English Second Language Scheme of Work for Grade1-3

For the first 5 weeks we are focusing on literacy in order to help our learners to read and write so that they can enjoy learning
when we kick start with formal teaching.

Jolly Phonics groups the English alphabet into seven groups based on letter-sound relationships. Here are the groups and the
corresponding letter sounds:
Group 1: s, a, t, i, p, n
Group 2: c, k, e, h, r, m, d
Group 3: g, o, u, l, f, b
Group 4: ai, j, oa, ie, ee, or
Group 5: z, w, ng, v, oo, oo
Group 6: y, x, ch, sh, th, th
Group 7: qu, ou, oi, ue, er, ar
Each group includes a set of letter sounds and associated actions to help children remember the sounds. It is important to note that not all
the sounds within a group have the same pattern or spelling, but they are grouped together based on similar sounds.
By teaching the letter sounds in these groups, Jolly Phonics aims to provide a systematic and structured approach to phonics instruction,
allowing children to build their phonemic awareness, letter recognition, and early reading skills.

Week Competencies Teachers Learners Assessment Teaching resources Date remark

activities activities activities complete s
d
22-26 Introduction to - Introduce the - Listen to - Letter-sound - Jolly Phonics songs
January Phonics and Group concept of Jolly Phonics matching and actions
2024 1 Sounds phonics and its songs and activities - Flashcards with
importance learn the - Identify and Group 1 sounds
- Teach Group 1 actions- circle pictures - Chalkboard and
sounds: s, a, t, i, Match letter with Group 1 markers
p, n sounds to sounds
- Practice letter corresponding
formation and pictures

1
 letter-sound - Practice
correspondence forming letters
's', 'a', 't', 'i',
'p', 'n'
29 Group 2 Sounds - Teach Group 2 - Practice - Blending - Jolly Phonics actions
January and Blending sounds: c, k, e, blending practice with and blending activities
to 02 h, r, m, d sounds to read Group 1 and - Word cards with
Februar - Practice CVC Group 2 sounds CVC words
y 2024 blending and (consonant- - Segmenting - Magnetic letters
segmenting with vowel- practice with
Group 1 and consonant) Group 1 and
Group 2 sounds words Group 2 sounds
- Segment
CVC words
into individual
sounds
- Use
magnetic
letters to build
words
05-09 Group 3 Sounds, - Teach Group 3 - Blend - Blending - Digraph flashcards
Februar Tricky Words, and sounds: g, o, u, sounds and practice with - Tricky word cards
y 2024 Digraphs l, f, b read words Group 3 sounds - Blending and
- Introduce with Group 3 and digraphs segmenting games
tricky words: sounds and - Segmenting - Magnetic letters
'the', 'to', 'I', 'no', digraphs practice with
'go' - Segment Group 3 sounds
- Introduce words into and digraphs
digraphs: 'ck', sounds, - Identify and
'ea', 'sh', 'th', 'ch' including spell tricky
digraphs words
- Spell tricky
words using

2
 magnetic
letters
12-16 Group 4-6 Sounds, - Teach Group 4 - Identify - Blending and - Alternative spelling
Februar Alternative sounds: ai, j, oa, alternative segmenting cards
y 2024 Spellings, and ie, ee, or spellings for assessment - Review games and
Review - Teach Group 5 specific - Reading activities
sounds: z, w, ng, sounds comprehension - Phonics reading
v, oo (short and - Review with phonics books
long) letter sounds, books - Blending and
- Teach Group 6 digraphs, and - Review segmenting
sounds: y, x, ch, tricky words quizzes and assessments
sh, th, qu through games activities
- Introduce and activities
alternative - Read
spellings for phonics books
specific sounds and practice
- Review all blending and
taught letter segmenting
sounds, skills
digraphs, and
tricky words
- Consolidate
blending and
segmenting
skills
19-23 Group 7 Sounds, - Teach Group 7 - Practice - Reading - Phonics charts and
Februar Advanced Phonics sounds: qu, ou, reading words assessment with word lists
y 2024 Skills, and Review oi, ue, er, ar with Group 7 advanced - Advanced phonics
- Introduce sounds and phonics words activities
advanced advanced - Review - Review games and
phonics skills phonics quizzes and activities
(e.g., long patterns activities - Phonics reading
vowel patterns) - Engage in books

3
 - Review all advanced
letter sounds, phonics
digraphs, and activities and
tricky words games
- Read
phonics books
and apply
learned skills.

26 Feb Theme: Social

to 01 Environment
March
2024 Topic: Families
and communities

Listening and
responding -Teachers -Learners -observation of - Flashcards with
introduces learn and correct greetings greetings and
Focus: courtesies and practice to and courtesies
Instructions, greetings phrase respond pronunciation -puppet
courtesies and {hello, good appropriately and completion
greetings morning, good to courtesies greeting
afternoon, good and greetings dialogues and
Gr.1: respond evening- by playing writing greetings
appropriately to courtesies like greeting chain and courtesy
courtesies and please and thank game. phrases
greetings. you, you’re -Write
welcome} greetings and
Gr.2: respond courtesy
appropriately to phrases.
courtesies and
greetings.

4
Gr.3: respond
appropriately to
courtesies and
greetings.

Speaking and
communication

Focus:
Pronunciation and
expression

Gr.1: pronounce - Introduce - Repeat and - Observe - Pictures or

words and phrases vocabulary for practice pronunciation flashcards of family
accurately and family members vocabulary during members.
appropriately, e.g. and model pronunciation conversations
tongue twisters; pronunciation - Share and activities
imitate sounds {vocabulary information - Assess
(animals, like, Mother, about their accuracy of
machines, insects). Father, Sister, own family using target
Brother, members. vocabulary to
Grandfather, Example: describe family
Grandmother, “hello, my members.
Aunt, Uncle, mother is a
Cousin, Baby, teacher and I
Family etc. have three
- Use images or sisters”.
examples to -Write family
illustrate family members
relationships. vocabulary.
- Introduce
family

5
Gr.2: pronounce vocabularies - Listen to the - Informal
words and phrases and rhyming teacher observation of -Rhyming song
accurately and song related to singing the learners'
appropriately, e.g. family rhyming song pronunciation
rhymes and songs, members. (song: and follow during the
ask/answer Mother, father, along. rhyming song
questions, brother, sister, activity.
follow/give Grandmother
instructions, retell and grandfather
and tell stories, too,
make simple We all live and
presentations. help one
another,
Like all loving
families do x3.

Gr.3: pronounce - Review family - Play - Observe - Story books about

words and phrases vocabulary (e.g., guessing participation in families. * Role-
accurately and mom, dad, games with vocabulary playing props (hats,
appropriately, e.g. brother, sister, family games and role- scarves, etc.). * Chart
recite rhymes, grandma, vocabulary. * playing. * Ask paper and markers for
retell stories, ask grandpa, etc.). * Act out questions about the family tree.
and answer Use role-play to different the story and
question, follow demonstrate family roles family tree to
and give different family based on assess
instructions, roles (e.g., instructions. * comprehension.
discuss in groups cooking, Listen to the * Listen to
and make simple cleaning, story and individual
presentations playing, answer descriptions of

6
 working). * comprehensio family roles for
Read age- n questions. * grammar and
appropriate Add their vocabulary
stories about picture and accuracy.
families. * name to the
Create a class class family
family tree with tree.
pictures and
names.

Reading and
viewing

Focus: Preparatory
exercises
Incidental reading
-
Gr.1:  show - Provide a Independently - Observe - Picture books about
respect for books variety of choose and independent families with minimal
and handle them engaging picture explore "reading" text and bright
with care books about picture books behavior and pictures. * Matching
 demonstrate families with about participation in cards or images with
good ‘reading’ minimal text. * families. * activities. * family members. *
habits through Model good Practice good Collect and Family-themed song
eagerness to ‘read’, "reading" habits "reading" display learner or chant. * Art
e.g. ‘read’ like sitting habits during work (matching materials for activities
frequently in the properly, individual pictures, sorting (crayons, glue, paper).
reading corner of holding the time. * pictures). * Ask
the classroom or book gently, and Participate in questions about

7
library looking at the chosen the chosen
pictures. * activities books and
Introduce related to the family roles
simple activities books. * during activities.
related to the Handle books
books, such as gently and
matching family return them to
members to the reading
pictures, sorting corner.
family pictures
by roles, or
singing family
songs. * Remind
learners about
handling books
with care and
returning them
to their place.

Gr.2: show respect - Provide a - - Observe - Picture books about

for books and variety of age- Independently independent diverse families with
handle them with appropriate choose and reading habits simple text. * Art
care picture books read picture and participation materials for chosen
 demonstrate good about families books about in activities. * activities (drawing
reading habits with simple text. families. * Collect and paper, crayons,
through eagerness * Model good Practice good display learner scissors). * Picture

8
to read, e.g. read reading habits reading habits work (drawings, dictionary for
frequently in the like sitting during sequencing vocabulary support.
reading corner of properly, individual pictures, family
the classroom or turning pages reading time. portraits). *
library. carefully, and * Participate Check
focusing on the in chosen understanding of
pictures. * activities family roles and
Introduce related to the activities
activities related books. * through
to the books, Handle books discussions.
such as family with care and
drawing, return them to
sequencing the reading
pictures of corner.
family routines,
or creating
simple family
portraits. *
Remind learners
about handling
books gently
and returning
them to their
place.

Gr.3: show respect - Provide - - Observe - Variety of family-

for books and diverse family- Independently independent themed books at
handle them with themed books at read chosen reading habits different levels. *
care different reading books about and participation Materials for chosen
 demonstrate good levels. * Model families. * in activities. * activities (drawing

9
reading habits good reading Practice good Collect and paper, writing tools,
through eagerness habits (sitting reading habits display learner role-playing props). *
to read, e.g. read properly, during work (drawings, Picture dictionary for
frequently in the turning pages individual writing, etc.). * vocabulary support.
reading corner of carefully, reading time. Check for
the classroom or focusing on the * Participate understanding of
library text). * in chosen family roles
Introduce activities through
activities related related to the activities.
to the books, read books. *
such as drawing Carefully
family portraits, store and
writing short handle the
sentences about books.
family roles, or
role-playing
family routines.
* Remind
learners about
handling books
with care.
Writing

Focus:
Handwriting

Gr.1:
 demonstrate fine - Offer various - Draw, cut, -Check fine -Drawing paper,
motor control, e.g. fine motor and decorate motor control coloring materials,
handle tiny objects, activities related family-themed and creativity in scissors, glue. * Pre-
scissors and to family, such illustrations family-themed cut shapes for family
brushes, draw lines as drawing using different activities. members, family tree
and patterns, family portraits, materials. * template. * Play

10
scribble and colour cutting out Participate in dough, beads, and
pictures correctly family shapes, fine motor pipe cleaners for
 Demonstrate use or decorating activities with decorating family
of dominant hand, family trees. focus and portraits.
e.g. hold writing control.
tools correctly.

