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MINISTRY OF EDUCATION

LOWER PRIMARY PHASE

SYLLABUS GUIDE

2005

ENGLISH FIRST LANGUAGE

GRADES 1 - 4

National Institute for Educational Development (NIED)

Ministry of Education

Private Bag 2034

Okahandja

Namibia

Copyright NIED, Ministry of Education, 2005 ISBN: 0-86976-810-7 Printed by NIED Publication date: 2005

TABLE OF CONNTENTS

Introduction............................................................................................................................................. 1

Scope and Sequence: First Language...................................................................................................... 2

Lists of Sounds and Phonics ................................................................................................................... 4

Word Lists............................................................................................................................................... 9

Year Plan Grade 1................................................................................................................................. 16

Examples of Thematic Schemes of Work Grade 1 ............................................................................... 26

Examples of Lesson Plans Grade 1....................................................................................................... 29

Year Plan Grade 2................................................................................................................................. 33


Examples of Lesson Plans Grade 2...................................................................................................... 42

Year Plan Grade 3................................................................................................................................. 43

Examples of Thematic Schemes Of Work Grade 3 .............................................................................. 51

Examples of Lesson Plans Grade 3....................................................................................................... 53

Year Plan Grade 4................................................................................................................................. 55


Assessment............................................................................................................................................ 71

Handwriting .......................................................................................................................................... 73

Compensatory Teaching ....................................................................................................................... 77

Enrichment Activities ........................................................................................................................... 92

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INTRODUCTION

The main idea of the Syllabus Guide is to assist the teacher to understand and interpret the syllabus better. In this guide the year plan for First Language has followed the approach of integrating the language skills for sufficient language development. The guide provides examples of how the teacher can handle the content. Teachers are encouraged to follow the example of how a weekly lesson plan should be developed. In the first three themes for Grade 1 preparatory activities for language development are included. These activities are necessary to be used as introduction to literacy. Remember not to teach these activities separately. Handwriting has now been fully incorporated into First Language teaching and the skill should be practiced during all writing activities. Skills for Handwriting are correct letter formation, spacing, layout, proper pencil grip and handling a ruler. Further skills are sitting position, and accuracy, i.e. minimal use of an eraser (Grades 2-4). All writing must be done in print script from Grades 1-4. In Grade 4 learners may start using pens in the last term of the year, but still use print script. Small letters are now called 'lower case' and capital letters, 'upper case'. A special note about the introductory phase: Activities to prepare learners optimally for coping with formal syllabus requirements should be done repeatedly in different in incremental stages of difficulty and more challenging tasks.

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SCOPE AND SEQUENCE: FIRST LANGUAGE

TOPIC

GRADE 1

GRADE 2

GRADE 3

GRADE 4

Listening, Speaking and Comprehension Preparing task stories Demonstrate ability to hear

and speak → → →

Poems/songs Tell short own/other stories using ±2000 words

Use 4000 words Use 6000 words Use 8000 words

Creative language → → → → Factual information → → → → Instructions → → → → Language in use → → → → Vocabulary → → → → Basic Grammar → → → → Reading with Comprehension Preparatory activities Demonstrate normal eye

control, e.g. L-R, visual discrimination., etc.

→ → →

Formal reading Prepared and unprepared sentences/reading short sentences (6-10)

Longer sentences (10-15) words

10-20 compound sentences 15-20 compound sentences

Informal reading Read 2000 words Read 4000 words Read 6000 words Read 8000 words Creative reading Silent reading Silent reading Silent reading Silent reading Phonics See list See list See list See list Style intonation/expression → → → → Reading with understanding → → → → Reading for enjoyment → → → → Reading for information → → → → Vocabulary → → → → Language in use → → → → Handling of books → → → →

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Writing Skills Use dominant hand and

demonstrate correct grip Fine muscle development activities Make at least 2 lines of patterns

Improve legible speed of writing.

Increase legible writing speed. 20 well-structured sentences.

Increase legible writing speed. 20 well-structured sentences.

Handwriting Skills Legibility Correct body posture, correct

pencil grip, trace letters/numbers

→ → →

Speed Write L-R, etc. → → → Accuracy Writing letters/words, short

sentences 4-6 words → → →

Formal text writing Writing vocabulary → → → - Creative writing Simple sentences 4-6 words 5-8 sentences 8-10 10-15 - Subject assignments 1000 words at least (lower

case letters) Use 1000 words lower + upper case letters

Use 2000 words Use 3000 words

- Questions + answers → → → → - Syntax + style → → → → - Vocabulary → → → → - Spelling → → → → - Word selection → → → → - Grammar → → → → Language in use (integrate as appropriate) Confidence in prepared and unprepared presentations, 1000 words

Confidence in prepared and unprepared presentations, 2000 words

Speak and write about prepared + unprepared topics (6-10 sentences) using correct grammar + spelling and 4000 words

15 sentences and 6000 words

20 sentences and 8000 words

Vocabulary and High-frequency Words (integrate as appropriate) Vocabulary range 1000 words

Vocabulary range 2000 words Vocabulary range 4000 words

Vocabulary range 6000 words

Vocabulary range 8000 words

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LISTS OF SOUNDS AND PHONICS

English First Language Grade 1 1. Sounds of the alphabet 2. Two-letter words, e.g. as, on, if, etc. 3. Three-letter words with the 5 vowels, e.g. c-a-t, p-e-n, s-i-t, d-o-g, h-u-t 4. Double consonants ending a word, e.g. –ck, -dd, -ll, -gg, -ff, -ss, -zz 5. Consonant digraphs: sh, ch, th (loud and soft), wh, ph 6. Two consonant blends, e.g. bl-, br-, dr-, sm-, sn-, sp-, pl-, pr-, -ng, -nk etc. English First Language Grade 2 1. Revision of Grade 1 2. Three consonant blends, e.g. spl-, spr-, str-, sch-, scr-, etc. 3. Vowel digraphs: ee, oo, oa, oe, ay, ai, ea, oi, oy, ou, ie. 4. Diphthongs: -ow, -aw, -ew. 5. Long –e as in he, me, she, be. 6. Silent –e, e.g. a-e (cake), i-e (ride), o-e (mole), u-e (huge) 7. Rebel words with –ll (the sound of the vowel changes), e.g. in ball, full, etc. English First Language Grade 3 1. Revision of Grade 2 2. More vowel digraphs: au, ui, ei, ue, ey 3. Words ending in -y 4. Diphthongs: ar, er, ir, or, ur 5. Silent consonants, e.g. bomb, knife, write, fight, walk 6. Soft c, e.g. city; and soft g, e.g. giraffe 7. Words ending in -pple, -ttle, -ffle. 8. Words ending in -tion, -sion, -tial, -cial, -ian, -ous, -ious English First Language Grade 4 Sound Families as revision of previous grades 1. Long a

a-e bake game late plane ay bay clay hay tray ray ai mail pail tail saint paid ei rein veil vein beige weigh ey grey obey prey they

2. Short a

a bat man dam land hammer

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3. Long e e – e athlete Pete Crete delete ee feed feel sheet teeth knee ea beach read reap meal tea ey chimney donkey key money y army baby bunny ugly ei ceiling seize receive protein ie chief field grief shield thief e he me she be because we

4. Short e

e egg den bend enjoy end ea head dead read death sweat a many any anything anyone ei leisure heifer

5. Long i

i – e file lime size kite rice wife igh fight sigh night fright thigh y cycle cry apply fry type shy ie dried flies lie tied dies pie i bind child wild find ui guide disguise beguile uy buy guy ei either neither

6. Short i

i wiggle fig rich digger wind i sit simple miss winner fill y happy ugly thirsty

7. Long o

o – e bone choke close drove oa croak float goal loan road ow bow crow bowl window know oe doe hoe foe toe o at the end of a word no ago flamingo o before ld, lt told bold cold hold sold old bolt jolt colt o before ll roll stroll scroll

8. Short o

o bomb odd oryx cod rock ox a wand waddle wallaby

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9. Long u can say U, OO (long) or OO (short) u – e says u cube duke fume huge mule u – e says oo June flute prune rule ui say oo fruit ruin suit bruise ew say dew knew stew few ew blew brew flew grew jewel ou soup route youth group oo moon tool goose hoop oo book good foot wool crook ue say u statue fuel rescue venue ue say oo blue clue cruel sue true

10. Short u

u ugly under sun bun jump luck ou country couple cousin young o sun dove love above onion honey a at the end of a word gorilla cobra guava yoga lava

11. –r words

ar bar car jar scar hard yard air fair chair stairs fairy dairy ear bear swear tear pear wear are dare bare fare hare spare er kerb herd nerve swerve ir circle first thirst dirt shirt ur turn burn curl murder burst or (say ir) work word worm world ear (say ir) earn learn early search earth er (say ir) butter better litter danger our (say ir) colour harbour labour favour ar (say ir) collar dollar cellar popular re (say ir) ogre theatre sombre sabre or horse north story born for

12. oy

oy boy joy toy loyal royal oi oil boil coin join choice voice

13. ow

ow bow row down prowl crowd ou shout found proud doubt out

14. Soft g

gy gypsy gym gypsum gi giant gin ginger magic dge sledge wedge fudge ge gem hinge fringe danger age bandage cabbage damage

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15. f f fly fan fence frog fun flat ff muffin bluff huff staff gh rough tough cough ph alphabet nephew dolphin

16. sh

sh shape shark shell shrub ch chalet chef machine s sugar sure Sean cial social special specialist cious delicious vicious precious cian musician magician optician tion action nation caution fiction tian Egyptian sion collision decision vision pension

17. ch

ch charm chop chase chap chill tch batch latch witch fetch ture literature adventure creature

18. k

k kettle kilt key kitten c call cut cling cause club ck back duck quack peck pack ch school choir ache echo chaos que antique picturesque cheque

19. s

s sun sauce sleep saw ss blossom moss lass fuss miss cy cylinder fancy cycle mercy sc scent science sceptre scene ci city citizen cinema cider ce ace face centre century ice

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20. silent letters silent k knock knot knee knave silent g gnash gnat gnome reign silent w before r wrath wrap wreath wrench silent b lamb bomb tomb climb silent gh knight thigh flight high sigh silent t wrestle whistle castle rustle silent l calm palm stalk psalm half silent n column solemn autumn silent b debt debtor doubt silent w sword answer swordfish silent h honest exhaust hour silent p receipt pneumonia pneumatic silent c ascend descend scissors scent

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WORD LISTS

HIGH-FREQUENCY WORDS AND COMMON SIGHT WORDS High-frequency words are words which occur most often in a language. Common sight words are words that cannot be sounded phonetically. Therefore, children must learn to look at the word and recognise it as a whole. According to the syllabuses in Grades 1, 2, 3 and 4 learners should be able to read, write and use these high-frequency/common sight words verbally. This is because all language learners need a base of vocabulary with which to build sentences and express ideas. The lists below are provided to help you ensure that the main words are included in your lessons. As you use one of these words, tick it off so you remember. There is no particular order to these words. The order you follow depends on the topics that you teach, and the material that you use in your school – e.g., NAMPEP, Molteno, etc.

a dear it or time about did just or to after do know other two all down like our up am first little out us am from look over very and get made please want any go make right was are good may said we as got me say well at had more see went back has much send were be have must she what been he my so when before her new some where big here no that which but him not the who by his now their will call how of them with came I off then work can if old there would come in on they you could into one think your day is only this yours

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KEY WORDS IN ENGLISH: THE FIRST 100 WORDS Please note that some of these words are the same as in the list above. The list below is to be used at the beginning in Grade 1. a did is one this about do it only to all down just or two an first like other up and for little our want are from look out was as get made over we at go me right well back had more said went be has much see were been have must she what before he my so when big her new some where but here no that which by him not the who call his now their will came I of them with can if off then you come in old there your could into on they THE NEXT 100 WORDS after every home open tell again far house own than always fast how play these am father jump put thing another fell keep ran think any find know read three ask five last red time away fly left room too bad found let round tree because four live run under best gave long sat us bird girl man saw walk black give many say white blue going may school why boy good men should wish bring got mother sing women day green Mr sit work dog hand never soon would don’t head next stop year eat help once take yes

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50 ADDITIONAL NOUNS apple baby bag ball bed book box bus car cat children cow cup dinner doll door egg end form fish fun hat hill horse jam letter milk money morning Mrs name night nothing picture pig place rabbit road sea shop sister street sun table tea today top toy train water The Dolch Basic Sight Word List a about after again all always am an and any are around as ask at ate away be because been before best better big black blue both bring brown but buy by call came can carry clean cold come could cut did do does done don’t down draw drink eat eight every fall far fast find first five fly for found four from full funny gave get give go goes going good got green grow had has have he help her here him his hold hot how hurt I if in into is it its jump just keep kind know laugh let light like little live long look made make many may me much must my myself never new no not now of off old on once one only open or our out over own pick play please pretty pull put ran read red ride right round run said saw say see seven shall she show sing sit six sleep small so some soon start stop take tell ten thank that the their then there these them think this those they to today together three try two under too upon us use up walk want warm very wash we well was were what when went which white who where will wish with why would write yellow work you your

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Tricky words where, there, were one, once, own, woman, women done, tongue wear, answer would, could, should talk, walk, chalk any, many weight, height busy, business their, there does said cough TEACHING SIGHT WORDS THE FUN WAY Try the following games: 1. Memory tray: This can be played with sight words on cards. The teacher places the words

on a tray and let the learners look at them and say them. She then removes some of the words and the children must tell her, which of the words are missing. When the learners know the game they play it on their own in a group.

2. Guess the Word: The children write sight words on their friend’s back with a finger and

the friend must guess what the word is. 3. Mobile: Make mobiles to hang in the classroom with sight words on them. 4. Marble Alley: Cut arches into the side of a shoebox. Write a sight word above each arch.

The learners roll marbles into the arches and read the word above their archway. They write the words down each time and count who has the most at the end.

5. Stepping Stones: Draw stepping stones with chalk on a walkway on the playground. Write

sight word on each ‘stone’. The learners take turns to hop randomly from word to word, calling them out. Alternatively the group of waiting learners can call out a word and the learner whose turn it is must hop onto that word.

6. Snap: Make a set of Snap cards using sight words. Instead of shouting ‘Snap!’ when they

see a matching pair, the learners must shout the word. The winner is the learner with the most matching pairs.

7. Memory: Use the Snap cards you’ve made. The learners lay them face down and then take

turns to turn over two at a time and read the words out loud. If a matching pair is found, then the player keeps it and has another turn. The winner is the learner with the most matching pairs.

8. Pairs: Write each sight word on two cards. Attach these cards to the back of the learner’s

collars with a paperclip. The learners must find their matching word partner and sit down. The first couple sitting that can read their word are the winners. This game can also be played with three or four learners all having the same word.

