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Ministry of Education
Grade 5 English
Scope and Sequence
Grade 5 English
Scope and Sequence
DISCLAIMER This document was produced with support from the U.S. Agency for International Development through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-663-A-12-00013. This publication was produced for review by USAID and was prepared by RTI International. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
Scope and Sequence – By Semester and Unit/Theme Grades 5-8 (30 week semester, 5 periods a week)
INTRODUCTION
The grade 1-8 English scope and sequence document attempts to indicate the breadth and depth of content to be covered in a syllabus in a week
and in a session which is 40 min. (scope). In addition it presents the order in which content is presented to learners over time( sequence). This
scope and content document
• provides a sound basis for a material writers to be able to offer a guaranteed and viable contents by addressing gaps in students’ learning
and eliminating unnecessary repetition.
• enables teachers to have clarity about the knowledge, skills and dispositions that students will acquire in their learning and what they
need to learn next.
• supports teachers’ effective unit and lesson planning and enables teachers to maintain a developmental focus on student learning as the
students progress through the subject.
This Scope and Sequence is based on sound, research-based instructional practices. It is assumed that the teaching and learning about the content
outlined in the Scope and Sequence is all based on the Gradual Release of Responsibility Model (Pearson and Gallagher, 1983; Duke and Pearson,
2002, pp. 208-210) where the responsibility for the use of a literacy practice gradually transfers from the teacher to the student. This model of
teaching and learning begins with an explicit description of the literacy practice and an explanation of when and how it is used plus a
demonstration of the literacy practice in action, which is followed by collaborative use of the literacy practice in action, then guided practice of the
action for those students needing more support, and independent use when students apply their learning in the context of new tasks.
In order to create child centered and context sensitive materials the scope and sequence treated the first cycle primary grades (grade 1 and grade 2,
Grade 3 and grade 4) and the second cycle primary grade (grade 5-8) separately. Again the first cycle primary grades (1to 4) are considered as the
fundamental stages of language learning and the stage at which that the learners have to get several support and inputs from the teachers and the
materials. Therefore, the contents of the scope and sequence for grade 1 and 2 address
Language items
Vocabulary
Oral language
Reading( comprehension, Phonemic awareness, concept of print and conventions, fluency)
Writing ( letter formation, words, punctuation and handwriting)
Grade 3 and Grade 4 address
Listening
Speaking
Word study
Reading comprehension
Reading fluency
Vocabulary
Language items
Writing conventions &process
The second cycle primary grades (5-8) are grade levels where students are attending other subjects in English. The scope and sequence has tried to
consult content areas in identifying contents for the English Language syllabus. As a result the scope and sequence part of these grades has the
following elements
Word study
Reading comprehension
Vocabulary
Listening
Speaking
Language items(grammar)
Reading fluency
Writing convention and writing composition
All the scope and sequence documents have the following elements.
Assessment
Resources and
Note for the teachers
The document considers that an academic year has 34 weeks which has 40 min. five periods for grade 3 to 8 and 40 minutes of six periods for
grade 1 and 2 in every week. Therefore there are 170 periods for grade 3 to 8 while there are 204 periods for grade 1 and 2. Each grade has 4
weeks of revision lesson in the whole academic year.
Proposed Weekly/Topic Lesson Schedule The whole materials are divided in themes. Each theme will cover three topics/ units and will be taught over three weeks (15 days). A unit will
also mostly focus on one kind of text type so that the students get very familiar with that text type and they can learn how to write texts following
the structure of the text type. There might also be specific vocabulary that will go with certain text types and themes.
During the lesson development the reading text will be central and organization of contents will be thematic and integrated. The thematic tests
will be used as a guide for all activities.
Theme
Topic
Learning objectives week 1
days
Day 1 Day 2 Day 3 Day 4 Day 5
Word study 10
Vocabulary 15 25
Reading comprehension 30
Reading fluency 15
Writing composition and 30
Writing convention 10
Speaking 20
Listening 25
Grammar 20
Overview of proposed schedule for a week for grade 5 - 8
Table of Contents
Unit 1: Activities .............................................................................................................................................................................................................................. 7
Week: 1 ........................................................................................................................................................................................................................................... 7
Week: 2 ......................................................................................................................................................................................................................................... 11
Week: 3 ......................................................................................................................................................................................................................................... 15
Unit 2: Family ................................................................................................................................................................................................................................ 18
Week: 4 ......................................................................................................................................................................................................................................... 18
Week: 5 ......................................................................................................................................................................................................................................... 22
Week: 6 ......................................................................................................................................................................................................................................... 25
Unit 3: School ................................................................................................................................................................................................................................ 28
Week: 7 ......................................................................................................................................................................................................................................... 32
Week: 8 ......................................................................................................................................................................................................................................... 35
Week: 9 ............................................................................................................................................................................................. Error! Bookmark not defined.
Unit 4: Food ................................................................................................................................................................................................................................... 39
Week: 10 ....................................................................................................................................................................................................................................... 39
Week: 11 ....................................................................................................................................................................................................................................... 42
Week: 12 ....................................................................................................................................................................................................................................... 46
Unit 5: Process .............................................................................................................................................................................................................................. 49
Week: 13 ....................................................................................................................................................................................................................................... 49
Week: 14 ....................................................................................................................................................................................................................................... 53
Week: 15 ....................................................................................................................................................................................................................................... 57
Unit 6: Likes and Dislikes ............................................................................................................................................................................................................... 61
Week: 16 ....................................................................................................................................................................................................................................... 61
Week: 17 ....................................................................................................................................................................................................................................... 64
Week: 18 ....................................................................................................................................................................................................................................... 68
Unit 7: Health and Safety .............................................................................................................................................................................................................. 71
Week: 19 ....................................................................................................................................................................................................................................... 71
Week: 20 ....................................................................................................................................................................................................................................... 74
Week: 21 ....................................................................................................................................................................................................................................... 77
Unit 8: Past Events ........................................................................................................................................................................................................................ 80
Week: 22 ....................................................................................................................................................................................................................................... 83
Week: 23 ....................................................................................................................................................................................................................................... 86
Week: 24 ........................................................................................................................................................................................... Error! Bookmark not defined.