Gr.2: Copy 3 lines - Introduce - Observe the - Review written -chalkboard

of words showing simple sentence teacher sentences for -exercise books
correct pattern, structures for demonstrating vocabulary, -pencils
formation, spacing writing about copying three grammar, and
and rhythm. family (e.g., My lines sentence
mom cooks correctly. * structure. *
delicious food. Carefully Evaluate copied
My dad plays copy three sentences for
with me.) * lines of words accuracy in
Demonstrate from practice letter formation,
copying 3 lines sheets, spacing, and
of words with focusing on rhythm. *
correct spacing, accurate Observe
formation, and formatting and individual
rhythm. * Offer rhythm. handwriting
practice sheets styles and
with different progress during
family-related copying
sentences for practice.
copying.

11
Gr.3: Copy 5 lines - Demonstrate - Observe the - Evaluate -chalkboard
of words showing copying 5 lines teacher copied sentences -exercise books
correct pattern, of words with demonstrating for accuracy in -pencils.
formation, spacing clear spacing, copying five letter formation,
and rhythm. proper lines spacing, and
formation, and correctly. * rhythm. *
consistent Carefully Observe
rhythm. * copy five lines handwriting
Provide practice of words from progress and
sheets with practice provide
sentences about sheets, paying individual
family roles to attention to feedback.
copy, focusing formatting and
on handwriting rhythm.
accuracy.

Language
structures

Focus: Capitals
and punctuation

Gr.1: use a capital - Sing songs or - Sing along to - Observe -chalkboard

letter for the chants about songs and participation in Flash cards with upper
beginning of a capitalization repeat chants activities and and lowercase
sentence (e.g., "My Name about capitals. games. * Check
 use a full stop at Starts with a Big * Participate written letters
the end of a One!"). * Play in games and and sounds on
sentence. games to sort words Chalkboards for
identify words based on proper formation
that need capital capitalization and
letters (e.g., needs. * capitalization. *

12
 bingo, sorting Observe Ask simple
activities). * charts and questions to
Use large, visuals, assess
colorful charts identifying understanding of
and visuals to uppercase the "capital at
highlight capital letters. * the beginning"
letter placement. Practice rule.
* Practice writing
writing uppercase
uppercase letters letters and
and "short" sounds on
sounds on Chalkboards.
individual
Chalkboards.

Gr.2: use a capital - Sing songs or - Sing along - Observe - Songs and chants
for the beginning chants about to songs and participation in about capital letters. *
of a sentence, the capitalization repeat chants activities and Picture and word
pronoun ‘I’ and for (e.g., "My Name about capitals. games. * Check cards with upper and
proper nouns Starts with a Big * Participate written words lowercase letters. *
 use a full stop at One!"). * Play in games and and phrases on Capital letter bingo
the end of a games to sort words Chalkboards for boards. * Interactive
sentence and a identify words based on proper charts and visuals
question mark at that need capital capitalization capitalization. * highlighting capital
the end of a letters (e.g., needs. * Ask questions to letter usage. *
question. bingo, sorting Observe assess Individual
activities). * charts and understanding of Chalkboards and
Use interactive visuals, the "capital at markers.
charts and identifying the beginning"

13
 visuals to capital letters. rule.
highlight capital * Practice
letter placement. writing on
* Practice Chalkboards,
writing focusing on
individual capitalizing
words and short the first word.
phrases with
capitals on
Chalkboards.

Gr.3: use a capital - Show - Participate in - Observe - Pictures and charts

for the beginning examples of discussions participation in highlighting correct
of a sentence, for sentences with and identify activities and capitalization and
the pronoun ‘I’ and and without capital letters games. * Check punctuation. * Word
for proper nouns capitals and and full stops. written cards with upper and
 use a full stop to punctuation * Play games sentences on lowercase letters. *
finish a sentence, a (e.g., "my mom and sort words Chalkboards for Capital letter bingo
question mark at cooks" vs. "My based on proper boards. * Songs and
the end of a Mom cooks."). capitalization capitalization chants about
question, or an * Play games to needs. * Sing and punctuation capitalization and
exclamation mark identify words along to songs usage. * Ask punctuation. *
to show emotion. that need capital and repeat questions to Individual
letters (e.g., chants about assess Chalkboards and
bingo, sorting capitals and understanding of markers.
activities). * punctuation. * rules and their
Use songs or Practice application.
chants to writing

14
 reinforce the sentences on
"capital at the Chalkboards,
beginning, full focusing on
stop at the end" correct
rule. * Provide capitalization
individual and full stops.
Chalkboards to
practice writing
sentences with
proper
capitalization
and punctuation.

04-08 Listening and

March responding
2024
Focus: Stories,
rhymes and songs

Gr.1: distinguish - Read aloud - Listen - Observe - Picture books and

English phonemes short, engaging attentively to listening short stories about
and tones, e.g. stories about stories, engagement and diverse families. *
listening exercises: different following the comprehension Flashcards with
simple stories, families around narrative and during story pictures and names of
rhymes and songs the world. * Use identifying time. * Check family members. *
presented by the clear familiar pronunciation Phoneme games and
teacher or from pronunciation vocabulary. * accuracy activities (e.g., bingo,
tape, radio, TV or and emphasize Participate in through games matching, sorting). *
video. key vocabulary games and and activities. * Songs and chants with
related to family activities, Evaluate family-related
members and practicing participation in vocabulary. *

15
Gr.2: distinguish activities. * Play pronunciation songs and Drawing materials
English phonemes games and and chants, focusing and coloring supplies
and tones, e.g. activities to identifying on vocal clarity
learn rhymes and practice phonemes. * and rhythm. *
songs: use known identifying and Sing along to Review pictures
songs; listen to and repeating basic songs and and drawings for
retell parts of English chants, understanding of
stories. phonemes (e.g., repeating story themes and
vowels, words and family
Gr.3: distinguish consonants). * mimicking vocabulary.
English phonemes Sing songs or pronunciation.
and tones, e.g. chants about * Draw or
listen to and retell family members color pictures
stories/sing songs, and activities, related to the
recite rhymes. focusing on stories heard
pronunciation in class.
and rhythm.

Speaking and
communication

Focus:
Pronunciation and
expression

Gr.1: repeat - Conduct role- - Participate - Observe - Role-playing

rhymes and songs  playing in role-playing engagement and scenarios and scripts
activities to
role-play greetings, activities, interaction with family-related
instructions and practice using during role- prompts. * Puppets or
commands. greetings, greetings, playing props to enhance role-
instructions, and instructions, activities. * playing experience. *
Gr.2:repeat rhymes commands and Evaluate clarity Sentence starter cards

16
and songs  role- within family commands in of pronunciation with greetings,
play greetings, scenarios (e.g., context. * and use of instructions, and
instructions and greeting, setting Practice greetings, questions about
commands. the table, saying short instructions, and family. * Picture or
playing sentences commands. * word prompts for
Gr.3: repeat together). * using Assess initiating
rhymes and songs  Provide provided understanding of conversations about
role-play greetings, sentence starters prompts and questions and family members and
instructions and and prompts to sentence ability to activities.
commands. guide starters. * provide basic
interaction and Take turns information
use of family playing about their
vocabulary. * different roles families. *
Encourage and Collect
improvisation expressing recordings of
and creative themselves short
expression creatively. * conversations
during role- Listen within pairs or
playing attentively to small groups
activities. * classmates (optional).
Facilitate simple and respond to
conversations questions
within pairs or about their
small groups, families in
focusing on simple
responding to sentences.
questions and
sharing
information
about their
families.

17
Reading and
viewing

Focus:
Phonological
awareness and
articulation

Gr.1: identify - Introduce and - Participate - Observe - Picture cards with

beginning sounds play games to in games and participation and single-syllable words
(phonemes) in isolate and activities, accuracy in related to family (e.g.,
single-syllable identify identifying identifying mom, dad, cat, dog). *
words and replace beginning and sorting beginning Bingo boards with
phonemes to form sounds in words based sounds during initial sound prompts.
new words. single-syllable on beginning games and * Sort and match
words (e.g., sounds. * activities. * activities with word
bingo, sorting Listen Check cards and sound
activities). * attentively to understanding symbols. * Audio
Use picture picture cues through recordings of words
cards and audio and audio individual and sentences
recordings to recordings, responses and highlighting initial
reinforce sound identifying word games. * phonemes. * Songs
recognition. * initial Evaluate and chants
Sing songs and phonemes. * pronunciation emphasizing family
chants Sing along to clarity and vocabulary and initial
emphasizing songs and consistency in sounds.
initial phonemes chants, saying words
(e.g., "I Spy repeating aloud. * Review - Picture cards with
with My Little words and picture cards word pairs showing
Eye"). * emphasizing and songs to sound changes (e.g.,
Practice saying beginning assess sound cat/hat, sun/bun). *
words aloud, sounds. * recognition and Worksheets with
focusing on Practice memory. activities for

18
clear saying words identifying and
pronunciation of aloud, replacing initial
beginning mimicking the phonemes.
sounds. teacher's
pronunciation.

- Introduce the - Listen and - Observe - Picture cards with

concept of understand the engagement and single-syllable family-
replacing concept of understanding related words. *
beginning phoneme during phoneme Manipulative like
sounds to form substitution. * substitution letter tiles or magnetic
new words (e.g., Participate in activities. * letters. * Interactive
cat > hat, sun > activities and Review charts and flashcards
bun). * Use games, completed highlighting
interactive replacing worksheets for beginning and ending
activities and beginning accuracy in sounds. * Worksheets
visuals to sounds to identifying and with activities for
demonstrate form new replacing initial identifying and
sound words. * phonemes. * marking sounds in
substitution in Complete Evaluate words. * Songs and
action. * Play worksheets by participation in chants emphasizing
games and identifying games and both beginning and
complete and creative ending sounds in
worksheets substituting storytelling, family vocabulary.
where learners initial focusing on use
replace first phonemes. * of sound
sounds to create Use sound substitution. *
new words. * substitution to Collect samples
Encourage create funny of written or oral
creative stories and stories
wordplay and rhymes about showcasing
storytelling their families. phoneme
using phoneme substitution

19
 substitution. skills.

Gr.2: identify - Introduce the - Participate in - Observe - Interactive

beginning and end concepts of discussions participation and Chalkboard activities
sounds (phonemes) "beginning and activities, accuracy in demonstrating sound
in simple single- sounds" and understanding identifying both substitution in both
syllable words, and "ending sounds" the difference beginning and positions. * Picture
replace phonemes with familiar between ending sounds cards with word pairs
to form new words family beginning and during activities. showing sound
vocabulary (e.g., ending * Review changes (e.g.,
mom/m, cat/t). * sounds. * Use completed cap/map, pan/bat). *
Use visuals and picture cards, worksheets and Worksheets with
interactive manipulative, activities for activities for
activities to and charts to correct sound identifying and
isolate and isolate and identification. * replacing sounds in
identify sounds identify Evaluate words. * Playdough or
using picture sounds in pronunciation letter manipulative for
cards, words. * clarity and building new words. *
manipulative, Circle or consistency in Story prompts or
and charts. * highlight saying words templates encouraging
Play games and beginning and aloud, focusing creation of silly
complete ending sounds on both parts. * family stories using
worksheets in worksheets Use picture sound substitution. *
where learners and activities. cards and songs Simple texts with
circle or * Sing along to assess sound predictable sound
highlight to songs and memory and changes related to
beginning and chants, recognition. family themes.
ending sounds repeating
in words. * Sing words and
songs and emphasizing
chants target sounds.