9. Sorting: Sort sight words into boxes, each labelled with a different sight word. 10. Modelling: Make sight words out of clay. 11. Sand tray: Children copy sight words in a sand tray made out of the lid of a shoebox.

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12. Bingo: Write words on bingo boards and matching words on small cards. Draw small cards

from a bag and call them out. The children cover their words on the bingo boards with the matching cards and the first one who covers all the words on his board wins. (Remember not to make all the bingo board identical).

13. Fishing: Cut out fish shapes or let the learners make fish shapes. Write a sight word on each

shape and attach a paperclip to it. Using a string with a magnet on the end the learners catch fish. When they catch one, they read the word and keep the fish. The learner with the most fish is the winner.

VERBS: IRREGULAR (WITH PAST FORMS) B be (was, were), beat (beat), become (became), begin (began), break (broke), bring

(brought), build (built), buy (brought) C catch (caught), come (came), cost (cost), cut (cut) D do (did), draw (drew), drink (drank), drive (drove) E eat (ate) F fall (fell), feed (fed), feel (felt), fight (fought), find (found), fly (flew), forget (forgot),

forgive (forgave) G get (got), give (gave), go (went), grow (grew) H hang (hung), have (had), hear (heard), hold (held), hurt (hurt) K keep (kept), know (knew) L lay (laid), lead (led), leave (left), let (let), lie (lay), lose (lost) M make (made), mean (meant), meet (met) P pay (paid), put (put) R read (read), ride (rode), rise (rose), run (ran) S say (said), see (saw), send (sent), set (set), sing (sang), sleep (slept), speak (spoke),

spend (spent), spread (spread), stand (stood) T take (took), teach (taught), tell (told), think (thought) U understand (understood) W wear (wore), write (wrote)

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PRONOUNS E everything S she H her, he, herself, himself, his, him T them, themselves, they I I, it, itself U us M mine, myself W we, who, whom, whose, what, which N none, nothing Y you, yourself O one, other, ours AUXILIARIES can, could, may, might, must, ought, shall, should, would QUANTIFIERS A all, any N neither, nine B (a little) bit (of) O one D (a great) deal (of) S second, seven, six E eight, either T third, thirty, thousand, three, twelve, twenty,

two F first, five, four ADJECTIVES A able, alone, afraid N national, natural, new, next, nice B bad, beautiful, better, best, big, O old, only black, blue, born, bright, C certain, chief, clean, clear, P plain, peasant, poor, possible, cold, common, complete, cool pretty D dark, dead, deep, different, dry Q quite E easy R ready, real, red, rich, right, round F fair, famous, fast, fine, foreign, free S safe, several, short, sick, sure,

fresh, full simple, small, soft, special, square, straight, strong, sweet

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G glad, good, grey, great, green T tall, thin, tired, true H happy, hard, heavy, hot, human, V various hundred I ill, important W warm, wet, white, whole, wide, wild, wise,

wonderful, wrong L large, last, late, little, long, low Y yellow, young Y yellow, young ADVERBS A again, ago, almost, already, also O often, once, out, outside Always, away B before, better, best P probably C certainly Q quickly, quietly E early, else, especially, even, ever R rather, really F far, finally, forward S so, sometimes, strange, suddenly H here, how T then, there, today, tomorrow I instead U up, usually J just V very M more Y yes, yet N nearly, necessary, never, no, not, now PREPOSITIONS A above, about, across, after, L less, like against, along, around, at D down, during O of, off, on, over E even T through, to, towards F for, from U under, until, up, upon I in, into W with, without, within

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YEAR PLAN GRADE 1

LISTENING AND SPEAKING READING WRITING

Grammar Vocabulary Reading Phonics Sight words Formal writing and creative writing

THEME 1: THE FAMILY (3 WEEKS) • oral work -

she, he, is • nouns • respond to

greetings • rhymes • songs • games • learners work

on their own in groups (1group is with teacher)

• oral work, father, mother, baby, brother, sister, grandfather, grandmother, aunt, uncle, family, man, woman, boy, girl, orphans

Preparatory phase: • Discuss senses and

what they mean to us. • Parts of body • ‘What we do with

them?’ e.g. see with eyes

• Clothes we wear.

• visual perception • discuss picture of families • spot the difference • rhyming words • tell about a picture • story – L>R • recall what you saw on the picture

(visual memory) • identify and name different colours • arrange pictures of family from

youngest to oldest • hear beginning sounds in man mother • count specific objects, people in the

picture • build puzzles of pictures 12-16 pieces

(boy, girl) • repeat pattern e.g. father, mother, baby,

father, mother, baby • match pictures (pairs • match similar words, e.g. baby-baby • clap names of family in syllables, e.g.

mo-ther, fa-ther

• identify positions of objects, e.g. on top, under, next to

• copy line drawings • find objects hidden in a picture • read picture - stories L>R

• learn the sounds of the alphabet through songs/rhymes

• identify familiar noises

• give and carry out commands (for audio training)

• Learn

See list • model the family • colour pictures • cut out with scissors • finger exercises • scrunch paper into balls

left/right hand • fold blank paper into

50mm folds • handle thick pencil • use dominant hand • 50mm fold lines (blank

paper) - teach learners to fold own paper

• correct posture • tell story with pattern

focusing on L>R • write in 50mm fold lines

(week 2) • week 3: L>R focus. tell

story with pattern.

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THEME 2: SOCIAL SERVICES (3 WEEKS) • oral work -

listen to past and present tenses in stories, songs, games, rhymes

• pronouns I, you, he, she, it, we, they

• pronouns of objects me, you, him, her, it, them

• count different objects hidden in a picture

• doctor, nurse, policeman, pastor, clinic, ambulance, traffic inspector, church, post office, leaders, healers, protect medicine, injections, pills, operate, help, schoolteacher, principal

• learners can work on their own in groups (1 group is with teacher)

• L>R eye movements e.g. patient works to nurse

• visual recall e.g. name 5 pictures arranged

• compare and identify objects and pictures with small differences

• match picture to picture • match word to word • build puzzles doctor, hospitals, 16-24

pieces • carry out commands - using positional

words, e.g. put your red crayon above the picture

• build repeating pattern sequence with pictures

• repeat words whispered by teacher • identify ending sounds e.g. man, can,

pot, hot, cut • copy line drawings taking dots into

consideration, e.g. • follow lines with picture L>R and L>R

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • two vowels per week

a e / i o /u, e.g. the fat policeman said o o o when he caught someone. Draw the policeman's face in a O

• identify and say sound

See list copying writing on dots • dominant hand and

handling thick pencil correctly

• 50mm fold lines – pattern and letter

• screw medicine bottle tops on and off

• correct posture • colour in • cut pictures with scissors • tear paper and make

pictures

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THEME 3: GRADE 1 - CULTURE IN THE FAMILY (3 WEEKS) • songs • rhymes • games • stories • role play • listen to and

tell stories • prepositions

in, under, etc. • tell news

• food • clothes • birthday • Christmas • traditional festivals

relating to weddings funerals deaths

• important places • homestead

• identify a certain letter from amongst other letters.

• page through books correctly • identify and sound 2 letter words • look at picture and tell a story • read picture books with labels • recognise class mates' names from first

letter • make picture dictionaries (words that

start with the same letter) • identify middle sounds in 3-letter

words, e.g. sat, pan • read and match words they know, e.g.

taxi, bar-one, Coca-Cola.

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • vowels revised • build (read and write)

2-letter words • recognise sounds

learnt through enjoyable stories, e.g. the snake

• identify and sound words

See list • read sight

words: a in it on of at or an am us my I up ox is as at one two

• week 7: 50mm fold lines:

• repeat patterns • week 8: 25mm lines

v w x y z 147

• week 9 m n r h b p

• correct posture • correct handling of thick

pencil • correct spacing

THEME 4: GRADE 1 - NATIONAL SYMBOLS (2 WEEKS) • prepositions:

time and position

• flag • colours: red, yellow • anthem • president

• handle books correctly • match similar words e.g. flag • copy words • match picture and words e.g. flag red,

yellow, blue, white • match sentences • match words in sentences • read a story on theme with teacher • teacher uses sentences of learners as

reading matter, e.g. I love our flag

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • read and write 3 letter

words • e.g. pan, pot, sit, cup,

bed, red (consonant vowel consonant)

• identify letters and sound words

this, he she, the and, are we, go can, so have, to was, be

• week 10: 25mm lines 1 4 7 5 i l k j z

• 2- and 3-letter words • week 11: 25mm lines

u t 6 • correct posture • correct handling • copy sentences and draw

picture

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THEME 5: GRADE 1 - INFRASTRUCTURE AND COMMUNICATION (2 WEEKS) • verbs: phone

drive read listen write

Roads, cell phones post office, computers telephone, radio newspaper, magazines stories, songs rhymes, games

• read and sound 2- and 3-letter words. • match words to same words • match sentences to same sentences • match words to sentences • sentences of learners used as reading

matter, e.g. Tom's cell phone is red • identify familiar phonics in print • identify familiar words, phrases in

print

• build (read and write) new 3-letter words e.g. dad, dog

• play phonic games • identify letter and

sound words

you, by went, did for, there from, get had, has like

• week 12: 2- and 3-letter words m n r h b p

• correct posture handling 25 mm

• copy sentences and draw picture

• week 13: • Letters, 2- and 3-letter

words

THEME 6: GRADE 1 - TRANSPORT (2 WEEKS) train, car

taxi, bus cart, bicycle airplane, horse donkey, trailer lorry, canoe, ship camel, caravan coach, boat

• teacher uses sentences of learners as reading material

• match words • match sentences • match words to sentences • build own sentences with familiar

words • clap/say words in syllables • build words/sentences with syllable

cards

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • double consonant at

end of words add, egg, toss, doll, huff, buzz

• identify letters and sound words

your, they these, their where, will call, see said, but

• week 14: 25mm lines and • week 15: 12,5mm lines • with a short sentence

each using phonics • correct posture/handling • copy sentences

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THEME 7: GRADE 1 - TRAFFIC SAFETY (2 WEEKS) • punctuation

upper case for first word in sentence, full stop

• plurals

road signs, pedestrian passenger, driver, pilot, traffic lights, zebra crossing, left, right, cross, pavement, oncoming traffic railway lines, obey • role play • discuss experiences • discuss dangers, e.g.

not get into strangers' cars

• as in Theme 6 • write own sentences and read it

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • c k • consonant digraphs • s h • t h (soft) • + revision • identify sound and

sound suitable words

not, no, want now, into with, three thick, thin think, were went, came come

• weeks 16 and 17: 12,5mm lines m n r h b p with a short sentence each using phonics

• copy sentences and words

THEME 8: GRADE 1 - THE FAMILY AS AN ECONOMIC UNIT (1 WEEK) • punctuation • occupations, e.g.

teacher, policeman, traffic inspector, domestic worker, farmer, driver, manager, secretary, nurse, pastor

• same as Theme 7 Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • w h; revision • identify sound and

sound suitable words

• where • what • who • when • which • why

• week 18: 12,5mm lines • short sentence each

using phonics • copy sentences • write invitation cards • short letters to friends • u t with short sentence

using phonics

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THEME 9: GRADE 1 - PERSONAL HEALTH AND SAFETY (1 WEEK) • punctuation • wash hair, skin

• clean parts of the body brush, soap, shower, toilet, bath, toothbrush, face cloth, nail clipper, tissues, plaster, toilet paper, antiseptic disinfectant

• role-play stories, rhymes, songs, games

• same as Theme 8 • read short sentences • read each other's sentences

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • loud th ch

this, that those, these which, child children chair, chalk chin

As above • 12,5mm lines

THEME 10: GRADE 1 - CARE OF ONESELF AND OTHERS (2 WEEKS Adjectives, e.g. dangerous object

yes/no, danger, fear contact, care, love touch, blood, avoid risk, disease, spit

• same as Theme 9 Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) ph e.g. phone, photo bl, br, sp

• revise all • want,

over out, other

• 12,5mm • write/copy sentences

using letters and phonics • posture handling • revise patterns and

letters

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THEME 11: GRADE 1 - SAFETY IN AND AROUND THE HOUSE (2 WEEKS) • present continuous

tense, e.g. We are running.

• copy sentences from a substitution table, e.g.

He She The man

is was

running playing hiding

Dangerous, fire Gas, electricity, sharp objects, loose objects Strangers, no secrets • gifts from

strangers • role-play

Stories, rhymes songs, games

• sight words • uniform words from story • recognise phonics • read sentences/words from theme

topic • read sentences for unprepared

reading • read with teacher and peer groups • read number names one to ten in

sentences • read each other's sentences

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • recognise phonics in

words and write words • sp, dr, sm • do easy dictation • build words with loose

phonics

See list 12,5mm pattern a d g q o • write/copy sentences

using letters and phonics

• start to make own dictionaries (thick pencils)

• write own sentences about the theme

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THEME 12: GRADE 1 - FOOD (2 WEEKS) • possessive pronouns Mine, my, yours, his, hers, their, our, its • copy sentence using

substitution tables, e.g. • describe objects by

sound, taste, smell, touch

• make sentences with a substitution table:

I You

eat my your his her our their

meat porr-idge

• healthy/unhealthy food Sweets, fruit, vegetables

• eating habits regularly, meat, rice porridge, sauce, sweet bitter, sour, smooth rough, soft, hard, round oval, bad, good, hungry satisfied, enough

• recognise vocabulary words from the theme on labels, flashcards, chalk-board

• read high frequency words • read sentences given by learners • read prepared + unprepared

sentences • build own sentences using familiar

words

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • revise previous

phonics • complete words • phonic games • identify phonics in

words • break long words into

syllables

• revise and identify various text

• add other sight words

• own choice as needed throughout

• add more, e.g. been, before, once, like, little, much, must, new, some, look, could

• 8,5mm lines from now letters and sentences

• from now on ordinary HB pencils

• continue with dictionaries

• copy words and sentences using correct information, spacing and handling of pencil

• using phonics and short words from phonics, vocabulary sight words

THEME 13: GRADE 1 - LOCAL PLANTS (3 WEEKS) • singular and plural • prefixes and suffixes

• continue with dictionary

• trees, bushes, grasses Leaves, bark, seeds Roots, germinate, stems flowers

• create own story books using complex sentences

• handle books correctly • read stories to teacher and others • regularly look through reading

materials (different types) and read in the reading corner

• read books on individual level

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • pl, pr, fl, rt, gr, rk, st • complete words • identify and write

words

• just • like • first • down • hear • far

• 8,5mm lines • same as 12 • HB ordinary pencils

+ letters, words, sentences

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THEME 14: GRADE 1 - ANIMALS (2 WEEKS) • opposites • future tense - I

shall buy me a dog tomorrow

• identify and describe animals

• tell stories • cat, dog, bird, lion,

etc. • explain differences

between ___ and wild animals

• dramatise stories and rhymes

• recite poems • act on multiple

instructions

• read animal stories • play meaningful reading games, e.g.

find second half of a sentence • read a variety of materials • tell a friend what they read • read vocabulary words from theme • write and play own dialogues between

animals • pair reading

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • ng + revision • write rhyming words • write words using a

specific letter/phonic in each

• revise all • 8,5mm HB pencils • complete sentences • make a project in groups

about an animal, use labels, sentences, etc.

