Grade 5 Curriculum Designs - English

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
UPPER PRIMARY LEVEL DESIGNS
LEARNING AREA: ENGLISH

REPUBLIC OF KENYA
GRADE 5
MINISTRY OF EDUCATION
NOVEMBER
UPPER 2019CURRICULUM DESIGNS
PRIMARY LEVEL
GRADE 5 & 6
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

VOLUME FOUR
SUBJECT
Social Studies, Art and Craft, Christian Religious Education,
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ESSENCE STATEMENT
English is a major language of education, information, trade, diplomacy, social networking, science, technology, the internet and travel. It is also the
international common tongue and the most commonly learnt foreign language in today’s world. In Kenya, English is learnt as a second language
and functions as an official language and the medium of instruction from Grade Four. Hence, mastery of English will not only enhance learning in
Junior Secondary School but will also prepare the learner to communicate appropriately in the national and international arenas.
Proficiency in English is key to the realisation of the National Goals of Education, the link to the global community and the door to the worldwide
information network. For this reason, the Upper Primary School learner must be equiped with adequate oral, reading and writing competencies in
the English language. This will enable the learner to function competently in varied national and global communicative contexts.
General Learning Outcomes for English

By the end of the Upper Primary Level, the learner should be able to:
1. Listen fluently for the main idea and specific information from a variety of print and digital texts.
2. Speak fluently, accurately and with expression on a variety of subjects and genres.
3. Read a variety of texts fluently, accurately and interpretively for lifelong learning.
4. Use grammatical forms to communicate ideas, opinions and emotions appropriately in different settings.
5. Write texts for various purposes legibly, accurately, creatively and cohesively for self-expression.
6. Apply Digital Literacy skills to enhance their language competency.
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STRANDS
Listening and Speaking
1. Reading
2. Grammar in Use
3. Writing
THEMES
In the Grade Five English Curriculum, the four language skills and Grammar in Use are presented through themes. The following themes will facilitate the
learning of English in context:
1. Child Rights and Responsibilities
2. National Celebrations
3. Etiquette -Table Manners
4. Road Accidents - Prevention
5. Nutrition - Traditional Foods
6. Jobs and Occupations - Various Occupations
7. Technology - Learning through Technology
8. The Farm - Cash Crops
9. Diseases - Communicable Diseases
10. Leisure Time Activities
11. Sports - Appreciating Talents
12. Environmental Pollution
13. Money – Savings and Banking
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NB: Although the curriculum design includes fixed phrases, and phrasal verbs in the Suggested Vocabulary, these terms should not be introduced to learners
because they are too complicated. Hence, learners may be exposed to appropriate examples of fixed phrases and phrasal verbs but the terms should not be
mentioned at all. Further, Upper Primary learners should only be exposed to proverbs, similes, idioms, fixed phrases, metaphors and phrasal verbs with
straight forward meanings. Preferably, one or two examples may be used. Metaphors will be introduced at Grade Six but even then, the term metaphor should
not be used. Rather, specific examples of metaphors should be incorporated in learning materials and during the lesson delivery.
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1.0 CHILD RIGHTS AND RESPONSIBILITIES
Suggested Vocabulary:
responsible, food, clothing, shelter, street, duties, punish, rest, respect, needs, abuse, exercise, violence, interest, harm, rights, law, freedom, security,
unfair, education, deny, protect, rescue, citizen, justice, community, equal, prison, jail, adopt, labour,
Fixed phrase : above all, all right, take care off, fall asleep
Simile: work like a donkey; as busy as a bee
Idiom : in safe hands
Proverbs : All is well that ends well; Actions speak louder than words
Phrasal verb: breath in, care for, left behind
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.1 Listening and 1.1.1 By the end of the sub strand, the Learner is guided to: 1. Why should we
Speaking Pronunciation learner should be able to:  Listen to an oral narrative in pairs or say sounds on
and Vocabulary a) Recognise sounds, words and groups. words, phrases
1.1.1,1 Listening phrases correctly.  Identify words and phrases containing the and sentences
Comprehension: b) Construct sentences orally correctly?
sounds /ʌ/ /ɑː / from a print or audio text.
Oral Narratives using words related to the 2. How can we
(about 130 words) theme.  Say words and phrases related to the theme improve our
1.1.1.2 Sounds: c) Use words and phrases related accurately. pronunciation?
/ʌ/ as in cup, but to the theme correctly.  Construct sentences using words and 3. Why should we
; /ɑː / as in fast, d) Listen for the main idea and phrases, in pairs. listen
far, hard, car specific details for effective  Say tongue twisters containing the selected attentively?
(2 lessons) communication. sounds.
e) Respond to information from  Write sentences and phrases containing the
an oral text. selected sounds and words.
f) Relate attentive listening to  In pairs or small groups, make an audio
effectiveness in recording of a poem containing the sounds
communication. /ʌ/ and /ɑː /.
 Play the audio recording and obtain
feedback.
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Core Competencies:
 Communication and Collaboration - developed as learners work in pairs and groups to construct sentences
 Digital Literacy - enhanced when they use electronic devices to listen and record themselves
 Learning to Learn - enhanced as they appreciate to use correct pronunciation in various context
Link to PCIs: Values:
Citizenship - as they learn about child rights and responsibilities responsibility, cooperation, love - as children learn about child rights and
responsibilities
Link to other Subjects: Suggested Community Service Learning:

Social Studies and CRE - when they learn about child rights and Learners recite poems and sing songs on child rights and responsibilities
responsibilities during community activities.
Suggested Formative Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Pronouncing words Consistently pronounces Pronounces words and phrases Pronounces some words and Pronounces words and
and phrases related to words and phrases related related to the theme correctly phrases related to the theme phrases related to the theme
the theme to the theme correctly correctly with difficulty
Picking out specific Picks out specific Picks out specific information Picks out some specific Has difficulty picking out
information and main information and the main and the main idea from an oral information and the main specific information and the
idea from an oral text idea from an oral text with text. idea from an oral text. main idea from an oral text.
ease.
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Question(s)
1.2 1.2.1 By the end of the sub strand, the learner Learner is guided to: 1. Why do you read
Reading Extensive should be able to:  Select appropriate print and non-print books?
reading a) Select relevant reference materials on a reference materials (dictionaries, junior 2. Which type of
1.2.1 .1 Use of variety of subjects. encyclopedias and subject specific books do you enjoy
Reference b) Spell words correctly for effective encyclopaedia). reading?
Materials communication.  Read selected reference materials
c) Read a variety of materials independently independently.
(2 lessons) for information and pleasure.  Look for information related to the
d) Use reference materials systematically to theme from reference materials.
find necessary information.  Report and discuss what they have read
e) Demonstrate in interest in using reference in small groups.
materials for lifelong learning.  Visit a library to find reference
materials for information related to the
theme.
Core Competencies:
 Digital Literacy- when manipulating electronic reference materials
 Learning to Learn- when using reference materials to get information
Life Skills Education: Interpersonal relationship when learning about child unity and responsibility – developed as children learn to select reading
rights and responsibilities materials and read independently
Link to other Subjects: Suggested Community Service Learning Activities:
All learning areas - learners read extensively for information in all learning Inculcate a reading culture by encouraging peers to read a variety of
areas materials for pleasure and information.
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1. Obtaining Obtains information Obtains information from Obtains some information from Has difficulty obtaining
information from from reference materials reference materials. reference materials. information from reference
reference with ease. materials.
materials
2. Reading a variety Consistently reads a Reads a variety of materials Reads some materials Reads some materials
of materials variety of materials independently. independently. independently with assistance
independently independently. from peers.
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Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question (s)
1.3 1.3.1 By the end of the sub strand, Learner is guided to: 1. How do you identify
Grammar Word Classes the learner should be able to:  Identify demonstrative determiners from a objects that are near
in Use 1.3.1.1 a) Identify demonstrative text in pairs. or far?
Demonstrative determiners in a variety of  Read sentences containing demonstrative 2. Which words do we
Determiners this, texts. determiners in print or electronic materials. use to show that an
that, these, those b) Use demonstrative  Construct sentences using demonstrative object is far or near?
(2 lessons) determiners correctly. determiners in small groups.
c) Choose the correct  Make sentences containing demonstrative
demonstrative determiner to determiners from a substitution table.
use during communication.  Use demonstrative determiners to fill gaps in
sentences.
 Search for more examples of sentences
containing demonstrative determiners in
print and digital texts.
Core Competencies:
 Self-Efficacy- as learners use demonstrative determiners in sentences correctly
 Communication and Collaboration - as learners work in groups and pairs
 Digital Literacy - as learners manipulate digital devices
Link to PCIs Values:
Life Skills Education - learners self-esteem is developed as they learn how to cooperation and respect – developed as children work accomplish
communicate effectively tasks in groups
Kiswahili and indigenous languages: demonstrative determiners are learnt these Learners pick out demonstrative determiners with siblings/friends
learning areas from newspapers, magazines or journals.
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1. Identifying Identifies all the Identifies most Identifies some demonstrative Has difficulty identifying
demonstrative demonstrative demonstrative determiners determiners in a text. any demonstrative
determiners in a text determiners in a text. in a text. determiner in a text.
correctly
2. Using demonstrative Always uses Uses demonstrative Uses some demonstrative Hardly uses any
determiners in demonstrative determiners in sentences determiners in sentences correctly. demonstrative determiner in
sentences correctly determiners in sentences correctly. sentences correctly.
correctly.
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Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
1.4 1.4.1 By the end of the sub strand, Learner is guided to: 1. Why do we fill forms?
Writing Functional the learner should be able to:  Search for sample forms from the internet, 2. Why is it important to
Writing a) Record specific details individually. fill forms accurately?
1.4.1.1 Filling in a variety of forms.  Select the information to be filled in a form in 3. What details do we fill
Forms b) Design a form to obtain pairs. in forms?
(2 lessons) required information.  Fill a form related to the theme using the
c) Acknowledge the following details: Personal information, school
importance of filling information, Parents/Guardians details,
forms correctly. Religion/County information, favourite
sport/hobby among others.
 Discuss the importance of filling forms correctly,
in pairs.
 Download forms and fill them, in pairs or small
groups.
 Design a form to obtain information, in groups.
Core Competencies:
 Communication and Collaboration - as learners discuss and fill in forms in groups
 Digital Literacy - as learners search and download forms from the internet
 Creativity and Imagination - as learners design forms
 Life Skills Education- effective communication skills developed responsibility and social justice – developed as learners design a form
through group discussions based on the theme in groups
 Citizenship - social cohesion is enhanced as learners work in groups
Social Studies - handles content related to child rights and responsibilities Learners to guide siblings on how to fill forms.
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1. Filling in forms Always fills details in forms Fills details in forms Fills some details in forms Hardly fills any information
accurately. accurately. accurately. in forms accurately.
2. Designing forms Creatively designs a form and Designs a form and Designs a form and includes some Designs a form but hardly
includes required details. includes required details. required details. includes any required detail.
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2.0 NATIONAL CELEBRATIONS
parade, guests, heroes, heroines, leaders, crowd, security, custom, ceremony, decoration, gathering, history, remember, costumes, famous, patriotic,
citizens, national anthem, festivals, concert, event, entertain, unity, fireworks, ribbons, memories, Jamhuri Day, Madaraka Day, Labour Day,
independence, freedom fighter
Fixed phrase : do your best, come to an end; far away, enjoy yourself; go to sleep
Simile: as happy as a king; as happy as a lark
Idiom : just around the corner; with open arms;
Proverbs : Practice makes perfect
Phrasal verb: come along, get away; move on
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.1 2.1.1 By the end of the sub strand, the Learner is guided to: 1. Why should we
Listening Pronunciation and learner should be able to:  Identify words with these sounds: /p/ /b/ listen
and Vocabulary: 2.1.1.1 a) Identify words, phrases and from print materials such as newspapers, carefully?
Speaking Listening sentences containing the target magazines. 2. Why do we
Comprehension: sounds.  Listen to audio-visual recordings of take turns when
Dialogue b) Construct sentences orally using dialogue containing the sounds /b/ /p/. talking?
(about 130 words) words related to the theme.  Practise saying tongue twisters with the
2.1.1.2 Sounds /b/ as c) Listen for the main idea and sounds /b/ /p/.
Labour /p/ as party, specific details for effective  Discuss in groups the vocabulary used in
patriotic, history, communication. the text.
d) Respond to information from an  Construct sentences using the vocabulary.
(2 lessons) oral text.  Respond correctly to questions based on the
e) Interpret a speaker’s feelings and dialogue.
emotions (non-verbal cues)  Write the main points from the listening
correctly during an oral text.
presentation .
 Role play the events in the dialogue.
 Interpret gestures, eye contacts and facial
expressions correctly.
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Core Competencies:
 Self Efficacy - as learners role play and construct sentences using the vocabulary
 Learning to Learn - taking short notes from the text they have listened to
 Digital Literacy - as learners listen to audio-visual recording
 Life Skills Education - effective communication and self-awareness unity, respect and peace – as learners engage in role play and answer
through group tasks questions related to the theme in pairs or small groups
 Citizenship - social cohesion is enhanced as learners listen to texts on
national celebrations
Link to other Subjects: Suggested Community Service Learning Activities
 Kiswahili and Indigenous languages - listening comprehension is Learners can perform choral verses during national celebrations or
learnt in these subjects school functions.
 Social Studies - the learning area deals with National celebrations
1. Identifying words Always identifies words Identifies words, containing Identifies some words containing Hardly identifies any words
containing the containing the sounds /p/ the sounds /p/ /b/ correctly. the sounds /p/ /b/ correctly. with the sounds /p/ /b/
sounds /p/ /b/ /b/ correctly. correctly.
2. Picking out specific Picks out specific Picks out specific Picks out some specific Has difficulty picking out
information and information and the main information and the main information and the main idea specific information and the
main idea from an idea from an oral text idea from an oral text. from an oral text. main idea from an oral text.
oral text with ease.
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Question(s)
2.2 Reading 2.2.1 By the end of the sub strand the Learner is guided to: 1. What do we learn
Intensive Reading: learner should be able to:  Make predictions of what a from the title of a
Reading Comprehension a) Identify characters, places and story is about; what happens story or poem?
2.2.1.1 Oral Narrative events in a story for comprehension. next in a story using the 2. How do we predict
(about 400 words) b) Predict events in a text for title/pictures in a story. events in a story or
2.2.1.2 Poem of About 5 comprehension.  Infer the meaning of words poem?
stanzas c) Respond correctly to factual and from the context. 3. How do we tell the
inferential questions for  Use their imagination to meaning of
(2 lessons) comprehension. visualise the events in a story. unknown words in
d) Use contextual clues to infer the  Draw pictures, diagrams or story?
meaning of words for posters of events in the story.
comprehension.  Read poems of not more than
e) Recommend appropriate reading five stanzas.
techniques to peers.  Read a narrative of up to 400
words silently.
 Answer factual and inferential
questions from a story.
 Retell a narrative or recite a
poem and create a video or
audio recording of the story.
Core Competencies:
 Communication and Collaboration - as learners discuss the title of the narrative or poem
 Digital Literacy - learners watch a video on National celebration
 Learning to Learn - retelling the narrative and reciting the poem
Life Skills Education - effective communication is enhanced through discussion unity, love, patriotism and peace – enhanced as learners sing songs
and collaboration or recite poems related to National Celebrations