20
emphasizing
both beginning
and ending
sounds (e.g., "I
Spy with My
Little Eye...
Something that
starts with m!").

- Introduce the - Listen and - Observe - Picture cards with

concept of understand the engagement and single-syllable family-
replacing concept of understanding related words with
beginning and replacing during sound clear middle sounds
ending sounds beginning and substitution (e.g., chef, wash,
to form new ending activities. * play). * Manipulative
words (e.g., cap sounds. * Review like letter tiles or
> map, pan > Participate in completed magnetic letters. *
bat). * Use activities and worksheets and Interactive charts and
interactive games, stories for flashcards
activities and manipulating accuracy in highlighting all three
visuals to sounds to sound sound positions. *
demonstrate create new manipulation. * Worksheets with
sound words. * Evaluate activities for
substitution in Complete participation in identifying and
both positions. * worksheets by games and marking sounds in
Play games and identifying creative various positions. *
complete and replacing storytelling, Songs and chants
worksheets sounds in both focusing on use emphasizing all three
where learners positions. * of sound sound positions in
manipulate Use sound substitution in family vocabulary.
sounds to create substitution to both beginning
new words. * create funny and ending
Encourage stories and positions. * Ask

21
 creative rhymes about questions to
wordplay and their families. assess
storytelling * Read or understanding of
using sound listen to the connection
substitution with simple texts between sound
family themes. * with changes and
Connect sound predictable simple texts.
transformations sound
to reading changes,
simple texts recognizing
with predictable the connection
changes (e.g., to their
"The Cat in the learning.
Hat").

Gr.3: identify - Introduce the - Participate - Observe - Interactive

beginning, middle concepts of in discussions participation and Chalkboard activities
and end sounds "middle sounds" and activities, accuracy in demonstrating sound
(phonemes) in in addition to understanding identifying all substitution and
single-syllable beginning and the location of three sound deletion in all
words, and replace ending sounds all three positions during positions. * Picture
and delete with family- sounds in activities. * cards with word pairs
phonemes. related words. * Use Review showing sound
vocabulary (e.g., picture cards, completed changes (e.g.,
chef/e, wash/sh, manipulative, worksheets and chef/sheep, fish/wish,
play/ay). * Use and charts to activities for bake/cake). *
visuals and isolate and correct sound Worksheets with
interactive identify identification in activities for
activities to sounds in all all positions. * identifying and
isolate and positions. * Evaluate transforming sounds
identify sounds Mark or pronunciation in different positions.

22
using picture highlight clarity and * Play dough or letter
cards, beginning, consistency in manipulative for
manipulative, middle, and saying words building new words. *
and charts. * end sounds in aloud, focusing Story prompts or
Play games and worksheets on all parts. * templates encouraging
complete and activities. Use picture creation of silly
worksheets * Sing along cards and songs family stories using
where learners to songs and to assess sound sound
mark or chants, memory and transformations. *
highlight all repeating recognition in Short texts with
three sound words and all positions. predictable sound
positions in emphasizing changes related to
words. * Sing all three target family roles and
songs and sounds. activities.
chants
emphasizing all
three positions
(e.g., "Clap for
the first sound,
stomp for the
middle, whistle
for the last!").

- Introduce the - Listen and - Observe

concepts of understand the engagement and
replacing and concepts of understanding
deleting replacing and during sound
phonemes to deleting transformation
form new words phonemes in activities. *
(e.g., chef > different Review
sheep, fish > positions. * completed
wish, bake > Participate in worksheets and
cake). * Use activities and stories for

23
interactive games, accuracy in
activities and manipulating sound
visuals to sounds to manipulation in
demonstrate create new all positions. *
sound words. * Evaluate
manipulations in Complete participation in
all positions. * worksheets by games and
Play games and identifying creative
complete target sounds storytelling,
worksheets and making focusing on use
where learners transformation of sound
identify target s to create transformations
sounds and new words. * in all positions.
make Use sound * Ask questions
transformations transformation to assess
to create new s to create understanding of
words. * funny stories the connection
Encourage and rhymes between sound
creative about family changes and
wordplay and roles and simple texts.
storytelling activities. *
using sound Read or listen
transformations to short texts
with family with
roles as themes. predictable
* Connect sound sound
transformations changes,
to reading short recognizing
texts with the connection
predictable to their
changes (e.g., learning.
"The Very
Hungry

24
 Caterpillar").

Writing

Focus:
Handwriting,
Creative writing

Gr.1: write familiar - Introduce and - Observe - Observe - Flashcards with

words, phrases and practice writing participation participation and colorful pictures and
sentences of 4 to 5 familiar words and engagement in clear letter formation
words (e.g. write related to family engagement in activities. * for family member
on posters and members (Mom, activities. * Review written names. * Large
drawings) using Dad, Sister, Review work for alphabet charts with
correct spacing and Brother) using written work accuracy in uppercase and
formation of large flashcards for accuracy letter formation lowercase letters. *
letters. and tracing in letter and word Playdough mats or
activities. * formation and recognition. * manipulative for letter
Demonstrate word Evaluate tracing and practice. *
correct letter recognition. * individual Matching games and
formation and Evaluate progress in activities with pictures
spacing on the individual writing familiar and word cards. *
Chalkboard or progress in words Lined paper with large
chart paper. * writing independently. * spacing for individual
Play letter familiar words Use exit tickets writing practice.
recognition independently. with picture
games and * Use exit prompts to
matching tickets with assess word
activities to picture recognition and
reinforce word prompts to writing ability.
building. * assess word
Provide recognition

25
 opportunities for and writing
individual ability.
practice writing
familiar words
on lined paper.

Gr.2:  write - Hide picture - Find and - Observe - Picture cards or real
familiar words, cards around the match engagement and - Vocabulary lists -
phrases and classroom. - pictures. - participation. - Post-it notes -
sentences of 7 or Divide learners Write missing Review written Chalkboard/chart
more words (e.g. into groups and words and words and paper
write on posters give them create sentences.
and drawings) vocabulary lists. sentences on
using correct Create sentence post. - Share
spacing, rhythm starters on words and
and formation of different colored sentences with
letters. post-its to guide the class.
-write and keep an writing, varying
up-to-date list of the complexity
new vocabulary to (e.g., "We love
use when writing to ___," "My
family is good
at ___," "One
time we ___").

Gr.3: demonstrate - Introduce - Observe and - Observe - Handwriting practice

correct formation, proper posture imitate proper handwriting sheets with uppercase
size of letters, and pencil grip posture and accuracy, and lowercase letters.
rhythm and spacing for effective pencil grip. * consistency, and * Charts and visuals
by writing 10 handwriting. * Practice attention to highlighting proper
sentences (about 50 Demonstrate writing detail. * Review letter formation, size,

26
words). and practice individual completed spacing, and rhythm.
-write and keep an letter formation letters, worksheets and
up-to-date list of for uppercase focusing on activities for
new vocabulary to and lowercase size, spacing, correct letter
use when writing. letters. * Use and rhythm. * formation and
charts and Complete sentence
visuals to worksheets structure. *
highlight size, and activities Provide
spacing, and that reinforce individual
rhythm in handwriting feedback and
handwriting. skills. corrective
- revise and - Add new strategies for
expand vocabulary to improvement.
vocabulary their - Review - Picture cards and
related to family personalized personal charts depicting
roles using vocabulary list vocabulary lists different family roles
visuals and about family for and activities. * Word
activities. * roles. * Use understanding cards or worksheets
Provide provided and application with key vocabulary
sentence starters prompts and of family-related related to family roles.
and prompts to sentence words. * Collect * Sentence starter
guide writing starters to and read aloud cards and writing
about family write 10 short learners' written prompts on family
roles. * Model sentences sentences, themes. * Short,
creative writing about their praising inspiring story or
by sharing a family. * creativity and piece of creative
short story or Listen to the clarity. * writing about family
example about teacher's Provide life.
family life. writing model individual
and identify feedback on
its creative sentence
elements. structure,
grammar, and

27
 use of family
vocabulary. *
Conduct peer
review activities
to encourage
constructive
feedback and
Language self-reflection.
structures

Focus: Parts of
speech

Gr.1: incidentally - Show pictures - Share - Observe use of - Family picture cards
use common and of diverse pictures of "who" and - Flashcards with
proper nouns families. - Ask their own "what" when common and proper
(speaking) - "Who are these families. - identifying nouns related to
common nouns: people?" and Point to family members. family - Simple
chair, table, desk - "What are their family - Check definitions of
proper nouns: Mrs names?". - members and understanding of common and proper
Liinda, Namibia, Introduce name them. - common vs. nouns.
Karibib, common and Listen and proper nouns
Windhoek. proper nouns repeat through
using simple teacher's questioning. -verbal instructions
Gr.2: use common visuals and definitions - Observe only
and proper nouns examples (e.g., and examples. learners' ability
(speaking, reading "family" is a - Actively to follow
and writing), e.g. - general group, participate in instructions and
common nouns: "Mom" and the game, use nouns
chair, table, desk - "Dad" are following correctly. -
proper nouns: Mrs specific names) "Simon's" Provide
Liinda, Namibia, - Play a "Simon instructions. - immediate
Karibib, Says" game Listen feedback and

28
 Windhoek. with family- carefully and corrections.
related actions use correct
Gr.3: name and use and names. common and
common and (e.g., "Simon proper nouns.
proper nouns says touch your - Show
(speaking, reading mom's nose"; enthusiasm
and writing). "Simon says say and encourage
your sister's classmates.
name"). -
Incorporate silly
actions to keep
it engaging.
11-15 Listening and
March responding
2024
Focus: Vocabulary
in context

Gr.1: repeat short -Play a "Simon - Listen and - Observe active - "Simon Says"
prepared sentences Says" game follow "Simon participation and family-themed
of 3 to 4 words on with commands Says" understanding of prompts, adjective
everyday related to family commands commands. - flashcards, simple
classroom actions (hug relating to Check family portrait
situations. your neighbor, family. - comprehension template.
wave to your Listen to and and usage of
friend, high-five identify descriptive
someone with descriptive adjectives.
brown hair). - adjectives. -
Introduce Use adjectives
adjectives to to describe
describe family their own
members family
(funny, kind, members in

29
 helpful). - Have full sentences.
learners
describe their
own family
members using
adjectives.

Gr.2: retell parts of - Read a short - Listen to the - Observe - Short family
stories and tell own family story out story and understanding storybook, sequence
stories in 5 to 10 loud, pausing at identify key and usage of word flashcards
simple sentences. key events. - events. - sequence words
Introduce Repeat the in retelling. -
sequence words story after the Check clarity
like "first", teacher, and
"next", "then", incorporating completeness of
"finally". - Have sequence story sequence.
learners retell words. - Retell
the story in their the story in
own words, groups, taking
using sequence turns for each
words. event.

Gr.3: retell/explain -reads a short -listen and - Observations -Story, flash card with
parts of stories and family story and Retell and of learners' sequencing words.
tell own stories in Model how to explain key ability to retell
10 to 15 short retell and parts or events and explain key
sentences (about 50 explain key of the story parts or events
words) – where parts or events using of the story.
errors do not hinder using appropriate
comprehension or appropriate language
clarity. language structures and

30
 structures and vocabulary.
vocabulary. - Practice
- Encourage using
learners to use sequencing
sequencing words and
words and phrases to
phrases to retell and
organize their explain key
retelling and parts or events
explanation. of the story.