Unit 9: Animals ............................................................................................................................................................................................................................. 89
Week: 25 ....................................................................................................................................................................................................................................... 89
Week: 26 ....................................................................................................................................................................................................................................... 92
Week: 27 ....................................................................................................................................................................................................................................... 95
Unit 10: Arts and Literature ........................................................................................................................................................................................................ 101
Week: 28 ....................................................................................................................................................................................................................................... 98
Week: 29 ..................................................................................................................................................................................................................................... 101
Week: 30 ..................................................................................................................................................................................................................................... 104
Theme: Activities
Topic: Free Time Activities
Week: 1 Learning objectives: By the end of the week, the students will be able to:
identify word parts
read and comprehend a text about ‘Free Time Activities’
listen and identify the main ideas and details
describe about their free time activities
identify and use simple present tense
read text on Free time activities fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should prefix and suffix) Eg. Activities-activit-ies
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading -Post reading Identify main ideas, infer
words from context,
inferential questions
-Descriptive text type
Fluency
-Before Reading Teacher extracts a paragraph from the previous reading text -Teacher models by reading the text Reading: Choral reading Students be in groups and practice fluency. They focus on intonation, expression and reading with sufficient pace
Vocabulary -Use textual clues to guess meanings of words taken from the reading passage about free time activities and match with their synonyms -Students learn meaning
of academic words using
contextual clues.
-acquire vocabulary
through independent
reading
-8-10 words new words
-use most frequent words
for this level
Games, field, swim, favourite, film, competition, playing, exciting, watching, movie, music, singing, dancing, running, skipping, visit,
- Use textual clues to guess meanings of words taken from the reading passage about free time activities -new vocabulary
-use contextual clues to match
with their synonyms
- 8-10 new words
-use most frequent words for
this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-Listen to a text about
Zeritu’s favourite hobbies
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking -Self-introduction and leave taking -In pairs and groups students introduce themselves and respond accordingly, e.g. I am… My name is… This is…. -bye, goodbye, bye bye, see you later -Students talk about their free time activities -Students practice with expressions used to ask questions and give clarifications regarding free time activities Using ‘What do you do…?’
Grammar Simple present tense Students read the passage again and identify the forms of the verbs Students use simple present tense to express what they always do in their free time -Students employ prepositions of time (on, in at) to express their ideas
Writing conventions
Practice Using capitalization and full stop in sentences
writing composition
Look at pictures on free time activities, and write sentences about them. -Write short guided paragraph about their free time activities using the appropriate forms of words. -students use present tense to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and the teacher circulates
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
in classroom if the
students are filling and
completing tables and
diagrams correctly from
what they have listened
to)
and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
- peer review (This focus on the use of this week’s vocabulary)
Theme: Activities
Topic: Everyday Activities
Week: 2 Learning objective: By the end of the week, the students will be able to:
identify word parts
read and comprehend a text about ‘Everyday Activities’
listen and identify the main ideas and details
describe about their everyday activities
identify and use adverbs of frequency
read text on Everyday activites fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should prefix and suffix)
Reading comprehension
Pre reading Let students see the pictures and ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events)
While reading -Read the passage silently,
stop for a while and ask themselves if they understand what they are reading
Post reading -Relate the information in the passage with what they know
Fluency
-Before Reading Teacher extracts a paragraph from the previous reading text -Teacher models by reading the text Reading: Choral reading Students be in groups and practice fluency. They focus on intonation, expression and reading with sufficient pace.
Vocabulary -Use textual clues to guess meanings of words (synonyms) taken from the reading passage about free time activities -Students learn meaning
of academic words using
contextual clues.
-acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. sleep, pray, buy, read,
comb, dance, sing , draw,
sweep, clean, wash,
brush, write,
- Use textual clues to guess meanings of words (synonyms)taken from the reading passage about free time activities -new vocabulary
-use contextual clues to match
with their synonyms
- 8-10 new words
-use most frequent words for
this level
Pre listening
Listening -listening activities
-students predict about
the listening text based
on title and illustration
While listening
-Listen to a text about
leisure time activities
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking -In pairs and groups
students role play simple
telephone conversation
about their daily routine
Use social expression: - Hello, who is speaking? Am I speaking to… -This is …
Grammar Adverbs of frequency Students use adverbs of frequency such as ‘always, sometimes, often, everyday’ in simple present tense to express what they always do in their free time
Writing conventions
Practice using question marks, full stop & capital letter
writing composition
-Students fill in blank spaces using adverbs of frequency to talk about their daily routine -write five sentences about their free time activities -students use adverbs of frequency in present tense to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme: Activities
Topic: Classroom Activities
Week: 3 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘progressive activities.
listen and identify the main ideas and details
describe about their everyday activities
identify and use present continuous tense
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using syllable (blending and segmenting should focus on syllable)
Reading comprehension
-Pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events using pictures) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading -Ask some inferential questions so that students relate their prior knowledge
with that of the passage.
Fluency
-Before Reading Teacher extracts a paragraph from the previous reading text -Teacher models by reading the text Reading: Choral reading Students be in groups and practice fluency. They focus on intonation, expression and reading with sufficient pace and speed.
Vocabulary -Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -Students learn meaning
of academic words using
contextual clues.
-acquire vocabulary
through independent
reading
-8-10 words new words
-use most frequent words
for this level
Eg. reading, singing ,
drawing, sweeping,
cleaning, writing, …
-Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -new vocabulary
-use contextual clues to match
with their synonyms
- 8-10 new words
-use most frequent words for
this level
Listening
Pre listening
-students predict about
the listening text based
on title and illustration
given.
While listening
-Listen to a text about
classroom activities
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening -Ask questions which
summarize the main
points.