All languages - learners read for comprehension Learners share information learnt about National Celebrations, with
peers
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1. Predicting events in Consistently predicts Predicts events in a text. Predicts some events in a text. Has difficulty predicting
a text. events in a text with events in a text.
ease.
2. Responding to Consistently responds to Responds to factual and Responds to some factual and Hardly responds to factual
factual and factual and inferential inferential questions inferential questions correctly. and inferential questions.
inferential questions correctly. correctly.
questions
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Question(s)
2.3 Grammar in 2.3.1 By the end of the sub strand, the Learner is guided to: 1. How do you
Use Word Classes learner should be able to:  Identify reflexive pronouns and collective nouns emphasise that
2.3.1.1Collective a) Identify collective nouns and from print and digital texts. you did something
nouns reflexive pronouns in texts.  Watch a video clip in which collective nouns on your own?
2.3.1.2 Reflexive b) Use collective nouns and and reflexive pronouns (myself, ourselves) have 2. Which words do
pronouns reflexive pronouns in sentences been used in sentences. you use to refer to
(2 lessons) correctly.  Pick out the collective nouns and reflexive a group of things
c) Suggest collective and reflexive pronouns and list them, in pairs. or animals?
pronouns to be used during  Give more examples of collective nouns and
communication. reflexive pronouns in groups.
 Construct sentences using collective nouns and
reflexive pronouns.
 Create and complete crossword puzzles using
collective nouns and reflexive pronouns.
Core Competencies:
 Communication and collaboration: as learners work in pairs or groups
 Digital Literacy: as learners watch a video clip featuring nouns and pronouns
 Citizenship - group activities enhance social cohesion unity, responsibility, respect – developed through answering questions,
 Life Skill Education - as learners communicate effectively creating crossword puzzles in pairs
All language learning areas focus on collective nouns and reflexive Learners work with peers to identify collective nouns and reflexive pronouns
pronouns from magazines, online resources (internet), newspapers or journals.
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1. Identifying Consistently identifies Identifies collective nouns Identifies some collective nouns Has difficulty Identifying
collective nouns collective nouns and and reflexive pronouns in and reflexive pronouns in texts. collective nouns and
and reflexive reflexive pronouns in texts. reflexive pronouns in texts.
pronouns in texts texts.
2. Using collective Always uses collective Uses collective nouns and Uses some collective nouns and Has difficulty using
nouns and nouns and reflexive reflexive pronouns in reflexive pronouns in sentences collective nouns and
reflexive pronouns pronouns in sentences sentences correctly. correctly. reflexive pronouns in
correctly correctly. sentences.
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Questions(s)
2.4 2.4.1 Creative By the end of the sub strand, Learner is guided to: 1. How do we express
Writing Writing: the learner should be able to:  Brainstorm and discuss possible point to include in ideas on different
2.4.1.1 Open a) Select relevant points to their composition. topics?
ended plan their composition.  Write the first paragraph in pairs while observing 2. Why do we share
Compositions b) Write an open ended correct punctuation and spelling. ideas?
(100-150 words) compositions creatively.  Complete the composition individually.
c) Advocate the use of  Proof read their compositions in pairs.
(2 lessons) creativity in writing among  Suggest suitable titles for their compositions.
peers.  Display the completed compositions in class.
 Conduct a gallery walk and give feedback.
 Search and read compositions online.
Core Competencies:
 Critical Thinking and Problem Solving - as learners suggest ideas to complete a story

 Life Skill Education – as learners express ideas effectively cooperation, responsibility – enhanced as learners collaborate to plan
 Citizenship - patriotism as learners write texts about national and create a composition
celebrations
Composition writing is learnt in all languages Learners write and share their compositions with friends, peers or
parents.
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1. Selecting the Consistently selects all Selects all relevant points Selects some relevant points when Hardly selects any relevant
relevant points relevant points when when planning a planning a composition. point when planning a
when planning planning a composition. composition. composition.
a composition.
2. Create a story Consistently creates a Create a story whose Create a story whose beginning has Has difficulty creating a story
whose story whose beginning beginning has been been provided whose beginning has been
beginning has has been provided with provided. provided.
been provided ease.
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3.0 ETIQUETTE-TABLE MANNERS
neat, neatly, plate, cutlery, choke, chew, serve food, gesture, mouthful, order, host, restaurant, belch, lick, delicious, disgusting, dining room, good
manners, habit, set the table, dessert, appetizer, polite, serve, table, napkins, dinner, table cloth, glass, saucer, serviette, cloth,
pass the salt,
Fixed phrase: I beg your pardon, wash the dishes, have had enough, feel at home, forgive me
Simile: as hungry as a wolf; as greedy as a hyena
Idiom : eat like a horse
Proverbs : Courtesy costs nothing
Phrasal verb: throw away
Question(s)
3.1 Listening and 3.1.1 By the end of the sub strand, Learner is guided to: 1. Why should
Speaking Pronunciation and the learner should be able to:  Listen to correct pronunciation of sounds, you use polite
Vocabulary: a) Identify polite words, phrases and expressions from the teacher, expressions
3.1.1.1 phrases and expressions in audio-visual recordings among others. when talking to
Polite Words Phrases oral contexts.  Practise saying the sound /ɔɪ/ in words. others?
and Expressions b) Construct sentences orally  Say words containing the sound /ɔɪ/ in words 2. Why should
3.1.1.2 Sounds: /ɔɪ/ using words related to the and phrases. you listen to
as in boy, noise theme.  Write down the specific sounds, words, others
(2 lessons) c) Listen for specific sounds phrases and expressions, from an oral text attentively?
in words, phrases and and pronounce them correctly. 3. Which words,
expressions.  Practise using polite words and phrases in phrases or
d) Use polite words, phrases pairs. expressions do
and expressions to  Role play the use of polite words, phrases we use to show
complement others. and expressions at meal times. politeness?
e) Recommend appropriate  Access correct pronunciation of sounds,
words and phrases for words, phrases and expressions from digital
expressing politeness. texts.
 Listen to/recite poems with words featuring
the target sounds
Core Competencies:
 Self Efficacy - as learners engage in role play using polite words, phrases and expressions
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 Digital Literacy- learners use digital devices to listen to pronunciation of sounds, words and phrases
Life Skills Education - effective communication through proper articulation love, responsibility, respect – developed through role play as well as
of sounds listening/reciting poems related to the theme

 Home science - This learning area focuses on etiquette- table manners Learners practise saying sounds, words and polite expressions correctly
 Kiswahili and other language areas - Proper articulation of sounds is with their peers.
emphasised

1. Identifying words Consistently identifies Identifies words with the Identifies some words with the Hardly identifies any word
with the sound /ɔɪ/ words with the sound sound /ɔɪ/. sound /ɔɪ/. with the sound /ɔɪ/.
/ɔɪ/ with ease.
2. Using polite words, Consistently uses polite Uses polite words, phrases Uses some polite words, phrases Hardly uses any polite
phrases and words, phrases and and expressions. and expressions. words, phrases and
expressions expressions with ease. expressions.
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Question(s)
3.2 3.2.1 By the end of the sub strand, the learner Learner is guided to: 1. How do you get
Reading Intensive Reading should be able to:  Make predictions on a story when information from a
Comprehension a) Relate events in the story with reading. text?
3.2.1.1 their life experiences.  Use their imagination to visualise 2. Which things do you
Narrative of About b) Predict events in a text for the events in a story. predict or visualize
400 words) comprehension.  Scan and skim texts for new words in a story?
c) Create mental images from the and information, in small groups.
(2 lessons) events in a story.  Answer factual and inferential
d) Respond to factual and inferential questions from the texts, in groups.
questions correctly.  Use digital devices to read online
e) Relate events in a reading text to stories for comprehension.
real life experiences.
Core Competencies:
 Self Efficacy - as learners predict and visualise stories from texts
 Communication and Collaboration - as learners work in groups and share information
 Life Skills Education - learners acquire skills of living with others. integrity and social justice – developed as learners read
 Citizenship - as learners learn to share their experiences stories/narratives featuring these values

Home science - Etiquette is an area covered in this learning area Learners help their peers to read texts for information.
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1. Predict and Predicts and visualises Predicts and visualises Predicts and visualises some Has difficulty predicting and
visualise events in a events in a story with events in a story. events in a story. visualises events in a story.
story. ease.
2. Responding Always responds Responds correctly to direct Responds correctly to some direct Hardly answers any question
correctly to factual correctly to direct and and inferential questions. and inferential questions. correctly.
and inferential inferential questions.
questions
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Question(s)
3.3 Grammar 3.3.1 By the end of the sub strand, the Learner is guided to: 1. How do you
in Use Language Pattern: learner should be able to:  Make sentences with too…to/for from a substitution identify correct
3.2.1 Use of a) Identify sentences in which the table. sentences?
too…to/for language patterns are used. For example, 2. Why is it
3.2.1 b) Use the language patterns in The stone is too heavy for Nanjala to lift.’ important to use
Use of Must/Should sentences correctly.  Construct sentences using : sentences
with an c) Challenge others to use ‘must/should with an adverb/adverbial’ for example, We correctly?
Adverb/Adverbial sentence patterns correctly for must brush our teeth every day.
clarity of communication.  Recite poems with the language patterns.
(2 Lessons)  Discuss instances when the sentence patterns are used,
in small groups,
 Fill blank spaces in sentences using the patterns.
 Search for examples of sentences with the language
patterns from the internet, newspapers, and magazines
among others.
Core Competencies:
 Citizenship - as learners work in groups
 Learning to Learn- as learners search for examples of sentences in newspapers, internet, magazines among others
Link to PCIs: Values: responsibility, respect – developed through listening to poems
 Life Skills Education - effective communication based on the theme and answering questions in pairs or small groups
 Citizenship – social cohesion is enhanced as learners work in groups
Etiquette is learnt in all languages, Home Science and Religious Education Reciting poems or narrating stories with the sentence patterns during
national holidays.
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Indicator Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

1. Identifying Always identifies Identifies sentences in Identifies some sentences in which Hardly identifies any
sentences in sentences in which the which the language patterns the language patterns are used. sentence in which the
which the language patterns are are used. language patterns are used.
language patterns used.
are used
2. Using the Consistently uses the Uses the language patterns Uses some language patterns Hardly uses any language
language patterns language patterns correctly. correctly. pattern correctly.
correctly in correctly.
sentences
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Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Questions
3.4 Writing 3.4.1 By the end of the sub strand, the Learner is guided to: 1. Why should
Mechanics of Writing learner should be able to:  Copy words, sentences and we write
3.4.1.1 Handwriting a) Identify text written in joined paragraphs in their books. legibly and
Joined/ (cursive script) letters or cursive script.  Observe visuals/pictures and neatly?
(2 lessons) b) Write legibly using joined compose a story of about (120 -160 2. How can you
letters/cursive script. words) improve your
c) Use visuals to create a story.  Discuss the importance of writing handwriting?
d) Recommend ways of improving legibly and neatly as a class in
legibility and neatness in written pairs.
communication.  Search for information from the
internet or print sources and make
notes in pairs or groups.
Core Competencies:
 Creativity and Imagination - as learners use visuals to write notes
 Digital Literacy- as learners use the internet access online resources

 Life skills Education - self-esteem and confidence enhanced as learner respect and social justice – developed as learners search for
becomes more proficient in self-expression material featuring these values and write compositions based
 Citizenship - social cohesion and integration developed through pair and group on the characters, places or events
work
Link to other Subjects: Suggested Community Service
Legible handwriting is emphasised in all learning areas. Learners assist other children in the community to write
legibly.
27
1. Writing texts legibly Always writes texts Writes texts legibly and Occasionally writes texts legibly Occasionally writes texts
and neatly using legibly and neatly neatly. and neatly. legibly and neatly with
cursive script assistance from peers or the
teacher.
2. Interpreting visuals Always interprets Mostly interprets visuals Interprets some visuals correctly Hardly interprets any visuals
to create a story visuals correctly to correctly to create a story. to create a story. correctly to create a story.
create a story.
28
4.0 ROAD ACCIDENTS - PREVENTION
lose control, skid, speed, distract, hit and run, reckless, block, traffic, accident, speed, , fatal, first aid, rescue, ambulance, road signs, zebra crossing,
bump , pedestrian, risk, slide, smog, brake, emergency, conscious, police, license, prevent, safety, vehicle, prevention, fracture, risk, ,crowd, victim,
brake, control, conscious, collision, crash,
Fixed phrase: by accident, catch fire, heavy traffic, in a hurry, jump the queue,, in a minute, a narrow escape
Simile: as fast as a hare; as fast as a deer
Idiom : Within a fraction of a second, within a twinkle of an eye
Proverb: Prevention is better than cure
Phrasal verbs: run over, roll over,
Question(s)
4.1 4.1.1 By the end of the sub strand, Learner is guided to: 1. Why should we
Listening Pronunciation and the learner should be able to:  Recite a poem and apply the correct stress pronounce
and Vocabulary: a) List words whose meaning on words. Listen/watch to an audio visual words correctly?
Speaking 4.1.1 differs according to material on pronunciation. 2. Why do word
Word Stress (contrast pronunciation.  List the words that are stressed. have different
between, nouns/verbs, b) Construct sentences orally  Classify the nouns, verbs, and adjectives meanings at
verb /adjectives) using words related to the from the list. times?
4.1.1 theme.  Practise saying words using the correct
Sounds : /t/ as in fatal, c) Pronounce words using the stress, in pairs or small groups for example;
/d/ as in first aid, correct stress. conflict (verb)/conflict (noun).
pedestrian, road d) Use vocabulary related to the subject(verb)/subject(noun)
(2 lessons) theme correctly.  Say words containing the sounds /t/ and /d/.
e) Advocate the importance of  Construct sentences orally using the new
correct use of stress in vocabulary.
communication.  Take part in a language game involving
word stress.
Core Competencies:
 Communication and Collaboration - as learners practise correct pronunciation of sounds and words in small groups
 Self Efficacy - as learners recite poems and stress words correctly
29
Life Skill Education- as learners learn content on accident prevention love, peace, respect – enhanced as help one another to improve their
pronunciation