Speaking and
communication

Focus:
Pronunciation and
expression

Gr.1: role-play - Set up a - Participate - Observe - Breakfast props

greetings, pretend in the role- fluency and (play food, dishes,
instructions and breakfast table play, greeting accuracy of etc.). - Sentence
commands. with food and and offering dialogue during starters ("Good
-use new words in props. - Role- food ("Here's role-play. - morning!", "Thank
context. play greeting your orange Assess use of you!").
family members juice, Dad!"). food vocabulary
and asking basic - Use learned and questions.
questions vocabulary
("Good and simple
morning! Did sentences.
you sleep
well?").

31
Gr.2: role-play - Play games - Participate in - Observe - Simple instruction
greetings, involving games and understanding games (e.g., Simon
instructions and following follow and execution of Says Classroom,
commands. simple instructions instructions in Follow the Leader). -
-use new words in classroom attentively. - games. - Assess Flashcards or pictures
context. instructions Give accuracy and with classroom task
(e.g., "Stand instructions to fluency in prompts. - Props for
up," "Sit down," classmates giving games (balls, scarves,
"Touch your related to instructions etc.).
nose"). - classroom using imperative
Introduce and tasks. - Use verbs. - Collect
practice giving imperative written
clear verbs and instructions for a
instructions clear simple
using imperative pronunciation classroom
verbs (e.g., in activity.
open, close, instructions.
turn, share). -
Reinforce
vocabulary
through games
and activities.

Gr.3: role-play - Divide learners - Participate - Observe - Role-playing cards

greetings, into small enthusiasticall fluency and with family roles and
instructions and groups and y in assigned accuracy of props (e.g., hats,
commands. assign different roles. - Use vocabulary and aprons, toy food). -
-use new words in family roles vocabulary of sentence Scenario cards with
context. (e.g., dad, mom, family roles structure. - tasks and challenges
son, daughter). - and tasks in Assess clarity (e.g., cleaning up toys,

32
 Provide props dialogues. - and preparing dinner,
and scenarios Collaborate comprehensibilit planning a family
related to with group y of dialogues. - outing).
household tasks members to Collect written
and family complete tasks notes of
activities. - and resolve completed tasks
Guide groups to scenarios. or solutions.
practice
dialogues using
assigned roles.
Reading and
viewing

Focus:
Phonological
awareness and
articulation.

Gr.1: identify - Introduce - Experiment - Observe - Sound boxes or

rhyming words in sound boxes or with sound participation and picture cards with
rhymes and songs. picture cards boxes and sound initial sounds. -
with initial identify identification Matching games
sounds (e.g., /b/, sounds. - accuracy. - (memory, bingo). -
/m/, /t/). - Play Match Assess rhyming Familiar rhyme/song
matching pictures to recognition in with audio or visuals.
games: picture sounds, song/rhyme
to sound, sound sounds to activities. -
to word (e.g., words (e.g., Collect drawings
bat, mat, cat). - bat with /b/, of rhyming pairs
Sing a familiar mat with /m/). identified.
rhyme/song, - Listen to the
highlighting rhyme/song,
rhyming words clap for

33
 (e.g., Jack & rhyming
Jill, Five Little words.
Monkeys).

Gr.2: identify - Show pictures - Observe and - Observe active

rhyming words in of family identify listening and - Pictures of family
rhymes and songs. members and rhyming pairs rhyming members and rhyming
objects with in pictures. - identification. - objects. - "I Spy"
rhyming sounds Participate in Collect written rhyming clues list. -
Gr.3: identify and (e.g., dad/hat, "I Spy" or drawn reports "Rhyme Detectives"
substitute rhyming mom/comb). - games, of rhymes found badges with space for
words in rhymes Play "I Spy" identifying throughout the points.
and songs. with rhyming rhyming day. - Review
clues (e.g., "I objects. - badge usage and
spy something Wear and use awarded "rhyme
that rhymes with their "Rhyme points" for
cat"). - Detectives" correct
Introduce badges to find identifications.
"Rhyme and report
Detectives" rhymes
badges and throughout the
encourage them day.
to find rhymes
Writing throughout the
day.
Focus:
Handwriting

Gr.1: trace and - Focus on - Trace - Assess - Worksheets with

copy patterns and tracing basic familiar accuracy of family member name
words in print family member family names letter formation outlines. - Colored
script showing names (e.g., using different and tracing pencils or markers.

34
correct spacing and Mom, Dad, colors. - within outlines. -
letter formation Me). - Use Observe and Collect traced
 write familiar colored pencils practice name
words, phrases and or markers for proper letter worksheets for
sentences of 4 to 5 visual formation further practice.
words (e.g. write engagement. - while tracing.
on posters and Introduce and - Trace names
drawings) using model correct within
correct spacing and letter formation outlines on
formation of for each name. - worksheets.
letters. Provide
worksheets with
name outlines
for tracing.

Gr.2: copy 3 lines -Introduce -Listen -Observe word - chalkboard, pencil,

of words showing familiar family- attentively and recognition and exercise books.
correct pattern, related words identify spelling
formation, spacing and phrases family words accuracy. -
and rhythm. (e.g., "We love and phrases. - Collect written
-write familiar you," "Happy Observe and sentences to
words, phrases and family," "Our imitate writing assess sentence
sentences of 7 or house"). - Write the words on structure and
more words (e.g. the words on the the board and family
write on posters board, copy the vocabulary use.
and drawings) highlighting words in their
using correct letter patterns books.
spacing, rhythm and spacing and
and formation of ask learners to
letters. copy.

35
Gr.3:  copy 5 - Write clear - Observe and - Observe
lines of words sentences on the imitate handwriting
showing correct board describing teacher's accuracy, letter
pattern, formation, family roles and handwriting formation, and
spacing and rhythm actions (e.g., demonstration spacing control.
 demonstrate "My mom cooks . - Focus on - Collect copied
correct formation, delicious accurate letter sentences to
size of letters, meals," "My formation, assess
rhythm and spacing brother plays the size, and handwriting
by writing 10 guitar"). - spacing while skills and
sentences (about 50 Model proper copying sentence
words). handwriting sentences. - comprehension.
techniques (grip, Practice self-
size, spacing). - correction and
Guide learners neatness in
in copying 5 writing.
different
sentences from
the board onto
individual
practice sheets.
Language
structures

Focus: Word
study-singular and
plural form

Gr.1: add ‘s’ to - Introduce the - Observe and - Observe -Chalkboard/

make familiar concept of imitate how to understanding of chalkboard,
nouns plural, e.g. singular and add "s" to singular and markers/chalk,
girl, girls; book, plural nouns make nouns plural forms. - individual practice

36
books. with simple plural. - Collect sheets with lined
objects. - Use Participate in completed boxes for copying
flashcards with "Sing or Say worksheets with sentences, pencils,
singular nouns 's'" game, singular and erasers.
(e.g., book, toy) identifying plural nouns
and add "s" to singular and paired.
make them plural nouns. -
plural (books, Practice
toys). - Play saying
"Sing or Say 's'" familiar plural
game, clapping nouns with the
for singular added "s"
nouns and sound.
adding "s" for
plural nouns.

Gr.2: add ‘s’ to - Review - Count - Observe - Flashcards with

make familiar counting and objects and understanding of singular nouns,
nouns plural and introduce identify singular and pictures with singular
use the irregular singular and whether they plural forms. - and plural objects,
plural of some plural noun are singular or Collect "Sing or Say 's'" game
nouns, e.g. men, forms. - Use plural. - individual cards.
women, children, manipulative Observe and sorting charts
feet, teeth. and pictures to imitate adding with pictures
demonstrate "s" to make and written
adding "s" to familiar nouns singular/plural
make familiar plural. - forms.
nouns plural. - Participate in - Observe
Play games like games, saying recognition and - Manipulative
"Simon Says the correct production of (counters, toys),
'One [object]' or singular/plural irregular plural pictures of familiar
'Two [objects]'" form of nouns nouns. - Collect objects, "Simon Says"

37
 emphasizing with completed cards with
singular and confidence. "Irregular singular/plural
plural forms. - Listen Bingo" sheets prompts.
- Introduce attentively to and individual - Pictures and
irregular plural explanations examples of flashcards of irregular
nouns (e.g., and stories writing irregular plural nouns,
men, women, about irregular plurals in "Irregular Bingo"
children, feet, plurals. - sentences. game cards, short
teeth) using fun Match stories involving
visuals and pictures and irregular plurals.
stories. - Play words in
"Irregular "Irregular
Bingo" with Bingo",
pictures and identifying
written words of irregular
irregular plural plural nouns. -
nouns. - Practice Write and say
writing and irregular
saying irregular plurals
plural nouns in confidently,
context. using
examples in
sentences.

Gr.3: add ‘s’ to -Review -Observe and -Observe -Manipulative

make familiar singular and imitate adding understanding of (counters, toys),
nouns plural, use plural noun "s" to regular singular/plural pictures of familiar
the irregular plural forms. Use nouns and and different objects and families,
of some nouns and manipulative practice noun forms. "Simon Says" cards
use nouns that are and pictures to saying Collect with singular/plural
the same in demonstrate irregular completed prompts, individual
singular/plural adding "s" to plurals and "Simon Says" noun practice
form, e.g. sheep, make familiar unchangeable sheets and worksheets.

38
 deer, scissors nouns plural.
 use some simple Introduce
irregular plurals, simple irregular
e.g. ladies, dishes, plurals (ladies, nouns.
watches, glasses, dishes, watches, Participate in
boxes, tomatoes. glasses) and "Simon Says"
analyze
nouns the same and identify
individual
in singular/plural
worksheets with
singular/plural nouns in
noun
(sheep, deer, pictures.
identification
scissors). Play Analyze how
tasks.
"Simon Says" different
with forms indicate
singular/plural number.
prompts and
identify nouns
in picture scenes
18-20 Theme: The social
March Environment
2024
Topic: Family
culture, national
culture and
historical events
and people.

Listening and
responding

Focus: Instructions,
courtesies and
greetings.

39
 Gr.1: answer -Present a - Listen - Ask - Folktale books from
simple questions. folktale from a actively and comprehension diverse cultures. -
-perform various different culture visualize the questions about Pictures/maps of
tasks in groups using engaging story. - the folktale like different cultures. -
from oral storytelling Identify key “Who were the Story props/costumes
instructions. techniques aspects of the main characters (optional). - Drawing
(props, story in the story?, materials.
costumes, (characters, Where and when
voices). - setting, did the story
Discuss the events). - take place?”
story's setting, Draw a scene
. - Evaluate
characters, and or character
drawings for
key events. - from the story.
understanding of
Show pictures
key elements. -
or maps of the
Compare
culture's origin.
similarities and
differences
between family
stories and
folktales.