Speaking Students practice with expressions asking for repetition regarding progressive activities Eg; A. What are you doing? B. I’m Playing football
Grammar Present continuous tense:
Students use present continuous tense to express what they are doing in their free time
Do the given activities by using the correct form of present continuous tense EG. I am playing football.
Writing convention
Spelling rule—adding -ing on verbs ending by vowel letters by omitting the last vowel Eg. Have – having Write -writing
writing composition
-Students look at pictures and write guided paragraphs about what people are doing. -students use present continuous tense to write the paragraph (students will think, plan and write using grammatically correct
and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme: Family
Topic: My Family
Week: 4 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘My family’
listen and identify the main ideas and details
describe about their families
identify and use possessives
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4
thematic words using syllable (blending and segmenting should focus on syllable)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge - Encourage them to use pictures for prediction. -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Descriptive text type
Fluency
Teacher let students read a paragraph from the previous reading text -Teacher models by reading the text Reading: pair reading Students be in pairs and practice fluency. They focus on accuracy, rate and expression
Vocabulary -Use textual clues -Students learn meaning
of academic words using
contextual clues.
-acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about my family -new vocabulary
-use contextual clues to match
with their synonyms
- 8-10 new words
-use most frequent words for
for this level
Eg. Extended-family,
nuclear-family, , aunt,
uncle, daughter, son,
grandfather, cousin,
nephew, niece,
this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-Listen to a text about my
famiys
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions. Complete the
table based on their
listening.
post listening summarize the main
points and relate them
with what they know
Speaking Conversation will be given and students practice in pairs.
Then, they set their own conversation Use social expression: - have/has -‘s and s’
Grammar Possessive- Has/have -Apostrophes ‘s and s’ Students use possessives and apostrophes to express their family
members Do the given activities by using the correct form of possessives
Writing convention
Spelling rule—adding –‘to replace an omitted letter Eg. Cannot-can’t I am- I’m… She is – She’s, They
Writing composition
- Rearrange jumbled sentences related to their family and compose them into a logical paragraph. (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme: Family
Topic: Family Relationships
Week: 5 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘Family Relationship’
listen and identify the main ideas and details
describe about their familyrelationship
identify and use comparatives and superlatives
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using syllable suffix (blending and segmenting should focus on SYLLABLE)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge (based on pictures) -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify the main ideas and
compare them with their
knowledge about the topic
Fluency
Teacher let students read a paragraph from the previous reading text -Teacher models by reading the text Group reading Students be in pairs and practice fluency. They focus on accuracy, rate and expression
Vocabulary -Students will be given different family words and required to categorize them - Student match 8-10
family words with their
meaning.
- Use textual clues to guess meanings of words and match with their homophones taken from the reading passage about family relationship -new vocabulary
-use contextual clues to match
with their synonyms
- 8-10 new words
-use most frequent words for
this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-Listen to a text about
leisure time activities
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking -Students ask and answer questions about their family member, using possessive‘s E.g. Who is your mother’s niece? Who is your father’s sister? -Students practice comparative and superlative forms of adjectives
Grammar -Comparatives and superlatives -Students use them to express their family members
Writing convention
Spelling rule—adding –er and –est on adjectives to change them into comparatives and superlatives
writing composition
-Write a short descriptive paragraph about family relationship. (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
(This focus on the use of this week’s vocabulary)
Theme: Family
Topic: A Mother’s Role
Week: 6 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about their mother’s role
listen and identify the main ideas and details
describe about their mother’s roles.
identify and use Adverbs Of Degree
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Compounding
- Students are given words in two columns. Then, they form compound nouns using them.
Reading comprehension
-pre reading Ask question to relate their prior knowledge with the topic -prediction (relate the students’ background knowledge with past events) -While reading
Read the passage silently, stop for a while and ask themselves if they understand what they are reading. Then, students transfer information in to a table Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read together and practice fluency. They focus on accuracy, rate and expression
Vocabulary - Homonyms Use textual clues to guess meanings of words and identify their meaning differences Eg. Head (part of a body) Head-leader of a family -Students learn meaning
of academic words using
contextual clues.
-acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Right, head, corn, lie,
- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about free time activities -new vocabulary
-use contextual clues to match
with their synonyms
- 8-10 new words
-use most frequent words for
this level
can…
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-Listen to a text about
‘Mother’s day’.
-stops /pause reading and
ask question like what
will happen next,
understanding
questions…
post listening -Let them summarize the
main points and report to
the class orally.
Speaking -Students ask and answer questions using social expressions such as – -can you help me? -Yes, I can. -Students practice by asking and answering questions.
Grammar -Adverbs of Degree -Students use adverbs of degree Such as well, fast, quickly… -Do the given activities by using the correct form of adverbs of degree
Writing conventions
Punctuation mark-hyphen (-) to make compound words Eg. Mother-in-law
writing composition
-Write a short descriptive paragraph about the
responsibility of one of the members of their own family (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme: School
Topic: Rules and Regulations of School
Week: 7 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘Rules and Regulations of School’
listen and identify the main ideas and details
describe about Rules and Regulations of School
identify and use simple present tense
read text on rules and regulations fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic using syllabication (blending and segmenting should focus on syllable)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves and answer the question based on it. Post reading Identify main ideas, infer
words from context,
inferential questions
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read together and practice fluency. They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - Students fill in blank
- Use textual clues to guess meanings of words and match with their synonyms
spaces using appropriate words in a guided paragraph about the rules and regulation of a school from the lists of words given -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Compound, beautiful,
clean, dirty, bell,
blackboard, bookshelf,
desk, notes board, fence,
exit, primary school,,etc.
taken from the reading passage about rules and regulations of school -new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Students listen to a description about the rules and regulations of a given school and complete the activities based on it. post listening Summarize the main points
and evaluate it based on
their knowledge.
Speaking -Students use modal verbs which express obligation to describe the rules and regulations of their schools E.g. you must come to school on time ---- students practice using these social expressions and discuss what they must do.
