts of
encourage interest in
body, objects the topic.
in the *The audio of the text
classroom should be played to
and at home, expose students to the
colours,
standard accent and
shapes,
directions later each student
(left/ right) should be given a
and numbers chance to read aloud
in words and in front of the
first, second, class/group which
third etc.
1.8-Read
will be assessed in
aloud words exams through rubric.
with Teacher should model
reasonable reading the text and
level of then students will
accuracy in
read one by one with
pronunciatio
n Use pre- teacher’s guidance.
reading
strategies to
1.10-predict
story by
looking at
picture(s) in
texts.
Interact with
text and use
reading
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strategies
(while-
reading) to
1.11-locate
specific
factual
information.
1.12-use
pictures or
rebus in
texts to
increase
understandin
g 1.27-
Listen to a
story
/fairytale of
a few
sentences
read aloud
by the
teacher.
1.28-Read
aloud the
same story/
fairytale
themselves

4 Realistic timeline: For grammar and writing task we need more time as students required time for practicing
Do the unit plans and writing.
entail realistic Evidence:
timelines considering SCOPE Suggested Activities Duration/Time period
the scope of Unit 4 Guided Writing (My Favourite Clothes)
2.11-Trace /copy simple *Teacher will brainstorm the
objectives and sentences leaving spaces topic+ word bank. 2 periods are given which
activities? between words using correct *Teacher should make are not appropriate for the
capitalization, punctuation students fill the chart first on
and spellings. suggested
page 35(A) through
discussion and then construct
activities/resources.
paragraph (B) in workbook as
first draft and in copy as
second draft.
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5 Relevant notebook The copy work is properly mentioned in the pacing and match with the cognitive
tasks/ students’ domains of the SLOs.
work align with For Example:
SLOs: Questions answers of unit.
Is the copy work List of singular plurals
mentioned self- List of verbs, List of gender
explanatory and
SLOs match with theSCOPE COGNITIVE COPY WORK
LEVEL
cognitive domains of
Unit 4: Word Study (Punctuation)
the SLOs? *Teacher should use the
CAPITALIZATION: A * S. B. P-43+
reading text of the book to worksheet
4.34-Apply describe the punctuation and Homework: W. B
capitalization to the capitalization. She should p#35
initial letter of the ask students to notice that
first word of a sentences in the textbook
sentence.
S Componentsstart with a capital letter and
Yes No
end with a full stop.
Suggestions/ Evidence
No
PUNCTUATION: Apply Capital letter to start a
sentence and Full stop at the
 Formative
4.35-Recognize and end of the sentence.
If I talk about activities, so for each lesson there is a sequence of activities that we
Assessment
use a full-stop at the related is attached.
Worksheet implement, I as a teacher assess formatively to my students in-between.
end of a statement.
activities: The exercises of book OR grammar books activities can be used for formative
Are the formative assessment.
Unit 4: Speaking
assessment related
3.5-Demonstrate *Audio for speaking must be A *S. B Pg # 43
activities played.
use of common
conventions and
mentioned/articulate
Teacher should invite
dynamics of group students in front and
d properly?
oral interactions: converse with each other
 Appendix
3.6-Exchange basic provided:
using structure taught. The resources are provided in appendix.
routine greetings Teacher can provide flash
Are the
3.7-Exchange few additional
cards with dialogues written
The hard copy should be provided of flashcards / worksheets etc
resources provided
social courtesies on them. Teacher can mark
3.8-Introduce
themselves
(worksheets/flash
them for speaking using a
rubric and maintain the
cards/ expected
3.9-Participate copy
record for each child.
3.10-Take work
turnsetc.)? Refer page 77 of Teacher’s
Book for guidelines and
strategies.
 Reinforcement of The reinforcement time after each unit is given but sometime needs more time for some
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the concepts after topics.

each topic:
Are the
reinforcement tasks
and/or reinforcement
strategies mentioned
in the pacing guide?

 AKESP’s Core Somehow core values and 21st century skills are a part of the pacing guide.
Values and 21st Like: Tolerance, communication and collaboration, creativity
Century skills: Project work is one of the best examples of it.
Are the core values
and/or 21st century
skills a part of the
pacing guide?

Conclusion:
Overall, pacing guide of grade I(English) well aligned and well designed. Class tasks and home tasks are properly mentioned in
pacing, comprehension questions are also given in pacing, over all the pacing is well manipulated with time and rhythm.
Suggestions:
 Some writing tasks like describing objects (car, ball etc.) should be added to enhance students writing skills.
 Check list for speaking and reading should be provided.
 Vocabulary time should be made a part of pacing.
 Daily or twice a week speaking time of 20 minutes should be made a part of pacing. Speaking should not be restricted to book
topics, it should be open, and speaking on any topic should be appreciated.
 Different speaking games should be introduced.
 Reading comprehension time should be given as read aloud time is enough but reading comprehension time is needed.
 It's better to add synonyms, antonyms, gender and plurals to enhance student’s vocabulary and asses them in exam too.
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 Story time should be included in pacing. Story retelling technique should also be encouraged, along with story review at least
once a month in verbal or written form.
 Standard worksheets for grammar should be shared.
 There are many exercises in workbook which have rearranging or sentences so, in starting days of first term pacing should be
given to this practice.
 Dictation words should be given. (10 words per week)