- Ask
Gr.2: ask/answer - Present a short - Listen - Short video or story
comprehension
questions. video or story actively and about a cultural
questions about
-follow/give about a cultural identify key festival. *
the festival (e.g.,
instructions. festival (e.g., details about Pictures/maps of
who celebrates
Gr.3: ask/answer red flag days, the festival. * countries celebrating
it, why, how). *
questions. Christmas Ask questions the chosen festival. *
Evaluate
-follow/give celebrations, about the Drawing materials.
drawings for
instructions. name giving). * festival's
understanding of
Discuss the meaning and
key elements
traditions, traditions. *
and cultural

40
 costumes, and Draw a scene significance. *
foods associated or symbol Compare
with the festival. representing similarities and
* Show pictures the festival differences
or maps of the they learned between familiar
country where about. celebrations and
the festival is the presented
celebrated. festival.
Speaking and
communication

Focus:
Pronunciation and
expression

Gr.1: participate -present pictures -observe and -observe -pictures of local

in free discussion  of local cultures answer oral engagement and cultures
use new words in and ask questions participation in
context. questions about about the local picture
the pictures cultures discussion.
presented.

Gr.2: participate in - Present - Observe and - Ask - Pictures/artifacts

free discussion  pictures or ask questions comprehension representing different
use new words in artifacts about the questions about Namibian cultures. *
context. representing presented the cultural Videos/recordings of
Gr.3: participate in different cultural treasures' origin traditional
free discussion  Namibian treasures. * and significance. art/music/dance from
use new words in cultures (e.g., Discuss the * Observe different regions. *
context. Himba jewelry, materials, engagement and Information about the
Damara/Nama techniques, participation in cultural treasures'
houses, and meanings discussions. * meaning and uses.
Oshiwambo behind the Evaluate

41
 baskets). * cultural items. understanding
Discuss the * Share any through
cultural cultural presentations
significance and treasures they about their own
uses of these possess at cultural
items. * Show home (photos, treasures
traditional stories). (optional)
art/music/dance
examples from
different
Reading and regions.
viewing

Focus:
Phonological
awareness and
articulation

Gr.1: recognise - Share a short - Listen - Observe - Short story with

and create story about a attentively and participation and playful sound
repetitions of initial family activity clap for identification of repetition. * Large
sounds in words. using playful repeated repeated sounds. letter cards with
-blend and split repetition of sounds in the * Ask questions familiar initial sounds.
onsets and rimes. initial sounds story. * about the story * Picture cards that
(e.g., 'S' sounds Identify the and sound begin with the same
for skipping letter sound connections. * sound.
stones at the associated Review letter
beach). * with the card matches
Highlight and repeated and pronounce
clap the sound (e.g., words with the
repeated sounds "S" for focused sound.
as you read. * skipping). *
Introduce letter Match letter

42
 cards with cards to
familiar initial pictures of
sounds (e.g., S, words starting
H, F). with the same
sound.

Gr.2: recognise - Review the - Listen - Observe - Large picture cards

and create concept of attentively and participation and with simple words
repetitions of initial "sound pals" participate in accuracy in representing different
sounds in words. (words starting the "Sound identifying initial sounds. *
-blend and split with the same Swap" game. initial sounds. * Alphabet chart
onsets and rimes, sound). * Play a * Change the Ask individual highlighting target
including two-letter "Sound Swap" first sound of questions about sounds (optional).
blends. game, replacing a word and sound pals and - Onset-rime cards or
Gr.3: recognise the first sound say the new letter names. * manipulative tools.
and create of a word with word with the Review "Sound
repetitions of initial another to create teacher. * Swap" creations
sounds in words. a new word Match picture and picture card
-blend and split (e.g., cat to sat). cards with matches.
onsets and rimes, * Present picture words that - Review
including three- cards with have the same blended words
letter blends. words sharing first sound. * and identify
the same initial Say the words similar sound
sound (e.g., sun, aloud, patterns in other
snake, star). focusing on words.
- Introduce the initial - Review
blending two- sound. splitting and
letter onset-rime - Blend simple blending
pairs (e.g., "ch" two-letter activities,
+ "at" = "chat"). onset-rime focusing on
Introduce pairs with the sound
splitting two- teacher's manipulation
syllable words guidance. * and word

43
 into onset-rime Say the boundaries.
units (e.g., "sun" blended words
= "s" + "un"). aloud.
- Split two-
syllable words
into onset-
rime units
with the
teacher's help.
* Say the
separated
sounds and
blend them
back together.
Writing

Focus: handwriting

Gr.1: trace and - Share short - Listen - Observe - Chalkboard or

copy patterns and sentences or attentively and engagement and Chalkboard. * Large
words in print phrases related observe the accuracy in alphabet chart with
script showing to family stories phrases copying phrases, highlighted target
correct spacing and or folktales written on the focusing on letters.
letter formation. (e.g., "The sun board. * Point individual letters
shines", "We to individual and spacing. *
Gr.2: copy 3 lines sing and words and Ask individual
of words showing dance"). * Write letters within questions about
correct pattern, the phrases on the phrases. * the phrases and
formation, spacing the board Trace and provide
and rhythm clearly, copy the assistance where
highlighting key phrases onto needed. *
Gr.3: copy 5 lines words and their exercise Review copied
of words showing spacing. * books, phrases and

44
correct pattern, Encourage mimicking the encourage
formation, spacing learners to copy model on the independent
and rhythm. the phrases onto board and tracing attempts.
their exercise focusing on
book, focusing letter
on letter formation and
formation and spacing
spacing. between
words.
Language
structures

Focus: capital
letter, Pronouns

Gr.1: use pronouns - Introduce the - Listen - Observe - Pictures of family

I, you, he, she, it, concept of attentively and participation and members with various
we, they, them pronouns using observe the understanding of features. * Large
(speaking). pictures of picture different flashcards with "I",
-avoid repetition by family prompts. * pronouns. * Ask "you", "we" written
using an members. * Say Repeat individual clearly.
appropriate simple sentences with questions about
pronoun for a sentences using different family member
previously stated "I", "you", and pronouns after pictures and
noun, e.g. My dad "we" (e.g., "I the teacher. * pronoun usage.
is a man. He is tall. smile", "You Participate in * Review game
laugh", "We the guessing answers and
love Grandma"). game, encourage use of
* Play a identifying correct pronouns
guessing game family in responses.
based on members
pronoun clues based on
(e.g., "I have pronoun clues.

45
 brown hair.
Who am I?")

Gr.2: use a capital -Revise -Listen -Observe -Folktale * Pictures or

for the beginning pronouns attentively to engagement and puppets representing
of a sentence, the and read a short the folktale pronoun usage characters.
pronoun ‘I’ and for folktale with and point to in story - Sentence starter
proper nouns  use animals or pictures of discussion. * cards with blank
a full stop at the characters characters as Ask individual spaces for pronouns
end of a sentence performing they are questions about
and a question different mentioned. * character actions
mark at the end of actions. * Repeat and encourage
a question Highlight sentences pronoun
-use pronouns I, pronoun usage from the story substitution in
you, he, she, it, we, in the story, with different answers. *
they, them emphasizing pronouns after Review key
(speaking and "he", "she", "it", the teacher. * sentences from
writing). “you”, “we”, Answer the story and
-avoid repetition by "they" and questions highlight correct
using an “them”. * Ask about the pronoun usage.
appropriate questions about characters and
pronoun for a the characters their actions - Review learner
previously stated and their actions using stories and
noun, e.g. My using pronouns appropriate highlight
sister went to the (e.g., "What pronouns. examples of
shop. She bought does she like to - Share their correct pronoun
some meat. eat?"). own short usage.
- Encourage stories,
Gr.3: use a capital learners to replacing
for the beginning create their own blank spaces
of a sentence, the short stories with
pronoun ‘I’ and for focusing on appropriate

46
 proper nouns  use
a full stop at the
end of a sentence
and a question
mark at the end of
a question pronoun usage.
- use pronouns I, * Provide
pronouns. *
you, he, she, it, we, sentence starters
Offer and
they, them with blank
accept peer
(speaking and spaces for
feedback on
writing. pronouns (e.g.,
pronoun usage
-avoid repetition by "At the
in each other's
using an celebration,
stories.
appropriate ____ (I/we)
pronoun for a saw...")
previously stated
noun, e.g. The bear
growled because it
was hungry.

02-05 Listening and

April responding
2024
Focus: Stories,
rhymes and songs

Gr.1: role-play; -Introduce the - Listen - Observe -Recording of the

sing songs/rhymes; Namibian attentively and engagement and Namibian National
make simple National repeat the participation in Anthem. * Large
stories and Anthem with anthem after singing and flashcards with key
presentations. clear the teacher, actions. * Ask words and phrases. *
pronunciation focusing on individual Visuals of Namibia's
and emotion. * pronunciation questions about landscape and people

47
 Play and sing and rhythm. * the anthem's (optional).
the anthem Participate in meaning and
together, singing the vocabulary. *
focusing on anthem Review
rhythm and together, understanding
melody. * clapping or through
Explain the tapping along interactive
meaning of key to the beat. * games like
words and Match actions matching actions
phrases in the to specific to lyrics or
anthem. * phrases in the drawing pictures
Create simple anthem. * of key phrases.
actions for each Share their
sentence or understanding
phrase, like of the
raising hands for anthem's
"mountains in meaning and
the sun." key words.

Gr.2: role-play; - Introduce - Listen - Observe

sing songs/rhymes; diverse cultural attentively to engagement and
make simple songs from the different understanding of
stories and different regions cultural songs, diverse musical
presentations. and countries. * identifying styles and
Play recordings unique sounds cultural
of the songs and and rhythms. messages. * Ask
discuss the * Discuss the questions about
lyrics, rhythm, meaning and the songs and
and instruments context of the encourage peer
used. * Divide songs, sharing collaboration
learners into their thoughts within groups. *

48
 groups and and Evaluate group
assign each interpretations practice sessions
group a different . * Practice based on
cultural song to singing their accuracy,
learn. * Provide assigned song pronunciation,
support with in their group, and enthusiasm.
pronunciation focusing on * Recordings
and rhythm, pronunciation and lyrics sheets
using visuals and clarity. * of various
and audio Create simple cultural songs. *
recordings. props or Visuals and
costumes information
related to their about the songs'
chosen song. origins
(optional).

Gr.3: role-play; - Teach simple - Learn and - Observe

songs/rhymes/stori dance steps or practice the engagement,
es and present movements dance steps creativity, and
topics. inspired by the associated understanding of
learned cultural with their diverse cultural
songs. * chosen song, songs and dance
Encourage incorporating styles. * Ask
learners to gestures and questions about
further find their expressions. * the learners'
chosen songs, Research their research and
learning about chosen song's presentations,
their cultural cultural encouraging
significance and background deeper
dance styles. * and dance understanding. *
Organize a style, Evaluate
"Cultural preparing a performances

49
 Celebration short based on
Day" where presentation accuracy,
learners perform for the class. * confidence, and
their chosen Participate cultural
songs and confidently in representation. *
dances, dressed the "Cultural Recordings and
in appropriate Celebration videos of
attire. * Create a Day," cultural songs
collaborative performing and dances. *
mural or their song and Research
presentation dance with materials and
showcasing the appropriate websites. *
learned cultural attire and Fabric, paints, or
songs and expression. * other materials
dances. Contribute to for the
the creation of collaborative
a collaborative mural or
mural or presentation. *
presentation, Traditional attire
sharing their or accessories
learned (optional).
knowledge
Speaking and and
communication experiences.