THEME 15: GRADE 1 - WATER IS LIFE (2 WEEKS) • revise

systematically previous grammar, e.g. prepositions, adverbs, plurals, tenses

• do courtesies e.g. You are welcome, Please, etc.

• clean water, local, sources, need, drink, purify, float, sink, dirty, polluted, contaminated, ice, steam, measure, litres, shape, little, much

• same as above • read short familiar texts (prepared) • read unfamiliar texts in which

teacher uses familiar words • shared book reading, e.g. discuss

front page, author, picture and read

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • nk • play phonic games • build up word families

e.g. same beginning or same ending

• identify and sound words

• write dictation words and short sentences

• revision of all

• draw a picture and write sentences or story about water

• play writing games, e.g. hangman w_____e_____

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THEME 16: GRADE 1 - WEATHER (2 WEEKS) • preferences -

what weather they prefer - I like / I do not like...............

• regular verbs: to walk, to start

• sunny, cloudy, windy, cold, hot, mild, long, short

• add vocabulary to dictation

• days of the week • month

• recognise words on the weather chart, days of the week, weather conditions

• read songs, rhymes and poems • take part in group reading activities led

by the teacher, e.g. Big book and start stories

• pair reading • individual reading

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • y at the end, e.g.

windy • revise • games • complete words and

sentences

• revise all • identify

them in various texts

• same as above

THEME 17: GRADE 1 - KEEP THE ENVIRONMENT CLEAN (1 WEEK) • irregular

verbs, e.g. to have, to be, to go, to eat

• revise • punctuation • identify !

mark

• tidy, participate, take turns, collect, clean up, playground environment, classroom, home, sweep, brush, pick up, protect, care for

• useabove ideas • read sentences containing 6-10 words • participate in reading games • read various types of texts and reading

matter

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ) • revise phonics • games • identify phonics in

texts

• revise all • identify

them in various texts

• write own sentences about every day activities

• revise problem letters • write neatly, legibly

using correct spacing and postures and pencil grip

• write short messages

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EXAMPLES OF THEMATIC SCHEMES OF WORK GRADE 1

Preparatory Activities MYSELF

MY EMOTIONS Love, happiness, sadness, anger, fear

I AM SPECIAL I enjoy, I dislike I am different

I CAN Play, sleep, learn, discover, interact, experience, communicate

WHO AM I? My name, surname, address Position in the family

SOME THINGS CHANGE, OTHERS DON’T Length, hair, teeth change Skin, eye colour and gender do not change

GOOD MANNERS Helpfulness, toilet, attitude Please / thank you Good morning/evening/afternoon

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Theme: Social Environment Grade: 1

Language 1 Theme 1: Social

Environment Topic 1.1: The Family Listening and speaking: Talk about family members: mother, father, sister, brother. Reading: Visual perception − Discuss pictures of

families. − Arrange pictures of

families – youngest to oldest.

Phonics: Hearing exercises − two vowels per

week:a, e, i, o, u Writing: Correct posture − correct pencil grip − 50 mm fold lines thick

crayon − Focus on L>R − Finger exercise − Cutting exercise − Colouring pictures − Tell stories with pattern

Language 2 Theme 1: Social

Environment Topic: The Family Listening and understanding: Listen to: stories; rhymes; songs; respond to instructions Speaking: − Retell parts of stories − Talk in pairs − Sing songs (health /

family) − -Role play Reading: − Read picture words − Develop eye movement

with pictures of the family

Writing: − Colouring pictures − Matching

pictures/puzzles − Draw own pictures − Trace and copy simple

words

Environmental Studies Theme 1: Social

Environment Topic 1: Social groups

and institutions Preparatory Activity − Me – myself Sub-topic: The family as a base social group − Tell about family

members − Discuss family

relationships − Draw the family

members − Loyalty to parents ,

sisters and brothers − Mutual responsibility

between family members

− Obedience and cooperation

Mathematics Measurement: − 2 D shapes − Graph shapes Spatial relationships: Length: vocabulary Number concept development: − Count to 5 − Matching one-to-one

correspondence − Manipulate 5 counters − Count out 3 objects Problem solving: − In the range 0 – 2 Computation: − Computation within the

ranges 0 - 2

Arts Become aware of their senses themselves and their immediate surroundings: − Become aware of voice − Become aware of

movement − Experiment

individually and in pairs with facial expressions

Religious Education Belonging: Self and the

Community Story: Baby Moses Song: Own choice

Physical Education Athletics − Running act (S 3.1) − Jumping act (S 3.5) − Throwing act (S5.31) − Competition (S 3.12)

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Theme: 2 – Health and Nutrition Date / Week: 2 weeks Grade: 1

Language 1

Theme 2: Health and Nutrition

Topic 2.1: Punctuation – clean parts of the body Phonics – sight words: this/that/those Writing: 12.5 mm Topic 2.1: − Adjectives: dangerous

objects, yes, no − Read sentences:

phone, photo, bll, brr, ssp

− Revise reading and writing activities

− Copy sentences using letters and phonics

− Punctuation: upper case for word in sentence, full stop

− Plural: − Vocabulary: traffic

lights, road signs, pedestrians

− Role-play

Religious Education Discuss why water is used in Christian baptism

Language 2 Theme 2: Health and

Nutrition Topic: Personal Health Listening + understanding − Listen to stories, songs,

rhymes Speaking − Ask / answer questions − Give and respond to

instructions − Sing songs − Say rhymes Reading − Read aloud (body

parts) words and phrases

− Read in groups / pairs Writing: − label pictures − write short sentences − pattern writing

Environmental Studies Theme 2: Health and Nutrition Topic 2.1: Health and Safety Sub-topic: Personal Health − Wash hands − Clean skin − Caring for the hair − Keep the nose clean − Exercise and rest − Caring for nails − Caring for teeth

Arts − Creating visual arts

Modelling pictures − Creating music

playing instruments

Mathematics Measurement: − Length – measure − Mass – balance Number Concept Development: − counting –0 – 44 Computation: − computation

within the range 0 – 2

Problem solving: − in the range 0 - 7

Physical Education − Sport skills − Changing into

practice dress − Hang up clothing − Wash hands after

exercise / play − Roll and stop

activities (5.2.1)

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EXAMPLES OF LESSON PLANS GRADE 1

Theme 6: Transport Grade 1: 10 periods of 40 min. each per week

OBJECTIVIES By the end of the week learners should be able to: − read at least 2 sentences about transport − recognise all sounds of the alphabet − read all sight words − sound 3-letter words correctly − complete a worksheet reflecting on reading and

writing ability

BASIC COMPETENCIES

Monday: (Time: 80 min.) Group Act. Materials Assessment Introduction: Listening: (story, rhyme, song) Learners listen to story e.g. “Cinderella’s Coach” Listen to a song e.g. “Train No. 1 has gone”

In groups: learners match words

− posters of transport

− flashcards − picture(s)

Introductory activity: Story of Cinderella Speaking: Learners name means of transport. New vocabulary on flashcards e.g. car train, taxi, bus, cart airplane Reading: Teacher uses 2 grammatically correct sentences suggested by learners as reading text, e.g. “An airplane is the fastest means of transport”. “I love to ride on our donkey cart”. Sight words: an, is , the, of, I, to, on, our

Identify familiar phonics

pictures flashcards sentence strips flashcards

Tuesday: Total time 80 minutes Group Act. Materials Assessment Speaking: Re-tell story of Cinderella from pictures Creative writing: Learners copy sentences from strips. They name other means of transport in their sentences. Grammar: plurals with s Boat - boats Car - cars Ship - ships Horse - horses

− Learners receive picture and should tell story

− Learners draw pictures, and write sentences

− Pictures of story

− Sentence strips

− Assess speaking skills according to assessment criteria in Syllabus Guide

Wednesday and Thursday (total time: 80 min. each day) Introduction: re-tell story using pictures Group activities: Activity 1: Reading (Teaching group) − read vocabulary words and text − read sight words − read phonics − grammar – plurals − ask each other questions (in pairs) about topic Activity 2: Formal writing − creative writing on the topic e.g. about a

vehicles you would like to have Activity 3: Phonics/grammar activity -double consonant at end of words e.g. add doll buzz egg toss huff Enrichment activity: Learners use familiar words to construct own sentences Phonics: -Continue with double consonants

Groups rotate after +- 20 minutes Group 1: Reading with T 2: Make a poster about transport and label it. (cut out pictures or draw). 3: Play a reading game e.g. “Snap” with 2-letter word cards.

− Assess individual reading skills according to assessment criteria in Syllabus Guide

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Handwriting:-Copy a sentence from the story in neat writing Friday: total time – 80 minutes Group work Materials Assessment Introductory activity: Phonics/Spelling test: − Write 3-letter words (consonant - vowel -

consonant) containing all the vowels. Compensatory teaching and Enrichment: − Give learners long words and cut into syllbles to

re-assemble e.g. air-plane; trans-port; don-key cart

Other activities: − Read books in reading corner − Build puzzles (± 30 pieces) − Play dominoes with words on cards

Learners having reading problems are grouped together − Revise a few

phonics and sight words

− Learners who have mastered the week’s work do this while teacher is busy with compensatory teaching

Flashcards with phonics, poster with sight words

See if individuals can read them with confidence, otherwise repeat

Weekly Plan Term 2: First Language Grade 1 Week 2 Topic 1.7 – Traffic Safety Learning Objectives: By the end of the week learners will: − extend vocabulary − learn to read words in

various contexts with different meanings

− learn to read picture books

− learn to write words in print script with good rhythm and speed

− learn to apply standard grammatical structures when writing (capitals with names)

Lesson Objectives: By the end of the lesson the majority or the learners should be able to: − speak about the roles in the

family − how people can support each

other in a family − listen to a story about the

family as read by the teacher − recognise and match words

from the story − recognise and write the vowels

as revision activity − recognise and match sentence

strips − recognise sight words − write words with vowels

Basic Competencies: Learners should be able to: − demonstrate adequate

phonic perception and articulation

− use oral language creatively and with confidence

− recognise about 2000 words

− read aloud with understanding prepared and unprepared 6 to 10 word sentences, using correct pronunciation

− use dominant hand and demonstrate correct grip with writing tools

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Monday (Focus: Listening and Speaking)

Teacher’s Activity Grouping Learner Activity Assessment Introduction: (15 min) − show pictures of boy on a

bicycle − introduce words like pedestrian,

passenger, driver, traffic light, obey

Whole class Talk about riding bikes, use of bikes, road safety, rules and reasons for safety rules − use give vocabulary in

discussions

Speaking Use of new words Sentence construction Understanding of vocabulary

Presentation: − tell story they will read but keep

them curious. (5 min)

Whole class listen

Sight Words: − at, the, is, and, this, a, I, you, he,

me, said (5 min)

Groups and individuals

Read with speed Word recognition by each learner

Unfamiliar words: (10 min) − family, bike, father, school,

mother, help, baby, ride, asked, Elisabet, won, Tomas, Umbrie

Whole class, groups and individuals

Clap long words in syllables Match, duplicate words in groups

Phonics: (10 min) − revise vowels New Phonics:

Whole class Identify vowels in family members’ names

Recognition of vowels

Reinforcement: (5 min)

Groups Reconstruct, cut up unfamiliar words

Fill in missing vowels, e.g. d-d, m-n

Assessment: (10 min)

Tuesday (Focus: Handwriting)

Teacher’s Activity Grouping Learner Activity Assessment Introduction: (10 min) − listen to sound of motor-car

accident

Whole class Discuss possible outcomes of the

Presentation: (25 min) 25 mm lines (pattern)

Whole class Sit correctly, hold pencil correctly, form pattern and letters correctly, supply short words with m

Letter and pattern formation

Incidental reading: − unfamiliar words –yesterday − words with m

Match and duplicate words

Grammar: Show sentences on page 1 on sentence strips- Names of people in capitals

Read names of learners – note capitals Road maps – names of towns in capitals − traffic safety

Assessment: Role-play/ dramatise driving on the left hand side of the road.

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Wednesday and Thursday (Focus: group work and reading)

Groups 1 and 2 1 Introduction: Safety for pedestrians − make up a story about a boy run over by a car Teaching group: − revise unfamiliar words − revise grammar − revise phonics − identify a, e, i, o, u, m, b, n − match words to sentences on strips − rebuild sentences with loose words − read sentences for assessment 3 Draw a bicycle and write words related to it

Groups 3 and 4 (teaching group) 2 Safety for passengers Danger to get into car with strangers Teacher demonstrate Copy words on dots: mm, bb 4 Reconstruct sight and unfamiliar words for loose letters / parts of words

Extra activity: Copy the patterns exactly the same in your activity books- nnnnnnnnnnnnn n n n n n n n r r r r r r r r b b b b b b b nnnnnnnnnnnnn Friday (Focus: compensatory, enrichment and more structured assessment) Group of learners with learning problems identified during the week do compensatory teaching Fast learners do enrichment activities Assessment of the week: (Worksheet) 1. Write the word correctly:

abBy rafhte ikeb

2. Fill in missing words

won, ride, family, bike, school, helps Sam can r______ a b________ Dad ______Sam to ride

3. Write 5 words with any of the letters: m, b, a, e, i, o, u

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YEAR PLAN GRADE 2

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ)



THEME 1: OWN IDENTITY IN FAMILY GROUP (2 WEEKS) • correct use of nouns,

singular and plural forms in speaking and writing

member, immediate, parents, extended, family tree, relationship, language, foster, adoption, orphans

• read for understanding e.g. recipe, game, word games

• songs and rhymes, role play • read sentences in simple texts

• do revision of grade 1 phonics

• I, am, a, we, are, have, an, uncle, aunt, sister, brother

• revise lower case letters • write the alphabet in

print - upper and lower case.

THEME 2: LOCAL SOCIAL GROUPS (2 WEEKS) • discuss meaning of

vocabulary words • correct use of verbs

and adverbs

• play, formal, informal, groups, church, clubs, sport, network, social, community

• reading for enjoyment • word games, songs, rhymes • read sentences in simple text - correct

expression

• belong, in, for, the, was

• 3-consonant blends, spl, spr, str, e.g. splash, spring, street, sprawl, strong

• K Y Z A X + lower case • write fluently in neat

letter formation • write new vocabulary

words • write 2 sentences with

new words

THEME 3: LOCAL SOURCES OF HELP AND SERVICE (2 WEEKS) • correct use - singular

and plural • describe a picture,

e.g. hospital or clinic • dialogue between

doctor and patient or policeman and thief

• society, service, needs, post office, clinics, bank, police station, welfare, doctor, nurse

• read sentences in simple texts • do spot reading - readers e.g. • role-play a visit to clinic, police

station, etc. Read using puppets.