Grammar -Students employ present simple tense to describe the rules and regulations of school -Do the given activities by using the correct form of simple present tense
Writing conventions
Capitalization -students use capital letters at the beginning of a sentence and personal letters.
writing composition
-Write a short descriptive paragraph about their roles and responsibility at school (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review For students. Informal monitoring. The teacher circulates
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For Example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
-summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
Theme: School
Topic: Let’s Make our School Beautiful
Week: 8 Learning objectives: By the end of the week , he students will be able to:
identify word parts
read and comprehend a text about ‘Let’s Make our School Beautiful’
listen and identify the main ideas and details
talk about how to make their school beaytiful
identify and use aadverbs of reason
read text on how to make school beautiful fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using suffixes (blending and segmenting should focus on suffixes) Eg. Beauty-beaut -awful Punish-punish-ment
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the
students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading -Post reading Identify main ideas, infer
words from context,
inferential questions
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read together and practice fluency. They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - Students fill in blank spaces using appropriate words in a guided paragraph about how to make their school beautiful -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary
through independent
reading
-8-10 words new words
-use most frequent words
- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about let’s make our school beautiful -new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
-use most frequent words
for this level
for this level
Eg. playground , Class, room, laboratory, library entrance, rules, regulation, punishment, duty, obligation, right, late, early
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about keeping school environment clean -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Students make suggestions using modal verbs (e.g. why don’t you…? you should …) -Students in pairs/ groups talk about their schools Role-play: students act as guides/visitor to their school. -The guides describe the school and the visitors ask questions
Grammar -Students employ adverbs of reason such as ‘because, for, as, since’ on their appropriate positions
Writing conventions
Use punctuation marks such as question mark and
comma in their appropriate positions
writing composition
-Write a short paragraph describing ways of keeping school environment clean (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual reviewfor students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 3: School
Topic: What are your future plans?
Week: 9 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘What is your future plan?
listen and identify the main ideas and details
describe about ‘What is your future plan?
identify and use ‘Simple Future Tense
read the text ‘what’s your future plan?’ fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using suffixes (blending and segmenting should focus on suffixes)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Individual reading A teacher picks 3-5 students in a class and let them read loudly
They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - Students match with their synonyms -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Plan, hope, wish, favorite, study hard, …
- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about what’s your future plan -new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about a future plan -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Students ask and answer questions about their future plans. Students discuss what they are going to do when they are older social expression E.g. I’m going to be a pilot; I’m going to build a house etc. In groups students plan how they would change the school. They report back to the class with their plans (We’re going to ….)
Grammar Simple Future with going to (intention) and will +v1 going to (future plans) Students use ‘going to + V1’ to express their future plans or intentions, e.g. ‘We’re going to paint the buildings.’ ‘We’re not going to drop rubbish
Writing conventions
-Spelling rule ‘going to +v1 -Let students spell different words using the given rule.
writing composition
-Write a short descriptive paragraph about future plans (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
Speaking -turn and Talk. -observation -presentation Grammar
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
-group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
-presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 4: Food
Topic: Why do we eat food?
Week: 10 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘Food Items’
listen and identify the main ideas and details
describe about food items they know
identify and use Countable and Uncountable nouns
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using suffixes (blending and segmenting should focus on suffixes)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Descriptive text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Pair reading A teacher let students in a pair let them read loudly together They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - Students match with their synonyms -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary
through independent
- Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
reading
-8-10 new words
-use most frequent words
for this level
Eg. Shops, food, meat, vegetable, fruit, cereal, a flour, sack, supermarket, box, paper,
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about a food items -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Students discuss food items they know in their area -Use social expression such as ‘How many…. How much… -In groups students discuss about food items using social expressions -They report back to the class with their plans to be clever student
Grammar Countable and Uncountable nouns -Students use countable and uncountable nouns -Use plural forms of nouns
-Do the given activities by using the correct form of nouns
Writing conventions
Punctuation mark Use appropriate punctuation marks
writing composition
-Write a short descriptive paragraph about any food items they like (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 4: Food
Topic: Shopping for Food
Week: 11 Learning objectives:
By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘shopping
listen and identify the main ideas and details
describe about shopping food items they know
identify and use Quantifiers
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words by affixes (blending and segmenting should focus on affixes)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with shopping) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Group reading A teacher makes a group of
3-5 students and let them read in groups loudly They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - Students match with their antonyms -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. box of, a kilo of, a litre of, a packet of ), sell,/buy give, bring, want, cheap, expensive, cost, maybe interest, price
- Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about shopping -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Students make up and act out role play between shop keeper and a
customer -Use social expression such as ‘How many…. How much… Polite request: Use modal auxiliary verbs to E.g. May, can, could I have… please) I want/need/would like to … please? -In groups students discuss about food items, price and shopping using social expressions -They present to the class with their plans to be clever student
Grammar Quantifiers -Students use quantifiers, to express constable and uncountable food items. -Do the given activities by using the correct form of quantifiers such as ‘a few, a little, much, many
Writing conventions
Spelling rule -change nouns into plural forms by adding –s, es…
writing composition
-Rearrange jumbled sentences related to shopping -Write a short descriptive paragraph by organizing the arranged paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Vocabulary
-exit card -summaries and reflections
Speaking -turn and Talk. -observation
Reading fluency -the teacher evaluates while the students read loudly
-teacher’s review
-peer review
-rubrics (Use a table of
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
- peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
-presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 4: Food
Topic: Food for Health
Week: 12 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘Food for Health’
listen and identify the main ideas and details
describe about the uses of food for our health
identify and use ‘Definite and indefinite articles
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using syllabically
(blending and segmenting should focus on syllable
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Descriptive text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Group reading A teacher makes a group of 3-5 students and let them read in groups loudly They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - Students fill blank spaces with the appropriate words from the given lists -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary
- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about free time activities -new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Healthy, balanced diet,
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about a uses of food for health -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Polite request: Use modal auxiliary verbs to express ideas as: permission, necessity and possibility E.g. May, can, could I have… please)
I want/need/would like to … please?