Focus:
Pronunciation and
expression

Gr.1: pronounce -revise national - Listen - Observe - Recording of the

words and phrases anthem by attentively and participation and Namibian National
accurately and breaking down repeat phrases accuracy in Anthem. * Large
appropriately, e.g. the anthem into after the pronunciation, flashcards with key

50
rhymes and songs, smaller phrases teacher, especially of key words and phrases. *
ask/answer and focus on focusing on words. * Ask Visuals of Namibia's
questions, key words. * sounds and individual landscape and people
follow/give Use visuals and word parts. * questions about (optional).
instructions, retell flashcards to Practice specific words
and tell stories, support singing the or phrases. *
make simple pronunciation. * anthem Conduct short
presentations Play recordings together, games like
- role-play of the anthem at mimicking the matching sounds
greetings, different speeds, teacher's to flashcards or
instructions and encouraging pronunciation. clapping
commands. learners to sing * Point to syllables.
along. flashcards
representing
key words
while saying
them. * Clap
or tap along to
the rhythm,
maintaining
clear
pronunciation.

Gr.2: pronounce - Introduce - Listen - Observe - Greeting flashcards

words and phrases greetings from attentively to engagement and from different
accurately and different the different accuracy in Namibian cultures. *
appropriately, e.g. Namibian greetings and pronouncing Pictures or videos of
rhymes and songs, cultures, observe the greetings and greetings in action. *
ask/answer emphasizing role-playing using nonverbal Audio recordings of
questions, pronunciation scenarios. * cues. * Ask different greetings
follow/give and nonverbal Practice questions about (optional).
instructions, retell cues. * greetings in specific

51
and tell stories, Demonstrate pairs, focusing greetings and
make simple greetings on clear their cultural
presentations through role- pronunciation context. *
- role-play playing and Provide
greetings, scenarios. * appropriate individual
instructions and Divide learners gestures or feedback on
commands. into pairs and body pronunciation
assign different language. * and clarity.
cultural Take turns
greetings to presenting
practice. * Play their practiced
audio recordings greetings to
of greetings to the class. *
reinforce Discuss the
pronunciation. meaning and
cultural
significance of
different
greetings.

Gr.3: pronounce - Introduce - Listen - Observe - Role-playing cards

words and phrases more complex attentively to creativity and with more complex
accurately and greetings and the new accuracy in greetings and
appropriately, e.g. short dialogues greetings and using greetings, dialogues. *
rhymes and songs, from different dialogues, vocabulary, and Information or
ask/answer Namibian identifying cultural pictures about
questions, cultures. * new elements in role- different Namibian
follow/give Expand role- vocabulary plays. * Ask cultures. * Materials
instructions, retell playing and phrases. * questions about for creating simple
and tell stories, scenarios to Practice role- the role-play props or costumes

52
make simple include playing scenarios and (optional).
presentations conversations scenarios with cultural insights
-role-play beyond their peers, presented. *
greetings, greetings. * incorporating Evaluate
instructions and Encourage greetings and presentations
commands. learners to conversations. based on clarity,
research and * Research confidence, and
incorporate additional understanding of
additional cultural cultural
cultural elements like communication.
elements into traditional
their role-plays. attire or
* Create a customs to
"Cultural enrich their
Marketplace" role-plays. *
where learners Participate in
present their the "Cultural
learned Marketplace,"
greetings and confidently
conversations to presenting
each other. their learned
greetings and
conversations
to classmates.

Reading and
viewing

Focus: syllables

Gr.1: clap and - Introduce the - Listen - Observe - Large flashcards

count syllables in concept of attentively and participation and with simple words
words. syllables using clap along accuracy in with 1-3 syllables. *

53
 familiar words with the clapping and Clapping sticks or
like "cat," teacher, counting other rhythm
"dog," and counting the syllables. * Ask instruments
"sun." * Clap syllables. * individual (optional). * Colorful
and count Practice questions to pictures or
syllables clapping and assess illustrations related to
together, counting understanding of cultural customs.
emphasizing the syllables in the concept. *
rhythm. * Play their own Conduct short
clapping games names and games like
like "Simon favorite matching
Says" with words. * syllable sounds
syllable Participate in to pictures.
commands (e.g., clapping
clap two times, games,
clap one time). * following
Read aloud instructions
simple rhymes and
with clear demonstrating
syllable understanding
emphasis, of syllable
encouraging rhythm. *
learners to clap Clap along to
along. the rhymes
and try to
identify the
number of
syllables in
each word.

Gr.2: clap and - Introduce - Listen - Observe - Recordings of

count syllables in cultural songs or attentively to participation and cultural songs or
words. poems with the songs or accuracy in poems with clear

54
clear syllable poems, clapping, syllable patterns. *
patterns. * Clap clapping and counting Pictures or videos
and count counting syllables, and related to the featured
syllables in the syllables with understanding cultures. * Materials
songs or poems, the teacher. * cultural context. for creating simple
highlighting the Discuss the * Ask questions percussion
rhythm and cultural about the songs instruments (e.g.,
cultural context. context and or poems and cardboard boxes,
* Create simple meaning of the cultural paper cups, beans). *
percussion the songs or significance of Paper and pencils for
instruments poems, rhythm. * writing syllable clap
(e.g., shakers, identifying Evaluate written patterns.
drums) to syllable syllable clap
accompany the patterns. * patterns for
clapping and Play the clarity and
singing. * Write percussion accuracy.
syllable clap instruments
patterns for and clap along
familiar words to create
or short phrases rhythmic
related to patterns. *
cultural Practice
customs. writing
syllable clap
patterns for
their own
names or
simple words.

55
Gr.3: clap and - Read short - Listen - Observe - Short texts about
count syllables in texts about attentively to engagement, diverse cultural
words different the texts and understanding of customs with clear
cultural clap along, syllable patterns syllable patterns. *
customs, identifying in cultural Pictures or
highlighting and discussing context, and illustrations
words with specific creativity in representing the
specific syllable syllable writing. * Ask featured customs. *
patterns (e.g., patterns. * questions about Paper and pencils for
Herero red flag Analyze the the texts and the creating syllable maps
day, Olufuko). * cultural learners' created and writing. *
Clap and count context and poems or stories. Materials for creative
syllables in the how syllable * Evaluate presentations (e.g.,
texts, patterns syllable maps costumes, props).
identifying contribute to and written
patterns and meaning and works for
connections to rhythm. * accuracy,
the cultural Create creativity, and
context. * syllable maps use of syllable
Create syllable for chosen awareness.
maps for cultural
cultural words, words, sharing
visualizing the their findings
sound structure. with
* Write short classmates. *
poems or stories Write poems
about their own or stories,
cultural incorporating
customs, syllable
focusing on awareness and
syllable rhythm cultural
and word elements, and
choice. presenting

56
 them to the
class.

Writing

Focus: creative
writing

Gr.1: write and - Show pictures - Observe and - Observe - Large, colorful
keep an up-to-date depicting discuss the engagement in pictures showcasing
list of new diverse cultural pictures, vocabulary diverse cultural
vocabulary to use customs and identifying exploration and customs. *
when writing. traditions. * and naming writing. * Vocabulary cards with
Discuss the objects and Assess blank spaces for
pictures, activities. * understanding writing and drawing.
eliciting Contribute through * Matching game and
vocabulary new individual memory activity
related to vocabulary questions and templates.
clothing, food, words related group
celebrations, to the pictures. discussions. *
and objects. * * Write the Review the
Guide learners vocabulary on vocabulary cards
in writing the cards and add regularly,
vocabulary on their own celebrating the
colorful cards illustrations. * growing list of
and adding Participate in cultural words.
illustrations. * matching
Play matching games and
games and memory
memory activities,
activities with using the

57
 the vocabulary vocabulary
cards. cards.

Gr.2: write and - Introduce short - Listen to - Observe - Sentence cards with
keep an up-to-date sentences using and repeat the participation in examples using Grade
list of new the vocabulary example sentence 1 vocabulary. *
vocabulary to use learned in Grade sentences, construction and Sentence building
when writing. 1. * Guide identifying the vocabulary game templates. *
learners in vocabulary games. * Assess Blank vocabulary lists
constructing used. * understanding for learners to update.
their own Construct through
sentences about their own individual
the pictures and sentences sentence writing
customs. * Play using the and group
sentence vocabulary, activities. *
building games describing the Review the
like "I Spy" and pictures and vocabulary lists
"Pass the customs. * regularly,
Sentence." * Participate in focusing on
Encourage sentence sentence context
learners to building and usage.
maintain a games,
vocabulary list demonstrating
and add new understanding
words from the and creativity.
sentences. * Update their
vocabulary
lists with new
words learned
from the
sentences.

58
Gr.3: write and - Introduce the - Listen - Observe - Short story examples
keep an up-to-date concept of short attentively to engagement in with diverse cultural
list of new stories based on the story story planning, themes. * Graphic
vocabulary to use cultural examples, writing, and organizers and story
when writing. traditions. * identifying presentation. * outlining templates.
Read aloud descriptive Assess
examples of language and understanding
stories with rich cultural through story
descriptions and elements. * content, use of
cultural details. Brainstorm vocabulary,
* Guide learners and outline descriptive
in brainstorming their own language, and
and outlining story ideas, cultural
their own stories using the references. *
using the vocabulary list Provide
vocabulary and and pictures individual
pictures. * as inspiration. feedback on
Encourage them * Write their storytelling
to incorporate short stories, techniques and
their own incorporating cultural
cultural descriptive representation.
experiences and language,
traditions. cultural
details, and
personal
experiences. *
Share their
stories with
the class,
showcasing
their creativity
and cultural

59
 understanding.
Language
structures

Focus: possessive
pronouns

Gr.1: use - Introduce basic - identify - Observe - Flashcards with

possessive possessive ownership participation and pictures of familiar
pronouns my/mine, pronouns using accuracy in objects and cultural
your/yours, his, (my/mine, possessive using basic items. * Colorful
her/hers (speaking) your/yours, his, pronouns possessive pictures of different
That is his pen. her/hers) ("This is my pronouns orally. cultures celebrating
That is his. It is her through familiar doll," "That's * Ask individual traditions. * Large,
dress. It is hers. objects and her cup"). * questions to laminated story cards
cultural items. * Participate in assess with simple sentences
Use flashcards games, understanding using possessive
and pictures to following ("Whose shoes pronouns.
show ownership instructions are these?"). *
(e.g., "This is and using Play "Guess the
my hat," "This pronouns Object" with
is your drums"). correctly. clues using
* Play games possessive
like "Simon pronouns.
Says" with
possessive
pronoun
commands
("Touch your
nose," "Point to
your friend's
book").

60
Gr.2: use - Expand on - Participate in - " my/mine, -Story, Sentence
possessive basic pronouns charades and your/yours, his, writing templates.
pronouns my/mine, by introducing " role-playing her/hers" in
your/yours, his, my/mine, games, using sentences and
her/hers (speaking) your/yours, his, pronouns to role-playing. *
That is my shirt. her/hers" in describe Ask questions
That is mine. That context of actions and about the
is your house. That cultural customs. * cultural context
is yours. celebrations. * Write simple of the sentences
Read aloud sentences and the meaning
short stories about cultural of the pronouns.
about diverse customs using * Review
cultural " my/mine, written
celebrations, your/yours, sentences,
highlighting the his, her/hers" providing
use of focusing on feedback on
possessive clarity and pronoun usage
pronouns. * accuracy. * and cultural
Play charades or Share their understanding.
role-playing sentences with
games where the class,
learners act out explaining the
cultural cultural
traditions and connection.
use possessive
pronouns to
describe them. *
Create simple
sentences about
cultural customs
using "our" and

61
 "their" (e.g.,
"We celebrate
Christmas,"
"They wear
christmas
caps").