• 3-consonant blends • revision of previous

phonics • new phonics - sch, scr,

e.g. school, scratch

• there, is, it, this, that

• E F H I L T + lower case • copy new words from

chalkboard or posters • practice correct use of

ruler, rubber • correct posture and

pencil grip

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THEME 4: LOCAL CULTURE (2 WEEKS) • use correct tenses in

speaking and writing • apply new words in

sentences • list new words

• custom, celebration, special, event, ordinary behaviour, ceremonies, dress, cultural

• listen to narratives and stories – read from a reader

• sing group songs (cultural songs) • role-play culture activities • find words in dictionary

• do revision of 3-consonant blends

• introduce new vowel digraphs - ee, oo, oa, e.g. sleep, moon, boat, bee

• our, do, their, those, to

• J P R + lower case • copy sentences • write short paragraph

about own feelings/experiences

• neat letter formation

THEME 5: NATIONAL CULTURE (2 WEEKS) • correct use of

prepositions • participate in group

discussions • debate e.g.

Independence Day, opening of Parliament

• symbolic, image, meaning, intended, national, parliament, appreciate, respect, dignitary,

• read silently from reader/self selected books

• perform sight reading exercises - role-play e.g. a dignitary visiting our country

• do revision of digraphs • introduce new vowel

digraphs: ay, ai, ea, e.g. stay, rain, eat, spear

• the, of, or, went, go, do

• G O Q S + lower case • write short paragraph on

Independence celebration

• maintain neat letter formation, speed, rhythm

THEME 6: TRAFFIC AND SAFETY (2 WEEKS) • correct use of

present, past and future tense when talking

• story telling • report an accident • spell new words

correctly

• pedestrian, passenger, vehicle, safely, traffic, responsible, street, traffic light, accident

• participate in reading games, e.g. word search puzzle, back to front reading

• role-play traffic safety • read in pairs and individually

• do revision of previous digraphs

• introduce new vowel digraphs oi, oy, ou, e.g. coin, point, boy, toy, loud, shout, round, cloud

• we, were, went, what, has, had, before

• use new words in sentences

• write a short paragraph about an accident

• check speed, rhythm, guiding lines

• guide and assist learners

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THEME 7: BUILDINGS (2 WEEKS) • correct use of

pronouns • grammatical

exercises to use new words and correct tenses

• exhibitions, material, variety, structures, cement, bricks, windows, door, zinc, asbestos, clay, grass, reeds

• reading games • rhymes and songs • group, pair and individual reading of

readers and selected text

• do revision of previous phonics

• introduce new phonics oe, ie, e.g. does, tie, tied, toe, hoe

• little, all, big, our, other, some, many

• copying sentences (check punctuation)

• exercise correct spelling of words

THEME 8: TRANSPORT AND COMMUNICATION (2 WEEKS) • build own sentences

with new words, use correct tenses

• role-play - telephone discussion

• practice correct spelling of new words

• link, society, communication, telephone, fax, cell phone, letters, types, car, boat, bus, truck, train, ship, public

• read aloud prepared and unprepared paragraph using correct pronunciation and expression

• tell what they have read

• revision of previous phonics

• introduce diphthongs ow, aw, ew, e.g. owl, blow, grow, raw, straw, lawn, new, few, dew

• has, back, over, see, look, from

• check letter formation • write a short paragraph

with own words • maintain neat letter

formation, speed, rhythm

THEME 9: SHOPS AND MARKETS (1 WEEK) • role-play - shopping • write sentences • correct use of

prepositions - behind, on top, etc.

• shops, market, price, shopkeeper, stall holder, trade, modern, selling, client

• prepared and unprepared reading • dialogue - shopkeeper and client (read

roles) • rhymes and songs • read names and prices of articles from

fliers/pamphlets

• revision of previous phonics

• introduce the long e sound, e.g. he, me, she, be

• like, much, only, want, just, from

• write sentences with given words

• maintain neat letter formation, speed, rhythm

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THEME 10: PERSONAL HYGIENE (2 WEEKS) • build own sentences

with new words, use correct tenses

• practice correct spelling of new words

• bath, wash, clean, clothes, seasons, types of clothing (jersey, hat, coat, socks, etc.) towel, face cloth, soap

• rhymes and songs • imitate bath and wash activities • read aloud and silently from class

reader

• do revision of above phonics

• introduce the silent e, e.g. a-e = cake, i-e = ride, o-e = mole, u-e = huge,

• must, well, down, go

• copy sentences (check punctuation)

• write short paragraphs with given words

THEME 11: THE SENSES (2 WEEKS) • correct use of

possessive pronouns - my, your, their, his

• write dictation • role-play - a deaf

person, blind person, etc.

• hearing, touching, smelling, tasting, organs, nose, ears, eyes, mouth, sight

• match words with picture • rhymes and songs • read for understanding and enjoyment

• do revision • introduce words

ending in - pple, ttle, ffle, e.g. apple, little, shuffle

• with, see, said, right, left, what

• practice print writing of words and numerals

• maintain correct letter formation

THEME 12: PREPARING FOOD (1 WEEK) • use correct language

structures - in prepared and unprepared topics (orally)

• write a recipe for preparing a balanced meal

• vegetables, roots, edible, peeled, cooked, prepare, fruit, hygienic

• discuss how and why boys and girls can help to prepare food at home

• read aloud and silently from class readers and own materials

• do revision first • continue with words

ending in pple, ttle, ffle

• introduce rebel words ending in all = call, fall, ball

• big, other, we, some, first, get, then

• draw up a menu for a healthy meal

• use interesting letter formations

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THEME 13: LOCAL FOOD (1 WEEK) • present prepared and

unprepared topics orally while using correct grammar

• select own items for advertisement

• listen to story and retell

• locally, produce, labels, samples, packaging, sources, available, naturally

• read aloud short prepared and unprepared texts with correct pronunciation of words

• word games - fill in, arrange jumbled words

• do revision of rebel words ending in all, e.g. call, fall, etc.

• introduce sound changes ull, e.g. pull, full, bull, dull

• revise words in theme

• add more words

• write new words in self made dictionary

• maintain correct posture, pencil grip,

• use ruler and rubber correctly

THEME 14: PLANTS (1 WEEK) • collect and describe

various leaves in correct grammar

• present prepared and unprepared topics in writing four sentences

• do revision of nouns, verbs

• leaves, seeds, classify, size, shape

• as in theme 13 • songs, rhyme • word games, e.g. word search

• do revision of phonics in theme 7: oe, ie

• add more words


• add more words

• write a short paragraph about plants

• play writing games • maintain correct posture,

pencil grip, • use ruler and rubber

THEME 15: PLANTS SPREAD (1 WEEK) • debate how seeds

travel from one place to another

• write sentences with new words using correct language structures

• continue with revision of nouns, verbs, adverbs

• dispersal, cultivation, spread

• as in themes 13 and 14 • word game, e.g. word puzzle or chain

game

• do revision of phonics in theme 8: ow, ew, aw

• add more words


• add more words

• write a short paragraph in their own words

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THEME 16: GERMINATION (2 WEEKS) • write dictation of

short sentences (known words)

• describe how a seed germinates

• compare the germination of different seeds

• sow, germination, observe, similarities, difference

• read prepared and unprepared passages of 10-15 words (class reader)

• do silent reading (use class reader or own materials)

• do revision of phonics in theme 10: a-e, o-e, i-e, u-e

• add more words

• revise words in themes 4 and 5

• write words with vowels and consonant correctly in own paragraph

• demonstrate correct writing skills

THEME 17: ANIMALS AS PART OF FOOD CHAIN (2 WEEKS) • write dictation of

short sentences (known words)

• describe the difference between insects and birds

• label different food products

• insects, appearance, habitat, feeding habit, products, food chain


• do silent reading (class reader or own materials)

• debate on which animals eats each other and why

• revision of phonics in theme 11 - pple, ttle, ffle

• add more words

• revise words in theme 6 and 7

• complete about 10 lines continuous writing in print script

• demonstrate correct writing skills, using appropriate tools

THEME 18: SEASONS (1 WEEK) • write dictation of

longer sentences (known and unknown words)

• identify and describe the different seasons

• record, weather, conditions, intervals, temperature, rain, wind, clouds


• do silent reading - class reader or own materials

• do revision of phonics in theme 12 (all)

• add words with other phonics

• revise words in theme 8

• write short passages consisting of 8 sentences

• demonstrate correct writing skills, using appropriate tools

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Listening and Speaking

Reading

Writing

Grammar

Vocabulary

Reading

Phonics Sight words Formal writing and

creative writing THEME 19: WATER (1 WEEK) • dictation of longer

sentences (known and unknown words)

• describe the different water sources

• polluted, purified, sparingly, stored, saved


• do silent reading from class reader and own materials

• tell about the text

• do revision phonics in theme 13: - ull

• add words with own selected phonics

• game: ‘Who can read any flashcard word first?’

• write a short paragraph of about 10 sentences on how to purify water

• write all new words down in dictionary

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Theme 1: The Social Environment Date / Weeks: 2 weeks Grade: 2

Language 1 Listening and speaking: − Vocabulary: based on the

sub-topic, e.g. member, parents, family, extended, foster, adoption, orphans, family tree

− Grammar: correct use of nouns, singular and plural in speaking

Reading: − revise Gr 1 phonics − sight words- I am, a, we,

are, have, aunt, uncle, sister, brother

− read simple sentence − read for understanding e.g.

recipe, game, word games − songs, rhymes, role-play Writing: Formal and creative writing − revise lower case letters − write the alphabet in print:

upper and lower case in all written work

− create simple puppet to help in telling story/poem

Religious Education Belonging: − Explain how

members of a family can help each other, e.g. Ruth and Naomi or Joseph and his brothers

Language 2 Theme 1: Social groups and

institutions Topic: Family Speaking and listening: − Listen to stories and rhymes − Respond to instructions − Ask and answer questions − Phonics Vowels:

a, e, i, o, u Reading: − Read loud parts of stories,

rhymes, songs in groups/pairs/individual

− Make own booklet with collection of stories

Writing: − copy words and short

sentences − write letters, words in print

script − practice holding pencil − write 5 vowels Language: − list new words − practice phonics − sound the 5 vowels

Environmental Studies

Theme 1: Social Environment

Topic 1.1: Social groups and institutions Sub-topic: Own identity in a family group − draw family trees

showing their own place

− discuss important nuances in terms of family relationships

− discuss fostering and adoption

Physical Education Escape: Groups A and B take up positions about 3 - 4 metres apart

Arts − Experiment

individually and in pairs with facial expressions (anger, happiness, fear, etc.)

− Experiment with body expressions, movement without music

− Experiment individually and in pairs with vocal sounds

Mathematics Measurement: Vocabulary Geometry: − 3-D figures Number Concept D: − counting 0 - 54 − sabitising, ordering

and comparing − number patters 1 - 20 Computation: − do computation in the

range 0 - 10 Problem solving: − 0 - 10

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Theme: 2 Health and Nutrition Date / Week: 2 weeks Grade: 2 choice

Language 1 Theme 2: Topic 2.1: Personal

Hygiene Listening and speaking Grammar: - build own sentences with new words using correct tenses Vocabulary: - bath, wash, clean, clothes, season Reading: − rhymes and songs; − imitating bath and

wash activities Phonics: - revise previous phonics; − introduce the silent e,

e.g. a - e in cake Sight words: - must, well, down, go Writing: − formal and creative; − copy sentences (check

punctuation); − write short paragraphs

Religious Education Personal values: − Self control: being

at peace together − Topic of own

choice

Language 2 Theme 2: Health and Nutrition Topic 1: Personal Health Listening and speaking: − listen to songs, rhymes and

stories − talk about body parts in groups

/ pairs − phonics of 2 consonants that

blends e.g. bl, dr, br Reading: − read aloud parts of body − read aloud stories, rhyme and

songs − phonic words to be read aloud

in groups / pairs / individually Writing: − list the names of body parts − make own sentences − copy patterns from the

chalkboard Language: − write short sentences and

words correctly − awareness of language

structures e.g. opposites − form phonic words Mathematics

Measurement: − Capacity: - estimate and

measure − Time:-match events − Length: - estimate, order

and compare − Number Concept D:

-counting 0 - 94 Computation: − do computation in range

0 - 59 − practice number bands Problem solving: − in range 0 - 29

Physical Education − Games in limited

space − Competition

(5.5.2) − Large-group

activities − Small-group

activities − Tag and dodging

games (5.5.5)

Arts − Start with simple

repetitive patterns using instruments of found materials

− Complete a simple unfinished rhythmic pattern played by teacher


Theme 2: Health and Nutrition Topic 2.1: Be a healthy person Sub-topic: Personal Hygienne − how to keep the

body clean − clean clothing − practice healthy

habits

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Grade 1 and 2 Multi-Grade – First Language Weekly lesson plan Theme: The Social Environment Topic: Social Groups and Institutions Sub-Topic: The Family Teaching Aids: Family poster; flashcards; picture cards Basic Competencies: Learners should be able to: • Tell own and other short stories using simple and complex sentences • Read aloud and fluently short paragraphs • Demonstrate normal eye control • Demonstrate correct pencil grip and body posture • Use grammatical structures correctly when speaking Introduction: • Song: “Where is Father?” • Teacher’s questions: “How many people are in your family, Martha/Theo?”

“Do you have a brother/sister/baby at home, Hafeni?” “Do you have a Grandfather/Grandmother, Puti?”

Presentation: Group Work. Grade 1: Remains on the mat: • Discuss family members displayed on the poster • Arrange the pictures of the family from oldest to youngest • Performs a listening exercise e.g. “passing the message” • Present and learn one vowel – a – in phonics • Goes to desks to do activities e.g. draw family members Grade 2: Go to desks and do some activities e.g. building puzzles, match words to pictures- • Revise Grade 1 phonics- • Practise the following sight words: I, a, am, we, have, aunt, uncle, sister • Read simple sentences: “I have a sister”; “We have an aunt” • Writing: Copy the vocabulary words from the chalkboard into the exercise

books e.g. mother, father, brother, sister, uncle, aunt, etc. Teacher ensures that pencil grip, body posture, etc. is correct.

Conclusion: • Reinforce the lesson content in different ways • Activity: Build the correct words form the jumbled word, e.g. tisers = sisters;

romeht = mother More than 1 group per grade: Prepare enough challenging activities for each group at the tables. Sing

numbers. Colour the 1st, 3rd and 5thpicture, etc.