To recycle words in small groups, students from oral chain sentences, for example, I would like to have tea;
Grammar -Students use definite and indefinite article -Use the correct article -Do the given activities by using the correct
article
Writing conventions
Spelling rule
writing composition
-Write a short descriptive paragraph based on the given information about balanced diet. (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For Example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 4: Processes
Topic: Making Tea
Week: 13 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘Making Tea’
listen and identify the main ideas and details
describe about the process of making things
identify and use ‘Imperatives’
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffix)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Group reading A teacher makes a group of
3-5 students and let them read in groups loudly They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - Students fill blank spaces with the appropriate words from the given lists -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Example. Process, gradual, slow, quick, fast, adhere, pour, stir, press, wash, boil, look after, serve, , a cup of (may depend what process is chosen),
- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about making tea -new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about a process of making things -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Students in pairs/group talk about the process of how tea is made and arrange the sequence of activities -A student use sequential words such as first, second, then, lastly, finally,. And describe a process
Grammar -Imperatives -Students construct imperative sentences Sequencing words Students use sequencing words to describe a process. e.g. first, second, then, after that, finally, etc . -Use the correct form of imperatives -Do the given activities by using the correct article
Writing conventions
Spelling rule Use of capitalization to begin a sentence; commas and full stops.
writing composition
- Students look at pictures and write descriptive paragraph about the picture -Write a short descriptive paragraph using sequential words such as first, second, then, last.. (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction
Vocabulary
-exit card
Speaking -turn and Talk.
Reading fluency -the teacher evaluates while
-teacher’s review
-peer review
-blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
-summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
-observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 5: Processes
Topic: Baking Bread
Week: 14 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘Preparing Bread’
listen and identify the main ideas and details
describe about the process of making things
identify and use ‘Active and passive’
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using affixes
(blending and segmenting should focus on suffix)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read the first paragraph of the previous passage loudly They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences
-Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences
-acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. cut, push, pull, put, add, avoid, put, pick up , made up of, consist of
-acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about a process of making things such as a table or bread… -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking Expressing Ability: Use (can/can’t) to, E.g. Can you read? Yes/sure I can (ability). I’m sorry, I can’t(inability)
Grammar Present simple passive -Students construct imperative sentences Sequencing words Students use sequencing words to describe a process. e.g. first, second, then, after that, finally, etc . -Use the correct form of
passives -Do the given activities by using the correct article
Writing conventions
-Students practice with capitalization and writing punctuation marks in sentences and paragraphs
writing composition
-Students write sentences step by step about how to make bread using present passive (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 5: Process
Topic: Making a Table
Week: 15 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘Making pot
listen and identify the main ideas and details
describe about the process of making things
identify and use ‘Present passive’
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffix)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read the first paragraph of the previous passage loudly They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. cut, push, pull, put, add, avoid, put, pick up , made up of, consist of
-Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences -acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about a process of making things -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking
-Students in pairs/group talk about the process of how pot is made and arrange the sequence of activities
-A student use sequential words such as first, second, then, lastly, finally,. And describe a process
Grammar Present simple passive -Students construct imperative sentences Sequencing words Students use sequencing words to describe a process. e.g. first, second, then, after that, finally, etc . -Use the correct form of passive -Do the given activities by using the correct forms of passives
Writing conventions
-Students practice with capitalization and writing punctuation marks in sentences and paragraphs
writing composition
-Students write sentences step by step about how to make things which are made in their areas using present passive (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 6: Likes and Dislikes
Topic: Which Season do you like?
Week: 16 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and get the main idea of the ‘which season do you like?’
listen and identify the main ideas and details
describe the season they like most
identify and use ‘comparison’
read this level text fluently
write a paragraph relating weather condition
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using syllabication (blending and segmenting should focus on syllables)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-comparative text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Pair reading A teacher and students read the first paragraph of the previous passage loudly They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings - contextual meaning- Students guess the meaning of new words from context -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Autumn, spring, summer, winter, year, month, week, day, hour, etc.
-Use textual clues to guess meanings - contextual meaning- -Students guess the meaning of new words from context -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about seasons -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Students ask and answer questions about seasons they like. -Students talk to each other in pairs or in group by comparing seasons -Use social expression to describe what student’s likes/dislikes. (I like… I don’t like… etc. Do you like… No I dislike…)
Grammar Comparison -Students make comparison sentences using comparative and superlative degree -identify the forms of comparatives and superlatives.
Writing conventions
-Students practice with capitalization and writing punctuation marks in sentences and paragraphs
writing -Students write sentences
composition and make a paragraph about the Sunday’s weather condition.
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review For students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 6: Likes and Dislikes
Topic: Sports we like
Week: 17 Learning objectives: By the end of the week , the students will be able to:
identify word parts;
read and get the main idea of ‘Sports you like’
listen and identify the main ideas and details
describe the sports they like most
identify and use adverbs of frequency
read this level text fluently
write accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using syllabication (blending and segmenting should focus on syllables)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge - Predictions: Look at the picture of sporting events and predict content of the text. prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Pair reading A teacher and students read the third paragraph of the previous passage loudly They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Words related to sports
-Use textual clues to guess meanings - contextual meaning- -Students guess the meaning of new words from context -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about animals -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Students ask and answer questions about sports they like. -Students talk to each other in pairs or in group by comparing sports. -Use social expression to describe what student’s likes/dislikes. (I like… I don’t like… etc. Do you like… No I
dislike…)
Grammar Adverbs of frequency in Simple Present tense ; always, every day, sometimes.
Writing conventions
-Students practice with capitalization and writing punctuation marks in sentences and paragraphs
writing composition
-Students write sentences and make a paragraph about the known football players based on the given information. -students think, plan, write and check to write their paragraph.
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
are filling and completing
tables and diagrams
correctly from what they
have listened to)
which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
week’s vocabulary)
Theme 6: Likes and Dislikes
Topic: What would you like to be?