Home Science, Science and Technology and Physical and Health Education - Learners to narrate stories or make speeches on the dangers of careless
the concept of accidents is learnt in these learning areas driving during community gatherings.
Indicator Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

1. Pronouncing Consistently pronounces Pronounces words whose Pronounces some words whose Hardly pronounces any
words whose words whose meaning meaning differs meaning differs according to words whose meaning
meaning differs differs according to according to pronunciation correctly. differs according to
according to pronunciation correctly. pronunciation correctly. pronunciation correctly.
pronunciation
2. Using Consistently uses Mostly uses vocabulary Uses some vocabulary correctly. Hardly uses any vocabulary
vocabulary vocabulary correctly. correctly. correctly.
correctly
30
Question(s)
4.2 4.2.1 By the end of the sub strand, the Learner is guided to: 1. Why do you like
Reading Intensive learner should be able to:  View pictures, illustrations, posters, videos, pictures?
Reading a) List the visuals in the pictures maps mnemonics, and symbols 2. How can you use
4.2.1.1 classroom. among others in small groups. pictures to
Comprehension b) Make predictions based on  Describe and interpret visuals correctly in communicate?
( Visuals) visuals for comprehension. pairs or small groups. 3. What are some of
(2 lessons) c) Create mental images from  Preview and make predictions based on the messages that
text they have viewed, read or pictures, illustrations, titles and experiences. pictures
heard.  Compose, songs, stories, poems or dialogues communicate?
d) Answer factual and inferential based on the visuals.
questions correctly.  Answer questions based on the visuals, in
e) Judge the appropriateness of small groups.
visuals in conjunction with  Represent own stories using pictures or
peers. videos.
 Create visuals based on their experiences.
Core Competencies:
 Self Efficacy - as learners read visuals
 Digital Literacy- as learners look or watch visuals
Life Skills Education - effective communication through interpreting visuals cooperation, responsibility, unity – developed as learners compose
poems and answer questions related to the theme in pairs or groups

 Art and craft - drawing is a skill in this learning area Learners help their younger siblings/ friends to read and interpret
 Social studies - interpreting maps and charts visuals such as road signs.
31

1. Making Consistently, makes Mostly, makes correct Makes some correct predictions Hardly makes correct
predictions based correct predictions predictions based on based on visuals. predictions based on visuals.
on visuals based on visuals. visuals.
2. Creating mental Creates a variety of Creates mental relevant Creates some relevant mental Creates some relevant
images from text relevant mental images images from text. images from text. mental images from text
from text. with assistance from peers.
3. Answering factual Always answers factual Mostly answers factual and Answers some factual and Answers some factual
and inferential and inferential correctly. inferential correctly. inferential correctly. questions correctly.
32
Strand Sub - Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Question(s)
4.3 Grammar in 4.3.1 By the end of the sub strand, Learner is guided to: 1. Why should we
Use Word Classes: the learner should be able to:  In pairs, engage in online/offline games use possessive
4.3.1.1 a) Identify possessive forms in involving pronouns such as dice, goofy cards forms
Personal Pronouns print or digital texts. and word search. correctly?
4.3.1.2 Possessive b) Use possessive forms  Simulate, dramatise or role play a 2. Which words
Pronouns correctly in sentences. conversation featuring possessive forms. show
4.3.1.3 Pronouns c) Advocate the correct use of  Watch videos/songs involving the use of something
Use of belong to ... possessive forms among possessive pronouns/ belong to. belongs to a
peers.  Compose songs based on the use of personal person?
(2 lessons) and possessive pronouns.
 Fill gaps in sentences correctly using
possessive pronouns and belong to.
 Create a list of sentences with possessive and
personal pronouns for display in small
groups.
Core Competencies:
 Communication and Collaboration - as learners work in pair or groups
 Self Efficacy - confidence and self-esteem is developed as learners create display charts

Citizenship - social cohesion and integration as learners play language games responsibility, integrity, love – developed as learners use pronouns in
spoken and written sentences to show possession
Pronouns is an aspect learnt in all language areas Learners recite poems or sing songs featuring pronouns in community
gatherings.
33

1. Identifying Consistently identifies Mostly identifies possessive Identifies some possessive forms Has difficulty identifying
possessive forms possessive forms. forms. in sentences. possessive forms in
sentences.
2. Using possessive Always uses possessive Mostly uses possessive Uses some possessive forms and Hardly uses any possessive
forms and personal forms and personal forms and personal personal pronouns correctly. form and personal pronoun
pronouns correctly pronouns correctly. pronouns correctly. correctly.
34
Question(s)
4.4 Writing 4.4.1 By the end of the sub strand, the Learner is guided to: 1. How do you
Functional Writing learner should be able to:  Read a sample friendly letter in small communicate
4.4.1.1 A Reply to a a) Identify the components of a groups and pick out the parts such as with people who
Friendly Letter friendly letter. address, salutation, date, complementary are far away?
b) Write a friendly letter using the close among others. 2. Why do we write
(2 lessons) correct format.  Write a reply to a sample friendly letter letters?
c) Judge the appropriateness of using the correct format.
words, phrases and sentences  Proof read the letters in pairs and make
used in friendly letters. necessary corrections.
 Present some letters to the class.
 Search for sample friendly letters in the
internet, in pairs.
Core Competencies:
 Learning to Learn- enhanced as learners respond to letters
 Creativity and Imagination - promoted as learners compose friendly letters
Life Skills Education - effective communication enhanced through letter love, social justice – enhanced as learners read and write friendly
writing letters which reflect the theme and these values
Letter writing is learnt in all languages Learners assist peers and siblings to write letters in the correct format.

1. Identifying the Identifies the parts of a Identifies the parts of a Identifies some parts of a friendly Has difficulties identifying
parts of a friendly letter with ease. friendly letter correctly. letter correctly. the parts of friendly letter.
friendly letter
2. Writing a Always writes a friendly Writes a friendly letter Writes a friendly letter using the Writes a friendly letter but
friendly letter letter using the using the appropriate appropriate format but leaves out leaves out most of the
using the appropriate format and format and style. some components. components and has many
appropriate style. errors.
format and style
35
5.0 TRADITIONAL FOODS
dish, flavour, diet, smell, delicious, appetite, nature, culture, herbs, grains, junk food, obesity, ugali , recipe, tasty, Kenyan, wild, digest, home-made,
cereals, mixture, energy, berries, vegetables, unhealthy, diet, githeri, pilau, matoke, muthokoi, avocado, yams, sweet potatoes, arrow roots, cassava,
millet, porridge
Fixed phrase: more than; more and more; long ago, a long time ago
Simile: as sweet as sugar; as sweet as honey; as bitter as herbs
Idiom : in hot soup
Proverb: Charity begins at home
Phrasal verbs: hurry up; feed on
Strand Sub - Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Question(s)
5.1 Listening 5.1.1 By the end of the sub strand, Learner is guided to: 1. Why should we
and Listening the learner should be able to:  Listen to a speech and pick out words containing pronounce sounds
Speaking Comprehension: a) Recognise sounds, words sound /e/. correctly?
5.1.1.1 Speech and phrases correctly.  Interpret non verbal cues such as gestures, facial 2. Which words do
5.1.1.2 Sound b) Construct sentences expressions and eye contact correctly in pairs. we use to describe
/e/ as in energy, orally using words related  Prepare and make a speech in groups. things, people or
diet, recipe to the theme.  Listen to correct pronunciation of sounds, words events?
5.1.1.3 c) Listen for the main idea and phrases from the teacher or audio-visual
Adjectives and specific details for recordings.
(2 lessons) effective communication.  Practise saying the words and phrases with the
d) Respond appropriately to sound /e/ in pairs.
a speech related to the  Listen to a poem with various adjectives
theme. describing traditional foods.
e) Display varied emotions  Recite the poem in pairs and pick out adjectives.
and feelings during an
 Search for examples of adjectives in the internet,
oral presentation.
newspapers and magazines.
36
Core Competency:
 Citizenship - as learners discuss traditional foods from different communities
 Self Efficacy - learner confidence is enhanced as they recite poems and make speeches

Citizenship – enhanced as learners learn about traditional foods from patriotism, social justice – developed as learners perform various tasks based
different communities on the theme and featuring these values

All language areas – listening comprehension is emphasised in all Learners identify traditional food crops grown in their community, write their
learning areas English language equivalents and share the benefits of those foods with peers.

1. Pronouncing Consistently pronounces Pronounces words and phrases Pronounces some words and Pronounces words and
words and phrases words and phrases with the with the sound /e/ accurately. phrases with the sound /e/ phrases with the sound /e/
with the sound /e/ sound /e/ accurately. accurately. accurately with difficulty.
2. Picking out specific Picks out specific Picks out specific information Picks out some specific Has difficulty picking out
information and information and the main and the main idea from a information and the main specific information and the
main idea from a idea from a speech with speech. idea from a speech. main idea from a speech.
speech ease.
37
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
5.2 5.2.1 Extensive By the end of the sub strand, the learner Learner is guided to: 1. What materials do you
Reading Reading: should be able to:  Preview a text to determine enjoy reading?
5.2.1.2 Fiction a) Select relevant reading materials from a suitability. 2. Why is it necessary to
and Non collection of books.  Skim through reading materials. read many books?
Fiction b) Scan a text to obtain specific  Select fiction and non-fiction
Materials information. reading materials (both print and
(1000-1250 c) Skim through digital or print texts to non-print).
Words) establish appropriateness and relevance.  Read selected materials
d) Read a variety of materials for fluency. independently.
(2 lessons) e) Judge the appropriateness of a reading  Set up an after school reading club
text on the basis of language and where they meet regularly.
interest.  Share reflections on the books read
in groups.
Core Competencies:
 Communication and Collaboration - enhanced through after school reading clubs
 Digital Literacy - reading a variety of offline and online materials
 Learning to Learn - independent reading enhances sourcing for information
Citizenship – as learners practise living together through establishment of after unity and responsibility – developed as learners engage in pair and
school reading clubs group work
Link to other Subjects: Community Service Learning
Kiswahili and Indigenous languages - extensive reading learnt in these learning Learner establish a reading club where they help others to select
areas reading materials.
38

1. Skimming and Always skims and Skims and scans through a Skims and scans through a text Has difficulty skimming and
scanning through a scans a text to obtain text to obtain the main idea and obtain some idea and specific scanning through a text to
text to obtain main the main idea and and specific details. details. obtain idea and specific
idea and specific specific details. details.
details
2. Read a variety of Read a variety of Reads a variety of materials Reads a few materials for Hardly reads any material
materials for materials for for understanding. understanding. for understanding.
understanding understanding with
ease
39
Question(s)
5.3 5.3.1 By the end of the sub strand, the Learner is guided to: 1. How do we
Grammar in Word Classes learner should be able to:  Describe items using the comparative and compare things
Use 5.3.1.1 a) Identify comparative and superlative forms of adjectives e.g. That people or events?
Comparatives and superlative forms of adjectives in a window is bigger than this one 2. Which words are
Superlatives text.  Change positive forms of regular and used to describe
forms of Regular b) Order adjectives in terms of size, irregular adjectives to their comparative things or people?
and Irregular shape and age appropriately. and superlative forms, in pairs.
adjectives c) Use the comparative and  Pick out adjectives of size, shape and age
5.3.1.2 superlative forms of adjectives from a narrative or poem in small groups.
Order of accurately.  Construct sentences featuring adjectives
Adjectives (Size, d) Advocate the importance of using of size, shape and age.
adjectives correctly in  Fill gaps using adjectives in the correct
shape and age)
communication. order.
(2 lessons)
 Create a crossword puzzle using
adjectives.
Core Competencies:
 Creativity and Imagination - as learners create crossword puzzles and make sentences based on adjectives
 Digital Literacy- as learners search for various adjectives on the internet

Environmental Education - as learners are exposed to information on cooperation – enhanced as learners perform pair and group tasks
traditional foods
Adjectives is an aspect learnt in all languages Learners create crossword puzzles featuring adjectives and share peers
through posters, letters or email.
40