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YEAR PLAN GRADE 3

Preferably follow the Phonics List on page 5-8 of this guide. (Phonics in this year plan may differ)



TOPIC 1: THE FAMILY (2 WEEKS) • role-play of family

togetherness • verbs and adverbs to

demonstrate occupations

• singular and plural, e.g. family members, 2 brothers, one sister

• support, doctor, teacher, members, help, sharing, taxi driver, nurse, policeman, housewife, gardener, farmer

• read 10 sentences from reader or passage selected by teacher

• do silent reading

• au - aunt, cause, pause, because, gauze, clause, vault, fault, haunt, daunt, flaunt, launch

• ui - juice, bruise, fruit, suit, ruins, quick, quill, quit, quiz

• strengthen • occupation • fire brigade • pilot • airplane • airport • farms

• names of family members, e.g. Esther, Freddie

• write 6 sentences on a family member's occupation

• line size, 4 spaces per 25mm in HB pencil

TOPIC 2: OTHER SOCIAL GROUPS (1 WEEK) • prepositions: • n, on, off, at, etc. fill

in correct preposition in sentences e.g. I go to school by car

• church groups, sport, culture, services, youth choir group, Sunday school

• do silent reading • read 10 sentences using correct

pronunciation from reader or sentences by teacher

• story - the policeman

• ei-receive, receipt, deceive, perceive

• youth • culture • community • contribute • network • voluntary

work

• print words:- youth, sport, church

• copy sentences from blackboard (4 sentences)

TOPIC 3: SOCIAL SERVICES (1 WEEK) • present topics orally

and demonstrate what happened at the police station

• past and past continuous tense

• role play your act

• clinic, supermarket, post office, police station, church, chief, homestead, buying, healing, sending, praying, reporting

• do silent reading • read 10 sentences unprepared and

prepared reading • read passages from the local

newspaper

• ue - flue, glue, fluent, true, queue, value, blue, clue

• homestead • Red Cross-

welfare society

• buy, sell, send, chief • build and write own

sentence with above words

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TOPIC 4: CULTURAL DIVERSITY (1 WEEK) • present, past and

future tenses • fill in correct tense

in sentences • was, were, am

• Traditions, videos • Culture, members • Namibia, nation • value

• silent reading • comprehension • reading • answer questions in full sentences • read 15 sentences

• ey - key, storey, money, pulley, monkey, donkey

• describe cultures, information, community

• Different, represent videos, appreciate

write 20 sentences on one's own tradition/ events/ceremonies using correct spelling and punctuation

TOPIC 5: NATIONAL CULTURE (2 WEEKS) • label the Coat of

Arms (write you own words)

• nouns and pronouns • dialogue a

conversation between chief and president

• do word-search puzzle

• traditional leaders, choose, political, Coat of Arms, symbols meaning, oryx, fish eagle, president, president, minister, chief

• mime with masks, stories about the plants and animals on Coat of Arms

• read 20 sentences • prepared reading • silent reading

• Words ending with y - fly, dry, try, cry, sly, sky, spy, shy, sty, style, type

• welwitschia • diamond • justice • unity • liberty • characteristi

cs

• draw and colour Coat of Arms

• write words oryx, fish eagle, flag, welwitschia

TOPIC 6: PUBLIC HOLIDAYS (1 WEEK) • use dictionary to

find meanings of words

• choose correct word for the meaning e.g. holiday means (work, rest, not going to school or work)

• events, history, appreciate, public holiday, religion, Independence Day, Easter, Christmas, Heroes day

• role-play in groups a traditional holiday

• silent reading • prepared reading

• diphthongs - ar - far, star, car, tar, etc. mark, park, chart, mark, March (months of the year)

• appreciate, important

• non-religious, history

• shaped, tradition

• vacation

• write an essay (10 sentences) on Independence Day

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TOPIC 7: TRAFFIC SAFETY (2 WEEKS) • comprehension - on

cyclist • use proper

punctuation and grammar

• grammatical exercises, choosing correct opposites

• road signs, cyclist, traffic rules, correct, safety, understand officers, practice signals

• do silent reading • do unprepared reading - 20 lines • do prepared reading • read passages from a rhyme book

• er - herb, kerb, nerve, serve, swerve, stern, herd, verb, jerk, verse, perch, fern, germ, perm

• response, basic

• behaviour, codes, response, important

• following, pedestrian

• write 8 sentences about your bicycle, using big picture chart on wall

TOPIC 8: TRANSPORT AND COMMUNICATION (2 WEEKS) • write 10 sentences

about a trip, using correct grammar

• draw and label modes of transport

• local, transport, communication, region, train, airplane, ship, etc.

• read stories of old and modern forms of transport and communication

• ir - bird, dirt, firm, third, swirl, first, girl, thirst, sir

• carry • community

types (as in grade 2)

• draw local form of transport as in Grade 2

TOPIC 9: HOUSING - BEFORE AND NOW (1 WEEK) • story 3 pigs - write

how you would build your straw house

• draw and label different types of houses

• models, early, types, homes, shelters, housing, modern, buildings, igloo, mud house, clay-straw house, brick house

• do silent reading - early and modern housing

• do prepared reading - 20 lines

• or - store, porch, landlord, cord, form, more, north, bore, fort, sort, corn, lord, storm, born

• similar • infrastructur

e • development • appreciate • discuss,

modern • compare,

different

• describe your house in 10 sentences

• build a story round picture chart of a castle

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TOPIC 10: OUR RESOURCES (1 WEEK) • write a story about

resources of fresh water in the region and how one must take care of it

• match words to make compound words e.g. mail brush tooth box rain coat

• natural resources, sources, fresh water, limited uses, care

• do silent reading • do prepared and unprepared reading

• ur - burn, turn, hurl, hurt, turf, surface, urge, surge, curve, burst, burnt

• limited • examples • supply • region

• make up own list of ur-words and use them in sentences

TOPIC 11: CRAFTS AND FACTORIES (1 WEEK) • uses of various

crafts, e.g. clay for cooking, drinking and storing

• verbs: build sentences and fill in verbs

• handicraft, products, factories, visit, centre, made, clay, wood, charcoal, cotton

• do silent reading in library or reading corner to find factual information on subject topic

• silent mb- bomb, comb, thumb, crumb, climb, limb, plumber, lamb, dumb

• products • practiced • carving • weaving

• write short own creative paragraph from factual information on crafts

TOPIC 12: ECONOMIC ACTIVITIES (1 WEEK) • list all words from

previous 3 topics and know their meaning in context

• draw picture and label it with correct spelling

• rural, urban, areas, jobs, work, people

• do prepared and unprepared reading passages - 30 lines – with correct expression

• read from an advertisement in a newspaper

• silent k - knife, knit, kneel, know, acknowledge, knock

• complement • occupation • settlement

• write a letter to apply for a job in a furniture factory

• write with speed and rhythm

• complete 20 lines/100 words in 15 min. from a passage

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TOPIC 13: INFECTIOUS DISEASES (2 WEEKS) • group discussion -

debate using correct language in pronunciation and spelling

• do contraction words e.g. (don't = do not)

• family • disease • signs • spread • common • illnesses

• read booklets and pamphlets on contagious diseases (for information)

• categorise words in alphabetical order from selected books

• draw and write a get-well card

• make a first aid kit and label it and write a booklet about the first aid hints

• 25mm/4 spacing and HB pencil

• infection • symptoms • identity • prevent • survey

• continue with theme 12

• correct sentences

TOPIC 14: HIV AND AIDS (2 WEEKS) • word puzzle • rhyming words

child-mild, nest-best

• behave, love, care, share, closely, breaking, becoming, extra, discuss, confident, gloves, blood, contact, spit, open wounds, healthy foods

• read as in Topic 13 • discuss a book on "AIDS victim" i.e.

Author, Title, Publisher • do silent poetry reading

• gh - fight, night, tight, sight, light, bright, flight, might, slight

• immune • system • interact

• write a poem on love with rhyming lines

TOPIC 15: FOOD STORAGE AND PREPARATION (2 WEEKS) • draw food products

and label drawings • unscramble words to

make a sentence, e.g. healthy is fruit eat to

• stored, local, homes, farms, shops, prepared, cooked, ways, cans, tins, sealed, cartons

• read magazine on health food, cut out pictures and place food labels in alphabetical order

• lk - walk, talk, chalk, stalk, sidewalk, milk, folk

• Properly, canned

• Dried, frozen

• storage, nutrition, groceries

• write 10 sentences on topic - buying groceries or health foods

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TOPIC 16: FOOD FROM NAMIBIA (2 WEEKS) • group work: build

sentences using key words

• collect, made, sources and products (names of food), produce, find, foods

• read booklets as in Topic 15 • soft c - city, ceiling, cemetery, central, cell phone, certain, celery,

• soft g - giraffe, giant, genie, ginger, general, germs, gel, gems, gentle

• produce • supply • gather • interdepen-

dence

• rite names in alphabetical order

• answer question in writing

• write a diary

TOPIC 17: PLANT GROWTH (2 WEEKS) • In groups, compile a

list of words and find meanings and their application. Write a paragraph of 20 sentences about own observation.

• cutting, cares, grow, plants

• read information from booklets/magazines for compiling the report later (take notes of key words)

• tion, -sion - nation, condition, situation, portion, confrontation, position, vacation, possession, confusion

• record • weekly • growth

• draw and label the parts and write correctly short passages

• diary as is Topic 16

TOPIC 18: IDENTIFICATION (2 WEEKS) • oral quiz - to

practice correct language usage and spelling

• leaves, seeds, flowers, bark, harmful, special, mount, collect

• read silently from class readers or books to find factual information

• t-ial - partial, trial, substantial, martial

• poisonous • indigenous • welwitschia • mirabilis • conservation • unique

• answer questions in writing using proper language and correct spelling with the help from the dictionary or teacher

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TOPIC 19: INTERDEPENDENCE OF ANIMALS AND THEIR HABITAT (4 WEEKS) • a word search on

different animals • animal sounds, e.g. a

snake hisses • animal babies, e.g.

bird-chick • animal houses, e.g.

bird lives in a nest

• identify, reptiles, local environment, dangerous, snakes, fish eagle, water bird, seawater, freshwater, oryx, died

• look up animal words in dictionary and describe them

• make a list of birds, buck and reptiles and discuss their habitat in groups

• read an unprepared story • read a factual story on an animal from

a magazine

• cial - facial, racial, commercial, superficial, official, crucial

• ian - compliant, Christian, titian, stentorian, pedestrian

• habitat • interrelated • identify • appearance • unique • prehistoric

• make an animal birthday invitation card and write down details of birthday party, e.g. when, where, date, etc.

• write a passage, e.g. "A fishing trip" in 20 lines

• write your own animal story and draw pictures. Make a booklet and give it a title, cover and author name.

TOPIC 20: INTERDEPENDENCE OF CLIMATE AND ENVIRONMENT (2 WEEKS) • write the factual

information on weather in different regions.

• make a chart of the North, South, East and West and label it with correct spelling.

• word puzzle

• observe, effects, animals, people, changes, discuss, rainy, dry, season, sunny, windy

• in groups read the weather news for the day and following day. Discuss different climates in various regions.

• read the weather report in the newspaper.

• discuss weather preferences, like dry or wet climates.

• make your own weather song

• ous - synonymous, adventurous, dangerous, spontaneous,

• ious - contagious, continuous, delicious, curious, spacious

• weather • natural • record • regularly • condensatio

n • mild • cloudy • survey

• write a weather report for the news.

• write a passage of "A storm" of about 20 lines.

• make a chart of how rain moves in a circle condensation.

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TOPIC 21: CLEAN WATER (2 WEEKS) • find and circle

'water' words in a word search.

• re-write a passage of 'water' written in present tense to past tense.

• add a suffix to water words e.g. wade, wading, wading; water, watering, watered

• clean, water, found, sources, pollution, purification, wells, river, dams, boreholes

• listen to narratives on "Water stories" and the health issues on clean water and why we purify water

• discuss why we cannot drink seawater • read a "Water" story from a magazine

or book or newspaper

• do revision of all phonics done during the year

• investigate • purify • pail of water • impure • shore

• write a passage why we must not pollute our water - 20 lines.

• make a chart of water resources, draw and label it

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Theme 1: The Social Environment Grade: 3

Language 1 Theme: Social Environment Topic: The family Listening and speaking: Grammar: -role play of a family group and togetherness Vocabulary: - support; doctor; teacher; members; help; sharing Reading: − read 10 sentences from reader

or teacher-selected passages − do silent self-reading − practice phonics: au in aunt,

cause, pause, clause, fault; ui in fruit, juice, bruise

− sight words: strengthen, occupation, fire brigade, airplane

Writing: − formal and creative writing − names of family members:

Esther, Freddy

Religious Education Belonging:

− The first community: Listen to the story of God creating Adam and Eve and assigning them work to do.

− Mime the story

Language 2 Theme: The Social Environment Topic: Family and social groups Listening and speaking − greetings − listen to stories/rhymes and

retell parts of them − sing songs − role-play from the story − revise phonics from grade 2 − practice phonics spl, spr Reading: − read stories/rhymes and

songs in groups/pairs and individually

− read passages aloud and for understanding

Writing: − copy words and short

sentences − practice spelling words − complete sentences − write short paragraphs Language: − spelling − phonics − verbs: simple present and

past tense


Theme 1: The Social Environment Topic 1.1: Social Groups Sub-topic: Family − discuss and dramatise

what each person does at home

− discuss how work can be shared

− explain what they can contribute

Mathematics Measurement: − geometry -2 D and 3 D

figures -name, describe, draw

− new shape - pyramid − count sides & corners of

square, rectangle, triangle − height of family members in

cm and m − estimate and measure − graph of lengths Number Concept D: − within the range 0 - 14 Counting and numbers: − read and write up to 10 − subitising up to 10 − doubling and halving − regrouping Computation: − do in the range 0 - 99 Problem solving: − do in the range 0 - 49

Arts − Sense games and

exercises in hearing − Vocal sounds and vocal

colour − Experiment with voice:

volume, pitch, tempo and articulation

− Use voice & movement in characterisation

Physical Education Overtaking a partner: − B waits for

approaching A. As soon as A crosses the line, B takes off and runs as fast as possible to stay ahead while A tries to overtake B before a given mark

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Theme 2: Health and Nutrition Date / Week: 2 weeks Grade: 3

Language 1 Topic 13: Infectious diseases Reading: Read silently books and find factual information. List words alphabetically Grammar: Listen and speak Group discussion (debate) using correct pronunciation. Do contractions, e.g. don't = do not. Vocabulary: Family, disease, signs, spreads, common, illnesses Phonics: Silent w… Write, wrong, wrap, wring, wrist, wrinkle Handwriting: creative - Draw and write a "Get well" card. Make and label first-aid booklet with hints Sight words: Infection, survey, symptoms, prevent

Language 2 Theme: Health and Nutrition Topic: Infectious diseases Listening and speaking: − Listen to a story − Ask and answer questions − Do a role-play − Phonics: silent / magic e- o-

e- mole Reading: − Read stories aloud and in

groups − Read for information − Read books in school or class

library Writing: − copy words / short sentences

in print script − write unprepared short

paragraphs − write phonics words = silent e

- o - e Language: − spelling − phonics − prepositions

Religious Education Theme: Personal Values Story: The healing of the ten lepers Song: Own choice

Mathematics Measurement: − Graph, capacity − Money - determine

change in transactions Number Concept D − range 0 - 504 Computation: − range 0 - 399 Problem solving − range 0 - 79


Theme 2: Health and Nutrition Topic 2.1: Health and Safety Sub-topic: Infectious diseases − Discuss infectious

diseases − Explain ways to

prevent the spread of infectious diseases

Arts − Experiment with

materials surrounding them (wet, dry)

− Collect objects for modelling and construction (sand, wool, leaves)

− Perform songs and song games together, mother tongue, other Namibian languages, English

− Participate in mirror and mime games, mime animals

Physical Education Games and sport skills − races and relays

(5.5) − self-designed games − knowledge of

behaviour rules (5.4) − -move, roll and

dribble ball (5.4.3)

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FIRST LANGUAGE LESSON Grade: 3 Theme: The Social Environment Topic: Social Groups Sub-Topic: Family Number of periods: 9

Objectives: • learn to use appropriate language in a variety of

daily situations • demonstrate an interest in and ability to discuss

issues • extend vocabulary • develop reading skills • read silently for enjoyment • write paragraphs/passages without help • apply basic grammar correctly when speaking

and writing in all subject areas

Basic Competencies Learners can: • tell prepared and unprepared own and other

stories • use available information to do projects etc. • read aloud various prepared & unprepared

paragraphs/passages • read silently, on a regular basis to enjoy • write passages of about 20 well–structured

simple & complex sentences, legibly and correctly.