Week: 18 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and get the central idea of ‘What would you like to be?’
listen and identify the main ideas and details
describe their ambitions
identify and use modals for expressing ability
read this level text fluently
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using suffixes (blending and segmenting should focus on suffixes)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask
themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
Teacher let students read a paragraph from the previous reading text in groups -Teacher models by reading the text Group reading -students read the first paragraph of the previous passage loudly in groups They focus on accuracy, rate and expression
Vocabulary -Use textual clues to guess meanings -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Teacher, doctor, engineer, pilot, lawyer, architect, mechanic, tailor, tourist, fisher, president, politician, musician, physician, actor, actress, trader, soldier, astronomer, author, writer, journalist, etc.
-Use textual clues to guess meanings - contextual meaning- -Students guess the meaning of new words from context -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level
Listening
Pre listening
-listening activities
-students predict about the
listening text based on title
and illustration
While listening
-Listen to a text about hobbies -a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking Would you like to … Use ‘would you like…’ to talk about what you desire or hope to do or achieve in your future
Grammar Expressing Ability Can/can’t
Writing convention
-Students practice using capitalization and punctuation marks in sentences and paragraphs correctly
writing composition
-Students write sentences and a paragraph about the sports they want to be. -students think, plan, write and check to write their paragraph.
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization,
level. - Presentations. -Filling charts, tables
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
as well as accuracy. Expectation will be clearly defined
Theme 7: Health and Safety
Topic: Personal Hygiene
Week: 19 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and get the central point of ‘personal hygiene’
listen and identify the main ideas
describe some means of keeping personal hygiene,
identify and use indefinite pronouns
read this level text fluently
write accurately
Lesson components
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words with two to three syllable (segmenting should focus on syllables)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge
-Prediction-students predict the content of the text based on the illustrations and pictures. -While reading -Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading -Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
-The teachers model one paragraph with fluency (accuracy, rate, expressions); then students will read similarly.
Vocabulary -Use textual clues to
acquire vocabulary through
independent reading
- match the given words
with their appropriate
meaning.
-use most frequent words
for this level
Eg. Headache, fever, health, recover, shiver, painful, painkillers, aspire, illness, injure, patient, tablet, stress, symptom, bacteria, vomiting, etc
-new vocabulary
-use contextual clues
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
listening activities
-students predict about the
listening text based on title
and pictures
While listening
-a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Using modal verbs: ‘should/shouldn’t’, The students express their roles and responsibilities in keeping their personal hygiene in pair or in group
Grammar -Indefinite pronouns Anybody/somebody/ everybody - Teacher gives examples with contexts -explains indefinite pronouns - Provide students with opportunities to give and receive feedback.
Writing convention
-The students use the apostrophe marks in writing. (comma and full stops)
writing composition
-Write a paragraph about how they are keeping their personal hygiene by first filling the table. (students will think, plan and write using correct sentences)
Assessment Word study -explicit instruction -segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations.
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill tables and
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined for students.
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
-summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
Theme 7: Health and Safety
Topic: Preventing Disease
Week: 20 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about preventing disease
listen and identify the main ideas and details
describe some means of preventing disease using ‘must’‘ and ‘mustn’t’
identify and use Modal verbs: Should/shouldn’t, read this level text fluently
write a paragraph accurately
Lesson components
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words with two to three syllables (segmenting should focus on syllables)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading
Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
-The teacher models the third paragraph with fluency (accuracy, rate, expressions); then students will read chorally.
Vocabulary -Use textual clues to find
synonyms of new words –
acquire vocabulary through
independent reading
-8-10 new words
-use most frequent words
for this level
Eg. Headache, fever shiver, painful mosquito-net Symptom, insect, vomiting,…
-new vocabulary
-use contextual clues to find
synonyms of words
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
listening activities
-students predict about the
listening text based on title
and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Using modal verbs: ‘must/mustn’t -The students express ways of preventing malaria in pair or in group
Grammar Modal verbs: E.g. Should/shouldn’t Teacher gives examples with contexts - Provide students with opportunities to give and receive feedback.
Writing convention
The student’s use question mark and capitalization in writing. (Make 3-5 interrogative sentences that will be asked a doctor)
writing composition
Write a paragraph about how they can prevent malaria in their area. (students will think, plan and write using correct sentences)
Assessment Word study -explicit instruction -segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 7: Health and Safety
Topic: How to Avoid Danger
Week: 21 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text relating to danger
listen and identify the main ideas and details
describe some means to taking care of oneself from danger
Identify and use imperatives
read this level text fluently
write a paragraph accurately
Lesson components
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words with two to three syllables (segmenting should focus on syllables)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read chorally.
Vocabulary -Use textual clues to find
synonyms of new words –
acquire vocabulary through
independent reading
-5-10 new words
-use most frequent words
for this level
Eg. Accident, take-care, danger, accident, emergency, bandage, cleanliness, hurt, etc.
-new vocabulary
-use contextual clues to find
synonyms of words
- 8-10 words
-use most frequent words
for this level
Listening
Pre listening
-students predict about the
listening text based on title
and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen next,
understanding questions…
post listening summarize the main points
Speaking -Using modal verbs: ‘must/mustn’t, The students express sharp materials like blade, needle,… in pair or in group
Grammar -Imperatives: (positive and negative)
Do, do not/don’t - Teacher gives examples with contexts
- Provide students with opportunities to give and receive feedback.
Writing conventions
The students use Exclamation mark in writing. (Make 3-5 sentences using exclamation mark)
writing composition
Write a paragraph about cooking food’ (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 8: Past Events
Topic: My Childhood
Week: 22 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘My Childhood’
listen and identify the main ideas and details
describe about a their childhood experiences
identify and use regular simple past verbs
read this level text fluently
write a paragraph accurately
Lesson components
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic compound words (Blending and segmenting should focus on compound words like childhood to child-hood, friendship to friend – ship…)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will practice in groups.