1. Identifying Consistently identifies Identifies comparative and Identifies some comparative and Hardly identifies comparative
comparative and comparative and superlative forms of superlative forms of adjectives in a and superlative forms of
superlative forms of superlative forms of adjectives in a text. text. adjectives in a text.
adjectives in a text adjectives in a text.
2. Ordering adjectives Always orders Orders adjectives in terms Sometimes orders adjectives in Hardly orders adjectives in
in terms of size, adjectives in terms of of size, shape and age in terms of size, shape and age in terms of size, shape and age
shape and age size, shape and age in sentences correctly. sentences correctly. in sentences correctly.
correctly sentences correctly.
3. Using the Consistently uses Uses comparative and Uses some comparative and Hardly uses any comparative
comparative and comparative and superlative forms of superlative forms of adjectives and superlative forms of
superlative forms of superlative forms of adjectives accurately correctly. adjectives correctly.
adjectives accurately adjectives correctly. correctly.
for effective
communication
41
Question(s)
5.4 Writing 5.4.1 Creative By the end of the sub strand, Learners is guided to: 1. Why do you
Writing the learner should be able to:  Brainstorm ideas for a narrative composition in small enjoy reading
5.4.1.1Narrative a) Identify the parts of a groups. stories?
Compositions narrative composition.  Read samples of narrative compositions in pairs. 2. How do you
(120 -160 words) b) Write coherently on  Identify the parts of a narrative composition. make your
different topics.  Compose a narrative of (120 -160 words) composition
c) Create a narrative individually or in pairs. interesting?
composition for self-  Practise writing own narratives. 3. What are some
(2 lessons) expression.  Listen or view a recording of a narrative and rewrite of the stories
d) Promote creativity in it in their own words. you know?
writing among peers.  Proof read each other’s work and give feedback.
Core Competencies:
 Creativity and Imagination - as learners create stories
 Learning to Learn - as learners access digital resources
Citizenship – as learners work in groups social justice and patriotism – developed as learners create narratives
compositions featuring these values
Both Home Science and Science and Technology expose learners to With peers, learners will write stories on traditional food crops and share them
knowledge about traditional food crops during community gatherings, on social media, or send them by mail/ email to
their friends.
1. Writing coherently Always writes a narrative Writes a narrative Writes a narrative Writes a narrative
on different topics composition coherently. composition coherently. composition with some composition but with lots of
inconsistencies. inconsistencies.
2. Creating a narrative Always creates a narrative Creates a narrative Creates a narrative Creates a narrative
composition composition and uses a composition and uses a composition and varies composition and uses
variety of vocabulary. variety of vocabulary. vocabulary at times. limited vocabulary with
assistance.
42
6.0 JOBS AND OCCUPATIONS
job, occupation, accountant, actor, actress, banker, baby sitter, captain, dentist, gardener, garbage collector, hairdresser, builder, butcher, chemist,
cobbler, cop, judge, teacher, lecturer, lawyer, magician, mason ,model, musician, nun,
Fixed phrase: how much; make friends; by the way
Simile: as busy as an ant; as sober as a judge; as free as a bird
Idiom : call a spade a spade
Proverb: A bad workman quarrels with his tools; The early bad catches the worm; Make hay while the sun shines.
Phrasal verbs: stand up; hurry up
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
6.1 6.1.1 By the end of the sub strand, the Learners is guided to: 1. Why should we
Listening Pronunciation and learner should be able to:  Reproduce appropriate patterns of stress pronounce
and Vocabulary: a) Sort statements and questions and intonation in speech. sounds and
Speaking 6.1.1.1 based on rising and falling  Sort the statements and questions on the words correctly?
Stress and Intonation intonation. basis of rising or falling intonation in 2. Why do we raise
6.1.1.2 b) Pronounce words and phrases small groups. our voices when
Questions – WH-, with the target sounds  Practise saying words, phrases and asking some
Yes/No correctly. sentences with the sounds /f/ and /v/. questions?
6.1.1.3 c) Construct sentences orally  Say tongue twisters with the sounds /f/ 3. How can you
Statements using words related to the and /v/ in groups. change your
6.1.1.4 theme.  Watch a video of a dialogue in which voice to show
Sounds /f/ as in farmer, d) Use stress and intonation statements and questions are used. different
/v/ as in van driver appropriately in statements  Recite a choral verse in pairs or small meanings?
(3 lessons) and questions. groups.
e) Advocate the need for correct
 Role play a telephone conversation with
stress and intonation in varied intonation.
contexts.
 Sing songs featuring stress and intonation.
43
Core Competencies:
 Communication and Collaboration - as learners reproduce speech in pairs or groups
 Self Efficacy - as learners role play telephone conversations
Life Skills Education - effective communication promoted through group and cooperation and respect – enhanced as learners practise asking
pair activities. questions in the right way

Kiswahili and other languages expose learners to stress and intonation Learners narrate stories and sing songs while applying stress and
intonation, in churches, mosques or other communal gatherings.
Suggested Formative Assessment Rubrics
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
1. Pronouncing Pronounces all the words Pronounces words with Pronounces some words Strains to pronounce words with
words with the with the sound /f/ and /v/ the sound /f/ and /v/ with the sound /f/ and /v/ the sound /f/ and /v/ accurately.
sound /f/ and /v/. accurately. accurately. accurately.
2. Uses appropriate Consistently uses Uses appropriate patterns Sometimes uses Hardly uses appropriate patterns
patterns of stress appropriate patterns of of stress and intonation in appropriate patterns of of stress and intonation in speech.
and intonation in stress and intonation in speech correctly. stress and intonation in
speech correctly speech correctly. speech.
44
Question(s)
6.2 6.2.1 By the end of the sub strand, the Learners is guided to: 1. How do we tell the
Reading Intensive learner should be able to:  Make connections between the meaning of
Reading a) Select unfamiliar words and phrases characters in the text and the people words?
from a reading text. they know. 2. What makes you a
6.2.1.1 b) Use contextual clues to infer the  Relate events in the dialogue with their good reader?
Comprehension meaning of words. experiences.
(Dialogues c) Respond to direct and inferential  Read and role play a dialogue in small
about 400 words) questions for comprehension. groups.
d) Relate events in the story with their  Pick out main ideas from the dialogue.
own experiences.  Answer direct and inferential questions
based on the dialogue.
 Infer the meaning of words from the
context (for example, from words
occurring before or after).
Core Competencies:
Communication and Collaboration - as learners engage in role playing dialogues
 Learner Support Programmes - career guidance is emphasized responsibility, unity – developed as learners role play dialogues related to
when learners discuss job occupations the theme
 Citizenship - social cohesion is enhanced as learners work together
in small groups
All language areas – leaners read for comprehension Learners participate in a dialogue with their siblings.
45

1. Relating events in the Relates all events in the Relates most events in the Relates some events in the story Hardly relates any event in
story with their own story with their own story with their own with their own experiences. the story with their own
experiences experiences. experiences. experiences.
2. Using contextual Uses contextual clues to Uses contextual clues to Uses contextual clues to infer the Hardly uses contextual clues
clues to infer the infer the meaning of all. infer the meaning of most meaning of some words. to infer the meaning of any
meaning of words words. word.
3. Responding to direct Responds to all direct Responds to most direct Responds to some direct questions Hardly responds to any
and inferential and inferential questions and inferential questions and inferential questions correctly. questions correctly.
questions correctly. correctly.
46
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
6.3 6.3.1 By the end of the sub strand, the Learners is guided to: 1. Which words
Grammar Word Classes learner should be able to:  Read a passage related to the theme featuring do we use to
in Use 6.3.1.1 a) Identify quantifying quantifying determiners. show amount
Determiners determiners in a variety of  Identify quantifying determiners from the passage, in or quantity?
as quantifiers: texts. pairs. 2. Why is it
Few/ a few, b) Use quantifying determiners  Match quantifying determiners with corresponding important to
little/ a little, a appropriately in a variety of countable and uncountable nouns. tell the quantity
lot, each, all, contexts.  List quantifying determiners that can be used with of something?
enough, most, c) Judge the appropriateness of both countable and uncountable nouns.
least quantifying determiners in oral  Read sentences containing quantifying determiners
(2 lessons) and written texts. from the internet, in small groups
 Construct sentences using quantifying determiners
with nouns in small groups.
 Complete sentences by filling in gaps using the correct
quantifying determiners.
Core Competencies:
 Self Efficacy - as learners use quantifying determiners in sentences correctly
 Digital Literacy- as learners use the internet
Life Skills Education - effective communication promoted as cooperation, respect – enhanced as learners complete pair and group tasks
learners practise using quantifiers correctly involving the use of quantifiers
All languages feature quantifying determiners Learners assist their siblings or friends to describe quantity of things or people.
47

1. Identifying Consistently identifies Identifies quantifying Identifies some quantifying Hardly identifies quantifying
quantifying quantifying determiners determiners with ease in a determiners in a text. determiners in a text.
determiners in a in a text. text.
text
2. Using quantifying Consistently uses Uses quantifying Uses some quantifying Hardly uses any quantifying
determiners quantifying determiners determiners appropriately. determiners appropriately. determiners appropriately.
appropriately appropriately.
48
Question(s)
6.4 Writing 6.4.1 By the end of the sub strand, Learners is guided to: 1. Why do we
Creative Writing the learner should be able to:  Interpret pictures, in pairs. enjoy looking
6.4.1.2 a) Choose possible topics for  Match the pictures with the different parts of a at pictures?
Pictorial pictorial compositions. composition: beginning, middle and end. 2. What
Composition (120 b) Create a composition based  Watch a variety of animations, videos and sample messages do
-160 words) on the visuals or pictures. write pictorial compositions, in groups. pictures
c) Judge visuals appropriately  Arrange different pictures logically to write a story communicate?
(2 lessons) for creativity in writing. coherently, in groups.
 Write a pictorial compositions in small groups.
 Proof read each groups work and give feedback.
 Display their compositions in class.
Core Competencies:
 Communication and Collaboration - as learners work in groups
 Creativity and Imagination - learners interpret pictures and write stories

Life Skill Education - effective communication expressed in writing unity, responsibility, respect – promoted through creation of narrative
compositions featuring these values
 Art and craft - drawing is a skill in this learning area  Learners help peers to interpret pictures in stories.
 Social studies – features interpretation of maps and charts  Learners create posters with various messages and display them
during public holidays and functions.

1. Interpreting pictures Interprets all the pictures Interprets most pictures Interprets some pictures Interprets some pictures correctly
for information correctly. correctly. correctly. with assistance from the teacher
or peers.
2. Writing a composition Always writes a Writes a composition Writes a composition Writes an incoherent composition
based on the pictures composition based on the based on the pictures based on the pictures with with many errors.
creatively and pictures creatively and creatively and coherently. some creativity and
coherently coherently. coherence.
49
7.0 TECHNOLOGY - LEARNING THROUGH TECHNOLOGY
browse, cartoon, google, internet, bundle, email, video chat, Bluetooth, key in, , boot, shut down, log in, log out, download, upload, delete,
attach, create, , website, wireless, online, laptop, tablet, desktop, research, source, speed, projector, invent, network, email, discover, connect,
modern
Fixed phrase : make use of
Simile: as wise as Solomon; as wise as an owl
Idiom : make yourself at home; in broad daylight
Proverbs : Slow but sure wins the race
Phrasal verb: put down; pick up
Question (s)
7.1 7.1.1 By the end of the sub strand, the Learner is guided to: 1. Why should we
Listening Pronunciation learner should be able to:  Select words with the sounds /ə/ pronounce sounds
and and Vocabulary: a) Identify words, phrases or sentences and /eɪ/ from a dialogue. and words
Speaking 7.1.1.1 with the target sound.  Take turns to read a dialogue in correctly?
Interactive b) Construct sentences orally using pairs. 2. Why should we
Listening words related to the theme.  Interrupt appropriately. listen to one
7.1.1.2 c) Pronounce sounds correctly for  View a video of conversation and another?
Sounds /ə/ as in accuracy in speech. list words or phrases used to 3. Why should you
here, year ;/eɪ/ as d) Use words and non verbal cues to interrupt politely. give others a
in make, brain express different moods.  Say the target sounds as modelled chance to speak?
e) Challenge others to listen from a recording. 4. How do you tell if
(3 lessons) interactively for effective  Make sentences with words someone is happy
communication. containing the sounds: /ə /eɪ/. or sad?
Core Competencies:
 Self Efficacy - as learners improve their pronunciation skills
 Digital Literacy- as learners interact with digital devices
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Personal safety – promoted through responsible use of technology cooperation, respect, patriotism – enhanced as learners practise
listening interactively, turn taking and correct use of non-verbal
cues
All language areas emphasise correct pronunciation Learners help peers improve their fluency through interaction with
online/offline materials involving sound identification.
1. Pronouncing words Consistently pronounces Pronounces words with Sometimes pronounces words with Hardly pronounces words
with sound and /ə/ words with sound /ə/ sound /ə/ and /eɪ/ sound /ə/ and /eɪ/ accurately. with sound /ə/ and /eɪ/
and /eɪ/ accurately and /eɪ/ accurately. accurately. accurately.
2. Using words and Always uses words and Mostly uses words and Sometimes uses words and Has difficulty using words
nonverbal cues to nonverbal cues to nonverbal cues to express nonverbal cues to express different and nonverbal cues to
express different express different moods. different moods. moods. express different moods.
moods
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Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
7.2 7.2.1 By the end of the sub strand, Learner is guided to: 1. What kind of
Reading Extensive Reading the learner should be able to:  Skim through reading materials to obtain the information do you find
7.2.1.1 Fiction and a) Select relevant reading main idea. in books?
Non-Fiction Texts materials from a collection  Preview texts to determine suitability and 2. Why is it necessary to
(1000-1250 words) of books. relevance. read many books?
7.2.1.2 Poems (not b) Read a variety of materials 3. What do you consider
 Scan materials for specific details, in pairs
more than 5 for information and when choosing a
 Select appropriate reading materials from a
stanzas) pleasure. material to read?
library.
c) Judge the appropriateness  Read the selected materials individually.
(2 Lessons) of reading materials on the
 Share reflections on the books read in groups.
basis of interest,
complexity and subject.  Keep a record of materials read.
Core Competencies:
 Communication and Collaboration - enhanced by setting up after school clubs for reading purposes
 Digital Literacy - reading materials from electronic sources
 Learning to Learn - independent reading enhances sourcing for information on their own
Citizenship: social cohesion as learners work together unity, social justice, integrity – enhanced as learners assist one another to select
appropriate reading materials
Extensive reading skills are applied in all learning areas Learner establishes a reading club in their neighbourhood in collaboration with
peers.
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1. Previewing texts Consistently previews Previews materials to select Previews materials to select a Previews materials to select
materials to select a a relevant reading text with relevant reading text with a little a relevant reading text with a
relevant reading text ease. strain. lot of difficulty.
with ease.
2. Reading a variety Consistently reads a Reads a variety of materials Sometimes reads materials Hardly reads materials
wide variety of materials independently. independently. independently.
independently.
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Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry Questions
7.3 7.3.1 By the end of the sub strand, the Learner is guided to: 1. Which words do we
Grammar Tense learner should be able to:  Pick sentences which express future time use to show future
in Use 7.3.1.1 Future a) Identify words that indicate from a text. time?
Time using future time in sentences.  Make sentences from a substitution table. 2. How do you tell the
will/shall b) Use will and shall to express  Answer questions on future time using time something
future time correctly. will/shall in pairs. happened?
c) Collaborate with others to  Construct sentences using will/shall in pairs 3. What will you do
(2 lessons) determine the correctness and or groups. tomorrow?
appropriates of the tense used in  Role play activities they plan or wish to do in
own or provided texts. future in small groups.
 Watch videos, computer, tablets, audio
materials you tube which feature future time.
 Make predictions (events, weather among
others using will and shall
 Create display charts with sentences which
feature will and shall.
Core Competency:
Communication and Collaboration - as learners express future plans using will/shall in pairs.
Citizenship - group activities promote cohesion and integration social justice and unity – developed as learners engage in role play
Future time is learnt in Arabic, Indigenous languages, Chinese , Learners create narratives or poems featuring future time and share them online,
Kiswahili, German and French in magazines or recite them in in public functions.
54