Monday: 2 periods = 80 minutes Activities Grouping Materials Assessment Listening: Teacher tells the story of the Three Bears with pictures Speaking Questions by teacher: How many bears are there in the family? How many members are there in your family? Can you name your family members? Reading Learners read words and sentences Phonics Revision of 2-letter and 3-letter words Writing: Creative writing Learners write 6 sentences on tasks about family members.

Whole class Pairs; individually Whole class & individually Whole class Small groups

Pictures; sentence strip; written story Word cards & sentence strips Flash cards with words Writing books & pencils Whole class & individually

Participation Correct recognition & reading of words and sentences

Tuesday: 2 Periods = 80 minutes Listening: 20 Min Teacher retell the story of the three bears Learners retell the story in their own words. Introduce singular & Plural- e.g. bear-bears brother-brothers, bowl-bowls, spoon-spoons Speaking: 20 min Ask questions about the story Invite learners to tell what they do in their families or with their families Role-play of family activities

LCE & class organisation Whole class & individually Discuss in pairs and report back to whole class

Sentence Strips & Pictures Pictures or story book Sentence strips & word cards

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Reading • Prepared reading of sentences and words • Unprepared reading of words & sentences

from the story Writing 20 Min • Match words with occupational pictures • Formal text writing on occupations of family

members

Pairs; individually Pairs; individually

Word cards & pictures

Wednesday: (2 periods 80 Min.) and Thursday: (2 periods 80 Min.) Wednesday: listening:15 Min Read the three Bears book Find the activities that the bear family are doing from the story. Thursday: Listening: 15 Min Riddles on occupations e.g. Rhyme: “This is mother” (See Attached) Group work: (Both days) Group 1: Teaching group: read on the mat

• Learners get loose words, they have to build sentences from the story

• Grammar: Practice Singular & Plurals with the family members

Group 2: work at their desks/tables • Word puzzles of family members’

occupations Game: write 5 words beginning with the same blend e.g. bl-anket, bl-ue, bl-ind, bl –unt, bl -ade Group 3 Make a collage of the family and write about them Group 4 Underline the correct word Write the correct word Extra activities for learners who finish early/fast

Whole class individually Whole class Group work Group work Group work Group work

Story book Writing books; Puzzles Colour pencil Worksheets Pictures

Friday 40 min. Compensatory teaching: Listening, Speaking, Reading Learners look at pictures of story and formulate new sentences T writes what learners say Correct grammar mistakes if any

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YEAR PLAN GRADE 4



THEME 1: KNOW THE REGIONS (2 WEEKS) USE VOCABULARY BASED ON THEME IN ENVIRONMENTAL STUDIES FOR READING *Standard procedure • Talk about activities

in theme, using present, past, future tenses correctly

• Write down a list of at least 10 new vocabulary words for this topic

*Standard procedure • Read vocabulary based on theme. • Recognise phonics in words. • Read aloud prepared and unprepared

paragraphs, passages from class leaders, non-fiction and various reading materials about the topic.

• Identify the selected grammar aspect.

• Follow the Phonics List on page 5-8 of this guide

• Follow the list of high-frequency words of this guide

*Standard procedure • Copy work neatly

and correctly • Write in lines: 5-6

spaces per 25mm in HB pencil. in neat handwriting with suitable layout, spacing, etc. within a given time frame.

• Regular spelling and dictation.

• Write own non-fiction about a region using correct present, past and future tenses in a clear legible way.

THEME 2: ORIGINS OF PEOPLE (1 WEEK PER TERM)

• Use other people as sources of information about the topic

• Discuss/share information found in books


• Silent reading and discuss with peers what was read.

• Find information in books, e.g. textbooks on the topic, or use library



• Learn how to make summaries.

• Establish rhythm and fluency, letter formation, neat layout of written of work.

• Plan set of questions to ask in order to collect information.

• Summarise information found in books.

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THEME 3: OUR FAMILY LIFE (1 WEEK PER TERM) • Explore the story

books that will be read

• Tell/listen to stories based on the theme

• Sing songs and learn rhymes

• Use reading matter and discuss verbs


*Standard procedure • Read stories in which families feature. • Read paragraph written to peers/group.



*Handwriting skills: follow standard procedure.

• Use verbs correctly in sentences: present, past and future tenses.

• Write short paragraph about own family life.

THEME 4: THE CULTURE OF OUR REGION (1 WEEK PER TERM)

• Identify prepositions and nouns that appear in text

• Use adjectives to perk up language usage


*Standard procedure • Read text about the topic. • Read each other's sentences about the

topic.



*Standard procedure • Write 5 sentences

about historical cultural site.

• Visit historical and cultural sites and take notes

THEME 5: HISTORICAL PLACES AND FAMOUS PEOPLE (1 WEEK PER TERM)

• Talk about famous people they know.

• Do singulars and plurals.


• Read what they found out about the person



• Write 8 sentences about a famous person.

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THEME 6: MEANS OF TRANSPORT (1 WEEK PER TERM)

• Discuss different forms of transports in the past and present.

• Study maps of the region.

• Use conjunctions to write complex sentences.


• Learners read each other's books. • Follow the Phonics List on page 5-8 of this guide


• Groups do research on any type of transport (history)

• Make a book Teacher checks grammar, spelling

• Draw in roads on a map of Namibia and label towns.

THEME 7: COMMUNICATION (1 WEEK PER TERM)

• Each group discusses a different means of communication.

• Talk about times certain programs are broadcasted and how long they last.


• Groups read other groups' presentations and role-play



• Each group writes an example to demonstrate their means of communication, e.g. a letter/or news item or a TV programme.

THEME 8: CURRENT EVENTS AND ISSUES (1 WEEK PER TERM)

• Groups make a presentation on a current event in the region.

• Use correct syntax.


• Groups exchange information and read to others.



• Groups collect and report new events, from reading newspapers, watching TV, family, other people and write a paragraph.

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THEME 9: HOW OUR EARLY PEOPLE LIVED (1 WEEK PER TERM)

• Discuss note-taking, keywords, heading sub-headings and summary


• Participate in reading exercises. • Identify and practice difficult sounds. • Practice correct syntax and phonics in

groups. • Two learners compare their notes (pair

work). • Invite an adult from outside to tell

about the past.



• Make notes about the adults' talk.

• Write the information using 10 well-structured simple sentences.

THEME 10: HOW FARMERS FEED OUR PEOPLE (1 WEEK PER TERM)

• Groups discuss the role of farmers and types for farming.

• Play shop using money and selling products.

• Recognise grammatical structures in a written task: simple present tense


• Each one reads his/her story. • Teacher hands out copies of familiar

words. Learner cut out all they can read and make a word bank. Use it to build sentences.



• Write a short story about a farm. Check spelling of words in the dictionary (150 words).

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THEME 11: FISHING AND MINING (1 WEEK PER TERM)

• Learners talk about their own experience. Use words supplied by teacher on flash cards.

• Discuss handling of books.

• Discuss what was read in the Bible.

• Use adverbs to express ideas clearly.


• Read text from the Bible (Matthew) where Jesus and disciples were catching fish.

• Sing a song from the hymnal about fishing.



• In print script copy the story from the Bible.

• Draw a picture. • Estimate the mass of

certain fishes and record.

THEME 12: SOCIAL GROUPS (1 WEEK PER TERM)

• Discuss rules and why they are necessary.

• Focus on simple present tense.


• Compile a single list of rules and read it together.



• Learners draw up a list of core words.

• In groups write rules for the classroom.

THEME 13: HOW OUR REGION IS GOVERNED (1 WEEK PER TERM)

• Each group builds the puzzle.

• Individuals select a region.

• Pairs are regional councilors, discussing their problems and finding solutions.


• Read newspaper articles about different regional councils.

• Read circulars, etc. from different regional councils.



• Each group gets a map of Namibia.

• They colour the regions, write names.

• Cut it up on boundary lines (puzzle)

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THEME 14: SECURITY AND SOCIAL SERVICES (1 WEEK PER TERM)

• Discuss social problems.

• Use comparisons as well as metaphors, e.g. A person who creates social problems is a bulldozer.


• Pairs read and role-play their dialogue. • Follow the Phonics List on page 5-8 of this guide


• 2 learners write a dialogue: 1 = councilor other from public about a complaint and its solution.

THEME 15: LOCATION AND PHYSICAL FEATURES OF REGION (1 WEEK PER TERM)

• Plan a story in which a mountain, plain, dune, river, lake, dam and well feature.


• Read own stories to peers. • Follow the Phonics List on page 5-8 of this guide


• Groups write their own story discuss. Note: When 5,1 ruling books are full, learners get books with guidelines

• Our region is situated in, e.g. Khomas.

THEME 16: WEATHER, PLANTS AND ANIMALS (1 WEEK PER TERM)

• Weather song, poem, rhyme, story.

• Predict weather using future tense.


• Read a poem, rhyme, story, song and role-play it.



• Compose own rhyme/song about the weather.

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THEME 17: OUR SETTLEMENTS (1 WEEK PER TERM)

• Tell about their birth town.

• Use past continuous tense correctly, e.g. When I was living at …….


• Read about the home town of any important person they know.



• Write about own birthplace and early memories. Make a book for the library corner.

THEME 18: POPULATION DISTRIBUTION (1 WEEK PER TERM)

• Individually collect information about problems in the areas from different sources.


• Read a story about a child living in an urban area/rural area.



• Group compiles a news item for the radio/TV on the problems.

THEME 19: MY BODY (1 WEEK PER TERM)

• Song: Dry bones • Learn to ask

questions to teacher/peers in order to gain more information.


• Each learner reads his/her riddle and others guess. The winner reads his/her riddle.



• Learners write riddles to guess the object, e.g. It’s hard and when it lies in the sun it is warm, at night it is cold. It can be used for many things. What is it? STONE.

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THEME 20: GROWING UP (LENGTH) (1 WEEK PER TERM)

• Use vocabulary related to length and mass: In groups measure each other's height and mass.

• Grammar = vocabulary extension.


• Read a story about the life cycle of an animal, e.g. Hungry Caterpillar, The Red Hen.



• Observe e.g. a baby/toddler. Write the age and everything it can do (150 words)

THEME 21: MYSELF (1 WEEK PER TERM)

• Invite a nurse. • Learners have a

debate on child abuse and how to protect themselves.


• Read pamphlets and other sources about the issue.



• Take notes about nurse's talk.

Theme 22: HIV/AIDS (1 week per term)

• Discussion about how HIV/AIDS is affecting their lives.

• Use health and social issues in correct sentences.


• Read a story about an orphan who overcame obstacles.



• Make HIV/AIDS posters.

THEME 23: GOOD NUTRITION (1 WEEK PER TERM)

• Explain the meaning of the words used in theme.

• Use new/more adjectives to describe nouns.


• Read each other's menus. • Find the meanings of new words in a

dictionary • Consult magazines to write a menu.



• Compile a menu of healthy foods and one containing unhealthy foods. Put them up and learners choose where they want to eat.

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THEME 24: LIVING OR NON-LIVING (1 WEEK PER TERM)

• In groups arrange nouns on topic in alphabetical order


• Read a variety of stories about objects/people/plants.



• Make a summary with 20 well-structured sentences in legible handwriting about your book.

THEME 25: NEED OF LIVING THINGS (1 WEEK PER TERM) If you received

N$500.00 what would you buy?

• Play a game, e.g. monopoly.

• Possessive pronouns, e.g. their, our.


• Read from the environmental studies textbook.



• Add more information than is in the textbook.

THEME 26: PLANTS AS LIVING THINGS (1 WEEK PER TERM)

• Tell each other which plant they regard as most essential and why.

• Learn to construct factual information in an interesting way


• Learners read one another's texts.. • Follow the Phonics List on page 5-8 of this guide


• Write down their facts and draw the plant (150 words)

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THEME 27: PLANTS AS IMPORTANT SOURCES OF FOOD AND RAW MATERIALS (1 WEEK PER TERM)

• 1 group prepare a fruit salad another prepares a vegetable salad.

• Punctuation: use of colon, semi-colon, and comma.


• Read each other's recipes • Follow the Phonics List on page 5-8 of this guide


• List the ingredients and which part of the plant they used.

THEME 28: ANIMALS AS LIVING THINGS (1 WEEK PER TERM)

• Discuss the role of animals in their culture.

• Form pairs: Tell each other which animal they admire and why.


• Read each other's stories to the class. • Learners ask questions about unclear

facts.



• Write a story about their animal giving enough factual information. Note: If books with guidelines are full, learners learn to write 2½mm sized letters in 8,5mm lines, check punctuation.

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THEME 29: MATERIALS AND THEIR CHARACTERISTICS (1 WEEK PER TERM)

• Listen to a variety of stories/narratives.

• Retell stories in own words.

• Do role-plays on songs, poems and rhymes.

• Do grammatical exercises in the class using correct tense or language structures.

• Practices correct spelling daily using dictionaries.

• Practice syntax and word selection in announcements, menus and invitation cards.


• Reading exercises - identify and practice difficult sounds.

• Play language development games, e.g. word search, word puzzles.

• Read aloud from readers and magazines - correct pronunciation.

• Talk about content and meaning of materials.



• Write own creative paragraphs of 20 well-structured simple and complex sentences - applying correct punctuation, grammar and spelling.