Vocabulary -Use textual clues to fill
blank spaces by choosing
from the given list of
words
–acquire vocabulary
through independent
reading
-8-10 new words
-use most thematic and
academic words
Eg. Ago, last, before, after, once upon a time, autobiography, history, event, past, beginning, famous, etc.
-new vocabulary
-use contextual clues to fill
blank spaces by choosing
from the given list of words
- 8-10 new words
-use most thematic and
academic words
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking -Students ask and answer questions using the past
simple based on their childhood experience -what did you do….
Grammar Simple past - Teacher gives examples with contexts
-explains adverbs of time in simple past like yesterday, last week,
- Provide students with opportunities to give and receive feedback.
Writing conventions
-Spelling of regular verbs -The students add –ed to regular verbs to change into their past tenses.
writing composition
Write a paragraph about their childhood experiences in the past tense -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
tables and diagrams
correctly from what they
have listened to)
respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Theme 8: Past Events
Topic: A famous Ethiopian Athlete
Week: 23 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about an Ethiopian famous athlete
listen and identify the main ideas and details
describe about a famous athlete that they admire in their area
identify and use irregular simple past verbs
read this level text fluently
write a paragraph accurately
Lesson components
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffixes)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading
Post reading Identify main ideas, infer
words from context,
inferential questions
Narrative text type
Fluency
-The teacher models the first paragraph with fluency (accuracy, rate, expressions); then students will practice in pairs.
Vocabulary -Use textual clues to
match with their
synonyms of new words –
acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Known, familiar, outstanding, brave, clever, lazy, good, bad, guy, person…
-new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking So do I/ Nor do I
Grammar past simple Irregular verbs: - Teacher gives examples with contexts -explains adverbs of time in simple past like yesterday, last week, - Provide students with opportunities to give and receive feedback.
Writing conventions
.-Spelling of words by adding-tion on nouns like exam-examination students learn spelling of words with these vowel alternation
writing composition
Write a paragraph about an athlete in their area or about any athlete they know. -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
have listened to)
share learning from previous lesson. Teacher uses this information to determine the direction
Theme 8: Past Events
Topic: Summer Vacation
Week: 24 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘My Last Summer Vacation’
listen and identify the main ideas and details
describe about their past summer vacation
identify and use simple question form past verbs
read this level text fluently
write a paragraph accurately
Lesson components
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words using Vowel alternations Eg. define–definition, (blending and segmenting should focus on vowel alternation)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they
understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read individually.
Vocabulary -Use textual clues to
match with their
synonyms of new words –
acquire vocabulary
through independent
reading
-8-10 words new words
-use most frequent words
for this level
Eg. Outstanding, clever, good, bad, guy, vacation, refreshment,
-new vocabulary
-use contextual clues to
match with their synonyms
- 8-10new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking -Students ask and answer
questions using the past simple based on their last summer vacation
Grammar Simple past! - Question Forms
Writing conventions
- Capitalization and Punctuation
writing composition
Write a paragraph about what they did in the past summer -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Theme 9: Animals
Topic: Animals in the Forest
Week: 26 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about animals in the forest
listen and identify the main ideas and details
describe about wild animals
identify and use simple present tense
read this level text fluently
write a paragraph accurately
Lesson components
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffixes) Or blend and segment words using syllabification
Reading comprehension
Pre reading: Ask question to relate with their prior knowledge. -prediction (relate the students’ background knowledge about wild animals) While reading: Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading: Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read individually.
Vocabulary -Use antonymous of
words to differentiate the
name of animals. Acquire
vocabulary through
independent
reading(using dictionary)
-8-10 new words
Eg. Animal, jungle, wild, domestic, endemic, endanger, elephant, climate, frog, eagle, lion, giraffe, forest, grass, leaf, flower, fire, monkey, gazelle, insect, mosquito, snake, tortoise, , science laboratory, etc.
-new vocabulary
-match animals with their
sounds, names (male,
female), young, etc.
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking In pairs, students choose one animal they know and describe it. (where they live, what they eat, etc.) Use ‘do and does’ to form questions. Eg. Where does a dog live? Where do lions live?
Grammar present tense - Teacher gives examples with contexts -explains the use and form of simple present tense - Provide students with opportunities to give and receive feedback.
Writing conventions
-Spell 5-10 thematic related words -Use comma (,) to differentiate names of animals in a sentence.
writing composition
Write a descriptive paragraph about animals
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
tables and diagrams
correctly from what they
have listened to)
respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
Theme 9: Animals
Topic: Domestic Animals
Week: 25 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about domestic animals
listen and identify the main ideas and details
describe about domestic animals
identify and use Comparative and superlative degree
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffixes) Or blend and segment words using syllabification
Reading comprehension
Pre reading: Ask question to relate with their prior knowledge. -prediction (relate the students’ background knowledge about what wild animals eat) While reading: Read the passage silently, stop for a while and ask
themselves if they understand what they are reading Post reading: Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
-The teachers model by reading the text with fluency (accuracy, rate, expressions); then students practice individually in the same way.
Vocabulary Use graphic organizer to
differentiate different
types of animals.
Acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Domestic, Carnivore,
omnivore, productive,
milky, …
-new vocabulary
-use word spider
-categorize words related to
what domestic animals by
using graphic organizer
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking -Students ask and answer questions related to wild animals -Play ‘Who am I?’ game in pairs. (Students pretend and describe themselves like they are animal and ask questions using ‘who am I?)
Grammar -Comparative and superlative degree - Teacher gives examples with contexts -explains the use and form of comparative and superlative - Provide students with opportunities to give and receive feedback.
Writing conventions
-Use capitalization, full stop, comma and question mark (., , and ?,) in a paragraph.
writing composition
Write a descriptive paragraph about domestic animals (students think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
- peer review (This focus on the use of this week’s vocabulary)
Theme 9: Animals
Topic: National Parks in Ethiopia
Week: 27 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about parks in the country
listen and identify the main ideas and details
describe about national parks in Ethiopia
identify and use simple future tense
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and Segment 3-4 thematic words using syllables
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with simple future events) -While reading Read the passage silently,
stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
- Descriptive text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read individually.