1. Identifying sentences Always identifies Identifies sentences in Sometimes identifies Hardly identifies any sentence in
in which future time sentences in which future which future time is sentences in which future which future time is expressed.
is used time is expressed. expressed. time is expressed.
2. Using will and shall Consistently uses will and Uses will and shall to Sometimes uses will and Hardly uses will and shall
to express future time shall to express future time express future time in shall to express future time correctly to express future time.
in sentences correctly in sentences correctly. sentences correctly. correctly in sentences
55
Questions
7.4 7.4.1 By the end of the sub Learner is guided to: 1. Which
Writing Mechanics of strand, the learner should  Read a text in pairs. punctuation
Writing be able to:  Identify punctuation marks used in the text in pairs. marks do you
7.4.1.1 a) Identify commas and  Use commas to show pauses between words, phrases or know?
Punctuation double quotation marks in clauses. 2. Why do we
7.4.1.1.1 Use of written texts.  Complete sentences using double quotation marks and punctuate
the Commas b) Use the comma and commas. sentences?
double quotation marks  Pick out sentences with double quotation marks in
7.4.1.1.2 Use of correctly in sentences. newspapers, magazines, articles or internet resources.
Double Quotation c) Advocate the use of  Play punctuation games.
Marks correct punctuation in  Create posters or charts with sentences with double
written communication.
quotation marks and commas and display them in class.
(2 lessons)
Core Competency:
Learning to Learn- as learners explore internet resources on the use of the comma and double punctuation marks

Life Skills Education - effective communication enhanced as responsibility, cooperation, love – enhanced through correct use of punctuation
learners work in groups marks in groups

Correct punctuation are required in all learning areas Learner assists peers to edit written work at home or in the community.

Identifying commas Always identifies commas Identifies commas and Sometimes identifies commas and Hardly identifies commas
and double quotation and double quotation double quotation marks in double quotation marks in a text. and double quotation marks
marks marks in a text. a text. correctly in a text.
Using the comma and Consistently uses the Uses the comma and Sometimes uses the comma and Has difficulty using the
double quotation marks comma and double double quotation marks in double quotation marks in comma and double quotation
quotation marks in sentences correctly. sentences correctly. marks in sentences correctly.
sentences correctly.
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8.0 The Farm: Cash Crops
acre, harvest, workers, cooperative, fertilizer, greenhouse, machine, season, agriculture, plantation, labourer, swamp, highland, subsistence, sell,
commercial, harvest, equipment, fertile, yield, nursery, seedlings, climate, sow, cash crop, sugar cane, coffee, cultivate, estate, granary, irrigate, plough,
rice paddy, scarecrow, cotton, wheat, sisal, tea
Fixed phrase : go away; go on
Similes: as busy as a bee; as faithful as a dog; strong like a horse
Idiom : at the end of the day; not the end of the world
Proverbs : Unity is strength; The early bird catches the worm; A bad workman quarrels with his tools
Phrasal verb: search for
Question(s)
8.1 Listening 8.1.1 Pronunciation and By the end of the sub strand, Learner is guided to: 1. Why should we
and Speaking Vocabulary the learner should be able  Listen to a narrative and select proverbs pronounce words
8.1.1.1 Sounds /k/ as in to: and saying. correctly?
acre, cotton; /g/ as in a) List proverbs and saying  Match the vocabulary with their 2. Which proverbs and
grow, green in a narrative. sayings do you
meanings.
8.1.1.2 Oral narrative b) Construct sentences orally know?
using words related to the  Make oral sentences using vocabulary. 3. Why are proverbs
featuring proverbs and
theme.  Practise saying words with the sounds /k/ and sayings
sayings (about 130
words) c) Pronounce words with the /g/, in pairs. important in
target sounds correctly.  Create tongue twisters with the sounds speech?
d) Use words, proverbs and /k/ /g/.
(2 lessons)
sayings appropriately in
 Search for vocabulary, proverbs and
oral communication.
e) Anticipate what is likely sayings in the internet
to happen as a story  Listen and view stories and songs
unfolds. featuring proverbs and sayings.
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f) Display varied emotions  Create posters and charts with common
and feelings when proverbs and sayings that the learners can
listening to an oral relate to, in small groups.
presentation.
 Display them in the classroom.
Core Competencies:
 Digital Literacy- as learners search for proverbs and sayings from the internet
 Learning to Learn- as they appreciate to use correct pronunciation in various contexts
Environmental Education - as the learner is exposed to information about unity and cooperation – developed as learners practise using proverbs
cash crops which encourage cooperation and unity among people
Agriculture and Social Studies – learners are exposed to information on Learners tell stories and proverbs related to cash crops in agricultural trade
cash crops fairs and other communal gatherings.

1. Pronouncing Consistently pronounces Pronounces words and phrases Pronounces some words and Has difficulty pronouncing
words and words and phrases with with the target sounds correctly. phrases with the target words and phrases with the
phrases with the target sounds sounds correctly. target sounds correctly.
the sounds /k/ correctly.
and /g/
2. Using words, Always uses all words, Uses most words, proverbs and Uses some words, proverbs Has difficulty using words,
proverbs and proverbs and sayings in sayings in sentences correctly. and sayings in sentences proverbs and sayings in
sayings in sentences correctly. correctly. sentences correctly.
sentences
58
8.2 8.2.1 By the end of the sub Learner is guided to: 1. What makes someone
Reading Fluency in strand, the learner should  Skim and scan through paragraphs for information, in a good reader?
Reading be able to: pairs or small groups. 2. How long do you take
8.2.1.2 a) Identify unfamiliar words  Search for an article on a topic they enjoy, select a to read a text?
Texts of in texts for fluency. portion to read, set a goal of the words to read per 3. What can you do to
about 400 b) Read a text accurately minute and time themselves as they read. improve your reading
words and with expression for  Find a word or phrase from a word - chart within a speed?
(3 lessons) fluency. stipulated time.
c) Read a text at the right  Read aloud in unison as a whole class or groups
speed for fluency. (choral reading).
d) Challenge peers and  Read a short passages from a poem reader’s theatre
parents to read materials, poems, and short plays.
accurately, at the right  Echo or imitate a model intonation and expression as
speed and without they read a short paragraph or sentence at a time.
hesitation.
Core Competency:
Learning to Learn- is promoted as learners practise reading texts at the right speed and pace
Environmental Activities - as the learner interacts with respect and unity – enhanced through group tasks and pair work
information about cash crops
Agriculture and Social Studies - both learning areas deal with Learners recite poems or read the holy books in religious gathering and rituals.
cash crops

1. Reading a text Always reads a text Reads a text accurately Reads a text with some Reads a text with some
accurately and with accurately and with and with expression accuracy and expression. expression with assistance from
expression expression. peers or the teacher.
2. Reading a text at the Always reads a text at the Reads a text at the right Reads a text at a slow Reads a text very slowly.
right speed right speed. speed. speed.
59
8.3 8.3.1 Sentences By the end of the sub strand, Learners is guided to: 1. What are some of your
Grammar 8.3.1.1 Use of the learner should be able to:  Fill in gaps in sentences using double school rules?
in Use Double a) Identify double imperatives. 2. How do you give
imperatives: how imperatives correctly in  Select question tags from a story, dialogue or instructions?
texts. poem. 3. Why do we ask
many/
could/would
b) Use question tags correctly  Match statements with the correct question tag questions?
in different contexts. to make a tag question.
8.3.1.2 Question c) Write correct sentences  Practise giving instructions using double
using double imperatives imperatives
Tags on the Verb
for effective  Practise giving instructions related to the theme
to be communication. using double imperatives such as: Shut down
d) Advocate the correct use of your tablets and listen to the teacher. Type this
double imperatives and word in your tablet and look up its meaning.
(3 Lessons)
question tags in  Role play giving and receiving instructions at
communication. home using double imperatives.
 Use double imperatives to make rules for their
class and display them in charts or posters.
Core Competency:
Self Efficacy - as learners formulate school or class rules using double

Life Skill Education - effective communication as learners practice cooperation, respect, patriotism – developed as learners practise using question
asking question tags and giving of instructions
All languages feature question tags and double imperatives. Learner recites poems and sings songs featuring double imperatives and question
tags during a community event.
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1. Using question tags Uses all question tags Uses most question tags Uses some question tags Uses some question tags correctly
correctly correctly. correctly. correctly. with assistance.
2. Using double Consistently uses double Uses double imperatives in Uses some double Uses some double imperatives in
imperatives in imperatives sentences sentences correctly using. imperatives in sentences sentences correctly with
sentences correctly correctly. correctly. assistance.
61
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry Question
Outcome (s)
8.4 Writing 8.4.1 By the end of the sub Learner is guided to: 1. How do we make our
Creative Writing strand, the learner should  Read narratives with formulaic expressions compositions
8.4.1.1 be able to: in print and digital format. interesting?
Narrative Composition a) Identify similes and  List similes and proverbs in texts, in small 2. Which stories do you
(120 -160 words) proverbs in a variety of groups. enjoy reading?
texts.  Create a clear and coherent story line using 3. Which similes and
8.4.1.2 b) Use similes and proverbs and similes. proverb do you
Similes and Proverbs proverbs in writing for  Engage in a dialogue to advance plot and know?
(3 lessons) self-expression. story line.
c) Create a narrative  Compose a story featuring similes and
composition featuring proverbs, small groups.
similes and proverbs.  Write creative compositions using featuring
d) Advocate the use of similes and proverbs, individually.
similes and proverbs to
 Create and display charts with proverbs and
enhance creativity in similes, in pairs or small groups.
writing.
Core Competencies:
 Self Efficacy - enhanced as learners become more proficient in writing
 Creativity and Imagination - creating and composing narratives on various topics
 Citizenship - group activities promote cohesion and integration responsibility and unity - could be enhanced through the use of similes and
 Life Skills Education - writing compositions enhances effective proverbs such as ‘as busy as a bee’ ‘As faithful as a dog’ ‘ The early bird
communication skills catches the worm’
All languages expose learners to creative writing. Learners collaborate with peers to write narratives related to cash crops and
narrate them during Agricultural Trade Fairs.
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1. Using similes and Always uses similes and Uses similes and proverbs Sometimes uses similes Has difficulty using similes and
proverbs in writing proverbs in writing in writing correctly. and proverbs in writing proverbs in writing correctly.
correctly. correctly.
2. Creating narrative Always creates a narrative Creates a narrative Creates a narrative Hardly uses any simile or proverb
composition composition featuring wide composition featuring composition featuring a to create a narrative composition.
featuring similes and range of similes and similes and proverbs. few similes and proverbs.
proverbs proverbs.
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9.0 Health – Communicable Diseases
virus, hygiene, bacteria, ,tuberculosis, , measles, pneumonia, cold, mumps, cholera, typhoid, parasite, infect, germs, illness, symptoms, vomit, signs,
pharmacy, treat, dose, overdose, blood pressure, weight loss, injection, tablet, vaccine, thermometer, medicine, syrup, tablet, laboratory, cure, outbreak,
infected, epidemic, immunity,
Fixed phrase: at last; from time to time, in future
Simile: as helpless as a baby; as patient as job
Idiom: spread like wild fire
Proverb: An apple a day keeps the doctor away. ; Cleanliness is next to godliness.
Phrasal verb: pass away
Question(s)
9.1 9.1.1 Speaking By the end of the sub strand, 1. Why is it important
Learner is guided to:
Listening Fluency the learner should be able to: to speak accurately
and 9.1.1.12 Narrative a) List words with sound /h/  Construct sentences in pairs or small groups. and express the right
Speaking of about 150 from an oral text.  Listen to a poem or narrative and identify words feelings?
words b) Construct sentences orally with the /h/ sound. 2. How can you listen
9.1.1.2 Sounds: /h/ using words related to the  Retell the narrative in own words in small more attentively?
as in health, heal theme. groups. 3. Which words do you
(3 lessons) c) Speak accurately, at the  Listen to graded texts with audio recordings of use to talk about
right speed and with whole narratives. diseases?
expression on a given topic.  Listen to music and pick out sounds and
d) Use vocabulary related to vocabulary.
the theme correctly.  Watch news at home for fun, and retell the
e) Display appropriate interesting episodes to peers and friends in the
emotions and feelings when classroom.
making an oral  Practise delivering the news highlights in the
presentation. classroom.
 Respond to oral questions on given texts
confidently and with speed.
 Make one-minute speeches on communicable
diseases in small groups.
 Recite poems on communicable diseases.
64
Core Competencies:
 Communication and Collaboration - as learners make short speeches in small groups
 Creativity and Imagination - as learners create speeches on topical issues
Health Related Issues - communicable diseases love and responsibility – enhanced as learners acquire and
share information about communicable diseases
Fluency in listening and speaking is emphasised in all languages Learners tell stories on communicable diseases during health
events in churches, mosques and other communal gatherings.