Gr.3: use - Introduce the - Listen - Observe - Sentence starters or

possessive possessive attentively to engagement and prompts related to
pronouns our/ours, pronouns the accuracy in cultural traditions. *
their/theirs and its our/ours, explanation of using "mine" Writing paper and
(speaking) It is our their/theirs" in " our/ours, and "yours" in pencils. * Peer review
car. It is ours. It is context of their/theirs" written rubrics. * Presentation
their dog. It is cultural and discuss paragraphs and materials (visual aids,
theirs. The cat traditions. * their usage. * presentations. * props).
scratched with its Guide learners Write short Assess written
claws. in writing short paragraphs work for
paragraphs about their pronoun usage,
about their own own cultural sentence
cultural traditions, structure, and
experiences, incorporating cultural
incorporating possessive understanding. *
possessive pronouns to Provide
pronouns to describe their feedback on
describe their experiences. * presentations,
belongings and Review focusing on
traditions. * classmates' clarity,
Encourage peer paragraphs, confidence, and
review and providing pronoun usage.
feedback on constructive
pronoun usage feedback on
and clarity of pronoun usage

62
 and writing
writing. * clarity. *
Create Present their
presentations or cultural stories
short videos to the class,
showcasing using visuals
their cultural and speaking
stories and using confidently
possessive with accurate
pronouns possessive
effectively. pronouns.

08-12 Theme: the social

April environment
2024
Topic:
Infrastructure and
Means of
Communication
(Buildings

Listening and
responding
Focus:

Gr.1: answer -Read aloud the - Listen - Observe - Picture book of the 3
simple questions. story of the 3 attentively to learners' Little Pigs - Straw,
Little Pigs with the story. - engagement and twigs, and bricks for
-perform various
expressive voices Repeat key understanding building activities -
tasks in groups and gestures. - vocabulary during story time Picture cards with
from oral Highlight key words after the and activities. - vocabulary words.
instructions. vocabulary words teacher. - Ask simple
(blow, run, straw, Mimic building comprehension
huff, build). - actions. - Work questions to

63
 Demonstrate collaboratively assess vocabulary
building actions in groups to acquisition. -
with learners. - complete Evaluate group
Give simple activities. - work participation
instructions for Answer basic and completion of
group activities questions about tasks.
related to the the story.
story (e.g., build a
house with
straws, run like
the wolf).

Gr.2: ask/answer - Ask learners to - Share - Observe - Pictures of various

questions describe their descriptions of learners' ability to houses and construction
 follow/give own homes and their own identify and use materials - Matching
instructions. identify materials homes and building materials game - Picture book of
used. - Introduce identify vocabulary. - the 3 Little Pigs -
additional materials. - Assess their Worksheet with
vocabulary Match pictures participation in retelling prompts.
related to building of houses with retelling the story
materials (bricks, corresponding and use of new
cement, mud, construction vocabulary. -
sticks, grass). - materials. - Evaluate accuracy
Play a matching Listen in matching house
game with attentively to pictures with
pictures of houses the story and materials.
and construction participate in
materials. - Read retelling
aloud the story of activities. -
the 3 Little Pigs Attempt to use
again, prompting new vocabulary
learners to retell words in their
parts of the story. responses.

64
Gr.3: ask/answer - Show pictures - Compare and - Observe - Pictures of traditional
questions of traditional and contrast learners' and modern houses -
 follow/give modern houses traditional and participation in Guessing game cards -
and discuss their modern houses discussions and Audio recording of "The
instructions.
differences. - Play based on ability to identify Wise Man Built His
a guessing game pictures and house types. - House" - Drawing paper
based on teacher Assess and materials.
descriptions of prompts. - comprehension of
house types. - Participate in the song through
Introduce and the guessing question-and-
listen to the song game by answer activities.
"The Wise Man describing - Evaluate the
Built His House" different house creativity and use
together. - Ask types. - Listen of vocabulary in
comprehension attentively to their house
questions about the song and drawings.
the song and its answer
message. - Have comprehension
learners draw questions. -
pictures of their Draw pictures
ideal houses using of their ideal
the vocabulary houses using
Speaking and learned. relevant
communication vocabulary.

Focus:

Gr.1:  role-play - Divide learners - Participate in - Observe - Blocks or cardboard

greetings, into groups and the game, participation in boxes* * Craft materials
instructions and assign each group following the game and (straws, twigs, etc.)*
commands a pig character. * instructions and imitation of Masks or hats for pig
-use new words in Play a simple imitating sounds.* Evaluate characters.
context game: learners sounds. * Build shelters for
run when the shelters using creativity and use

65
 teacher says provided of materials.
"wolf!" and build materials.* *
shelters with Take turns
provided playing the
materials (blocks, wolf and the
cardboard boxes, pigs.
etc.).* * Ask
learners to imitate
the sounds their
character makes
while building.

Gr.2:  role-play - Review the - Listen and - Observe - Pictures of house

story of the Three repeat new vocabulary materials; Flashcards
greetings,
Little Pigs, vocabulary. comprehension with words
instructions and focusing on the - Participate in and usage.
commands different houses. role-playing, - Observe use of - Props for construction
-use new words in * Introduce new using new new vocabulary in activities (toy tools,
context. vocabulary vocabulary in context and blocks, etc.) * Scripts
(bricks, cement, instructions and clarity of with basic instructions
mud, etc.) using commands. * instructions. * and commands.
pictures and Listen and Provide feedback
actions. follow on pronunciation
- Divide learners instructions and use of
into groups and from other commands.
assign each group groups. *
a house type Present role-
(straw, sticks, plays to the
bricks). * class with clear
Learners practice pronunciation
role-playing and actions.
building their
assigned house,

66
 using new
vocabulary in
instructions and
commands (e.g.,
"Bring me the
bricks!").* *
Groups present
their role-plays to
the class.

Gr.3: role-play - Review the - Listen and - Observe ability - Building materials
greetings, story and repeat to give and follow (blocks etc.) Pictures of
instructions and vocabulary from instructions instructions using construction steps
commands previous lessons.* using correct new vocabulary.* (optional).
Introduce the vocabulary.* * * Assess clarity - Paper and pencils* *
-use new words in
concept of giving Follow and accuracy of Building materials
context. and following instructions to instructions. (blocks.
instructions build a simple - Observe
during structure.* * collaboration and
construction.* * Give clear and communication
Learners practice concise skills within
giving and instructions to pairs.* * Assess
following classmates. the written
instructions for - Write clear instructions for
simple building and concise clarity and
tasks (e.g., "Place instructions accuracy.* *
the brick on top"). using new Evaluate the final
- Divide learners vocabulary and structures for
into pairs and commands.* * accuracy and
assign roles Follow creativity.
(architect and instructions
builder). * The carefully to
architect writes build the
instructions for structure.* *

67
 building a simple Provide
structure, using feedback to
new vocabulary.* partner on
* The builder clarity of
follows the instructions and
instructions to accuracy of
build the construction.
structure.* * Pairs
switch roles and
repeat the
activity.

Reading and
viewing

Focus: Phonics
- Introduce single - Repeat single -Observe learners' -Alphabet flashcards,
Gr.1:  read/repeat letter sounds letter sounds ability to play dough or sand,
all single sounds using flashcards. after the recognize and alphabet song recording.
and give the Demonstrate teacher. Trace pronounce single -Letter sound cards with
symbol for each letter formation and practice letter sounds. corresponding object
letter of the with play dough writing letters. -Observe learners' pictures, flashcards with
alphabet or sand. Sing Sing the ability to make simple sight words.
 Incidentally alphabet song alphabet song. initial connections
combine letters to together. -Match the between sounds
make two-letter -Play a matching letter sound and letters, and
game with letter cards to the recognize simple
sight words, e.g. as,
sound cards and object pictures. sight words.
on, at, if, it, etc. object pictures. Point to the
Read simple two- letters and
letter sight words repeat the
like "at" and "on" sounds. Read
together. the sight words
after the
teacher.

68
Gr.2:  read/repeat - Review single -Listen to the -Observe learners' -Letter flashcards,
all single sounds letter sounds and teacher's ability to manipulative like
and give the introduce sound sound manipulate counters or blocks, chart
substitution substitutions sounds and form with examples of sound
symbol for each
activity. Say a new words. substitutions.
letter of the and repeat the
word like "cat," Provide individual - Flashcards with sight
alphabet  then change the
new words. support as needed. words, picture matching
construct and read beginning sound Try making -Observe learners' games, simple texts with
two-letter sight to make "mat" their own ability to highlighted sight words.
words in isolation and "pat." Write sound recognize and
and in simple the words on the substitutions read sight words.
sentences, e.g. as, board. with familiar Conduct
on, at, if, it, etc. - Revisit two- words. individual reading
letter sight words -Read and fluency
and introduce repeat the assessments.
simple three-letter sight words
words like "bed"
after the
and "box." Use
flashcards and
teacher.
play matching Match the
games. words to
pictures and
say complete
sentences
using them.

- Review previous -Listen to the -Observe learners' - Charts with consonant

Gr.3:  Construct sound substitution ability to identify blends, manipulative
and read higher consonant
activity and and pronounce like letter tiles or
frequency sight introduce
blends and consonant blends. magnetic letters, picture
words in isolation consonant blends repeat them Provide additional cards with blend-related
and in simple like "st" and "bl." after the practice with words.
sentences, e.g. the, Write examples teacher. Try manipulative.
there, she, were. on the board and finding other

69
 practice saying words that
them together. start with the
- Review higher same blends.
frequency sight -Read and
words and
repeat the
introduce
contractions like
contractions
"I'm" and after the
"they're." Use teacher. Find
sentence strips them in the
and games to story and say
practice reading complete
and writing sentences
contractions. using them.

Writing

Focus: Creative
writing

Gr.1:  write a - Trace and - Observe learner - Alphabet cards. -

- Display
story of about 2 say the letters pronunciation and Pictures of house parts. -
pictures of sentence Vocabulary cards. -
simple sentences on alphabet
house parts construction. - Sentence starter cards.
using full stops and cards. - Color
(door, window, Check for
capital letters. the pictures of
roof) and label matching of
house parts. -
them with letter words and
Match words
cards. Learners pictures. - Assess
to pictures. - sentence
trace the letters,
Complete completion
say the words,
sentence accuracy.
and color the
starters using
pictures.
vocabulary
- Sentence
cards.
Starters: Provide

70
 simple sentence
starters like "My
house has a..."
or "The window
looks out at...".
Learners
complete the
sentences using
provided
vocabulary
cards.