THEME 30: WATER (1 WEEK PER TERM)

• In groups discuss characteristics of water.

• Debate on importance of water - using correct grammatical structures.

• Practice correct spelling of new words.


• Do sight-reading. • Do silent reading on own from

class/supplementary readers and find information on a given topic.

• Read for understanding and enjoyment.



• In groups decide on a specific section on water, each writes a factual piece of 20 well-structured complex sentences using correct spacing and letter formation.

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THEME 31: SOILS (1 WEEK PER TERM)

• Discuss in groups the various components of soil.

• Imitating, singing, and reciting.

• Do drama exercises. • Describing objects

using correct spelling and language.


• Individuals participate in reading exercises - identify and practice difficult sounds.

• Language development games such as "Word Search" Word Puzzles



• Write short passages in legible handwriting using words they know.

• Write own creative paragraphs on given topic.

THEMES 32: LIGHT (1 WEEK PER TERM)

• Individuals/pairs tell prepared and unprepared stories.

• Answer and ask questions

• Present information in correct language structures.

• Practice syntax and word selection in small ads and invitation cards.


• In groups: page through books and look for factual information.

• Role-play stories • Recite poems • Read aloud prepared/unprepared

passages • Do silent reading from various texts.



• Write sentences, poems and songs with consistency of letter size, shape, spacing of letters and lines - correct pronunciation. Note: learners switch over to writing with pens, e.g. Light is needed for....

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THEME 33: SOUND (1 WEEK PER TERM)

• Listen to stories, answer questions on comprehension and content, retell parts

• List new words and find their meaning in context using a dictionary.

• Do grammar exercises choosing correct tenses.


• In groups do spot-reading from readers/magazines/ newspapers.

• In groups/pairs do role-play of stories, poems and songs.



• Complete written exercises in legible handwriting - accurately and on time.

• Write own creative paragraphs/letters and passages. Apply correct grammar and spelling.

THEME 34: A HEALTHY ENVIRONMENT (1 WEEK PER TERM)

• Groups discuss factors, which affect health negatively and positively.

• Participate in dialogue and discussions.

• Use a wide variety of language skills such as word choice, correct grammar and syntax.


• In pairs, individuals read factual texts about things that affect the health of our bodies - also other stories and texts.



• Write a paragraph of about 20 well-structured complex sentences based on a healthy environment - gather information from various sources.

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THEME 35: PLANT AND ANIMAL CONSERVATION (1 WEEK PER TERM)

• Groups discuss importance of animals and plants.

• Grammatical exercises using correct tense and language structure.


• Individuals read own and each other's texts and also other stories and factual texts about animals and plants.



• Individuals select a specific endangered plant or animal and write a factual piece of 20 well-structured complex sentences based on gathered information from various sources.

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Theme 1: The Social Environment Date / Week: 2 weeks Grade: 4

Language 1 Listening and speaking − Talk about the names

of their regions Reading: − Read the regions'

names correctly − Read the phonic

words selected by the teacher

− Read sight words from the lesson

Writing: − Fill in the regions'

names on the map − Write a short

paragraph "My Region"

Religious Education − Leadership in the

church or faith − Leadership in

African traditions and religions

Language 2 Theme: Social Environment Topic: Know the Region Listening and speaking: − Listen to songs and

rhymes on the topic − Ask and answer questions − Revision Reading Comprehension: − Read for information − Read factual texts and

answer questions on topics

Writing and comprehension: − Write a short paragraph

on topic (creative) − Draw and label the region

map Language: − Phoncis − Revision − Spelling − Verbs (simple present)

Arts − Learn the National

Anthem − Learn more

challenging songs in teams pitch, rhythm, tempo, etc.

Environmental Studies Theme 1: The Social Environment Topic 1.1: Our Regions Sub-topic: Know the region − Name the regions of

Namibia − Locate the regions on

a map

Physical Education Sprints: Run fast over 30-50 metres emphasising straight forward running, correct foot placing, high knee action

Mathematics Measurement: − Capacity: vocabulary − Mass: vocabulary Number Concept Dev − Within number range

0 - 54 − Counting numbers:

recognise, read and write 0 - 10

− Subitising, doubling, halving

Computation: − in the range of 0 -

499 Problem solving: − in the range 0 - 99

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Theme 2: Health Safety and Nutrition Date / Week: 1 week Grade: 4

Language 1 Listening and Speaking − Vocabulary about the

topic e.g. body parts − Grammar: ask

questions to teacher to gain more information

− Song: Dry Bones Reading − Each learner reads

his/her riddle for others to guess. The winner reads his/her riddle

Writing − Learners write riddles

to guess the objects e.g.: It is hard and when it lies in the sun it is warm, but at night it is cold. What is it? = (Stone)

Religious Education Personal values − listen to and discuss

stories about people being helped to recover from illness

Language 2 Theme 2: Health, Safety and Nutrition Topic: My body Listening and speaking − listen to songs, rhymes

and stories − talk about myself and

my environment − sing and say the songs,

rhymes and stories about the body parts

Reading comprehension − read for enjoyment − read aloud the parts of

the body − read more on own

books from the class library

Writing comprehension − label parts of the body,

e.g. navel, chest, etc. − write short paragraph

on parts of the body Language − spelling − phonics: soft letters e.g.

g, k in giraffe, knee, etc.

− singular and plural Mathematics Measurement − Mass: compare

estimates with real measurements

− use of abbreviations Number Concept D − in the range of 0 –

854 Computation: − in the range of 0 -749 Problem solving − in the range of 0 -439

Arts Visual art − discover and create

bright and subdued colours in nature and materials in the environment

− communicate his/her interpretation of others’ efforts and respond to the artistic expression of others with an appreciative attitude


Theme 2: Health, Safety and Nutrition Topic 2.1: Health and Safety Sub-topic: My body − identify the

functions of human sense organs

− investigate the functions of the human skeleton and muscles

− understand the digestive system

Physical Education Physical fitness − run fast over 30 – 40

metres emphasising: straight running, correct foot placing/spacing and high knee action

− run in groups and with partners

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ASSESSMENT

Criteria for Assessment

Skill A B C D E Listening and Speaking

• Learners can follow complex instructions carefully after hearing them once.

• Can express self clearly in well-constructed sentences with good vocabulary and tenses.

• Can answer questions on higher-order thinking level clearly (level 3).

• Can retell stories, rhymes, dialogues with feeling and expression in own words.

• Can follow instructions carefully after hearing them once.

• Can express self clearly and correctly in suitable vocabulary.

• Can answer questions very well when they are not too demanding.

• Can retell story in own words, do dialogues, rhymes with understanding.

• Can follow simple instructions after hearing it once.

• Can express self in short simple sentences clearly.

• Can answer simple questions correctly.

• Can retell story using simple words, can recite, sing songs taught.

• Can follow simple instructions with guidance.

• Struggles to express self clearly.

• Cannot retell story in own words, struggles to recite or sing.

• Cannot carry out simple instructions.

• Cannot express self clearly.

• Cannot answer simple questions.

• Cannot remember story, songs, rhymes, or has to be assisted a lot.

Reading • Learner reads words and sentences fluently, accurately, with feeling and understanding.

• Can read a variety of texts including long sentences.

• All punctuation marks are expressed correctly.

• Can read prepared and unprepared material.

• All phonics taught can be identified.

• Can answer questions on different levels about the content.

• Reads most of the words and sentences correctly with feeling and understanding.

• Can read familiar unprepared texts.

• Can read the class reading materials and a reader for that grade with understanding.

• Can express . , ? ! while reading.

• Most phonics taught can be identified.

• Can answer simple questions about the content.

• Reads about half of the sentences correctly with understanding.

• Can read materials taught in class (familiar matter).

• Can read easy unprepared reading and tell about something read.

• Can use full stops and commas correctly when reading.

• Can recognise vowels and consonants.

• Can answer most of the simple questions on the content.

• Reads less then half of the words and sentences correctly.

• Can only do prepared reading.

• Needs assistance with phonics and sounding words and do recognition of most words.

• Cannot retell in own words what was read.

• Can answer a few of the simple questions on the content.

• Can hardly read any words or sentence.

• Cannot answer questions correctly.

• Cannot use phonics to assist with word recognition.

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Skill A B C D E Handwriting • Writes letter

patterns/letters with correct formation and according to line size.

• Correct spacing between letters and lines.

• Good layout of work. • Neat, upright letters

according to examples in study guide.

• Writes letters/patterns with correct formation according to line size.

• Correct spacing between letters and lines.

• Layout of work, e.g. use of ruler can improve.

• Neat upright letters.

• Writes letters/patterns with correct formation, but they do not always touch the lines.

• There are spaces between letters and lines that make them legible, but are not always similar.

• Can finish in time.

• Learner needs a rubber extensively.

• Shows ability to form patterns/letters, but are smaller/bigger than line size or letters differ in size.

• Spacing makes reading difficult.

• Very slow. • Untidy work.

• Can hardly copy patterns/letters.

• Illegible letters. • Spacing makes

reading difficult. • Messy work. • Extremely slow.

Creative and formal writing

• Can construct clear descriptive grammatically correct complex sentences.

• Can answer questions clearly in writing.

• Legible and tidy handwriting and layout.

• Can construct grammatically correct sentences.

• All words are spelled correctly.

• Can answer questions suitably in writing.

• Legible and tidy handwriting.

• Can construct simple short sentences with relevant number of words.

• Most words are spelled correctly.

• Legible handwriting. • Can answer most questions

correctly in writing.

• Can only construct very short simple sentences correctly.

• Most questions answered incorrectly.

• Majority vocabulary words are spelt incorrectly.

• Some words illegible. • Untidy work.

• What is written does not make sense.

• Cannot give correct answers in writing.

• Illegible and messy handwriting.

• Cannot spell words.

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HANDWRITING

Sequence of layout and writing materials to be used Grade 1 1. 50mm fold lines - Grade 1 first 6 weeks

Thick wax crayons and/or thick-barreled pencils Write 1 line of pattern and 1 line of letters/numerals

2. 25mm lines - Grade 1 week 7 to end of term 1

Thick-barreled pencils and/or thin wax crayons Write 1 line of pattern, 2 lines of letters/numerals and end with 1 line of pattern.

3. 12.5mm lines - Grade 1 approximately term 2

Normal HB or 2H pencils and/or thin wax crayons 4. 8,5 mm lines - Grade 1 last term

HB pencils and coloured pencils if available Write the day of the week, 1 line of pattern, ± 4 lines of letters/numerals and end with 1 line of pattern (one page of small exercise book)

Grade 2 whole year

8,5 mm lines (3 lines per 25mm.) HB pencils and coloured pencils if available Write the date, 1 line of pattern, ± 4 lines of letters/numerals, upper and lower case and end with 1 line of pattern (one page of small exercise book)

Grade 3

HB pencils and coloured pencils if available Write the date, 1 line of pattern, ± 6 lines of letters/numerals, upper and lower case and end with 1 line of pattern (one page of small exercise book)

1. 6,5 mm lines (4 lines per 25mm.) for terms 1 and 2 2. 5/6 spaces per 25mm for the third term Grade 4

HB pencils and coloured pencils if available Write the date, 1 line of pattern, ± 6 lines of letters/numerals, upper and lower case and end with 1 line of pattern (one page of small exercise book)

1. 8,5mm ruling with guidelines for the first term 2. 8,5mm ruling without guidelines for the second and third terms

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Even though learners are moving into an era where most text is computer-generated, handwriting remains a vital part of their development. It is an important communication tool. Because there are so many handwriting styles being taught in our schools, this section will deal largely with pre-writing activities, fine motor and gross motor activities and will include some examples of handwriting styles used around the country.

Starting points The first point to note is that the child should be seated at a table that is the correct height and on a chair where both feet can rest comfortably flat on the ground. Three further points to check are correct posture, pencil grip and position of the page in front of the child. If the child finds it difficult to sit straight while writing, balancing a bean bag on his or her head might help.

Pre-writing It is important that children be given plenty of pre-writing activities. These activities could include:

• Using different textures for the child to feel and to write on, for example writing patterns in sand, starch or mud or feeling letter and number shapes made out of sandpaper, sheepskin or fabric

• Cutting, pasting and paper-tearing activities • Experiencing different media, for example wax crayons, paint, kokis • Building puzzles, playing with Lego and other construction games • Large and small ‘scribble’ pictures.

The following gross motor and fine motor activities should also be included as almost a daily routine throughout Grades 1 and 2. Probably because children spend less time moving around and playing than in the past, teachers are beginning to be more aware of difficulties relating to gross motor and fine motor skills.

Exercising the fine motor muscles will lead to stronger muscles in the fingers and hands which in turn will lead to greater control over the handwriting process for the child. Exercising the gross motor muscles will increase muscle tone and can help children who have problems with distinguishing between left and right, as well as other associated difficulties.

These ideas serve only as suggestions and can of course be elaborated on by the teacher.

Gross motor activities Play ‘Angels in the Snow’. Children lie on their backs with their arms straight next to their bodies and with their legs straight and together. The teacher gives instructions like: ‘Move your left leg and your right arm’. The children then move these in a sweeping action on the floor.

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COMPENSATORY TEACHING

1. WHAT IS READING? People describe the act of reading in different ways: • It is a process in which written text is given meaning. • It is the translation of graphic symbols to sounds and the establishment of meaning. • It is part of communication and language. • It is a way in which a writer interacts with a reader. Superficially, we think of reading as letter or word recognition and comprehension, but reading involves different parts of the brain and complex cognitive systems.

2. SENSORY INTAKE

We learn to read through our sensory modalities. The sensory modalities involved in reading are eyes, ears and the feeling of movement or kinaesthetic. We see words and pictures with our eyes, we hear the sounds of the letters and words and we put them down in writing by holding a pencil and move our hands to form letters and words.

3. PERCEPTION

Perception means “becoming aware and give meaning”. For example: the eyes tell the brain they see something, but they do not know what it is. The brain searches in its memory bank and finds out that it is something round, it has black and white patches, so therefore it is a ball and more specifically a soccer ball. Similar things happen when you taste, smell or touch something. Perception is very important for learning to read and learning in general. Perception develops rapidly with more experience from babyhood and it is therefore important for young children to receive perceptual stimulation. Perception consists of many components, some of which we will mention here: • Visual Motor Control: the eyes’ movement must be smooth and movements of the

eyes and hands or feet must be co-ordinated, as in reading, writing, kicking a ball. • Body Awareness: awareness of one’s body, how many body-parts there are, what

one can do with it, which is the right or left side, or if one is a girl or a boy. • Spatial Awareness: to have an inner awareness of left and right sides, what is up,

down under, on top of, behind, in front, etc. of the body, and to identify and place sounds and objects in space in a certain relation to the body.

• Visual Distinction: to be able to see differences and similarities in objects or patterns.