1. Retelling short Always retells short narratives, Retells short narratives Retells some parts of the Retells parts of a narrative
narratives expressively, accurately and expressively, accurately and narrative with expression with assistance and
without hesitation. without hesitation. and without hesitates. hesitates a lot.
2. Speaking accurately, Always speaks accurately, at Speaks accurately, at the Speaks accurately but with Speaks inaccurately, and
at the right speed and the right speed and with right speed and with some hesitations. with many hesitations.
with expression on a expression on a given topic. expression on a given topic.
given topic
3. Using vocabulary Uses a wide range of Uses a wide range of Uses vocabulary in Hardly uses any vocabulary
related to the theme vocabulary and expressions in vocabulary in sentences sentences correctly. in sentences correctly.
correctly sentences correctly. correctly.
65
9.2 9.2.1 By the end of the sub strand, the Learners are guided to: 1. How do you describe
Reading Intensive Reading learner should be able to:  Make connections between events things?
9.2.1.1 a) Identify the main idea in each in the text and their experiences. 2. How can you tell what will
Descriptive paragraph.  Retelling the story in pairs. happen in a story?
Fictional or Non- b) Visualise events, characters and  Use illustrations, the introduction
Fictional Texts descriptions in texts for and the title of a text to make
(About 400 words) comprehension. predictions.
c) Summarise the main points of a  Describe in groups the characters,
(3 Lessons) text. episodes and places in a text.
d) Answers factual and inferential  Scan a text for specific details.
questions for comprehension.  Answer questions from a text.
e) Challenge others to focus on detail  Say the main ideas from a text.
when reading a text.
 Watch a video related to the theme
and pick specific information.
Core Competency:
Learning to Learn - as learner read for information from a text
 Health Education - enhanced through exposure to information on responsibility, unity – developed as learners read texts which feature these
communicable diseases values
 Environmental Education - as learners read texts about diseases
Communicable diseases are leant Environmental Studies, Science and Sharing ideas with peers on how to prevent diseases through poems and
Technology, Physical Education narratives.

1. Answering factual and Always answers all the Answers most factual and Answers some factual and Hardly answers any
inferential questions for factual and inferential inferential questions. inferential questions. factual and inferential
comprehension questions. questions.
2. Summarising the main Summarises all the main Summarises most the main Summarises some the main Hardly identified any of
points of a text points of a text. points of a text. points of a text. the main points in a text.
66
Question(s)
9.3 9.3.1 By the end of the sub strand, the learner should be able Learners is guided to: 1. How often do you
Grammar Word Classes to:  Identify and list adverbs from a come to school?
in Use 9.3.1.1 Adverbs a) Distinguish between adverbs of manner, time place and digital or print text, in pairs. 2. Which words describe
(manner, time, frequency for effective communication.  Make sentences from a when, how and where
place, frequency) b) Construct sentences using how many… could/would substitution table using the actions take place?
9.3.1.2 How correctly. pattern how
many…could/woul c) Use adverbs of manner, time, place and frequency in many…could/would.
d oral and written contexts.  Fill blank with appropriate
(3 lessons) d) Judge the appropriateness of adverbs used in oral and adverbs.
written texts.  Construct sentences using
adverbs of manner, time place
and frequency.
 Recite poems containing
adverbs, in groups.
Core Competency:
Self Efficacy - enhanced as learners recite poems
Health Education - as learners acquire information on peace, love, responsibility – these values are enhanced as learners use adverbs to talk about
communicable diseases different actions
 Home Science – learners are exposed to information on Learners create poems about communicable diseases and share them in children’s
different disease magazines, newspapers among others.
 All language areas feature adverbs
67

1. Distinguish between Always demonstrates ability Demonstrates ability to Sometimes demonstrates Hardly demonstrates ability
adverbs of manner, to distinguish between distinguish between adverbs ability to distinguish to distinguish between
time, place and adverbs of manner, time, of manner, time, place and between adverbs of manner, adverbs of manner, time,
frequency place and frequency. frequency. time, place and frequency. place and frequency.
2. Constructing Always constructs sentences Constructs sentences using Constructs some sentences Has difficulty constructing
sentences using how using how many… how many… could/would using how many… sentences using how many…
many… could/would could/would correctly. correctly. could/would correctly. could/would correctly.
correctly
68
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry Question
Outcome (s)
9.4 9.4.1 Mechanics By the end of the sub Learner is guided to: 1. Which punctuation
Writing of Writing strand, the learner  Listen to a short oral text and write the text with the marks do you
should be able to: correct punctuation marks. know?
9.4.1.1 a) Identify apostrophe  Underline the apostrophe and exclamation marks in a 2. Why do we
Punctuation and exclamation mark text, in pairs. punctuate
Marks in sentences.  Construct sentences using apostrophe and exclamation sentences?
9.4.1.1.1 b) Punctuate sentences mark.
Apostrophe correctly using the  Watch online videos or slides about the correct use of
9.4.1.1.2 apostrophe and the apostrophe and exclamation mark.
Exclamation Mark exclamation mark.  Complete exercises related to the apostrophe and
c) Collaborate with exclamation mark online and offline.
(2 Lessons) others to punctuate  Create and display charts or posters with sentences in
own or provided which apostrophe and exclamation mark are used, in
documents. groups.
 Conduct a gallery walk and view the charts made by
each group.
Core Competencies:
 Communication and Collaboration - as learners punctuate sentences in pairs or groups
 Creativity and Imagination - as learners develop and display posters and charts
 Learning to Learn- as the learner searches for information on the internet
Health Education - as the learner interacts with material on responsibility, love, respect - developed as learners use different types of sentences
the common communicable diseases and punctuate them correctly
Other language areas emphasise the use of punctuation marks Learner asset peers to edit their letters to children magazines.
in writing
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1. Identifying the Identifies the apostrophe and Identifies the apostrophe Identifies the apostrophe and Hardly identifies the
apostrophe and exclamation mark in all and exclamation mark in the exclamation mark in apostrophe and exclamation
exclamation mark in sentences correctly. most sentences correctly. some sentences correctly. mark in any sentence
sentences correctly.
2. Punctuating sentences Always punctuates sentences Punctuates sentences using Punctuates some sentences Has difficulty punctuating
using the apostrophe using the apostrophe and the apostrophe and using the apostrophe and sentences using the
and exclamation mark exclamation mark correctly. exclamation mark exclamation mark correctly. apostrophe and exclamation
correctly correctly. mark correctly.
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10.0 LEISURE TIME ACTIVITIES
leisure, interest, favourite, cinema, tennis, karate, swimming, skating, basketball, cycling, jogging, diving, fishing, picnic, hiking, gardening, hobby,
entertain, enjoy, racing, , talent, event, visit, park,
Fixed phrase: in future, from now on

Simile: as free as a bird
Idiom: face the music
Proverb: An idle mind is the devil’s workshop. ; Birds of a feather flock together
Phrasal verb: shut up
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcome Question(s)
10.1 10.1.1 By the end of the sub Learner is guided to: 1. How do you
Listening and Pronunciation and strand, the learner should  Listen to a narrative and retell it while behave when
Speaking Vocabulary be able to: expressing different moods or feelings. someone is
10.1.1.1 Interactive a) Identify different  Construct sentences orally in pairs or small speaking to
Listening moods in a narrative groups. you?
10.1.1.1.1 Choral verse or a choral verse.  Say words containing the sounds /s/ and /z/ in 2. Which words
b) Use words and phrases pairs or small groups. do you use to
10.1.1.1.2 Narrative in with the selected  Watch a video of a conversational narrative or a join an ongoing
dialogue format sound in sentences. choral verse online or offline. conversation?
(conversational narrative) c) Interrupt appropriately  Discuss about appropriate turn-taking skills in
during turn- taking for the conversation.
10.1.1.1.3 Sounds /s/ as in self-expression.  Engage in a conversation in pairs, focusing on
surf; and /z/ as in zoo d) Challenge others to turn-taking and interrupting skills.
listen interactively
(3 lessons) during conversations.
Core Competencies:
 Communication and Collaboration - as learners work in pairs and groups
 Creativity and Imagination - as learner create and role play conversations
71
 Life Skills Education - as learners acquire the art of conversation peace, responsibility, social justice – promoted through recitation of choral
during turn taking verses and narration of narratives featuring these values
 Citizenship - social cohesion is enhanced during pair and group
activities
Conversation is a feature in all languages Learners assist their peers to practise turn-taking skills.

1. Using words and Uses words and phrases with Uses words and phrases Uses words and phrases with the Has difficulty using words
phrases with the the selected sound in with the selected sound selected sound in some sentences and phrases with the selected
selected sound in sentences correctly with in sentences correctly. correctly. sound in any sentence.
sentences ease.
2. Interrupting Uses varied words and Uses words and Sometimes uses words and Has difficulty using any
appropriately in a expressions to interrupt expressions to interrupt expressions to interrupt word or expression to
conversation appropriately in a appropriately in a appropriately in in a conversation. interrupt appropriately in a
conversation. conversation. conversation.
72
Question(s)
10.2 Reading 10.2.1 By the end of the sub strand, the Learner is guided to: 1. Why do you read
Intensive Reading learner should be able to:  Skim through a text and obtain the texts?
10.2.1.1 Factual a) Relate the ideas in a text with main idea. 2. What makes you
Texts of About 400 their experiences.  Scan through a text to obtain specific a good reader?
Words b) Respond to factual and information. 3. Why do we make
(2 lessons) inferential questions correctly.  Discuss and relate ideas with their notes when
c) Summarise the main ideas in experiences, in groups. reading?
the text for comprehension.  Read a text independently.
d) Encourage others to pay  Answer direct and inferential questions
attention to detail when from the text.
reading.  Watch a video on leisure time and
write the main points.
Core Competencies:
 Learning to Learn- as learners skim and scan texts for information
 Self-efficacy - as learners answer comprehension questions

 Safety and Security – personal safety as learners acquire skills on proper use responsibility and peace – developed through reading different texts
of leisure time and answering questions in pairs or small groups
Link to other Subjects Suggested Community Service Learning Activities:
Religious Education - appropriate use of leisure time is covered in this learning Learners recite poems on appropriate use of leisure time during
areas community functions
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1. Relating the ideas Relates all ideas in a text Relates most ideas in a text Relates some ideas in a text Has difficulty relating any idea
in a text with their with their experiences. with their experiences. with their experiences. in a text with their experience.
experiences
2. Responding to Responds to all direct and Responds to most direct and Responds to some direct and Has difficulty responding to
direct and inferential questions inferential questions inferential questions any direct and inferential
inferential questions correctly. correctly. correctly. questions.
3. Summarising the Summarises all ideas in a Summarises most ideas in a Summarises some ideas in a Hardly identifies any idea in a
main ideas in the text. text. text. text.
text
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10. 3 10.3.1 By the end of the sub strand, the Learner is guided to: 1. How do you join words
Grammar Word Classes learner should be able to:  Listen to a short dialogue and identify the or sentences?
in Use 10.3.1.1Conjunctions a) Identify conjunctions in texts conjunctions. 2. Why do you join words
and, but, or, because, for effective communication.  Make sentences from a substitution table using and sentences?
since, also, for, yet, b) Use conjunctions correctly in but, or, yet, because, since and also.
since communication.  Construct sentences using the conjunctions in
c) Judge the correctness and pairs.
(3 lessons) appropriateness of  Fill blank spaces using conjunctions in
conjunctions used in oral and sentences or paragraphs.
written texts.  Create a display chart of sentences containing
conjunctions, in small groups.
 Conduct a gallery walk and give feedback to
each group.
Core Competencies:
 Creativity and Imagination - as learners create a display chart
 Life Skills Education - as learners are exposed to proper use of leisure time unity, respect, integrity, responsibility – enhanced through
 ESD - safety education is emphasised as they learn how to use leisure time construction of oral and written sentences using various conjunctions
All language areas emphasise the use of conjunctions. Learners share information on proper use of conjunctions with
siblings.

Expectations
1. Identifying conjunctions in Always identifies Identifies conjunctions Identifies conjunctions Has difficulty identifying
sentences conjunctions in in sentence. in some sentences. conjunctions in sentences.
sentences.
2. Using conjunctions in Consistently uses Uses conjunctions in Uses conjunctions in Uses conjunctions incorrectly
sentences conjunctions in sentences correctly. some sentences most of the time.
sentences correctly. correctly.
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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(S)
10.4 10.4.1 By the end of the sub strand, Learner is guided to: 1. How do we describe
Writing Creative Writing: the learner should be able  Read a sample composition from print or things or events?
10.4.1.1 Descriptive to: electronic sources. 2. Why is it important to
Composition ((120 a) Describe people or things  Talk about people or things in the text. describe things or events?
-160 words) mentioned in a text.  Make sentences to describe how they
b) Create a descriptive spent their leisure time, in pairs.
(3 lessons) composition related to the  Organise the sentences to make a
theme for effective paragraph, in groups.
communication.  Write a descriptive composition
c) Collaborate with peers to individually.
critique a composition on  Proof read their compositions, in pairs or
the choice of words, groups.
creativity, relevance to
theme and logical flow.
Core Competencies:
 Creativity and Imagination - as learners create own compositions
Life Skills Education - as learners acquire effective communication skills cooperation and respect - developed as learners write descriptive
compositions about various characters
Link to other Objects: Suggested Community Service Learning Activities:
All language areas cover descriptive writing Learners assist their siblings or friends to describe people, things or
events.
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1. Describing people Always describes people and Describes people or things Describes people or things Has difficulty describing
or things in a text things in texts correctly. in texts correctly. in some texts correctly. people or things in any text
correctly.
2. Writing descriptive Writes a descriptive Writes a descriptive Writes a descriptive Writes a descriptive
compositions composition logically and composition logically. composition with some composition with assistance
accurately. logical flow. from peers and the teacher.
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11.0 SPORTS - APPRECIATING TALENTS
competition, cheer, score, award, medal, champion, guest, spectators, fans, courage, whistle, upper hand, walkover, celebrate, talent, sports, ability, gifted,
genius, artist, magic, skill, blessing, giant, adjudicator, talent show, athletic, discover, brave
Fixed phrase: at present; no problem
Simile: as proud as a peacock; as simple as one, two, three
Idiom: loud and clear
Proverbs: Slow but sure wins the race; The race is not to the swift
Phrasal verb: breath in
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(S)
11.1 11.1.1 By the end of the sub strand, the Learner is guided to: 1. Why is it important to
Listening Pronunciation and learner should be able to:  Listen to oral presentations listen carefully?
and Vocabulary: a) Select words containing the (dialogues or poems on topical 2. How can we become
Speaking 11.1.1.1 target sound in sentences. issues) containing words with better listeners?
Listening fluency (Short b) Construct sentences orally using the sound /aɪ/
speeches or dialogues of words related to the theme.
 Identify words with the sound
about 130 words) c) Listen for words with the sound
sound /aɪ/ from texts.
11.1.1.2 /aɪ/ from an audio text.
 Practise saying selected tongue
Sound /aɪ/ as in my, mind, d) Interpret a speaker’s emotions
twisters in pairs.
and feelings correctly during oral
ride, wide  Make a three-minute speech
presentations.
based on the theme in groups.
11.1.1.3
e) Recite poems based on the
Non-verbal cues theme.
(3 lessons) f) Interpret non-verbal cues
correctly.
Core Competencies:
 Communication and Collaboration - as learners make short speeches in groups
 Self Efficacy - as learners pick out the target sounds from poems or stories
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 Life Skills Education - as learners practise effective listening, they acquire peace, love, social justice, unity and responsibility – enhanced as
effective communication skills learners prepare and make speeches
 Learner Support Programmes - games and sports provides the context for
leaning listening and speaking
 Fluency in listening is learnt in all languages Learners practise tongue twisters with siblings
 Physical Education - sports and games are covered in this learning area