Vocabulary -Use textual clues to
match with their
synonyms of new words –
acquire vocabulary
through independent
reading
-8-10 words new words
-use most frequent words
for this level
Eg. Park, endangered,
income, indigenous,
tourist, nourishment,
sustenance….
-new vocabulary
-use contextual clues to
match with their synonyms
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening
summarize the main
points
Speaking -Students ask and answer questions using -‘Should do’ and ‘Shouldn’t do’ for national park guide
Grammar -Simple Past Tense - Teacher gives examples with contexts
Writing conventions
-Spelling of words by adding prefixes on nouns like danger- en+ danger= endanger students learn spelling of words with these vowel alternation
writing composition
Write a paragraph about importance of animals in their area -students use present tense and future tense to write the paragraph (students will think, plan and write using grammatically correct, meaningful and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
correctly from what they
have listened to)
share learning from previous lesson. Teacher uses this information to determine the direction
Theme 10: Arts and Literature
Topic: Animal Fables
Week: 28 Learning objectives: By the end of the week , he students will be able to:
identify word parts
read and comprehend a text about ‘Animal Fables’
listen and identify the main ideas and details
describe about animal fables they know in their area
identify and use simple past verbs
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segment 3-4 thematic words using syllables (blending and segmenting should focus on homophones)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading
Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will practice individually. -Teacher picks3- 5 students and let them read turn by turn loudly.
Vocabulary -Use textual clues to match with their meaning -contextually infer meaning of vocabulary through independent reading from reading context -acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Art, literature, animal, artist, famous, fable, …
-new vocabulary
-use meaning relation to
acquire meaning of words
from context
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening
summarize the main
points
Speaking -look at pictures of animals and compare and contrast them orally -discuss in groups and present to the classrooms
Grammar -Past simple - Teacher gives examples with contexts -explains adverbs of time in simple past like yesterday, last week, - Provide students with opportunities to give and receive feedback.
Writing conventions
-students are given sentences or a paragraph without punctuation marks and they use the correct punctuation marks and rewrite it.
writing composition
Write a paragraph about animal story which is popular in their areas. -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
(This focus on the use of this week’s vocabulary)
Theme 10: Arts and Literature
Topic: A Singer
Week: 29 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text about ‘A Singer’
listen and identify the main ideas and details
describe about a famous singer in their area
identify and use question past verbs
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and segment 3-4 thematic and more complex words by suffixes(blending and segmenting should focus on suffixes) Eg. sing-singer Ethiopia-Ethiopian…
Reading comprehension
-pre reading Ask questions to relate with their prior knowledge -prediction (relate the students’ background knowledge with past
events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read in pairs turn by turn.
Vocabulary -Sentence race
-students make a
sentence using the given
new words
-acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Musician, odor, flavor, stanza, poem, melody, …
- Sentence race- students
make a sentence using the
given new words
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking Expressing opinion: Use social expressions: -in my opinion… -I think…
Grammar -Past simple Question Forms: Ask and answer questions using Did … - Teacher gives examples with contexts -explains adverbs of time in simple past like yesterday, last week, - Provide students with opportunities to give and receive feedback.
Writing conventions
-‘s and s’ to show possession students learn spelling of words with ‘s and s’
writing composition
Write a paragraph about a musician they like more -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
this week’s vocabulary)
Listening
Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined
Visual Representations
(Fill blank spaces, tables
and the teacher
circulates in classroom if
the students are filling
and completing tables
and diagrams correctly
from what they have
listened to)
through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
-exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
Theme 10: Arts and Literature
Topic: Works of Art
Week: 30 Learning objectives: By the end of the week , the students will be able to:
identify word parts
read and comprehend a text relating to works of art
listen and identify the main ideas and details
describe a writer familiar to them
identify and use of present continuous tense
read this level text fluently
write a paragraph accurately
Lesson components
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blend and segment 3-4 thematic words by suffixes Eg. Writer-write-er (blending and segmenting should focus on suffixes)
Reading comprehension
-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past
events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer
words from context,
inferential questions
-Narrative text type
Fluency
-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read individually.
Vocabulary -Use textual clues to
guess the meaning of new
words –
acquire vocabulary
through independent
reading
-8-10 new words
-use most frequent words
for this level
Eg. Fiction, diary, creative, organize, logical, ….
-new vocabulary
-use contextual clues to
guess the meaning of new
words
- 8-10 new words
-use most frequent words
for this level
Listening
Pre listening
-listening activities
-students predict about
the listening text based
on title and illustration
While listening
-a teacher stops /pause
reading and ask question
like what will happen
next, understanding
questions…
post listening summarize the main
points
Speaking Invitations: Expressions for inviting and responding to invitations (I would like to invite you to…, Could you …, I was wondering if you could … etc) E.g. Could you come and have a lunch with us please? Sure! Or I’m sorry I can’t make it now. I have got another appointment. Thank you!
Grammar -Simple present tense: - Teacher gives examples with contexts - Provide students with opportunities to give and receive feedback.
Writing conventions
-Spelling of words using –ing forms by omitting the last vowel Eg. Have-having Write-writing students learn spelling of words with –ing forms
writing composition
Write a short story about what they heard or read (students will think, plan and write using grammatically correct and logical sentences)
Assessment Word study -explicit instruction -blend and segment words
Reading comprehension
-turn and Talk
Vocabulary
-exit card -summaries and reflections - peer review (This focus on the use of
Speaking -Turn and Talk. -observation -presentation Grammar -group production
Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation
-teacher’s review
-peer review
-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or
-Summaries and Reflections as per their level. - Presentations. -Filling charts, tables
this week’s vocabulary)
Listening
Visual Representations
(Fill blank spaces, tables
and
the teacher circulates in
classroom if the students
are filling and completing
tables and diagrams
correctly from what they
have listened to)
-rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction
-Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)
organization, as well as accuracy. Expectation will be clearly defined