• Auditory Distinction: to be able to hear differences or similarities in sounds. • Figure-ground Perception: to be able to see and focus on one object amongst

many others or to hear and focus on one sound amongst many others. • Visual Analysis and Synthesis: to be able to break up a pattern or object into parts

or put loose parts together to form a whole, while looking at it. • Auditory Analysis and Synthesis: to be able to break up sound into single parts or

put it together to form a whole, while listening to it. • Visual Memory: to be able to remember what has been seen before, also the detail

and order or sequence in which it was seen. • Auditory Memory: to be able to remember what has been heard before, also the

detail and order or sequence in which it was heard.

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4. PHONOLOGICAL AWARENESS Recently, researchers all over the world have found that reading problems stem from a lack of phonological awareness. Phonological awareness or phonemic awareness, as it is also called, means that you are aware of the individual sounds when listening to speech. Young children are not aware of these because they only hear a string of words that they understand. In school, teachers teach learners that sentences consist of words and words consist of individual sounds that are strung together.

5. COGNITIVE PROCESSES IN THE BRAIN INVOLVED IN BEGINNING

READING See written word

Visual Analysis (find letters or clues/cues)

Grapheme (letterform) identification

Short term memory/working memory

Phonological recall and matching (sound-letter matching)

Parsing (analysing words into units of sound – syllables)

Phonological synthesis/ recoding (putting sounds together)

Orthographic and Phonological Word recognition

Short-term memory/working memory

Semantic activation (meaning)

Linguistic output

[There is still a controversy about how these processes follow one another (integrated), or if they happen at the same time (parallel) and if they take place separately]. In short, when one sees a novel (new) word, one sees or visually analyses the letter-forms (graphic symbols) to check if some of the word-features are already known. At the same time, one recalls (from memory) the matching sound for each letter or combination of letters (parsing) and synthesises (blend or recode) these sounds to find a sound-match for the word. We recognise the word by its form and sound and in memory search for associations or the meaning of the word, after which the word is read aloud.

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In the brain, the following areas are involved: 6. THE PURPOSE AND VALUE OF READING

The main purpose of reading is to understand what the “message” of the writer is. At first one understands it in a direct or superficial manner. This is a very simple interpretation of text with straightforward information, e.g. It is a boy (it tells us about gender). However, meaning can be much deeper or indirect, i.e. one must find the core idea to understand the text. This idea can be expressed in different ways and hidden amongst an interwoven relationship of thoughts. One must be able to read “between the lines”. In the end one should be able express what one thinks, the writer’s message was, or what the “moral of the story” was. Young children will find the interpretation of direct messages much easier than hidden ones. The value of reading cannot be underestimated. As long as we are confronted with written symbols in our daily lives we read, e.g. road signs, labels on tins, against walls of shops or bulletin boards, etc. Through more reading one can: • become a more fluent reader with good word-recognition ability • improve and expand vocabulary and comprehension • improve thinking skills and reasoning ability • improve subject knowledge as well as general knowledge and become an informed

person • improve studies and obtain better marks • improve language skills • become a good conversationalist or speaker

7. WHY CAN LANGUAGE READING BECOME A PROBLEM?

The graphic systems may not be alike, i.e. letters do not look like that of the alphabet, as we know it (as in the Khoekhoegowab language). Phonemes (letter-sounds) are not the same for the same letters of the alphabet as we know it (e.g. “z” is pronounces as “th” in the Otjiherero language) and some languages do not use all the letters or sounds as in the alphabet that we know (e.g. “r” in some Oshiwambo dialects). Children who have to learn a second language without the letters and sounds that they have heard before will have a backlog in phonemic awareness. English as a second language poses even more problems because although letter combinations may be the same, it is not always pronounced in the same manner (e.g. bear and fear or fig and sit). There are also many sound combinations and digraphs not found in some other languages. A child who cannot speak a second language well probably has a lack of vocabulary and comprehension in that language. He/she may not know how to pronounce a word and all this makes anticipation of written forms very difficult. One’s own cultural concepts and ways of communication may differ from that of another and its language. It makes it more difficult to understand because it is outside one’s experience. The language of a teacher in a multilingual class may not cater for all languages in one class, and the lingua franca s/he uses to explain concepts will be the one that most learners understand. The lingua franca may not be all the other learners’ first language. The teacher may also experience problems with pronunciation and the children learn to pronounce words as the teacher does. If the teacher does not use or know the second language well enough, the learners will use it in the same manner.

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8. THE COMBINED APPROACH TO TEACHING READING It was found and proven by several researchers (see page 7-9) that a lack of Phonemic Awareness is a cause of reading problems. In this sense we do not speak of sensory problems (hearing and visual) or perceptual problems, but an awareness of individual sounds and that words consist of individual sounds or units of sound. Children may still have other problems as well. Usually young children are aware of sound - sounds in nature or a string of speech when their parents, family or friends talk around them. They are however, not aware that what they hear are individual sounds. They listen and understand what is said, but they do not attend to individual sounds. Most children have to be taught this to know it. They should also be taught that each sound has a matching symbol/letter to represent it. Every language has a phonemic structure - not all languages have the same sounds. They also do not always have the same graphology. Take for example the Khoekhoegowab language that uses a number of sounds and symbols that are different from known phonics. Some languages do not have a letter nor matching sound as in others, e.g. Oshiwambo does not have the “r” sound and normally replaces it with an “l”. In Otjiherero the “z” sound is pronounced as “th”. Otjiherero is also a highly regular language (sounds pronounced as they are in the word). English again, is a highly irregular language (sounds not always pronounced as they appear). It is important that the Grade 1 child knows all letters and matching sounds in his/her own language. It is by understanding the idea of individual letters and matching sounds that it becomes easier for them to transfer this skill to another language. But it is important that they also hear English sounds, as this is the official medium of teaching in later grades. A child can become aware of phonemes in his/her own language, but should be made aware of that of English as well. Sounds and matching letters must be taught. Both teachers and learners must know the phonics and matching letters extremely well before they will be able to teach it or read it. Phonics helps them to use it as a crutch, for analysing and synthesising words, especially more difficult words. In addition to this, word recognition is also important. Word recognition means that a word is recognised either by a few cues (letters/sounds) or by its form. To accommodate both approaches, the programme provides for the direct approach (teaching sounds and letters, word-building, letter manipulation, parsing, etc. with novel words) and the indirect approach, where the child has to read connected text and recognise words in text.

9. SOME OF THE READING PROBLEMS NAMIBIAN CHILDREN

EXPERIENCE • Teachers do not know phonics or/and have reading problems themselves. • Teachers have no method to teach reading • Pronunciation incorrect • Pre-school children not exposed to printed materials/ or stimulated with reading • Phonemic awareness not emphasised enough in Grade 1 • Other problems like sensory, memory and perceptual problems

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10. THE VALUE OF THE COMBINED APPROACH

(i) Many different processes and parts of the brain involved in reading receive attention, e.g. • both left and right hemispheres of the brain (visual and auditory processing

and integration areas) • form perception (symbols and word forms) • visual and auditory analysis and synthesis • visual and auditory sequencing • visual and auditory memory • association and integration

(ii) Vocabulary and comprehension can improve faster

(iii) It improves knowledge of the language, e.g. syntax, morphology, semantics and

pragmatics

(iv) It motivates, because learners are successful very quickly

(v) It can be used for both better and weak learners. Better learners can proceed at a faster pace and may assist weaker readers in groups as well. Weak learners are trained in improving certain processes and therefore benefit from the beginning. It is therefore a good remedial method. It is however still important to be aware of learners who make other kinds of mistakes and the nature of those mistakes, for additional assistance.

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Pre- exercises for Phonological Awareness: Delete initial sound of picture name

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Phonological Awareness – delete second sound of picture name

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Phonological Awareness – delete last sound of picture name

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11. EXAMPLE OF STEPS IN TEACHING READING: These steps can be followed in one period, but the contents (sounds) should be spread over a period of time. PLEASE NOTE: Do not use alphabet names, but letter sounds (phonics)

Step 1: Letter-Sound Matching

First test to see if learners know sounds of letters - if not, teach them in the following manner: Introduce vowels a, e, i, o, u first, and then the consonants in the following manner. (Consonants that look almost similar or sound almost the same should be taught separately so that they cannot confuse the learners)

b, c, f, l, h,

g, v, d, j, n

p, r, s, w, k,

m, q, t, y, x, z

Use letters associated with pictures on cards

• Show letter cards one by one to learners. • Say sound to learners - show how it is formed in mouth. • Learners repeat sound several times (teacher uses word to associate) -

put card on table. • Do another letter, etc (stop after 5 - 6 letters ) • After 5 - 7 sounds pick up first one and ask children to say it again. If

they cannot remember it, try again. • Do this every day until they know all letter sounds well. Revise all

cards of the previous day to see if they still can remember and match the sounds.

(Present digraphs in similar manner, but introduce them according to the syllabus list)

Step 2. Word-Building & Letter/Sound Manipulation

Give groups of learners sets of letters on small cards. Ask them to put together letters that form words, e.g. c-a-t, p-i-n, etc. Say letters slowly. They now read the words. When they have done that, ask them to take the first letter away and say the word without the first sound. Do the same with the last letter sound.

c a t p i n

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Exchange first letter for another, e.g. p a – t , etc. Read word again. Exchange middle letter of word for another vowel and read again, e.g.

c o t

Exchange last letter in word for another and read word, e.g. c - a p

Note: The exercise above can be done with several pictures on a card. Point to a picture and ask the name of the picture/object. If they do not know it, say it to them. Then repeat it slowly. Ask learners to say the word without the first sound, then the last one or the middle one, etc.

Step 3: Rhyme Recognition

Rhyming is when parts of the word or the whole word sound the same. This is to make the leaning of word with similar endings or beginnings easier. Draw a line from the picture to the word that rhymes with it, e.g.

cook free mat dig

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Additional Exercises: Rhyme Recognition

bit

fun

mat

fan

hat

foot

ant

man

see

moon

make

hard

beg

kiss

mat

fall

sell

get

bed

dog

sun

fun

big

cook

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Additional Exercises: Rhyme recognition with words fun mug bun sun

got bog lot fog

dam man bag ham

gun sun put hut

tone mean phone coat

food book poor good

beat seat heat feet

sick lack brick tick

ten then them when

far car cat bar

cool soon fool hood

tart bar start are

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Step 4: Parsing & Blending Take the lesson of the day (connected text). The Teacher reads the story to the learners and explains the story to them (comprehension). Pick out new or difficult words for parsing as follows: • Clap out the word (syllables) while saying it. Ask: “How many

claps/parts did you hear?”. Learners write down words and underline parts as they hear them, e.g.

but-ter mo-ther ba-by

bi-cy-cle e-ve-ning

• Use cards/paper strips cut out from blank paper and write the words

down while saying them very slowly and in blended manner. Learners say them in the same way while the teacher pulls her finger under the word, e.g. mother:

“mmm-ooo-ththth-eee-rrr”

• Put the words anywhere on a board/wall (with a pin or Prestik). • After all longer words have been treated in the above manner, the

teacher says a word and asks individual learners to show the word on the board/wall.

• Learners read the words together. • Learners write down the words.

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Additional Exercises: Parsing – Picture names

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Step 5: Phonological Coding The teacher says a word (or names of learners or towns) in syllables with about 2 seconds silences in-between syllables. The learners have to say the whole word aloud. Also, write words down with spaces-between syllables. Learners have to read them aloud, e.g.

pen . . cil cof . . fee

pa . . ja . . mas to . . ma . . to

Learners write the words after saying them.

Step 6: Shared Reading of Connected Text (e.g. story or paragraph.)

• The teacher asks all children to read the story with her/him. • Then the teacher asks individual learners to take turns and read a line or

two of the stories to the class.

The learners write a short summary in their own words what the story was about. They may write it incorrectly, but one must be able to read the words phonologically, e.g.

“The elifint eets a leef.”

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ENRICHMENT ACTIVITIES

Enrichment – Ideas Phonics and words for creative writing Curl petals with pencil - write words on petals. Uncurl petal. Where friend says stop, you use that word to make a sentence OR write spelling word down correctly. Take turns with friend. Poems Write own five line poems - use fruit or vegetables as topic, e.g. Line 1 - Title Line 2 - Describe appearance (looks) Line 3 - Describe texture (what it looks like) Line 4 - Tell about taste Line 5 - Give your opinion about it. Create your own word search Draw your own grid. Choose a theme for words, e.g. animals, sport, flowers, etc. Swap word searches with a friend and try to find each other's words. Look up, down, side-ways, back-to-front and diagonally.

c b e f j z m r w d w h a l e p e r o r y x k b o g r a g h i l r n i g e l e p h a n t y s t x z d b v a m

tiger elephant ant zebra oryx whale

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Word chains Play this game orally with pupils. The objective of the game is to make the longest, possible chain of words on a theme. Each new word must begin with the last letter of the previous word, e.g. Food: nuts - sandwich - ham – meat Animals: cat - tiger - rhinoceros - snake - elephant - tortoise - etc. Flowers: Towns: Countries: First names: Colours: etc. Anagrams An anagram is a word made from all the letters of another word, e.g. write the letters of the word LIVE inside a circle.

We can make all these words from the four letters: LIVE, EVIL, VEIL, VILE, LEVI Words within words How many words can you find from the letters of the word CREATE? The objective is to find as many words (of two or more letters) as possible in a given time.

Dice Games Write words on cards and stick on each of the 6 sides the question words:

Why? When? Where? What? Who? Whose? Take turns to throw dice. The rest of the group uses the appropriate word to make a sentence and/or create a story. (Replace the question words with verbs, nouns, prepositions, etc.)

I L E V

CART, ACRE, TREE, CRATE, TEA, RATE, ERECT, EAR

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Edible play dough - eat the alphabet Mix together: 4 tablespoons of peanut butter 4 tablespoons of honey 4 tablespoons of powdered milk You have made edible play dough! Memory cubes Information is glued onto an empty carton and suspended at touchable height Theme "Me",

or use the silhouette of a child - cut out and paste hair on head. Grab bag stories Each child is given 4 strips of paper On the first one s/he writes a place, e.g.

underwater, a dungeon, a wild river, a country. On the second s/he designates a time, e.g.

a special day, a season, weekend, etc. On the third and fourth, the child briefly describes two characters, e.g.

an ageing cricketer, a bored buy, a bank robber. Place the strips in 3 bags.

Play Who? When? Where?

Each child draws a time, place, and two characters. S/he creates an oral story to tell to the group. This may be used as a basis for a piece of creative written work. Match the words that sound the same but spelled differently two dye road pane here see pale son tale cent hare hear die to pain tail meet hair sun pail sent rode sea meat Reading and Creative writing Use an old magazine. Cut out words to form sentences on a theme. Paste words in correct order to make sentences, e.g.

1. I AM 6 years old, etc. 2.

lower primary phase syllabus guide - nied.edu.na · pdf filelower primary phase syllabus guide...

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