1. Listening for Correctly selects all the Selects most of the Selects some of the words with Hardly selects any word with
words with the words with the sound /aɪ/ words with the sound /aɪ/ the sound /aɪ/ from an audio the sound /aɪ/ from an audio
sound /aɪ/ from an from an audio text. from an audio text. text. text.
audio text
2. Interpreting non- Interprets all the non- Interprets most non- Interprets some non-verbal cues Hardly interprets non-verbal
verbal cues verbal cues correctly. verbal cues correctly. correctly. cue correctly.
correctly.
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Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry Questions (s)
11.2 11.2.1 By the end of the sub strand, Learner is guided to: 1. Why is it important to
Reading Intensive Reading the learner should be able to:  Infer the meaning of words from relate what you read with
11.2.1.1 Reading with a) Relate ideas in the text to context. your experiences?
Technology personal experiences.  Make connections between their 2. What digital resources can
(2 lessons) b) Creates mental images experiences and events in the reading you use in your reading?
from the events, characters text. 3. Why are digital materials
or places in a text.  Create pictures, mimes, videos or more interesting to read
c) Answer factual and crossword puzzles in small groups. than print ones?
inferential questions  Search and read texts from the internet
correctly. in pairs and groups, online.
d) Judge the appropriateness  Answer questions in pairs.
of digital texts on the basis  Dramatise or role play the stories they
word choice, theme and have read online.
interest.  Print the visuals obtained from online
sources and share or display in a gallery.
Core Competencies:
 Critical Thinking and Problem Solving - as learners research online
 Digital Literacy- as learners use digital devices to read online and offline

Learner Support Programmes – enhanced through the theme of sports responsibility, integrity - developed as learners read using technology and use
technology responsibly
Link to other Subjects: Community Service Learning Activities
Reading comprehension is applicable in all learning areas Learners help other people access online reading resources.
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Expectations
1. Relating ideas Relates all ideas in the text to Relates most all ideas in the Relates some all ideas in Hardly relates any idea in the
in the text to personal experiences. text to personal experiences. the text to personal text to personal experiences.
personal experiences.
experiences
2. Creating Always creates mental images Creates mental images from Creates mental images Creates mental images from
mental images from the events, characters or the events, characters or from the events, the events, characters or places
from the places in a text. places in a text. characters or places in a in a text.
events, text.
characters or
places in a text
3. Answering Answers all factual and Answers most factual and Answers some factual Hardly answers any factual or
factual and inferential questions correctly. inferential questions and inferential questions inferential questions correctly.
inferential correctly. correctly.
questions
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Question(S)
11.3 11.3.1 By the end of the sub strand, the Learner is guided to: 1. Why do we ask
Grammar in Sentences learner should be able to:  Mention the words used to ask questions questions?
Use 11.3.1.1 a) Identify interrogatives in - how, what, when, why, who 2. How do we ask
Use of sentences correctly.  Use the Wh- words and How to ask questions?
Interrogatives b) Use interrogatives accurately in questions.
When, who, how, sentences.  Construct questions using the pattern:
why, which, how c) Collaborate with others to how much more…, when/who/why/what
much, what else determine the correctness and else in small groups, for example,
appropriateness of interrogatives Who else attended the ceremony?
(3 lessons) used in oral and written texts. How much more sugar was bought?
 Use the interrogatives with: else, much …
to complete sentences
 Use digital devices to practice
constructing questions.
Core Competencies:
 Learning to Learn- as learners learn to use interrogatives correctly
 Communication and Collaboration- as learners work in groups and pairs
Citizenship - social cohesion is reinforced through pair and group activities cooperation, respect and patriotism - enhanced through the use of
interrogatives in pairs or small groups
All learning areas use interrogatives Learners assist their siblings or friends to use interrogatives
correctly to seek for information

1. Identifying Identifies all interrogatives Identifies nearly all Identifies some Has difficulty identifying
interrogatives in sentences with ease. interrogatives in sentences. interrogatives in sentences. interrogatives.
2. Using interrogatives Uses interrogatives in all Mostly uses interrogatives Uses some interrogatives Uses interrogatives in some
sentences correctly. in sentences correctly. in sentences correctly. sentences but with assistance.
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Question(S)
11.4 Writing 11.4.1 By the end of the sub strand The learner should be guided to: 1. Why do we write
Spelling the learner should be able  Discuss in groups words they find difficult to words correctly?
11.4.1.1 to: spell. 2. Which words do you
Commonly a) Spell selected words  Make a presentation on correct spelling find difficult to
Misspelt Words correctly for effective homophones and homonyms write?
11.4.1.2 communication.  Write words from a dictation by the teacher or 3. How do we learn to
Homophones b) Use homophones and from an audio-visual recording. spell words?
11.4.1.3 homonyms in sentences  Play spelling games in pairs; for example,
Homonyms correctly. scramble or scrabble.
(2 lessons) c) Advocate the use of  Use jigsaw puzzle to form words correctly in
correct spelling of words groups.
among peers.  Make words from jumbled up letters.
Core Competencies:
 Communication and Collaboration - as learners in groups to find the spelling of words
 Critical Thinking and Problem Solving - as learners make words from jumbled up letters
 Learning to Learn- as learners spell words
 Life Skills Education - effective communication and unity, responsibility, love – promoted as learners write examples of different
interpersonal communication promoted as learners excel in words and play spelling games such as scrabble in pairs and groups
spelling words correctly
 Social cohesion - as learners work in groups
Spelling of words is useful in all learning areas Learner creates a spelling game like scrabble with the help of parents or guardians
and plays it with peers
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Expectations
1. Spelling words Spells all words correctly. Spells most words Spells some words Hardly spells any word
correctly correctly. correctly. correctly.
2. Using commonly Uses all commonly misspelt Uses most commonly Uses some commonly Has difficulty using commonly
misspelt words in words in sentences correctly. misspelt words in misspelt words in misspelt words in sentences.
sentences sentences correctly. sentences correctly.
84
12.0 ENVIRONMENTAL POLUTION
environment, atmosphere, conserve, acid rain, recycle, sewage, poisonous, pollution, destroy, dirt, disaster, dump, erosion, famine, poison, preserve,
purify, sewage, waste, flood, dirty, chemicals, sick, cancer
Fixed phrase: fresh air, keep a promise, excuse me
Simile: as white as snow; as clear as glass, as clear as the sky
Idiom: feel at home, fight for your life
Proverbs: cleanliness is next to godliness;
Phrasal verb: grow up
Strand Sub strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
12.1 Listening and 12.2 By the end of the sub strand, the Learner is guided to: 1. Why should we speak
Speaking Pronunciation and learner should be able to:  Say words containing the clearly and
Vocabulary a) Pronounce words with sounds /f/ and /v/ in small confidently?
12.2.1 Speaking Fluency selected sounds accurately for groups. 2. Why do we make
(content from other effective communication.  Pronounce the words related speeches?
learning) b) Construct sentences orally to the theme correctly.
12.2.2 Making a Speech) using words related to the  Construct oral sentences using
12.2.3 Sounds /f/ as theme. vocabulary learnt.
purify; as in; and /v/ as c) Speak accurately, without  Listen to a recorded speech
in vapour preserve, hesitation and with expression. from a digital device.
(3 lessons) d) Challenge others to speak  Make short speeches using
accurately, at the right speed vocabulary learnt, and
and to display appropriate appropriate nonverbal cues.
expressions during oral
presentations.
Core Competencies:
 Self Efficacy - as learners create and make speeches
Environmental Education - as learners interact with content related to environmental responsibility, patriotism – developed as learners practise
pollution caring for the environment
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 Science and Agriculture - these learning areas have content on environmental Learners help their peers to make speeches and deliver them
pollution fluently
 Public speaking is learnt in all languages

1. Pronouncing Pronounces all words with Pronounces most words Pronounces some words with Pronounces some words
words with selected sounds accurately. with selected sounds selected sounds accurately. with selected sounds
selected sounds accurately. accurately but with
assistance.
2. Speaking Consistently speaks Mostly speaks accurately, Speaks with some hesitation and Speaks with many
accurately, accurately, without without hesitation and expression. hesitations and minimal
without hesitation hesitation and with with expression. expressions.
and with expression.
expression
86
Question(S)
12.2 12.2.1 By the end of the sub strand the learner Learner is guided to: 1. What can you learn
Reading Intensive should be able to:  Watch a video on environmental pollution from poems and
Reading: a) Creates mental images from events, and answer questions. songs?
12.2.1.1 characters and places in a text.  Read a poem or song and role play the 2. Which poems and
Poems, Songs b) Infer information and meaning of words events, experiences or characters in the songs do you know?
and Tongue from context. text. 3. How do you tell the
Twisters c) Answer factual and inferential questions  Answer factual and inferential questions meaning of
(2 lessons) correctly for comprehension. on the poem and song they read. unfamiliar words
d) Relate events and characters in the while reading?
reading text to personal experiences.
Core Competencies:
 Communication and Collaboration - enhanced as learners discuss the passage in groups
 Digital Literacy - as learners watch a video
 Learning to Learn- as learners recite poems
 Environmental Education – as learners interact with content on responsibility, integrity and love – promoted when learners read
environmental pollution poems/listen to songs and answer questions
 Life Skills Education – communication skills are enhanced as
learners recite poems and sing songs
Link to other Subjects: Suggested Community Service Learning activities:

 Songs and poems are also learnt in music and other languages Learners sing songs about environmental conservation in communal
 Environmental pollution is a concept learnt in science gatherings
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1. Creating mental Creates mental images Creates mental images Creates mental images from some Hardly creates any mental
images from events, from all events, from most events, events, characters and places. image from events,
characters and characters and places. characters and places. characters and places.
places
2. Inferring the Infers the meaning of Infers the meaning of most Infers the meaning of some words Hardly infers the meaning
meaning of words all words from context words from context from context correctly. of any word from context
from context correctly. correctly. correctly.
3. Answering factual Answers all factual and Answers most factual and Answers some factual and Hardly answers any factual
and inferential inferential questions inferential questions inferential questions correctly. and inferential questions
questions correctly correctly. correctly. correctly.
88
Question(S)
12. 3 12.3.1 By the end of the sub strand, the Learner is guided to: 1. Why is it important
Grammar Word Classes learner should be able to:  Identify and underline nouns which only occur in to use words
in Use 12.3.1 a) Identify nouns which only singular or plural sentences. correctly?
12.3.1,2 occur in singular or plural from  Construct sentences in pairs or groups using 2. Which singular
Nouns which given sentences. nouns which only occur in singular or plural such nouns end with
only Occur in b) Use nouns which only occur in as news, dirt, waste and rubbish, letter -s?
Singular or singular or plural to make  Practise a conversation using plurals of nouns
Plural sentences. which only occur in singular or plural, in pairs.
(3 lessons) c) Collaborate with others to  Watch videos on nouns which only occur in
determine the correctness and singular or plural and answer questions.
appropriateness of nouns used  Create display charts on nouns which only occur
in various texts. in singular or plural in sentences.
Core Competencies:
 Communication and Collaboration - as learners use words correctly
 Digital Literacy- as learners watch videos and play language games
Citizenship - group activities promote cohesion and integration responsibility, respect and unity - constructing sentences related to the theme
enhances learner awareness about the need to conserve the environment
Other language areas - these learning areas emphasise correct use of Learners create poems using nouns and send them friends through email, social
sentence patterns media or posters.

1. Identifying selected Consistently identifies Identifies most of the Identifies some of the selected Has difficulty identifying
nouns which only all the selected nouns selected nouns correctly nouns correctly any of the selected nouns
occur in singular or correctly. correctly.
plural
2. Using selected nouns Consistently uses all Uses most of the selected Uses some of the selected nouns Has difficulty using any of
which only occur in the selected nouns nouns correctly. correctly. the selected nouns correctly.
singular or plural correctly.
correctly
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12.4 12.4.1 By the end of the sub strand, Learner is guided to: 1. Why should we plan our
Writing Functional Writing the learner should be able to: View a sample diary sample journal/and identify activities in advance?
12.4.1 a) Identify the key the components. 2. What is the most
Personal Diary components of a  Make journal/diary entries in pairs or small groups. memorable experience
12.4.1 diary/journal.  Create a diary in pairs. in your life?
Journal (3 days) b) Create a journal/diary to  Create a three day journal in small groups.
(2 lessons) convey desired  Display their work in class and take a gallery walk.
information in the right  Give feedback to the work of each group.
format.  Search for more examples of diaries or journals on
c) Collaborate with peers to the internet, textbooks or the library.
create personal journals  Create a diary or journal individually.
and diaries on varied
topics.
Core Competencies:
 Communication and collaboration - as learners work in groups
 Creativity and imagination- as learners create diaries
Life Skills Education - effective communication enhanced as unity, integrity, responsibility and respect – enhanced as learners create diaries and
learners use improve their writing skills journals related to the environment

Diaries and journals are learnt in all other languages Learners peers, religious group or siblings to plan activities using a diary.