- Evaluate - Chalkboard or chart

Gr.2: write a story - Guide learners - Participate in collaborative paper. - Vocabulary list.
containing 6- to 10- through key brainstorming brainstorming for - Story writing template.
word sentences vocabulary and session for clarity and
legibly with correct story elements. - their own creativity. - Check
spelling and Learners story. - Write individual stories
punctuation. brainstorm ideas a short story for sentence
for their own using key structure, spelling,
"House phrases and and basic
Detective vocabulary punctuation
Story." Teacher from the
writes key lesson.
phrases on the
board based on
student input.
- Individual
Story
Writing: Learne

71
 rs use the
brainstormed
ideas and key
phrases to write
their own 6-10
sentence story
about a mystery
in a house.

Gr.3: write - Show pictures - Observe and - Evaluate - Pictures of traditional

prepared and of different discuss understanding of and modern houses. -
unprepared traditional and pictures of house features Bingo cards with
paragraphs of modern houses different and materials descriptive words. -
about 100 words in from around the houses. - through Descriptive writing
discussion. - template.
length on familiar world. Discuss Listen to
Check accuracy
topics (e.g. my unique features descriptions of of marked words
family) using and materials. - houses and on bingo cards. -
correct language Learners receive mark their Assess descriptive
structure. bingo cards with bingo cards. - paragraphs for
descriptive Write a vocabulary,
words related to descriptive grammar, and use
houses. As they paragraph of figurative
hear about a language.
descriptions of chosen house.
specific houses, - Use similes
they mark and metaphors
matching words to enhance
on their card. their
Learners choose descriptions.
a specific house
from the
exploration and

72
 write a 10-15
sentence
paragraph
describing its
unique features,
using vivid
vocabulary and
descriptive
Language language.
structures

Focus: Verbs,
Simple present
-Teacher acts
Gr.1: incidentally out verbs like -Mimic and -Observe learner -Pictures of house
use and "sleep," "eat," guess verbs participation and activities. - Story with
demonstrate "play," and during pronunciation of missing verbs
common verbs as "wash." charades. - verbs. - Check template. - Flashcards
action words Learners guess Act out verbs accuracy of verb with common action
(speaking), e.g. the verbs and from the story. guessing and verbs.
run, jump, draw, then try to act - Listen to the acting. -
sing, etc. them out story and fill Evaluate ability
-use common themselves. in the missing to identify
regular verbs - Story with verbs. missing verbs in
(speaking), e.g. I Missing the story.
run, you run, Verbs: Read a
she/he/it runs, we simple story
run, they run. about a family's
day in their
house, leaving
out key action
verbs. Learners
fill in the

73
 missing verbs
by guessing and
acting them out.

- Create a
Gr.2: use and rhythmic chant - Chant along -Observe learner -Chant script with
demonstrate about building a with the participation and rhythm instructions. -
common verbs as house, including teacher, engagement in "I Can..." cards with
action words verbs like "dig," adding body chants and verb prompts. -
(speaking), e.g. "hammer," percussion. - games. - Assess Pictures of house
laugh, chew, dance, "paint," and Participate in accuracy of verb activities with clear
swim, cook, etc. "decorate." the "I Can..." conjugation and details.
- use common Learners join in game, sharing sentence
regular verbs and clap or their own structure in the
(speaking and stomp to the abilities. - "I Can..." game.
writing), e.g. I rhythm. - "I Describe the - Evaluate
swim, you swim, Can..." Game: picture clarity and detail
she/he/it swims, we Learners prompts using in picture
swim, they swim. complete complete descriptions.
sentences like "I sentences with
can jump," "I verbs.
can swim," and
"I can cook"
using their own
skills and
experiences. -
Picture Prompts:
Show pictures
of people
performing
various actions

74
 in a house.
Learners
describe the
pictures using
verb sentences
(e.g., "The
woman is
cooking dinner,"
"The boy is
playing
games").

-Hide flashcards
Gr.3: name and use with verbs -Participate in -Observe learner -Flashcards with
common verbs as throughout the the Verb teamwork and common and
action words classroom. Scavenger creativity in advanced verbs. -
(speaking and Learners find Hunt, creating scavenger hunt Pictures of traditional
writing), e.g. read, the flashcards stories with and relay race. - and modern houses. -
write, cycle, drive, and use them to found verbs. - Assess sentence Descriptive writing
etc. create mini- Join the Verb structure and template.
-use common stories about Relay Race, verb usage in
regular verbs different houses contributing stories and
(speaking and around the sentences to paragraphs. -
writing), e.g. I world (e.g., "In the story. - Evaluate
learn, you learn, Opuwo, people Write a descriptive
she/he/it learns, we build houses descriptive language and
learn, they learn. with wood."). paragraph vocabulary in
- Verb Relay about a written
Race: Teams chosen house, paragraphs.
take turns using varied
adding one verbs and
sentence to a engaging
story using new descriptions.

75
 verbs (e.g., "The
family in the
Otjinungua lives
by the river.
They fish and
build mud
houses.").
- Descriptive
Paragraph
Writing: Learne
rs choose a
traditional or
modern house
and write a
paragraph
describing it
using a variety
of action verbs
and vivid
details.
15-19 Theme: the social
April environment

Topic:
Infrastructure and
Means of
Communication
(Transport)

Listening and
responding

Gr.1: role-play; -Display - Look at the - Observe - Pictures or toys of

pictures or toys pictures/toys learner different transport. -

76
sing songs/rhymes; of bicycles, and listen to engagement Audio recordings of
make simple stories cars, taxis, and the names. - and transport vocabulary.
and presentations. buses. - Say the Repeat the pronunciation of - "The Wheels on the
names clearly words after transport Bus" audio recording
and slowly, the teacher. - vocabulary. - or picture book.
pointing to each Listen to and Assess
picture/toy. - sing along understanding
Play audio with "The of "The Wheels
recordings of Wheels on the on the Bus"
the words and Bus." - Point through
encourage to the wheels participation and
repetition. - Sing and other actions.
"The Wheels on parts of the
the Bus Go bus as they
Round and sing.
Round" with
actions and
gestures.

-Share pictures -Look at the -Observe - Pictures of different

Gr.2: role-play; of buses, trains, pictures and comprehension public transport. -
sing songs/rhymes; Aeroplane, and listen to the of public Pictures or props for
make simple stories taxis. - Describe teacher's transport types bus-related actions. -
and presentations. each type of descriptions. - and Worksheet with
transport and its Discuss which descriptions. - adapted "The Wheels
purpose using public Evaluate on the Bus" lyrics.
simple transport they participation and
language. - have used or creativity in
Modify "The seen. - Sing singing the
Wheels on the the adapted adapted "The
Bus" by adding "The Wheels Wheels on the
verses about on the Bus" Bus." - Check
different public with new accuracy and
transport, e.g., verses. - fluency in
"The train Count to 20 counting to 20.

77
 whistles 'choo- with bus-
choo-choo!'" - related
Practice actions.
counting to 20
with bus-related
actions (e.g.,
hop on, sit
down, wave
goodbye).

- Show pictures -Look at the -Evaluate -Pictures of different

of airplanes, pictures and understanding of types of transport. -
Gr.3: role-play;
discuss the advantages and Worksheet with
sing songs/rhymes; bicycles, boats,
different disadvantages of prompts for describing
make simple stories trucks, and
transport different transport. - Music
and presentations. motorcycles. - transport. -
Discuss the options. - sheet/template for
Share their Assess creativity composing new
advantages and and accuracy in
disadvantages experiences verses. - Airplane-
with different composing new related props/images
of each verses for "The
transport type. - types of for counting.
transport. - Wheels on the
Encourage Bus." - Check
Create and
learners to fluency and
sing new
create new accuracy in
verses for "The
verses for "The Wheels on the counting to 50.
Wheels on the Bus"
Bus" using their describing
preferred modes their chosen
of transport. - transport. -
Practice Count to 50
counting to 50 with airplane-
with airplane- related
related actions actions.
(e.g., buckle up,
count clouds,
wave to people

78
 Speaking and
communication

Gr.1
Gr.2
Gr.3

Reading and
viewing
Gr.1
Gr.2 below).
Gr.3

Writing
Gr.1
Gr.2
Gr.3

Language
structures
Focus:
Gr.1
Gr.2
Gr.3

22-26 Theme: the social

April environment
2024
Topic:

79
Infrastructure and
Means of
Communication
(Communication)

Listening and
responding

Gr.1
Gr.2
Gr.3

Speaking and
communication

Gr.1
Gr.2
Gr.3

Reading and
viewing

Gr.1
Gr.2
Gr.3

Writing

Gr.1
Gr.2
Gr.3

Language

80
 structures

Focus:
Gr.1
Gr.2
Gr.3

29,30 Theme: the social

April- environment
2,3 May
2024 Topic: Weather,
season and the
environment.
(summer and
Autumn)

Listening and
responding

Gr.1
Gr.2
Gr.3

Speaking and
communication

Gr.1
Gr.2
Gr.3

Reading and
viewing

81
 Gr.1
Gr.2
Gr.3

Writing

Gr.1
Gr.2
Gr.3

Language
structures

Focus:
Gr.1
Gr.2
Gr.3

6-10 Theme: the social

May environment
2024
Topic: Trading,
Earning, spending
and saving.

Listening and
responding

Gr.1
Gr.2
Gr.3

Speaking and

82
 communication

Gr.1
Gr.2
Gr.3

Reading and
viewing

Gr.1
Gr.2
Gr.3

Writing

Gr.1
Gr.2
Gr.3

Language
structures

Focus:
Gr.1
Gr.2
Gr.3

13-17 Theme: Healthy,

May safety and
2024 nutrition

Topic: A healthy
and safe life style.

83
Listening and
responding

Gr.1
Gr.2
Gr.3

Speaking and
communication

Gr.1
Gr.2
Gr.3

Reading and
viewing

Gr.1
Gr.2
Gr.3

Writing

Gr.1
Gr.2
Gr.3

Language
structures

Focus:
Gr.1

84
 Gr.2
Gr.3

20-24 Theme: Healthy,

May safety and
2024 nutrition

Topic: parts of the

body, changes,
emotions and
senses.

Listening and
responding

Gr.1
Gr.2
Gr.3

Speaking and
communication

Gr.1
Gr.2
Gr.3

Reading and
viewing

Gr.1
Gr.2
Gr.3

85
 Writing

Gr.1
Gr.2
Gr.3

Language
structures

Focus:
Gr.1
Gr.2
Gr.3

27-31 Theme: The

May Natural
2024 Environment

Topic: Decision
making.

Listening and
responding

Gr.1
Gr.2
Gr.3

Speaking and
communication

Gr.1
Gr.2

86
 Gr.3

Reading and
viewing

Gr.1
Gr.2
Gr.3

Writing

Gr.1
Gr.2
Gr.3

Language
structures

Focus:
Gr.1
Gr.2
Gr.3

3-7 June Theme: The

2024 Natural
Environment

Topic: Weather,
season and the
environment.

Listening and
responding

87
Gr.1
Gr.2
Gr.3

Speaking and
communication

Gr.1
Gr.2
Gr.3

Reading and
viewing

Gr.1
Gr.2
Gr.3

Writing

Gr.1
Gr.2
Gr.3

Language
structures

Focus:
Gr.1
Gr.2
Gr.3

88
10-12 Assessment
June finalizing and
2024 report issuing.

89