1. Identifying the Identifies all features of a Identifies most features of Identifies some features of Has difficulty identifying any
features of a journal/diary. a journal/diary. a journal/diary. feature of a journal/diary.
diary/journal
2. Creating a Creates a diary/journal Creates a diary/journal Creates a diary/journal Creates a diary/journal with
diary/journal with all with all the entries with most of the entries with some of the entries hardly any entry correctly made.
entries correctly correctly made. correctly made. correctly made.
made
90
13.0 MONEY- SAVINGS AND BANKING
debt, banker, teller, lend, customer care, banking hall, queue, ATM machine, safe, save, savings ,account, balance, cash, deposit , interest, internet,
cheque, exchange, loan, value, credit, bank manager, a lot
Fixed phrase: be in debt; make money

Simile: as cheap as dirt; as good as gold
Idiom : go for; money changed hands; loud and clear
Proverbs : A fool and his money are soon parted.; Keep something for a rainy day; Money does not grow on trees
Phrasal verb: give back, give out; give away
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
13.1 13.1.1 By the end of the sub Learner is guided to: 1. Why should we
Listening Pronunciation and strand, the learner  Say words containing the sounds /m/ /n/ /ŋ/ in listen attentively?
and Vocabulary should be able to: small groups. 2. How can you tell
Speaking 13.1.1.1 Intensive a) Select words and  Identify similes from an oral text. someone is attentive?
Listening (Dialogue phrases with the target  Use similes and words in sentences in small
containing similes) sounds, digraphs and
groups.
13.1.1.2 consonant clusters
Sounds : /m/ as in from a text.  Listen to a dialogue from an audio-visual
money; /n/ as in b) Use similes and recording or read by the teacher and select words
notes, /ŋ/ as in vocabulary related to with the target sounds, digraphs and clusters in
shilling the theme correctly in pairs.
13.1.1.3 sentences.  Identify words featuring the target sounds.
Digraphs: sn as in c) Judge the  Identify similes from an audio visual text.
sneeze, sl as in sling appropriateness of  List the similes in small groups.
(3 lessons) words, similes and  Discuss new words found in the dialogue in pairs.
nonverbal cues during  Construct sentences using the new words
an oral presentation. individually.
d) Interpret a speaker’s  Dramatise the dialogue in small groups.
feelings and emotions
correctly during oral
presentations.
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Core Competencies:
 Communication and Collaboration - enhanced as learners work in pairs and groups
 Digital Literacy- as learners listen to dialogues from digital devices
 ESD - financial literacy as learners listen to dialogues love, peace, responsibility, respect – developed as learners familiarise themselves
based on the theme of money with words like saving, money and a proverb like: ‘A fool and his money are soon
 Life Skills Education - effective communication parted’
Intensive listening is applicable in all learning areas Learners could participate in presentations of dramatised poems or dialogues
featuring the learnt sounds and words in community gatherings.
1. Selecting words and Selects all words and Selects most words and Selects some words and Has difficulty selecting
phrases with the target phrases with the target phrases with the target phrases with the target sounds, most words and phrases
sounds, digraphs d sounds, digraphs d sounds, digraphs d digraphs d consonant clusters with the target sounds,
consonant clusters consonant clusters from a consonant clusters from a from a text digraphs d consonant
from a text text text clusters from a text
2. Using similes in Uses all similes in Uses most similes in Use some similes in sentences Has difficulty using similes
sentences sentences correctly. sentences correctly. correctly. in sentences correctly.
92
Question(s)
13.2 Reading 13.2.1 By the end of the sub strand, Learner is guided to: 1. Why do you
Extensive the learner should be able to:  Select appropriate print and non-print reading read?
Reading a) Select suitable reading materials; newspapers, magazines, class readers 2. How do you
materials from a variety of or poems. obtain specific
13.2.1.1 texts.  Preview reading materials to determine suitability. information
Variety of Texts b) Read a variety of materials  Scan through a text for specific details. from a text?
such as (texts of independently for  Skim through a material to obtain the main idea. 3. What materials
about 1001 - information and pleasure.  Scan through newspapers, magazines among do you enjoy
1250) c) Use fluency strategies such others to find specific information. reading?
as previewing, skimming and  Skim through materials in small groups.
13.2.1.2 scanning strategies to find
Newspapers,  Read selected materials
necessary information. Independently.
magazines, class d) Judge the appropriateness of
readers and  Promote extensive reading among peers and the
a reading text on the basis of
poems greater community.
theme, interest and language
 Collaborate with peers to determine the
complexity.
(2 lessons) appropriateness of reading texts on the basis of
interest, themes and complexity of language
 Look for specific information from a reading
material in pairs.
 Make notes on a topic they read in groups.
 Make an entry of what they have read in their
creative writing diary.
 Visit a library to read online and offline materials.
Core Competencies:
 Digital Literacy- as they search for online reading materials
 Learning to Learn- as learners find new information from newspapers, magazines, class readers and poems
ESD - financial literacy is enhances as learners read material containing topics on unity, responsibility, integrity – promoted as learners read materials
money about spending money wisely and the importance of saving money
All learning areas - as learners read extensively for information Learners to encourage peers to read a variety of materials for
pleasure and information.
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1. Reading a variety Always reads a variety of Reads a variety of materials Reads some materials Hardly reads any material
of materials materials independently independently for independently for information independently for
independently for for information and information and pleasure. and pleasure. information and pleasure.
information and pleasure.
pleasure
2. Use fluency Uses fluency strategies Uses fluency strategies such Uses fluency strategies such Has difficulty using fluency
strategies such as such as previewing, as previewing, skimming as previewing, skimming and strategies such as
previewing, skimming and scanning and scanning strategies to scanning strategies to find previewing, skimming and
skimming and strategies to find all the find most of the required some of the required scanning strategies to find
scanning strategies required information. information. information. most of the required
to find required information.
information
94
Questions
13.3 Grammar in 13.3.1 Word By the end of the sub strand, the Learner is guided to: 1. Which words show
Use Classes learner should be able to:  Underline prepositions of time, direction and time?
13.2.1.2 a) Identify prepositions of time, place and direction in sample 2. Why is it important
Prepositions place and direction in sentences. sentences: to show time and
 Time such as : b) Use prepositions of time, place o time such as in, on, at) direction?
in, on, at and direction appropriately for o place such as :in, on, at
 Place such as effective communication. o direction such as : into,
:in, on, at c) Collaborate with others to judge towards, to, through
 Direction such the accuracy, appropriateness  Play preposition games and songs
as : into, and correctness of prepositions online/offline.
towards, to, used in varied texts.  Construct sentences using
through prepositions.
(2 lessons)  Use prepositions to perform
classroom tasks.
 Watch videos and online material
on prepositions and in pairs/groups.
 Create display charts containing
preposition of time and direction.
 Create crossword puzzles using
prepositions.
 Solve code words and crossword
puzzles involving prepositions.
 Search for prepositions online, from
newspapers magazines among
others.
Core Competency:
 Communication and Collaboration - as learners sing and play preposition games
 Digital Literacy- as learners watch videos and online materials
 Citizenship - social cohesion is enhanced as learner sings and play language responsibility, respect and integrity – enhanced through correct
games use of prepositions in sentences
 Life Skills Education - as learners use prepositions accurately in
communication
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 Financial literacy – learners acquire information about banking
All language learnings areas - preposition is a concept in these learning area Learners sing or play preposition games with their peers.

1. Identifying prepositions Identifies all prepositions Identifies most prepositions Identifies some prepositions Has difficulty identifying
of time and direction from a text correctly. from a text correctly. from a text correctly. most prepositions from a
text correctly.
2. Using prepositions in Uses all prepositions in Uses prepositions in Uses some prepositions in Has difficulty using most
sentences sentences correctly. sentences correctly sentences correctly. prepositions in sentences
correctly.
96
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(S)
13.4 Writing 13.4.1 By the end of the sub strand the Learner is guided to: 1. Why should we write
Spelling learner should be able to:  Identify homophones, words with words correctly?
13.2.2 a) Identify homophones, words double consonants and words with 2. Which words have the
Homophones; with double consonants and double vowels from a text. same pronunciation
13.2.3 words with double vowels  Listen to words read by the teacher or but different spelling?
Words with double correctly. from audio recording for example:
consonants b) Spell homophones, words - waist/waste
13.2.4 with double consonants and - Collect or dropped
Words with double words with double vowels  Write down from a dictation correctly.
vowels correctly.  Use jigsaw puzzle to form words
(2 Lessons) c) Uses homophones, words correctly in groups.
with double consonants and  Make words from jumbled up letters.
words with double vowels in  Form sentences from the words they
sentences correctly. have spelt.
d) Recommend to peers ways of
 Search for homophones, words with
enhancing their spelling skills
double consonants and words with
for clarity of communication.
double vowels from the internet.
e) Collaborate with others to
judge the appropriateness of
words, phrases and sentences
used in own or provided
documents.
Core Competencies:
 Communication and Collaboration - as learners work in groups to find the spelling of words
 Creativity and problem solving - as learners make words from jumbled up letters
 Learning to Learn - as learners spell words
Financial literacy - as learners learn vocabulary about money unity, responsibility and love – developed as learners create puzzles and
rearrange jumbled up sentences in pairs or small groups
Link to other Subjects: Suggested Community Service Learning activities
All languages - spelling of words is learnt in these learning areas Learners play games involving spelling of words with peers
97

1. Spelling homophones, Spells all homophones, Spells most homophones, Spells some homophones, Has difficulty spelling most
words with double words with double words with double words with double homophones, words with double
consonants and words consonants and words with consonants and words with consonants and words with consonants and words with
with double vowels double vowels correctly. double vowels correctly. double vowels correctly. double vowels correctly.
correctly
2. Uses homophones, Uses all homophones, Uses most homophones, Uses some homophones, Has difficulty using most
words with double words with double words with double words with double homophones, words with double
consonants and words consonants and words with consonants and words with consonants and words with consonants and words with
with double vowels in double vowels in double vowels in double vowels in double vowels in sentences
sentences correctly sentences correctly sentences correctly sentences correctly correctly
98
SUGGESTED ASSESSMENT METHODS, NON FORMAL ACTIVITIES AND LEARNING RESOURCES
Strand Sub Strand Suggested Assessment Suggested Non Formal Activities Suggested Learning
Methods Resources
1.1 Listening and 1.1 a) Oral reading or dictation  Participation in poetry recitations Non Digital Resources
Speaking Pronunciation recitations during music and drama festivals.  course books
and Vocabulary b) Role play  Readers’ theatres organised after  story books
c) Debates classes where poems are read for  poetry books
d) Oral interviews fun.  pictures and
e) Dialogues  Engaging in public speaking photographs
f) Oral discussions contests where knowledge on  newspapers
g) Oral presentations pronunciation is applied.  magazines
h) Public speaking  Preparing speeches and delivering  junior encyclopaedia
i) Teacher-made tests them during prize giving days,  journals
j) Peer assessment school assembly, extravaganzas  dictionaries
k) Self-assessment and among others to enhance fluency.  diorama
standardised listening tests  Debating club contests  flash cards
 Taking part in the 4K club and  word wheels
young farmers association to
 word puzzles
reinforce learnt vocabulary.
 code words
 Christian union, Catholic action,
 charts and realia
Muslim, Hindu associations could
help nurture values in the learner and
expand their vocabulary on moral
issues.
 Taking part in integrity clubs in Digital
schools to help learners hone their
speaking skills.  digital story books
2.0 Reading 2.1 Intensive a) Reading aloud  Reading news during the morning  pictures and
Reading b) Dictation assembly. photographs
2.2 Extensive c) Oral interviews  Conducting virtual tours using  journals
2.3 Reading d) Question and answer Google maps and establishing the  electronic and digital
Fluency e) Teacher-made tests direction of various national parks devices
f) Learner summaries of what using Google Maps.  electronic or online
they read dictionaries
99
g) Learner journals  Collecting narratives from their  flash cards
h) Learner portfolios community for a school magazine.  charts
i) Peer assessment  Performing short plays,  video clips
j) Self-assessment and conversational poems or choral  audio-visual resources
standardised reading tests verses within the school or during  other web resources
k) Keeping a record of books drama festivals.
read  Acting as reporters, sports
commentators or journalists during
sports and games activities in
school.
3.0 Grammar in 3.1 Word a) Tasks such as multiple  Essay writing competitions on
Use Classes choice different topics.
3.2 Sentences b) Discrimination  Debating club sessions to enhance
3.3 Patterns c) Gap-filling their language competency.
3.4 Tense d) Short-answer
e) Dialogue-completion,
information gap
f) Role play
g) Simulation
h) Matching tasks
i) Substitution tables
j) Word games
k) Puzzles
l) Teacher made tests
4.0 Writing 4.1 Creative a) Teacher-made tests  Establishment of writing clubs,
Writing b) Learner journals journalism clubs, and compiling
4.2 Functional c) Peer assessment articles for the school magazine to
Writing d) Self-assessment learner nurture writing talent.
4.3 Mechanics e) Portfolio dictation  Spelling contests among schools.
of Writing f) Standardised writing tests  Set up an after school club where
they meet on a regular basis to read
books and do extensive reading
activities
100

Grade 5 Curriculum Designs - English

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REPUBLIC OF KENYA

UPPER PRIMARY LEVEL DESIGNS

LEARNING AREA: ENGLISH

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

General Learning Outcomes for English

Link to other Subjects: Suggested Community Service Learning:

Suggested Formative Assessment Rubric

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Suggested Formative Assessment Rubric

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to other Subjects: Suggested Community Service Learning Activities:

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Values:

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to other Subjects: Suggested Community Service Learning Activities

Suggested Formative Assessment Rubric

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to other Subjects: Suggested Community Service Learning Activities

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Values:

Link to other Subjects: Suggested Community Service Learning Activities:

Suggested Formative Assessment Rubric

Indicator Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to other Subjects: Suggested Community Service Learning Activities:

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Values:

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Suggested Formative Assessment Rubric

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Values:

Link to other Subjects: Suggested Community Service Learning:

Suggested Formative Assessment Rubric

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Values:

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Suggested Formative Assessment Rubric

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to other Subjects: Suggested Community Service Learning Activities:

Suggested Formative Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Values:

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Suggested Formative Assessment Rubric

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Values:

Link to other Subjects: Suggested Community Service Learning Activities:

Suggested Formative Assessment Rubric